Fullerton Online Teacher Induction Program

Individualized Learning Plan (ILP)

Revised 12.1.17
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
Valerie Carrillo vcarrillo@ljsd.org Multiple Subject 3rd
Mentor Email School/District Date
Jordan Elementary/ Lowell Joint
Marikate Wissman mwissman@ljsd.org 10/9/18
School District
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 through use of
T - Facilitates systematic opportunities for students to apply critical thinking by
questioning strategies, posing/solving problems, and
Promoting critical thinking designing structured inquires into complex problems.
T – Applying reflection on issues in content. T – Innovating
1.5 through inquiry, problem S - Students pose and answer a wide-range of complex questions and problems,
S – Exploring S - Students respond to varied questions or tasks designed S - Innovating
solving, and reflection reflect, and communicate understandings based on in depth analysis of content
to promote comprehension and critical thinking in single
learning.
lessons or a sequence of lessons.

T-Teacher will communicate clear goals and

how they connect to their real life and
future. I will educate them on the usage of
Creating a T-Learning goals are clear and
technology and give examples of when and
rigorous expectations for students
how they should be used. I will also make
learning T- communicated so they know
myself available to answer questions or give
environment Applying what they should be working
T-Innovating support to the students who need it.
with high towards.
2.4
expectations S-
S-Applying S-Students will be able to meet with me
and appropriate Exploring S-Students have worked with
directly or use an online platform to sent
support for all me in one on one conferences
direct messages to me about their writing
students to discuss their writing.
goal. They will also have access to tools
such as spelling and grammar check and
thesaurus to help them achieve the desired
grade on their writing.

T-Uses technology to gain

Using available
knowledge of student
technologies to
understanding using Formative T-I will be providing my students with a new
assist in T-
Assessment in the classroom. technology for many of them. Through the
assessment Applying
5.6 Uses technology to T-Integrating shared document feature I can check in on
analysis and
communicate progress or areas student work, and progress and give them
communication
of improvement to students. tips for improvement.
of student
learning.
Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments and Data Collection Tools)
Inquiry Question Hypothesis Lesson Series Topic Assessments/Data Collection
For a pre-assessment, students
Thus far in our writing, all will be given a basic instruction
editing has been done by list navigating in Google Docs.
Students have been working with
me. I believe exposing In their Post Assessment,
How does the use of Google writing opinion paragraphs this
students to using Google students will be responsible for
Docs online tools improve semester. Now that I feel that
Docs and tools such as producing an opinion writing
students’ drafting and editing have had adequate exposure I
spell check, thesaurus, paragraph typed and in the
skills? want to include the tech element
and how to share a correct format from their
to build their independence in
document for editing personal Chromebooks. Topic
writing and editing.
purposes will help choices are Angels vs Dodgers
students writing and or Morning P.E. vs Afternoon
make them better P.E.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
 editors

Focus Student
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
KN
This student performs well JG
JK
academically in most areas but This student had an incredibly hard
This is a very bright student, but
struggles in sentence structure time with writing. Forming sentences,
many times has difficulty staying
Performance Data and spelling. I would like to see an spelling, and sentence clarity. I would
focused. He is highly motivated by
improvement in this area using like to see her using spelling and
technology and I hope to see this
the tools on Google Docs as well grammar to correct her writing and
keep his behavior on track.
as her using the messaging over hopefully improve her overall writing.
her shared document.
I would like to see him remain seated
I would like to see improvement
and focused on his task. And check in
in her overall writing and see her I would like to see her writing be
with me when he has reached certain
Expected Results using the messaging if she has any easier to understand as well as a grade
points in his typing. He should be able
questions I would like to see her that falls within a 2.
to complete this assignment with a 3
grade fall within the 2-3 range.
grade.
Inquiry Lesson Implementation Plan
Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results Discuss Results with Mentor
Tuesday
Identify dates for activities. Tuesday 10/16/18- Post-assessment due Monday 10/22/18- Wednesday
10/16/2018 Friday Monday 10/22/18 Tuesday 10/23/18 10/24/18
10/20/18
The main idea of the lesson will be to integrate the knowledge obtained on Opinion Writing and extending it
Provide 1-2 sentence
into technology. Students will be given an overview of how Google Docs works and a focus on how to share
summary of your lesson
plan. a document for editing. They will then be able to produce a typed and formatted opinion paragraph on their
own.
For a pre-assessment, students will open a Google Doc and be asked to follow a list of directions showing
their knowledge of using a document writing platform Their results will be printed. It will help me gauge the
Summarize process for
areas I need to spend more time on in my lesson.
administering and analyzing
pre- and post-assessments.
Post-assessments will be a typed 8 sentence paragraph in the correct format and spell checked for errors. I
will grade them based on a 1-4 number grade using a rubric.
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 is Successful Technology Integration?

Effects of Technology on Classrooms and Students.
https://www.edutopia.org/technology-integration-guide-
https://www2.ed.gov/pubs/EdReformStudies/EdTech/effectsstudents.html
description
This article speaks on students being able to take an active role in their
This article states concisely what the goal of technology
learning rather than teaching just being from a teacher or textbook. Also, when
integrations should be. A transparent, easy to access tool for the
doing authentic tasks allows them to set their own goals, make design choices,
student to access their learning goals in a routine and second
and evaluate their own progress in their learning.
nature way.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
2nd grade teacher (Multiple Subjects)
I wanted to speak with a lower primary grade about how they
incorporate technology into their day since they do not have
Chromebook in their classroom. She shared that it was a lot more
difficult to do so when technology is based mostly outside of the
classroom in the computer lab. Technology for them looks more
like accessing a video to supplement the learning and lock in new
concepts rather than the way I can use it such as editing or
production.
3rd grade teacher (Multiple Subjects)
For this issue, I traveled right next door to my grade level teacher and asked
her a little bit about why she thinks technology is so important to incorporate.
She stated some of the same ideas from the article. She said that one of your
main goals as a teacher is to bring up independent learners. If we lead a
student every step of the way when left to perform the task alone, some are
not able to complete it. She then referenced that with technology we can give
them direction and then have them jump in and perform the task at their own

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
 speed. This allows them a different format in which to learn the skill and
ultimately gives us the opportunity to talk less and be there to facilitate and
watch them learn.

Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions

Special Emphasis Focus How Special Emphasis will be Incorporated

6. EDUCATOR AS FACILITATOR: I facilitate learning with
technology to support student achievement of the ISTE
standards for students.
6a. I foster a culture where students take ownership of their
learning goals and outcomes in both independent and
group settings.
Students will have some freedom in the design of their document. I will
give them a general layout, but they will be able to choose their own
font and have some creative freedom while writing their opinion
paragraph. In doing, so I feel I am giving my students choice and
connecting them to their learning and goals. Their rubrics will be sent
out in their Google Classroom and is available for them to check if they
are meeting the requirements for their desired grade.

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
Two of my students met the goals I had set for them earning a 95% and
Pretest: 84.4%
85% on their final paper. I found that the online tools offered to them
Post-assessment: 80.2%
really made a big difference in their performance. They were able to
I found that the students did better on the pretest because
catch mistakes that they otherwise may have passed over. They really
they were tested primarily on their formatting.
enjoyed using the spelling and grammar check as well. My teachers
The final assessment incorporated their formatting and
choice student got a 50% on her final paper. She has since moved quite
opinion writing together.
unexpectedly so I am unable to continue to work with her.
Initial Evidence/Rational for Rating
CSTP Element Revised Rating Suggestions for Moving Forward
Rating (Summarize from POP Section 3)
To move to INNOVATING level: Consider how to increase complexity
Promoting critical thinking Teacher asked questions of analysis and evaluation.
T – Applying T – Integrating of task beyond a single lesson so that there are continuing
1.5 through inquiry, problem Students answered questions that included all levels of
S – Exploring S - Integrating opportunities for students to engage in inquiry in complex problem.
solving, and reflection Bloom’s. Students created their own math problems.
How could you extend lesson into PBL?

The teacher was able to give a

clear learning goal and success
Creating a criteria. The tools provided to
For moving forward I would like to
rigorous the students were able to meet
T- see more equity when making
learning the many different needs in the
Applying support appropriate for all my
environment classroom.
T-Innovating students. I would like to continue to
with high
2.4 S- meet students where they are
expectations Students were able to take the
Exploring S-Applying individually and make adjustments in
and information given to them and
my lesson planning to see them make
appropriate apply it to their document.
personal growth in the subject
support for all They showed initiative in their
matter.
students learning and showed
improvement overall in the
subject.
The teacher was able to
Technology is an area where I feel I
incorporate a technology in
Using available have grown immensely. I would like
order to assist students in their
technologies to see myself continue to grow in this
opinion writing as well as their
to assist in area by personal research in the area
formatting skills. students were
assessment T- of technology. I would like to
5.6 T-Integrating able to message
analysis and Applying incorporate it into areas I know my
communicatio students need more support in. Using
Students were able to use the
n of student it for a directed purpose in each
provide technology to message
learning. lesson and not just for
the teacher to ask questions or
entertainment, but engagement.
clarify anything in a safe space.

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
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 5
 6a. I foster a culture where students take ownership of their
learning goals and outcomes in both independent and
group settings.
I was able to see the level of responsibility that my students were able
I feel that the emphasis I chose was really exhibited within to rise to. While some of my struggling students found it difficult it
the lesson. Students had to complete their writing while really stretched many of my students to have a rubric and know exactly
referencing a writing rubric in which they had to make sure what I would be grading it on. I look forward to working more with
they were falling in the range of their grade goal. This writing and editing skills. I look forward to more them in the direction
opened the door for many student questions for of peer editing next.
clarification. I feel that my students really stepped up to
meet the learning standard in this lesson. I was really happy
with the outcome and the final grades.
Action Items
For curriculum design, lesson I need to spend some time with my grade level partner to look at ways we can improve our writing. We
planning, assessment currently are looking for a writing program to use schoolwide, in the meantime, we are using methods we
planning find work best for our students.
I definitely want to incorporate more student-led learning and challenge them in new ways to be
For classroom practice independent thinkers. It was nice to see students work well on such an independent assignment. I want to
give them more practice in this area.
For teaching English
learners, students with I would like to continue to find innovative ways to scaffold their learning in order to help them access the
special needs, and students learning goals. Also, spending an intentional time to differentiate and add aspects of the lesson that will
with other instructional help these students meet the grade level standards.
challenges
For future professional
development

For future inquiry/ILP

For next POP cycle

Other

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 4 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
Valerie Carrillo vcarrillo@ljsd.org Writing Third Grade
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average

84.4% 80.2%

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL 86% 85% KN
2. Focus Student: 504/IEP 86% 95% JK
3. Focus Student: Teacher Choice 73% 50% JG: This student has since moved.
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910111 21314 1516

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 5