Fullerton Online Teacher Induction Program

Individualized Learning Plan (ILP)

Revised 11.5.18
Directions: The ILP should be completed with Mentor input. Complete blue cells prior to classroom implementation. Complete orange cells after POP Cycle is completed. Cells will expand as needed. When
submitting completed ILP to instructor, please include copies/images of pre/post assessments/directions and the Pre/Post Assessment Data Table.
Section 1: New Teacher Information
New Teacher Email Subject Area Grade Level
Norely Nava [email protected] Multiple Subject K/1 Combo
Mentor Email School/District Date
Kristia Lengyel [email protected] Assigned Mentor 10/3/23
Section 2: CSTP Areas of Inquiry
Directions: Identify 2-3 CSTP elements for ILP focus. Use most recent CSTP Assessment for Initial Rating. Identify both teacher and student rating for CSTP 1 and 2. See example.
CSTP Element Initial Rating Description Goal Rating Description
T - Guide students to think critically T - Facilitates systematic opportunities for
Promoting
through the use of questioning students to apply critical thinking by
critical
strategies, posing/solving problems, designing structured inquiries into
thinking
and reflection on issues in content. T– complex problems.
through T – Applying Innovating
1.5 S – Exploring S - Students respond to varied S- S - Students pose and answer a wide range
inquiry,
questions or tasks designed to Innovating
of complex questions and problems,
problem
promote comprehension and reflect, and communicate understandings
solving, and
critical thinking in single lessons or based on in-depth analysis of content
reflection
a sequence of lessons. learning.
Using a
variety of
T- I use hands-on and manipulatives T- Refines the flexible use of an extensive
instructiona
as part of my instruction. I give repertoire of strategies, resources, and
l strategies,
students access to technology and technologies to meet students’ diverse
resources,
use online platforms to work on T-Innovatin learning needs.
and T- Exploring g
1.4 S- Exploring- skills. Some of the sites include IXl, S-Innovatin S- Students take responsibility for using a
technologie
Zearn, and RAZ-Kids. g
wide range of strategies, resources, and
s to meet
S- Students participate using technologies that successfully advance
students’
hands-on math centers and access their learning.
diverse
use sites daily.
learning
needs.
Using and
adapting
resources,
T- I explore and use additional
technologie T- Engages students in identifying and
technology to support students'
s, and adapting resources, technologies, and
understanding of the subject
standards-al standards-aligned instructional materials
matter. Additionally, from Zearn,
igned T-Innovatin to extend student understanding and
T- Exploring IXL, and manipulatives, I use Didax g
3.5 instructiona S- Exploring S-Innovatin critical thinking about the subject matter.
to model math instruction.
l materials, g
S- Ensures that students are able to obtain
S- Students are able to see visuals
including equitable access to a wide range of
to support their understanding of
adopted technologies through ongoing links to
various topics.
materials, outside resources and support.
to make
subject
matter
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 6
 accessible
to all
students
Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments and Data Collection Tools)
Directions: Your inquiry question should be concise and likely no more than 8-10 words. Your hypothesis should indicate what you expect students to be able to do after the lesson, and it should be able to be
evaluated based on your assessment plan. Note that Semester 3 requires an inquiry question that focuses on use of technology to support teaching and learning.
Inquiry Question Hypothesis Lesson Series Topic Assessments/Data Collection
Students will be
How to support students Students should have Science assessed using Seesaw
with academic language access to different to check for
development? resources and be able to understanding. In
use and show an addition, I will also have
understanding of academic a formal assessment
language. through the completion
of a project.
Focus Students
Directions: Identify three focus students for your inquiry. Identify special characteristics of the students and include performance data. Explain why you have selected them for this inquiry focus. Do not use
actual names of students. (Note: At least one focus student should be an English learner and at least one must have an ILP/504 accommodation. The third is your choice, but please identify someone that poses
an instructional challenge.) Identify expected results for each focus student.
Focus Student 1: English Learner Focus Student 2: Student with ILP/504 Focus Student 3: Your Choice
Grade Level: K Grade Level: 1 Grade Level: K
Lexile Level: BR70L-10L Lexile Level: BR70L-10L Lexile Level: BR70L-10L
Performance Data
Math NWEA: 157 Math NWEA: 132 Math NWEA: 149
Reading NWEA 142 Reading NWEA: 131 Reading NWEA: 138
Student will be able to use and Student will be able to use and
Student will be able to use and identify the
Expected Results identify the academic vocabulary to identify the academic vocabulary to
academic vocabulary to show understanding.
show understanding. show understanding.
Inquiry Lesson Implementation Plan
Directions: that Semester 3 requires a lesson that focuses on use of technology to support teaching and learning.
Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results Discuss Results with Mentor

Identify dates for activities.

11/6 11/6 11/10 11/13 11/13
Provide 1-2 sentence
summary of your lesson Students will learn about parts of a plant and their life cycle.
plan.

Summarize the process for

Pre-Assessment: Students will label the life cycle of a plant using an activity on seesaw.
administering and
analyzing pre- and Post Assessment: Students will make their own life cycle of a plant, identifying parts of a plant, and
post-assessments.
use newly acquired accademic language.
Semester 3 Only: Identify
the specific technology Technology: Students will use Seesaw as a tool to complete activities to support learning. In
tools, applications, links,
and/or devices to be addition, students will see videos of plants. Finally, students will use RAZ kids to read a non-fiction
incorporated into the text regarding the lesson topic.
lesson.
Section 4: Inquiry Research and Exploration
Research/Professional Learning (Identify two articles that have informed inquiry focus. Provide title, URL or citation, and statement of what was learned.)
Title: Evidence-Based Instructional Strategies for Elementary
Title: The Six Most Effective Instructional Strategies for English Learner Students
ELLs—According to Teachers
URL:https://ies.ed.gov/ncee/edlabs/infographics/pdf/REL_SE_
URL: The Six Most Effective Instructional Strategies for Evidence_Based_Instructional_Strategies_for_Elementary_Eng
ELLs—According to Teachers (Opinion) (edweek.org) lish_Learner_Students.pdf

Statement: The article includes various strategies to Statement: The instructional strategies are broken down into
support English learners. One strategy is the Picture how to support students across different areas. Regarding
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 6
Word Inductive Model, which can include using an teaching academic vocabulary, teachers should teach
image to start a unit and transcending language “content-specific academic vocabulary” and include “ target
barriers. The example states how we can have students words critical for understanding.” Strategies to facilitate
brainstorm before working with a partner to generate learning include friendly definitions, examples, concrete
more ideas. Then as a group add more words to our representations, and opportunities to talk about the words. In
image. Create sentence frames to support students and addition, it is important to teach students to use context clues
have students write a paragraph. This can be simplified and word parts to support independent strategies for student
to lower grades. success.
Sample: To support content area learning, scaffolding using videos,
visuals, and graphic organizers can help with comprehension.
In addition, it promotes cooperative work with opportunities
to talk and writing activities that develop language.
Teachers can use the student's home language to support
students with definitions and material in their home language
and present concepts with background knowledge and
experiences.
Intervention, when applicable, can benefit struggling students
and is encouraged 30 minutes per day in groups of no more
than 5 or 6. Groups should be homogeneous in proficiency
level or target skills. Teachers should focus on vocabulary
The article also mentioned comprehensible input, in development, listening and reading strategies, and
which the “teacher speaks in such a way that students foundational reading skills.
are able to understand what is being said even when
they do not know or understand all of the words.”
Strategies include speaking slowly, avoiding figurative
language, and using gestures.
In addition, collaborative summarizing can be
supported by modeling big ideas in the text. Students
can use a graphic organizer and have students work
with various partners. This can support all students to
“develop oracy and effectively utilize purposeful
dialogue with a partner.”

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Grade Level: Kindergarten
Grade Level: Kindergarten Subject: Multiple
Subject: Multiple A colleague supports EL learners using chants as part of a
A colleague uses constant visuals to help students with science unit. The chant engaged students but also served as an
vocabulary and reading. The teacher has various anchor opportunity to practice academic vocabulary. Students would
charts with visuals and vocabulary. The teacher has reference the chant as the unit progressed and as they
these charts around the classroom for students' easy continued to use the academic vocabulary. The chant used key
access. In addition, she uses various thinking maps to vocabulary that would be present within the unit to support
model organizing ideas. students.

Special Emphasis: ISTE Standards (Semester 3 only)

Directions: Identify at least one ISTE Educator and at least one ISTE- Student Standards that are the primary focus of your project. Explain how these standards will be incorporated.
Special Emphasis Focus How Special Emphasis will be Incorporated

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 6
 ISTE Educator:
2.5 Designer
I will design my unit on plants by frontloading my students
ISTE Educator: with plant information using an anchor chart. My anchor
2.5 Designer chart will include academic vocabulary to support student
learning. Additionally, I will create a chant in which
Educators design authentic, learner-driven activities and students practice the academic language. I will carry out
environments that recognize and accommodate learner
activities for students, including practicing putting the plant
variability.
life cycle together through sorting activities. Additionally,
students will access technology to supplement their
ISTE Student Standard:
learning. This includes using Seesaw for activities and
1.3 Knowledgeable Constructor
videos.
Students critically curate a variety of resources using
ISTE Student Standards:
digital tools to construct knowledge, produce creative
1.3 Knowledgeable Constructor
artifacts, and make meaningful learning experiences for
themselves and others. Students will have access to online resources, including
using Sesaw for sorting activities. Additionally, students will
have access to review plant cycle videos. Students also have
access to RAZ Kids, which allows them to access related
reading materials.
Section 5: Results and Reflection
Directions: Record Pre- and post-assessment data into Pre/Post Assessment Data Table (see end of document). Include copies/images of pre/post assessments/directions and the Pre/Post Assessment Data
Table with submission.
Pre/Post Assessment Data Analysis Findings for Whole Class Pre/Post Assessment Data Analysis Findings for Three Focus Students

Initial Evidence/Rational for Rating Suggestions for

CSTP Element Revised Rating
Rating (Summarize from POP Section 3) Moving Forward

Promoting critical To move to INNOVATING level: Consider how to increase

Teacher asked questions of analysis and evaluation.
thinking through inquiry, T – Applying T – Integrating complexity of task beyond a single lesson so that there are
1.5 Students answered questions that included all levels of Bloom’s. Students created their own
problem solving, and S – Exploring S - Integrating continuing opportunities for students to engage in inquiry in
math problems.
reflection complex problem. How could you extend lesson into PBL?

Students practice critical thinking through think,

pairing, and sharing. Students have the
Moving forward, students could
opportunity to talk and discuss newly acquired
Promoting explore why this information is
critical thinking knowledge and the use of academic vocabulary.
T – Applying T-Innovating important. This would support
1.5 through inquiry, S – Exploring S-Innovating This provided an opportunity for students to
problem solving, students by creating meaning to
promote comprehension. They reflect on what
and reflection material and help them apply
they discussed or what their partner discussed.
information to themselves.
We may further add to our anchor chart if new
information is obtained.
T- I use hands-on
and Students could take an
Students have access to various resources,
manipulatives as opportunity to explore parts of a
part of my including an anchor chart with visuals and
plant by using a real plant.
instruction. I academic vocabulary. Students also practice
give students Students can look at our small
T- Exploring T-Innovating academic language with a chant using
1.4 access to S- Exploring- S-Innovating school garden. If not available,
technology and movements. Students have access to practice
students can explore our grass
use online putting life cycle components and parts of plants
platforms to area and see if they can find
together through various hands-on sorting tasks
work on skills. plants/flowers and identify all its
Some of the sites and technology-based tasks.
parts.
include IXl,

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 6
 Zearn, and
RAZ-Kids.
S- Students
participate using
hands-on math
centers and
access use sites
daily.
Using and
adapting Although students had access to
resources, Students used Seesaw as part of their
videos and songs as a whole
technologies, pre-assessment to show what they knew about
and group via slides, it would be
the plant cycle. Additionally, students used
standards-aligne T- Exploring T-Innovating beneficial to share videos via
3.5 d instructional S- Exploring S-Innovating Seesaw to access assignments to support their
Seesaw. In doing so, students
materials, learning. Students also view videos and songs to
including can review/rewatch the
support their learning. Students used their
adopted videos/songs as needed for
materials, to
personal Chromebooks for Seesaw.
further exposure.
make subject
Special Emphasis ISTE-Educator and ISTE-Student Standards (Semester 3 only)
Results of Incorporation into Lesson Key Learnings and New Skills/Knowledge Developed by Teacher
Using technology in my lessons has shown my students another These simple activities associated with science can help my students work
format in which they can share what they know. Additionally, this more independently. I will incorporate more of these activities, using
has proved to be a resource for my students to practice technology. seesaw across other subjects.
Action Items
Technology is a tool my young learners may be familiar with, but not in a structured school environment. Seesaw is an
For curriculum design,
excellent student-friendly tool for completing activities and practicing material in a more student-driven environment. I
lesson planning,
assessment planning plan to use various activities across other subjects. Additionally, I can design activities in which students can play audio
for directions, review words, move objects, etc.
Moving forward, I will have more activities in which my students can work on more independent tasks. This will include
clicking the audio to listen to words before moving them to the appropriate category. I would like to see my students
For classroom practice,
sorting various images into relevant categories to practice content. Eventually, I would like my student to become
familiar with Seesaw to record their audio/videos to show what they learn.
For teaching English I included visuals in my anchor chart to support my English learners, students with special needs, and other challenges.
learners, students with
Moving forward, I will also add more visuals to my chants so my students become familiar with the image and
special needs, and students
with other instructional vocabulary associated with the idea. Additionally, although my anchor chart contains vocabulary and visuals, I would
challenges also like to incorporate more real-life images for my students.
For future professional
development,
Search for more real-life images to better support understanding associated with vocabulary.

Create the opportunity for my students to use technology with a partner instead of an independent activity, making it
For future inquiry/ILP
more interactive. This could support students by further practicing academic vocabulary with a partner.
Semester 3 Only:
For future use of I will create more opportunities for students to record, visual or audio, to show what they have learned using Seesaw.
technology
Other Notes

Pre-/Post- Assessment Data Table follows this document.

Include copies/images of pre-/post- assessments/directions and the Pre/Post Assessment Data Table with submission.

Fullerton Online Teacher Induction Program

Individualized Learning Plan (ILP)
Revised 5.1.17
Directions: Record student pre and post scores in this table. Do not use student’s actual names.
New Teacher Email Subject Area Grade Level

Norely Nava [email protected] Multiple Subject K/1 Combo

Pre-Assessment Data Range and Average Post-Assessment Data Range and Average

81% 90%

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 6
 PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL Elliot 5/5 5/5
2. Focus Student: 504/IEP Kaia 5/5 5/5
3. Focus Student: Teacher Choice
4/5 5/5
Allison
4. Student 4 4/5 5/5
5. Student 5 4/5 3/5
6. Student 6 5/5 4/5
7. Student 7 4/5 5/5
8. Student 8 4/5 5/5
9. Student 9 5/5 5/5
10. Student10 3/5 3/5
11. Student 11 5/5 5/5
12. Student 12 4/5 4/5
13. Student 13 4/5 5/5
14. Student 14 5/5 5/5
15. Student 15 3/5 4/5
16. Student 16 3/5 4/5
17. Student 17 4/5 5/5
18. Student 18 0/5 3/5
19. Student 19 5/5 5/5
20. Student 20 5/5 5/5
21. Student 21 5/5 5/5
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
910111213141516

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 6 of 6