Fullerton Online Teacher Induction Program

Individualized Learning Plan (ILP)

Revised 6.1.17
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
Piper Walker pwalker@vistaheritagems.org Math/ Science 7/ 8
Mentor Email School/District Date
Kelsey Weston kweston@vistaheritagems.org Vista Unified Spring 2018
Section 2: CSTP Areas of Inquiry
Directions: Identify 2-3 CSTP elements for ILP focus, including at least one as required: Semester 2 – CSTP 1/2/3; Semester 3 – CSTP 4/5/6; Semester 4 -all. 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 through use of questioning T - Facilitates systematic opportunities for students to apply critical
Promoting critical thinking through strategies, posing/solving problems, and reflection on issues in content. thinking by designing structured inquires into complex problems.
T – Applying T – Innovating
1.5 inquiry, problem solving, and S - Students respond to varied questions or tasks designed to promote S - Students pose and answer a wide-range of complex questions
S – Exploring S - Innovating
reflection comprehension and critical thinking in single lessons or a sequence of and problems, reflect, and communicate understandings based on
lessons. in depth analysis of content learning.

T- Develops a rigorous learning T- Facilitates a rigorous learning

environment that includes accuracy, environment in which students take
analysis, problem solving, and leadership in learning.
appropriate levels of challenge. Fosters extended studies, research,
Creating a
Holds high expectations for students. analysis and purposeful use of
rigorous learning
Has an understanding of achievement learning.
environment with T- T-
patterns, and uses scaffolds to address Supports students to utilize an
high expectations Applying Innovating
2.4 achievement gaps. 9.22.17 extensive repertoire of differentiated
and appropriate S- S–
strategies to meet high expectations.
support for all Applying Innovating
S- Students engage in a variety of
students
differentiated supports and challenges S- Students take responsibility to
in ways that promote their accuracy, fully utilize teacher and peer support,
analysis, and problem solving in to achieve consistently high levels of
learning. 9.22.17 factual and analytical learning.

Organizing T- Uses knowledge of curriculum and T- Integrates knowledge of

curriculum to student readiness to organize and adjust curriculum and resources to organize
T- T-
3.3 facilitate student the curriculum to ensure student and adjust instruction within and
Applying Integrating
understanding of understanding. across subject matter to extend
the subject matter. student understanding.
Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments to ILP)
Inquiry Focus Inquiry question Pre-Assessment Post-Assessment Expected Results
Pose measurable and observable question in How do you expect student
Based on your selected CSTP elements, What will you use as your baseline What will you use as your final
terms of students (e.g., what impact will performance to change? Use
identify a focus of inquiry (e.g., group assessment of student assessment of student
strategy X have on student performance as percentages to describe anticipated
discussion, differentiation, motivation…) actions/performance? actions/performance?
measured by Y?) growth.
What impact will increased use of higher-order There will be a 20% increase in the average
Use of analysis, synthesis, and evaluation questions + questions (teacher talk, worksheet, and student exam score for students who participated in
Previous examination scores New chapter exam
student problem generation problem generation) have on student performance as class and successfully completed the
measured by chapter exam? worksheet.

The post teaching

assessment will be a
digital quiz adapted
Digital quiz that is
from school curriculum
adapted from school Students at all skill
that will collect data
How will organizing curriculum, used to levels will increase
about students growth,
curriculum, based on pre- assess students' their achievement,
Organizing curriculum to their mastery of skills
assessment data, benefit previous knowledge compared to initial
benefit student and standards, this will
students overall and to gather any and assessment levels, by
achievement. (CSTP 3.3) be given after the last
achievement during a math all misconceptions scoring 80% or higher
day of instruction on
unit? before the unit on the post assessment.
this topic and should not
begins.
take students more than
half of a period to
complete.

Focus Students
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 10
 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 2: Student with
Focus Student 1: English Learner Focus Student 3: Your Choice
ILP/504
Current grade in class: B, 82% Current grade in class: B, 82%
Current grade in class: A, 93%
I selected this student because although I chose this student with an IEP
I chose this student because although
they are doing well in class overall with a because of the challenge they
he has a great grade in the class, he is
B, I want to challenge myself to provide provide. This student is unable
always off task and needing
them more supports so they are really to write, but she is competent
Performance reminders and prompts to stop
able to shine. They are very bright when and at grade level in math. I
Data talking to his friends. I want to find a
it comes to doing the processes of math, want to challenge myself to
way to direct his energy during this
but I could like to improve their ability to allow her to show her work and
unit so he is on task and less talkative
communicate their math knowledge and knowledge without having to
during lessons.
learning. write as much.

Expected Pre-assessment: 60% Pre-assessment: 70% Pre-assessment: 75%

Results Expected post-assessment score: 85% Expected post-score: 80% Expected post: 80%
Inquiry Lesson Implementation Plan
Administer Post- Discuss Results with
Administer Pre-Assessment Deliver Lesson(s) Analyze Results
Assessment Mentor
Identify dates for activities.
3/7/18 3/7-15/18 3/15/18 3/16/18 3/16/18
This two week unit is focused on statistics sampling. The two week unit has 4 days of direct instruction
Provide 1-2 sentence summary of
your lesson plan.
with 3 days of practice/hands on application built in. The pre-assessment will be given on the first day of
the unit, and the post assessment will be administered on the last day of the unit.
Summarize process for The pre and post assessments are both digital quizzes adapted from our current math curriculum. The
administering and analyzing pre- students are familiar with these quizzes and have taken similar quizzes during other units. Neither the pre,
and post-assessments. nor post assessment should take more than half a 50 minute class period to complete.
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.)
1. I learned, from reading this article, that often
teachers plan by looking ahead day-by-day and
then making connections from content learned to
the post-assessment. This article suggests the
backwards curriculum design and planning is the
1. Bowen, R. S. (n.d.). Understanding by Design. In Center for
best way to organize curriculum for student
Teaching. Retrieved March 4, 2018, from
success. The website also provides resources on
https://cft.vanderbilt.edu/guides-sub-pages/understanding-by-
how to best organize curriculum backwards. In
design/
backwards planning, it is important to start with
2. McCarthy, J. (2014, July 23). 3 Ways to Plan for Diverse
what the students are expected to know on the
Learners: What Teachers Do. In George Lucas Educational
post-assessment and then backwards planning to
Foundation -- Edutopia. Retrieved March 4, 2018, from
teach them this information.
https://www.edutopia.org/blog/differentiated-instruction-ways-
2. This article shares 3 strategies that teachers use to
to-plan-john-mccarthy
plan for the diversity of learners in a classroom. I
already incorporate some of the techniques that
the article shared (such as think-pair-share) and I
learned some new strategies to support my
learners as I plan this upcoming unit (such as
completing a Frayer model to support ELLs and
other learners in academic vocabulary
acquisition.)
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
1. Summary: Organize using weekly data, our new
school created SBAC folders with curriculum
1. Grade level: 6th, Math & Science alignment and collaborating with coworkers.
2. Grade level 8th, Math 2. Summary: Organize using current curriculum,
ensure curriculum lines up with new SBAC folder
(priority vs. supporting strands), reflect on weekly
data and adjust as needed.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 10

ISTE Standards for Educators: 6b. Manage the use of technology and
student learning strategies in digital platforms, virtual environments,
hands-on makerspaces or in the field.
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
Overall, I found that the students all had significant growth from the pre-
assessment to the post-assessment. The test was given on the same digital
platform both times. The scores from the pre-assessment were very low,
with an average of 5.9 or 59% as a whole. After the two-week unit, with
intentional progress-monitoring checks and intentional curriculum
organizing, I am very happy to see the students have grown significantly
in mastering the standards for this unit. The average on the post-
assessment is a 9.1 or 91%. This is a 32% growth. More importantly, it
shows that students have achieved mastery and they are ready to move on
to the next unit.
Initial
CSTP Element
Rating
Promoting critical thinking
T – Applying
1.5 through inquiry, problem
S – Exploring
solving, and reflection
This special emphasis of ISTE Standard 6b for Educators
will be incorporated into every direct instruction lesson in
this unit. During direct instruction, I expect students to take
notes as they follow along and answer questions on
Nearpod (a digital resource for the classroom). I manage
the use of the Chromebooks, and Nearpod to engage my
students and to make sure they are using their technology
safely and correctly.
Pre/Post Assessment Data Analysis Findings for Three Focus
Students
My 3 focus students have showed significant growth after
my intentional organizing of curriculum in this two-week
unit. Their average was 6.3 or 63% on the pre-assessment.
This average is 4% higher than the class average as a
whole. Most of my focus students scored similarly to what I
expected them to on the pre-assessment, except for my
teacher choice student. They surprised me with a score of
60% on the pre-assessment.
These student’s average on the post-assessment was 9.6 or
96%. This is 5% higher than the class average as a whole.
All three focus students far surpassed my hope/expected
score for them on the post-assessment. I attribute this to my
intentional organization of curriculum, hands-on activities,
and direct instruction during the unit.
Evidence/Rational for Rating
Revised Rating Suggestions for Moving Forward
(Summarize from POP Section 3)
To move to INNOVATING level: Consider how to increase
Teacher asked questions of analysis and evaluation. complexity of task beyond a single lesson so that there
T – Integrating
Students answered questions that included all levels of Bloom’s. are continuing opportunities for students to engage in
S - Integrating
Students created their own math problems. inquiry in complex problem. How could you extend lesson
into PBL?

-Teacher asked warm-up “bell- - To continue to move forward

ringer” question that was rigorous. into the innovating level,
Creating a
Students answered question. consider adding additional
rigorous
- Teacher asked questions of challenge questions into the
learning
analysis and evaluation. Students Kagan activity (to increase
environment
T- answered these questions and rigor and extend learning).
with high
Applying T-Integrating demonstrated critical thinking skills. - This could be developed into a
2.4 expectations
S- S- Integrating - Teacher incorporated Kagan and great PBL activity if the
and
Applying cooperative learning structures to students had to go around and
appropriate
support students in high survey their classmates and
support for all
expectations. Students actively then calculate the statistics
students
participated in these structures and (mean/median/mode etc.) from
experienced success and support in there to apply what they have
learning. learned and extend thinking.
- To move forward into the
-Teacher delivered content through
“innovating” level consider
direct instruction, reminding
doing less direct instruction and
students of previous lessons to
finding a way for students to
Organizing remember steps, and cooperative
teach each other.
curriculum to learning/Kagan structures. Students
- Students could work in pairs,
facilitate completed notes, executed
T- where one is the “expert” and
3.3 student T- Integrating mathematical steps and related
Applying another is the learner and then
understanding content to real life.
switch roles to teach one
of the subject -Teacher stopped students to fix
another the material (as long as
matter. misconceptions. Teacher redirected
the material had been reviewed
students to focus. Students asked
or slightly instructed before),
questions and clarified steps to
that will make learning more
achieve lesson objectives.
concrete for students.
Special Emphasis (Skills, Themes, ISTE Standards·Teachers, NBPTS Core Propositions (if applicable)
Results of Incorporation into Lesson Key Learnings and New Skills/Knowledge Developed by

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 10
 Teacher
There were two key things I learned during this intentional
and reflective ILP process:
1. Organizing the curriculum intentionally and
based on data is the best way to support my
students learning in the classroom. I always
As a result of my special emphasis of ISTE Standards for Educators 6b I thought this to be true, but I did not always take
improved my management of technology while incorporating tech into the time to collect data before a unit to organize
every lesson. What I found was that when I communicate my expectations the curriculum. I felt like this was another thing
clearly at the beginning of lessons the students better understand how to to add to my “plate” and I was overwhelmed by
use tech responsibly. I know this sounds like common sense, but it really the idea, but I now see that collecting pre-
took me practicing clearly communicating my high expectations for assessment data does not have to be a huge
students to meet them and for me to learn this. I also supported students’ ordeal. This ILP process has opened my eyes to
use of tech through reminders and warnings. By the end of the unit the the importance of collecting pre-data and using it
students were using the tech much more responsibly. to inform my curriculum organization.
2. I am the leader in the room. As long as I am clear
about my high expectations and I am supportive
in providing reminders, students really will aim
to meet and exceed these expectations when it
comes to expected behavior, work and tech use.
Action Items
- Organize curriculum for every unit to meet the specific needs of my students.
For curriculum design, lesson
planning, assessment planning
- To organize curriculum pre-assess to inform instruction/ lesson planning and organization of the
curriculum.
- Continue to have high expectations for students, however these expectations must be clearly
communicated for student understanding.
For classroom practice
- Reminders and positive feedback do wonders to help students continue to meet these high
expectations. Continue to provide these supports for all of my students.
- Differentiate for ELLs with a math word wall. Use academic vocabulary in a sentence regularly
to help ELLs. Create lessons where the academic vocabulary must be applied and used.
For teaching English learners, - Differentiate for SPED students by allowing other students to write for my SPED student who is
students with special needs, and unable to write. Provide differentiated copy of assignment with less writing. Allow student to
students with other instructional orally answer questions when I can.
challenges - Support talkative student by clearly communicating the expectation that there is to be no talking
while I am talking. Be patient and provide reminders and positive feedback to continue to help
this student improve so they will not talk over me.
- Research other strategies to support ELLs in the math classroom. Find and integrate one
effective practice in the next unit.
For future professional
development
- Talk to Ed Specialist about other ways to support student who cannot write.
- Research and talk to colleagues and other educators about how to support student who is so
chatty and unfocused in class.
- Consider how to provide better equitable access for SPED and ELL students.
For future inquiry/ILP

- Design a POP Cycle that is science based to be observed in a new area practicing organizing
content to meet student needs.
For next POP cycle
- Also to have mentor observe how I can continue to refine my classroom management/behavior
expectations in a new subject area with new students.
- Goal: For the last few units of the year begin by collecting pre-assessment data and then organize
Other the curriculum to meet students diverse learning needs in both science and math classes.

Other Notes
Below are pictures of my pre/post assessment format. The pre/post-assessment is digital and was adapted from our Pearson “Digits”
curriculum. I have also included screenshots of my grade book, but I had to crop them to protect student privacy.

Thanks!

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.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 10
 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
th
Piper Walker pwalker@vistaheritagems.org Math 7
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Possible Score: 10 Possible Score: 10
Range: 3 Range: 2
Average: 5.9 Average:
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
I am SO pleased by this leap in understanding.
Providing more examples and opportunities to
1. Focus Student: EL 6 10
use academic language helped this student quite
a bit.
This is very good growth! I allowed this
student’s partner to write for them, and I think
2. Focus Student: 504/IEP 7 10 this allowed them to focus on the math and
worry less about writing – which resulted in this
growth.
This student needed a lot of reminders and
3. Focus Student: Teacher redirection to stay focused, but his growth is
6 9
Choice evident so somehow he was listening during
instruction.
This student has been really struggling with math
4. Acosta, A. 5 8 recently, so I hope this boosts her self-
confidence!
This student was gone during the pre-
5. Aguilar-Perez, I. 5 10 assessment, but our school grading policy is we
cannot give 0% and must score students at 50%
This growth is great to see, this student was
6. Anaya, J. 6 9.5
feeling better after being sick.
This student worked with a new partner, so she
7. Balderas Chavez, M. 6 10 might be working with the new partner more in
the future.
This shows me they achieved the learning
8. Cisneros, T. 7 9
objectives.
This student already had a strong knowledge of
9. Cortes, A. 7 9
the material we covered.
This is significant growth from this class clown,
10. Garcia, G. 6 8
I am glad to see he met my goals for this unit.
This student is nothing but consistent, I would
like to increase their overall achievement so they
11. Hernandez, H. 8 8
can get 90% … I will be thinking on how to best
target them.
This is great growth for this student who usually
12. Jimenez, I. 5 8.5
struggles in math.
This student is proactive in asking questions in
13. Lopez, D. 7 10 and outside of class and this is why she is
successful on assessments.
I spoke to this student’s mother during this unit
about the importance of completing homework
when it is assigned. I am now going to share this
14. Luna, A. 5 10
data with mom so she will continue to help her
student complete their homework when it is
assigned.
This student met my learning objective and
15. Martinez, M. 5 8
showed good growth.
This student really excelled, I think they feel
16. Palato Constantino, M. 8 10
confident in this unit.
This is great growth from another SPED student.
17. Ramos, A. 5 8
I used different accommodations per their IEP
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 10
 and am happy with the results.
18. Razo, R. 6 8 This student met my goal.
This student met my goal and also was a great
19. Saldana, D. 5 10
partner in class!
This student did well, but I think they still have
20. Saldana, K. 5 8 potential to be better, I will be targeting them to
increase their self-confidence.
This student scores consistently well on post-
21. Villegas, A. 5 9.5 assessments, she was absent for the pre-
assessment.
22. Zermeno Jr., G. 5 10 This student did well and met my goal.
9

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