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
Julia Zwayne [email protected] All Subjects 2nd

Mentor Email School/District Date

Independence Christian
Lauren Bakuwel [email protected] 10/3/23
School
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 - Facilitates systematic
opportunities for students to apply
T - Guide students to think critically through use of
Promoting critical T– critical thinking by designing
questioning strategies, posing/solving problems, and
Innovatin structured inquires into complex
thinking through reflection on issues in content.
T – Applying g problems.
1.5 inquiry, problem
S – Applying S- S - Students pose and answer a wide-
solving, and S - Students respond to questions and problems posed by
Innovatin range of complex questions and
reflection the teacher and begin to pose and solve problems of their
g problems, reflect, and communicate
own related to the content.
understandings based on in depth
analysis of content learning.
T - Adapts physical and/or
Creating physical environments flexibly to facilitate
or virtual learning access to a wide range of resources
environments that T - Experiments with and/or virtual learning that engage students in learning.
promote student environments that support student learning. T– Ensures that environments enhance
learning, reflect Innovatin learning and reflect diversity within
T – Exploring
diversity, and S - Students use resources provided in learning g and beyond the classroom.
2.2 S - Exploring
encourage environments and interact with each other to understand S-
constructive and and complete learning tasks in single lessons or sequence Innovatin S - Students participate in
productive of lessons. g monitoring and changing the design
interactions of learning environments and
among students structures for interactions.

T - Paces, adjusts, and fluidly

T - Paces instruction with students to provide adequate facilitates instruction and daily
T–
Using time for instruction, checking for understanding, activities.
Innovatin
instructional time completion of learning activities and closure. S - Students monitor their own time,
T – Applying g
2.7 to optimize S - Students complete learning activities and, as needed, are engaged in accomplishing
S - Exploring S-
learning may receive some adjustments of time allotted for tasks learning goals, and participate in
Innovatin
or expectations for completion. reflection, self-assessment, and goal
g
setting.

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.
Assessments/Data
Inquiry Question Hypothesis Lesson Series Topic
Collection
Will the use of the app “Math Challenges” Students will use a mathematical The topic of this series is mental Pre-Assessment: I will hold
enable students to add equations without program on their tablets that will addition. up dot flash cards with
counting on their fingers? Will using encourage them to add numbers various patterns and
tablets during the lesson help students without counting on their fingers and amounts of dots, telling the
become more engaged with the material? assess their ability to do so. students to determine how
many dots are on each card
in about five seconds. I will
then hide the card and ask
how many dots they saw. I
will give students the
opportunity to give their
answers and then explain
how they were able to so
quickly count the dots in
their head.
Post-Assessment: For a
final post-assessment, I will
write three equations on the
board (one at a time) and
have students write answers
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 6
 on a piece of paper without
counting on their fingers.
Students will turn their
answers in at the end of the
lesson with their names
written on their exit tickets.

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
This student has a 504 plan due to his
diagnosis of AUDHD. He is an A and B This student has been diagnosed
This student is very well-behaved, attentive, and student but can be very impulsive and has with ADHD will often get
organized. His first language is Mandarin. He is a strong trouble focusing in class. Sometimes he distracted by fidgeting with
reader and is quick with mental math. Occasionally, in needs extra time to complete a test or random objects in his desk. He
phonics he will read a vowel or special sound incorrectly. I requires a separate room to take a test in struggles with reading and
Performance Data
chose this student because he is an EL student and only order to avoid distractions. He has an aide phonics and occasionally math.
speaks Mandarin at home, so he has the added challenge with him most days to keep him on task. I He has trouble with
of navigating the English language while also learning chose this student because I wanted to see comprehension and will often
new academic concepts. how the use of technology could engage write some of his numbers
him and keep him focused during the backwards.
lesson.
I expect this student to struggle
I expect this student to do well if he is
a bit with adding numbers
I expect this student to do well in this lesson since he is engaged and is paying attention to the
quickly in his head. He often
already strong in solving equations mentally. Math is questions posed during the pre and post
takes his time when completing
easier for him since it is universal and simple equations do assessments. I expect him to be particularly
Expected Results assignments or test. This activity
not require any type of translation. He will probably be engaged when the students are practicing
will challenge him to use
able to solve the addition equations quickly and without addition on their tablets. He is strong in
strategies that will provide
using his fingers at all. math, so he will probably be able to add
shortcuts for him to add
quickly without using his fingers.
numbers quickly.
Inquiry Lesson Implementation Plan
Directions: that Semester 3 requires a lesson that focuses on use of technology to support teaching and learning.
Administer Post- Discuss Results with
Administer Pre-Assessment Deliver Lesson(s) Analyze Results
Assessment Mentor
Identify dates for activities.
11/29/23 11/29/23 11/29/23 11/29/23 11/30/23

The lesson will begin with a “math talk” using dot cards that give students the opportunity to determine how many dots are on the
Provide 1-2 sentence
cards in a limited amount of time. After this, students will practice mental math by adding equations on the app “Math Challenges”
summary of your lesson
using tablets. At the end of the lesson, students will answer math equations by writing their answers on an exit ticket without
plan.
counting on their fingers.
As a whole group, students will look at the dot cards I present to them and quickly determine how many dots are on each card in
Summarize process for about five seconds. I will assess their mental strategies by allowing students to give their answers and then explain how they came to
administering and analyzing their conclusions so quickly. For the post assessment, I will write three addition equations on the board (one at a time) and erase
pre- and post-assessments. them after about five seconds. Students will write their answers on exit tickets without counting on their fingers. I will collect these at
the end and analyze their answers after the lesson.
Semester 3 Only: Identify
the specific technology
tools, applications, links,
The students will be using individual tablets to practice mental addition using the app “Math Challenges.”
and/or devices to be
incorporated into the
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.)
Article #1: Tracing the effects of teacher inquiry on classroom practice Article #2: Teacher Inquiry on the Influence of Materials on Children’s
URL: https://www.sciencedirect.com/science/article/pii/S0742051X09000559 Learning (Voices)
This article summarizes the benefits of teacher inquiry in the classroom for professional URL: https://www.naeyc.org/resources/pubs/yc/nov2016/teacher-
development. The article follows the case study of an American high school’s workgroup inquiry-materials
experience to give evidence of teacher inquiry being successful. The article shows the This article communicates the benefit of making investigations about
benefit of posing an inquiry question and then experimenting by implementing the inquiry students’ relationships with materials in the classroom and forming
in a classroom environment and studying student responses. hypotheses about what engages and impacts them the most.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
My other colleague teaches 4th grade and teaches all subjects in her
classroom. Her inquiry question is: How is partner seat-work
One of my colleagues teaches 1st grade and teaches all subjects in her classroom. Her beneficial to student learning?
inquiry question is: How do manipulatives help students differentiate subtraction and Her hypothesis: Partner seat-work helps with social skills and getting
addition? a different perspective from a peer in the classroom.
Her hypothesis: Manipulatives help students visually and physically connect the concept of
subtraction and addition with real life scenarios.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 6
 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

ISTE Educator Standard: 2.5.c Create Innovative Learning Environments: Explore and ISTE Educator Standard 2.5.c: This standard will be incorporated by the
apply instructional design principles to create innovative digital learning environments use of tablets and a fun and engaging app that gets students excited
that engage and support learning about doing mental math.

ISTE Student Standard: 1.5a Problem Definitions: Students formulate problem

definitions suited for technology-assisted methods such as data analysis, abstract models ISTE Student Standard: 1.5a: This standard will be incorporated by
and algorithmic thinking in exploring and finding solutions. students using critical thinking and various strategies to mentally solve
addition problems through the use of an engaging tablet app.

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 Three Focus
Pre/Post Assessment Data Analysis Findings for Whole Class
Students
Pre-Assessment:
Focus Student 1 showed an eagerness to participate in the
math talk but solve the first “dot card” incorrectly. As I
continued to show cards, he seemed to warm up and
Pre-Assessment: In my pre-assessment, I discovered that the class has a grasp on eventually was able to add the dots correctly in his mind.
mental math and several students are able to add numbers mentally without Focus Student 2 answered all questions posed to him correctly,
counting on their fingers. There are a handful of students who rely on their fingers including the dot cards and the equations written on the board.
to add simple equations. Some of them can do addition mentally when I remind Focus Student 3 answered one question on the dot cards
them to not count on their fingers, but if I don’t remind them, they add with their incorrectly but answered various questions written on the
fingers as a habit. board correctly.

Post-Assessment: For the post assessment, most of the class got at least 2 out of Post-Assessment:
the 3 questions correct. The average score was 2 answers correct. Only one Focus Student 1 answered 3/3 answers correctly on the exit
student got two wrong. ticket.
Focus Student 2 answered 3/3 answers correctly on the exit
ticket.
Focus Student 3 answered 2/3 answers correctly on the exit
ticket.
Evidence/Rational for Rating Suggestions for Moving
CSTP Element Initial Rating Revised Rating
(Summarize from POP Section 3) Forward

To move to INNOVATING
Promoting T- level: Consider teaching a
critical Applyin NT promoted critical thinking by follow-up lesson where students
thinking g incorporating a math talk, a mini lesson, write their own addition
through S- T – Integrating and a post-lesson debrief. Students equations to give to fellow
1.5
inquiry, Applyin S - Integrating shared their reasoning and specific classmates. Once students have
problem g strategies they used to solve various written, swapped, and answered
solving, and math problems. equations, they will take turns
reflection explaining the strategies they
used
2.2 Creating T – Exploring T- Applying NT created a virtual learning To move to INNOVATING
physical or S - Exploring S - Applying environment that promoted positive level:
virtual learning and accommodated all Consider using an app with
learning learners by engaging students with an student scores that are more
environment app that allowed students to work at accessible to the teacher. That
s that their own pace. way all scores can be accessed
promote in one place instead of only
student being viewable on each tablet.
learning,
reflect
diversity, and
encourage
constructive
and
productive
interactions
among
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 6
 students

To move to INNOVATING
Using level:
NT kept the lesson within the 30 minute
instructional Consider spending more time on
range that was originally planned for
time to the body of the lesson and
T – Applying T – Integrating the lesson. The lesson was split into
2.7 optimize cutting down the math talk..
S – Exploring S – Integrating three parts and the NT moved smoothly
learning Perhaps call on just two or
from one portion to the next and kept
three students instead of
students engaged.
multiple students to answer
questions.
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
I learned the value of keeping the students engaged
through multiple avenues. It was helpful to have various
instructional strategies in one lesson. The students were
I successfully incorporated standard 2.5c through the use of the app Math
extremely engaged with the dot cards and loved being
Challenge. Students were given the opportunity to apply their mental
able to share their strategies with the class. They were
math skills as they were given multiple addition equations that they had
excited about using tablets and they were focused and
to match with corresponding answers rapidly. They went at their own
enthusiastic while interacting with the app. Finally, after
pace and could move on to new levels as they solved equations.
practicing their mental math skills, they were eager to
exercise them one last time in the final assessment. I will
be using diverse learning strategies in future lessons.
Action Items
The dot cards I used in the math talk are included in the math curriculum for 2nd grade at my school. These
For curriculum design, are used for addition drills and quick mental math practice. It is a great warm-up activity before teaching new
lesson planning, assessment concepts each day. They were also useful for an informal pre-assessment to hook the students in. I
planning researched apps that would be applicable to the lesson and I planned which addition problems I would write
on the board in the body and end of the lesson.
I used various teaching styles to keep students engaged. I incorporated a whole-group talk and had students
share out their strategies. I provided a time of independent work as students individually interacted with
For classroom practice
their tablets. Additionally, I modeled how to add numbers quickly and break large numbers into smaller
chunks by demonstrating helpful step-by-step strategies.
For teaching English
learners, students with I accommodated for all learners, including English learners and students with special needs, by defining
special needs, and students academic words, referencing previous lessons to access prior knowledge, review the material before diving
with other instructional into the lesson, and walking around the room to support any students who needed extra assistance.
challenges
For my future professional development, I would like to brainstorm more activities and games to incorporate
For future professional into lessons to keep students engaged. It is easy to lose their attention if I am just speaking to them and they
development are not involved in hands-on activities. I want to order more manipulatives for my classroom and find videos
and songs to reinforce academic concepts.
For future inquiry, I would like to research the benefits of student collaboration, teamwork, group projects,
For future inquiry/ILP
and the think-pair-share model.
For my next POP cycle, I want to teach an ELA lesson. I haven’t landed on a specific topic yet, but I would like
For next POP cycle some type of writing activity to be included. It would also be beneficial to find a video to reinforce academic
language and keep the students engaged.
Semester 3 Only: I would like to acquire chrome books for my classroom and familiarize my students with navigating websites,
For future use of technology teach them internet safety, and utilize the plethora of resources that can be accessed on the chrome books.
Other Notes

This lesson challenged me to use technology as the body of the lesson and connect each portion of my lesson in a cohesive way.

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
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 6
 Julia Zwayne [email protected] All Subjects 2nd
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
The pre-assessment was a whole-group assessment and done informally. Most The data range was 1-3 and the average was 2 (out
of the class answered verbal questions correctly. of three points).
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
This student answered one question
during the math talk incorrectly but
did not seem to struggle for the rest
1. Focus Student: EL Pass 3/3 of the lesson. He stayed on task,
rapidly solved equations on his
tablet, and solved all three questions
correctly on the exit ticket.
This student was eager to share his
reasoning for each of his answers for
the dot cards and the equations that
were written on the board. He was
2. Focus Student: 504/IEP Pass 3/3 able to answer all of them correctly
and aced the levels on the Math
Challenge app. He also answered all
of the questions on the exit ticket
correctly.
This student answered the first dot
card equation incorrectly but was
able to answer some of the other
complex equations correctly. When
3. Focus Student: Teacher Choice Pass 2/3
solving equations on the app, he
matched some of the equations to
the incorrect answers. He got one
answer incorrect on the exit ticket.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 6
 29.
30.
31.
32.
33.
34.
35.
36.
910111213141516

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