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
Jennifer Moritz [email protected] Elementary 6th
Mentor Email School/District Date
Suzanne Mattson [email protected] Holder/Savanna School District August 5, 2023
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 critical
T - Guide students to think critically through use of questioning strategies,
Promoting critical thinking thinking by designing structured inquiries into complex problems.
T – Applying posing/solving problems, and reflection on issues in content. T – Innovating
1.5 through inquiry, problem S - Students pose and answer a wide-range of complex questions and
S – Applying S – Respond to questions and problems posed by the teacher and begin to S - Innovating
solving, and reflection problems, reflect, and communicate understandings based on in depth
pose and solve problems of their own related to the content.
analysis of content learning.
Using a variety of
T- Utilizes a variety of strategies including culturally
instructional T- Refines the flexible use of an extensive
responsive pedagogy, resources, and technologies
strategies, repertoire of strategies, resources, and
during ongoing instruction to meet students’
resources, and T-Applying T-Innovating technologies to meet students’ diverse learning
1.4 diverse learning needs.
technologies to S-Applying S-Innovating needs.
S- Students participate in instruction using
meet students’ S- Students take responsibilities for using a wide
strategies, resources, and technologies matched to
diverse learning range of strategies, resources, and technologies
their learning needs.
needs that successfully advance their learning.
Provides students with opportunities in single Provides systematic opportunities for student
Involve all students lessons or sequence of lessons to monitor their self-assessment, goal setting, and progress
in self-assessment, Exploring- own progress toward class or individual goals Innovating monitoring.
5.5
goal setting, and Integrating Implements structures for students to self-assess Develops students’ meta-cognitive skills for
monitoring progress and set learning goals related to content, academic analyzing progress and refining goals towards
language, and individual skills. high levels of academic achievement.
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

-Student needs will be met through the

use of diverse instructional strategies.
-How will implementing a variety of -Pre-assessment of student
This will be reflected in student data
instructional strategies improve student understanding of fractions. This will
with an increase of students meeting or
achievement? determine the level of understanding
exceeding the learning goals.
at the beginning of the unit.

-What types of instructional strategies -Formative assessments during guided

can I utilize to differentiate and scaffold -A variety of instructional strategies and independent work time. This will
instruction? (such as cooperative learning, UDL, PBL, help drive instruction and check
problem-solving) will make content student learning throughout the unit.
accessible to all learners. 3 Week unit on Fractions (6th
Grade) -Self-Assessment. Students will assess
their own learning and determine
-How can I use resources and -Technology will support individual where they are excelling or need
technology to support student student needs, increase student additional support.
learning? engagement, and bridge knowledge
gaps by allowing students to learn -Summative assessment. This data will
through multiple modalities. be compared to the pre-assessment
-How can students create goals to data to examine growth.
-Students will create SMART goals to
monitor their learning?
take ownership of their goals and
monitor their progress.

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
Performance
Data

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 Expected Results

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.

Provide 1-2 sentence

summary of your lesson plan.

Summarize process for

administering and analyzing
pre- and post-assessments.

Semester 3 Only: Identify the

specific technology tools,
applications, links, 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.)
Predictors of the Instructional Strategies that Elementary School
Cooperative Learning in the Classroom Teacher Use with English Language Learners
Cloud, T. (July 2014). Cooperative Learning in the Classroom [Electronic Rader-Brown, Lucy, and Aimee Howley. “Predictors of the Instructional
Version]. Journal of Best Teaching Practices, 1(2), 7-8. Strategies That Elementary School Teachers Use with English Language
http://teachingonpurpose.org/wp-content/uploads/2015/03/Cloud-T.- Learners.” Teachers College Record, vol. 116, no. 5, 2014, p. 1–34.
2014.-Cooperative-Learning-in-the-Classroom.pdf https://journals-sagepub-com.lib-proxy.fullerton.edu/doi/epdf/10.1177
This article discusses the benefits of cooperative learning in the classroom. /016146811411600406
Cooperative learning can support students in sharing ideas, creating In this article, author’s researched how instructional strategies can
leadership skills, and support students in social interactions. Cooperative support language learners in the classroom. This study found that most
learning can be utilized both informally or formally in the classroom. This teachers use instructional strategies that are designed for all learners
article states that cooperative learning strategies are found to be and not specifically ELLs. They also found that teachers’ attitudes
advantageous over individual learning if applied in the appropriate toward ELLs and amounts of experience impact the instructional
manner in the classroom. This article highlights the importance of utilizing strategies used with students. The article highlights the importance of
cooperative learning in the classroom to support student learning. using instructional strategies that support language learners in the
classroom, especially with vocabulary acquisition.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
5th Grade, Elementary
6th Grade, Elementary
My colleague has suggested that I focus on utilizing instructional
My colleague has noticed that his students respond to different
strategies that engage students while supporting their learning.
instructional strategies in different ways. He tends to utilize instructional
Specifically, having students engage in turn and talks during a lesson
strategies the meet his students’ learning styles and needs. He often
when responding to questions. Further she emphasized the importance
utilizes choral responses, think-pair-share, and discussions in his
of utilizing instructional strategies that support the diverse needs of our
classroom. He encouraged me to utilized whole group and small groups to
students in the classroom through scaffolding and differentiation. She
support the needs of students in the classroom. He suggested setting
mentioned the use of technology as a strategy to support ELL students
trimester grade goals with students to encourage responsibility over their
in the classroom using programs such as MyOn and iReady.
learning.
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

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

CSTP Element Revised Rating Suggestions for Moving Forward
Rating (Summarize from POP Section 3)
1.5 Promoting critical T – Applying T – Integrating Teacher asked questions of analysis and evaluation. To move to INNOVATING level: Consider how to increase

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 thinking through
complexity of task beyond a single lesson so that there are
inquiry, problem Students answered questions that included all levels of Bloom’s.
S – Exploring S - Integrating continuing opportunities for students to engage in inquiry in
solving, and Students created their own math problems.
complex problem. How could you extend lesson into PBL?
reflection

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

Action Items
For curriculum design, lesson
planning, assessment
planning

For classroom practice

For teaching English learners,

students with special needs,
and students with other
instructional challenges
For future professional
development

For future inquiry/ILP

For next POP cycle

Semester 3 Only:
For future use of 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

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

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL
2. Focus Student: 504/IEP
3. Focus Student: Teacher Choice
4.
5.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 4
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