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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
Miss Valerie Carrillo Multiple Subject Third Grade
Mentor Email School/District Date
Jordan Elementary/Lowell Joint
Marikate Wissman 3/3/18
School District
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.
Element Initial Rating Description Goal Rating Description
T - Guide students to think critically through use of questioning strategies, T - Facilitates systematic opportunities for students to apply critical thinking
Promoting critical thinking posing/solving problems, and reflection on issues in content. by designing structured inquires into complex problems.
T – Applying T – Innovating
1.5 through inquiry, problem S - Students respond to varied questions or tasks designed to promote S - Students pose and answer a wide-range of complex questions and
S – Exploring S - Innovating
solving, and reflection comprehension and critical thinking in single lessons or a sequence of problems, reflect, and communicate understandings based on in depth
lessons. analysis of content learning.
T-Will teach multiple strategies to guide students of all levels to
T- Monitoring students work while they are working independently.
Creating rigorous learning learning goal. Creates a learning environment in which students take
Whiteboard work to easily gauge student understanding. Checkoff
environment with high learning risks.
T-Exploring sheet for students who need extra support on the lesson. One on T-Integrating
2.4 expectations and S-Once the skill is taught students will be able to apply what they
S-Emerging one meetings with students. S-Applying
appropriate support for all learned while working independently using different strategies and
S-Some students ask for teacher support to understand or complete
students. techniques taught in the lesson. They will have accessibility to anchor
learning tasks
charts, examples on the board and their own measuring ruler.
Establishing and T- Students are informed about their learning goals before each T-Will give students different ways to meet the learning goals that will
4.2 articulating goals for T-Exploring lesson. I can statements are posted for each subject for students to T-Integrating make it accessible to each student. Giving them choices in their
student learning. reference learning.
Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments to ILP)
Inquiry Focus Inquiry question Pre-Assessment Post-Assessment Expected Results
Based on your selected CSTP elements, Pose measurable and observable question
What will you use as your baseline What will you use as your final How do you expect student performance
identify a focus of inquiry (e.g., group in terms of students (e.g., what impact will
assessment of student assessment of student to change? Use percentages to describe
discussion, differentiation, strategy X have on student performance
actions/performance? actions/performance? anticipated growth.
motivation…) as measured by Y?)
What impact will increased use of higher-
There will be a 20% increase in the
Use of analysis, synthesis, and order questions (teacher talk, worksheet,
Average math test scores for the average exam score for students who
evaluation questions + student problem and student problem generation) have on New chapter exam
trimester participated in class and successfully
generation student performance as measured by
completed the worksheet.
chapter exam?
Students will be able to take
more responsibility of their
learning and identify if they
Use of motivation to How can I make clear learning
Students will be given a Students will be provided met their learning intention.
encourage students to use intentions, so my students are
worksheet of items to with exit tickets at the end They will be able to prove they
self- directed thinking to clear about what success looks
measure to the nearest of the lesson as well as the met their learning intention
reach their learning like for them and how they will
fourth. final chapter assessment. and restate their goal using an
intentions. show it?
exit ticket. The class should
overall score at a 75% accuracy
on the post assessment.
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 2: Student with
Focus Student 1: English Learner Focus Student 3: Your Choice
(Student: JC) Student is in the process
of getting goals written for him, some
(Student: AGV) Student is making great strides
items discussed as goals include
in her confidence in class. Taking more risks (Student: SW) This student has trouble staying
assessments and the methods I will be
and participating more in class. She has focused on the task at hand. Needs extra time to
using. The assessments will be read to
Performance trouble visualizing things when she doesn’t process and lots of motivation to follow through with
him. He will also have to verbalize what
Data have knowledge of the subject or context. I a task as described in the instructions. He writes
he is being asked to do in the
will use visual aids in the classroom to aid her things down just so it looks done without much
instructions. I will allow him to
in understanding the content for post thought on the task.
complete parts of the assessment
verbally where it’s applicable.

I expect to see this student using the provided I would like to see this student being or vocal in class
This student should be able to
visual aids to assist her in completing her and asking questions when necessary. When asked
participate in the lesson with and
Expected Results work/assessments. Student should be able to the learning intent of the lesson he will be able to
without prompting. Students should
verbalize learning intent of the lesson and the verbalize what he is working towards
show growing understanding and
strategy she is using to solve.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
success in exit tickets as the lesson
builds through the week

Inquiry Lesson Implementation Plan

Administer Post-
Administer Pre-Assessment Deliver Lesson(s) Analyze Results Discuss Results with Mentor
Identify dates for activities.
3/14/18 3/15/18-3/22/18 3/23/18 3/26/18-3/30/18 4/2/18

Provide 1-2 sentence My lesson plans will be in math where I will be introducing measurement to the nearest fourth, liquid volume, and mass. Students will
summary of your lesson plan. be using strategies to work with each of these skills though curriculum and hands on skills.
Because I want to see over an extended period if clearer and more thought out learning intents will engage and motivate students, I
Summarize process for
will be teaching over a weeks’ time. I will be using my data to see the growth in students as well as their understanding of the
administering and analyzing
strategies taught and how to use them. Post lesson exit tickets will give me data on each individual lesson and the final post
pre- and post-assessments.
assessment will give me the required data for the full duration of the lessons.
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.)
What the Student Does: Teaching for Advanced Learning.
Visible Learning for Teachers: Maximizing Impact on Learning
John Biggs discussed that learning takes a shift when it is clear to both the student
John Hattie writes about visible teaching and visible learning. This speaks of the
and teacher what the objectives are and what the students should be working
idea that visible teaching needs to happen so that students can understand
towards. It is then that the students will experience the need to get there. He
what to do and how to complete the task. When this is clear to a student, a
believes that motivation is not something that we should see as lacking in the
teacher can then see visible learning in the students and know who understands
students but as a product of good teaching.
and has met the learning goal.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Second grade teacher (multiple subject) Third Grade teacher (multiple subject)
The advice I was given was to look at what skills the lesson may not be asking them Many teachers in my district are familiar with John Hattie practices. It was
to do but is a necessary skill to learn the concept. We discussed examples such as something that they provided a training on in years past, but the process is not
multiplication. To multiply they must have number sense and an understanding of required by the district. I was told that taking extra time in planning is key to
addition and subtraction facts. She also advised me to not be afraid to break the visible teaching. It takes premeditated thought to incorporate the skills and
lesson into more than one day or smaller segments for the good of your classroom. questions that you want your students to be thinking about. They also warned
Some skills just take longer to master. She also mentioned getting creative with me that many times the most well throughout lessons have downfalls. Some
learning intentions. Have them repeat them to they partner. Write it on their own years students pick up quickly and others take more time. It is important to cut
whiteboard to have on their desk during a lesson. Anything to get the idea part of yourself some slack your first year of teaching. Take the time to reflect and
their mind frame during the lesson. I found these tips to be very helpful. know what you want to change the following year.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
I will be listening to student conversations, monitoring independent work to
I will be using formative assessment strategies throughout my lessons. catch any misconceptions that I need to address, and meeting one on one with
students when necessary.
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/direction 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
Overall, my findings on this were not as clear as I would have liked them to be. After
going over a practice test with my students they seemed to understand the
AGV:-Pre-assessment percentage:54.4% Post assessment Score: 53.5%
concepts. Throughout the week I gave exit tickets and they were able to prove that
JC-Pre-assessment percentage: 61% Post assessment score:78.5%
they understood the concepts in each lesson. When I gave them the post exam the
SW-Pre-assessment percenatge: 73% Post assessment score: 74%
following day I found that the scores were very low. I went into the online exam and
saw that the formatting of the test was very different from the practice exam I had
My three focus students all had a different finding. Two had some factors
given them the day prior. Reading over the questions, I was very confused about
working against them, because they are usually pulled for intervention during
the formatting of the test. I could understand why the scores were so low. I threw
our math block. They typically miss part of the lesson when they do this. I have
out this test score because i felt it ws not a accurate representation of what they
tried to get the time changed but it is the only slot available for their services.
knew but rather an issue with the formatting of the test.I used their Mid Chapter
there were a few lessons that I kept them in class for. In order to improve this i
Check as a post assessment grad and then gave them another quiz to assess the
would keep the in class instead of going to intervention. They are able to
reslt of the skills that we covered after the mid-chapter check. I was able to use
perform much better when they get the full lesson instead of trying to play
these two scores to assess what thwy learned. I am not very pleased with how the
catch up. It is a difficult time trying to get all their intervention hours in and keep
finding turned out and would have done it differnet if I had another shot at it.
them on top of their lessons.
Overall my classes post assessment score was 78.3% and met my class goal of
Initial Evidence/Rational for Rating
CSTP Element Revised Rating Suggestions for Moving Forward
Rating (Summarize from POP Section 3)
Promoting critical To move to INNOVATING level: Consider how to increase
Teacher asked questions of analysis and evaluation.
thinking through 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.
inquiry, problem S – Exploring S - Integrating continuing opportunities for students to engage in inquiry in
Students created their own math problems.
solving, and reflection complex problem. How could you extend lesson into PBL?
Creating rigorous Teacher gave students multiple strategies for meeting the
learning learning goal. In this area I think I need to do a better job at examining all
environment with aspects of every exan that was given throughout this unit. I
T-Exploring T-Integrating
2.4 high expectations Teacher encouraged them to use the strategy that they felt made many of them but found that the assessment provided
S-Emerging S-Applying
and appropriate most comfortable with. by the curriculum posed some problems. In order to combat
support for all Teacher fostered a safe learning environment where this I would make my own tests where applicble.
students. studenst felt safe to answer questions or make a mistake.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
Students were able to use strategies taught by completing
varied exit tickets.

Students were able to use math manipulatives in a safe and

effective manner.

Students were able to access manupulatives, anchor charts,

and workbooks in order to guide them in their learning.
Teacher gave my students clear learning goals before each
Coninue to work on choices for meeting the learning goals to
allow access to all students of varied learning styles.
Establishing and
Incorporate ways in which students can interct with the
articulating goals Teacher gave them a way in which they would prove they
4.2 T-Exploring T-Integrating learning intentions so they are more responsible for their
for student met the learning goals. with exit tickets in different forms.
learning. Such as discussions with partners about the learing
learning. Games, online quiz, paper exit ticket etc.
intentions or writing out learning intentions so they are clear
about hat is expected from them.

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 Teacher
I was able to catch some meiconceptions like some of my students thought
they had to hold the ruler on the very first in o the ruler rather than the very
Formative assessment strategies were incorporated into my lesson my listening to
edge. Other students were not realizing that the ruler was broken into fourth
student conversations, monitoring independent work to catch any misconceptions
and that they could use what they learned in fractions to relate it to this
that I need to address, and meeting one on one with students when necessary.
lesson. When i cleared up thes misconceptions they had a better
understanding of the concept.
Action Items
I feel I need to make it a point to go over the entire math curriculum and specifically and look at the way
the tests relate to the chapter lessons. Being new with the curriculum has proven to cause some problems
For curriculum design, lesson
regarding tests that dont line up to the student lessons. I have made marks on many of the lessons in my
planning, assessment
planning teachers edition but would like to send some time this summer taking another look now that I have become
more familiar with my grade level and the common core standards. This will help next year to smooth out
the problem areas I had this year.

For classroom practice

For teaching English learners, Continuing to find innovative ways to scaffold their learning in order to help them access the learning goals.
students with special needs,
and students with other
Also, spending an intentional time to differentiate and add aspects of the lesson that will help these
instructional challenges students along to success.
I will be continuing to work thrugh Formative Assessment practices this summer as well as continue to work
For future professional
as a staff next year to better understand the uses of formative assessment as well as how it differs from
summative assessments. I specifially want to look into the best methods for using and analyzing data.
For future inquiry/ILP

For next POP cycle


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.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 5
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
Miss Valerie Carrillo Mathematics Third Grade
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average


Student Pre-Assessment Score Post-Assessment Score Comments
Student showed a high level of frustration
during lessons on measurement. She cried and
was having some trouble getting on track to try
again. When she was finally calm i was able to
1. Focus Student: EL 54.4% 53.5%
sit with her one an one and show her how to
use a ruler and she improved a bit. She did not
reach the intended end goal but did meet her
expected results.
Student was very successful in these lessons. He
particularly struggles in computations and
because this lesson had a lot more visuals and
hands on manipulatives he showed a lot more
2. Focus Student: 504/IEP 61% 78.5%
confidencein this unit. When i called on him he
was answering questions and sometimes even
raising his hand. I am very pleased with the
outcome of this focus student.
This studentwas just shy pf my overall goal of
75%. This student can perform when he is
focused but has an extrememly difficult time
doing so. He is currently being tested ans i am
3. Focus Student: Teacher Choice 73% 74% waiting to hear if he qualifies for RSP. After
putting in differentiations for him I didnt see
much improvemnt bur will be discussing other
ways to keep him engaged with our RSP
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