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
Sara Bastian Jones sjones@ssjschool.org Self-Contained Classroom Third
Mentor Email School/District Date

Sts Simon and Jude School

Melissa Lewis mlewis@ssjschool.org October 2019
Diocese of Orange

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 - Facilitates systematic opportunities for students to apply
T - Guide students to think critically through use of questioning
critical thinking by designing structured inquires into complex
Promoting critical thinking through strategies, posing/solving problems, and reflection on issues in content.
T – Applying T – Innovating problems.
1.5 inquiry, problem solving, and S - Students respond to varied questions or tasks designed to promote
S – Exploring S - Innovating S - Students pose and answer a wide-range of complex
reflection comprehension and critical thinking in single lessons or a sequence of
questions and problems, reflect, and communicate
lessons.
understandings based on in depth analysis of content learning.
T- Plans single lessons or sequence of lessons
Using knowledge of T- Plans differentiated instruction that
using additional assessment information on
students’ academic T- provides systematic opportunities for
student academic readiness, language, cultural
readiness, language Exploring supporting and extending learning based
background, and individual development. T- Innovating
4.1 proficiency, cultural S-
S- Students become aware of their own areas of S- Innovating
on comprehensive information on
background, and Exploring students.
need and seek to learn different ways to
individual development S-Students are engaged in the analysis of
respond to teaching.
to plan instruction. bias, stereotyping, and assumptions.
T- Teacher infuses assessments
strategically and systematically throughout
T- Teacher explores collecting additional data
Collecting and analyzing T- instruction to collect ongoing assessment
using supplemental assessments. T- Innovating
assessment data from a Exploring data appropriate for the range of learner
5.2 variety of sources to S-
S- Students take part in different assessments so S- Innovating
needs.
teacher has information to draw conclusions
inform instruction. Emerging S- Differentiated instruction is planned
about student learning.
based on the ongoing data analysis to
maximize academic success for students.
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.

Students will be given an

Students will be given a
pre assessment to gather
Will incorporating the use of data. They will also
technology help students master complete a Kahoot.
multiplications facts easier? Teacher will look at
previous STAR Test results
for each child.
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
This student has difficulty focusing
My first student has trouble with fine
and also has trouble with fine
motor skills. He has a hard time staying
motor skills. He is very unorganized
Performance Data organized. Comprehending and
and struggles completing tasks in a
understanding new material is very
timely manner. Getting started is
challenging for him.
always a struggle for this student,
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
assessment at the end of
the unit to check for
mastery of multiplication I expect there to be a 15%
facts. Each student will also growth in students that
complete a PicCollage to participated in the lessons
show that they understand mastering multiplication
the strategies. It must facts.
include examples of equal
groups, arrays, and number
line.
Focus Student 3: Your Choice
This student tries extremely hard
but has a hard time across the
board. She struggles with
retaining information and
grasping new concepts. She tries
very hard and asks a lot of
Page 1 of 6
 however, with help he is very questions. She is on task and
capable. always participates to the best of
her ability.
I believe this student will have a
This student should be able to learn harder time learning
I believe that with repeated practice
his multiplication facts with multiplication facts. I do think she
and the use of different strategies this
practice. He is very capable just has will master them but it will take
Expected Results student will be able to learn his
a hard time initially. He should be time and practice. She will
multiplication facts and master them
able to master his facts orally and probably need to focus on the
orally.
with extra time. strategies and song to complete
assessments.
Inquiry Lesson Implementation Plan
Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results Discuss Results with Mentor
Identify dates for activities.
10/16/2019 10/23 – 10/25 10/30/19 11/1/2019 11/4/2019
Students will participate in multiple activities to learn multiplication facts. The strategies that will be
Provide 1-2 sentence summary
of your lesson plan.
focused on are learning multiplication facts through equal groups, arrays, using a number line, and
repeated addition. Students will also practice using IXL and math facts in a flash on the iPads.
Students will be introduced to multiplication facts through songs. They will complete a kahoot to assess
Summarize process for
what they know. For the post assessment students will have quizzes to demonstrate mastery of
administering and analyzing pre-
and post-assessments. multiplication facts through 12. They will also create a PicCollage to demonstrate that they understand
the strategies (equal groups, arrays, and using a number line).
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.)
Strategic Use of Technology in Teaching and Learning
Mathematics
Technology in the Classroom Can Improve Primary Mathematics
http://www.nctm.org/Standards-and-positions/position-
http://theconversation.com/technology-in-the-classroom-can-improve-
statements/strategic-use-of-technology-in-teaching-and-learning-
primary-mathematics-83431
mathematics/
The use of technology in the primary classroom is important. When it is used
Having access to technology is not enough, it needs to be
well technology improves student engagement. However, it should not be
strategically incorporated into lessons in order to be effective.
the only resource used.
Teachers need to be knowledgeable and know when technology
will enhance a lesson.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
The Spanish teacher has noticed that student #3 has difficulty
Our music teacher has also experienced difficulty with student #2. He
comprehending the material being taught. We are also giving
becomes very frustrated when he doesn’t catch on to things as quickly as the
student #3 the words and materials ahead of time so she can
other students. We have discussed the situation and plan to try to go over
review before the actual lesson is taught. With practice she
some of the music games and skills prior to the music class.
should be able to learn the material.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
Students will be given the opportunity to practice math
5a I use technology to create adapt and personalize learning
facts and play math games on the iPads. Students who
experiences that foster independent learning and accommodate
master will move on to the next skill while students that
learner differences and needs.
need extra support can take more time to practice.
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
The three focus students had a harder time with
multiplication. Memorizing the facts was much harder for
Overall, the majority of students did well on the pre and post
them. They are grasping the concept of multiplication but
assessments. Students grasped the concept of multiplication using
still need to use the strategies when practicing math facts.
different strategies such as repeated addition, arrays, and equal
They also are using songs to help with memorization. When
groups.
taking times test I’ve had to reduce the amount of problems
and do some orally with them.
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
Promoting critical thinking Teacher asked questions of analysis and evaluation.
T – Applying T – Integrating complexity of task beyond a single lesson so that there are
1.5 through inquiry, problem Students answered questions that included all levels of
S – Exploring S - Integrating continuing opportunities for students to engage in inquiry in
solving, and reflection Bloom’s. Students created their own math problems.
complex problem. How could you extend lesson into PBL?

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 6
 Teacher used several different
teaching strategies to help
students understand the meaning I would like to get a deeper
Using knowledge
of of multiplication. All learning understanding of my students
students’academic styles were addressed during both emotionally and
readiness, T- instruction. She used song and academically. I will do this by
language
Exploring T- Integrating movement and skip counting to conferencing with them more
4.1 proficiency,
cultural S- S- Integrating introduce the concept. Once frequently throughout the
background, and Exploring students were finding the product trimester. I will also have them do
individual strategies introduced were more journal writes to share
development to
repeated addition, arrays, and about their interests, activities
plan instruction.
drawing pictures. Teachers also they enjoy, family and friends.
worked with small groups using
manipulatives.
Teacher used a variety of
To reach the integrating level I
informal/formal assessments. She
will continue to use a variety of
questioned students and they
assessments. I will also start
Collecting and wrote answers on small white
analyzing documenting on excel
boards for teacher to observe.
assessment data T- Applying spreadsheets so I can clearly see
5.2 from a variety of
They completed Kahoots to
S- Applying student growth. This information
sources to inform review math facts, practiced using
will be used to assess what
instruction. IXL on iPads, pre and post quizzes
assessments are informative of
were given to students. Teacher
student growth and what are not
also worked with small groups of
effective.
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 Teacher
Students used the iPads to practice multiplication on IXL. They were Students are beginning to know and understand
able to practice equal grouping, repeated addition and using arrays to multiplication. If they have not yet memorized their facts
solve math facts. They also practiced with Math Facts in a Flash for they are able to use strategies such as repeated addition
memorization of facts. and arrays to find the product of a multiplication fact.
Action Items
One of my goals is to continue to gain background knowledge of my students and what their academic
strengths and weaknesses are. I plan to gain this knowledge by having more journal writes and about
For curriculum design, lesson
planning, assessment planning
their likes, dislikes and family. I will also have more individual meetings with them to set goals and
strategies to help achieve these goals. I usually meet with them at the beginning of each trimester but
I’m going to also meet half way through the trimester.
In the classroom I will spend more time meeting with individual students and helping them set goals for
themselves. I think this will help me get to know them better and I think they will also take more
For classroom practice
ownership in achieving their if they take part in choosing them. The more I understand my students and
their learning needs the better I will be able to choose curriculum and assessments to meet their needs.
For teaching English learners, I plan to continue working on strategies to help me meet the needs of my EL learners or those with
students with special needs, and special needs. I will do this by reaching out to colleagues who have taught these students to get as much
students with other instructional information on them as possible. I would like to identify what worked for them and what didn’t and then
challenges
build from there. I also would like to attend a training for full inclusion of students with needs.
1. One book I plan on reading is Principles of the Inclusive Education and the Role of Teachers and
In School Professional Staff.
For future professional
development
2. I plan on attending a Math Your Way workshop with Kim Sutton.
3. Continue grade level meetings with my colleagues to share ideas and seek advice about lesson
planning, students, etc.
Next semester I would like to do a Language Arts lesson for my ILP. I will probably focus on the same
For future inquiry/ILP
three students to see if there are any differences an achievement with Math and Language Arts.
Next POP Cycle I would like to do a language arts/ writing lesson. I would like to use the same three focus
For next POP cycle
students to see how they do with a language arts lesson. I will focus on spending more one on one time

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 6
 with them to really get an understanding of how they are doing and how to best differentiate the
materials for them.

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 6
 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

Sara Bastian sjones@ssjschool.org Math Third

Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
The class average for the pre assessment was 86%. The class average for the post assessment was 89%.

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
Student asked several questions during
1. Focus Student: EL 30/40 75% 16/20 80%
assessment.
34/40 85% He did quite well with the lesson. Is slower on
2. Focus Student: 504/IEP 18/20 95%
timed test but I think it’s a fine motor issue.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 6
 She asked quite a few questions during test. Very
3. Focus Student: Teacher Choice 30/40 75% 16/20 80%
capable but doesn’t trust herself.
4. Student 3 30/40 75% 17/20 85% 10% growth
5. Student 4 34/40 85% 17/20 85%
6. Student 5 40/40 100% 20/20 100% Math comes easily to this student
7. Student 6 38/40 95% 19/20 95% This student rushes and makes careless mistakes.
8. Student 7 34/40 85% 18/20 90% 5% growth
9. Student 8 28/40 70% 16/20 80% 10% growth
10. Student 9 40/40 100% 40/40 100% Math comes easily to this student.
11. Student 10 34/85 85% 16/20 80% 5% decline
12. Student 11 38/40 95% 19/20 95%
13. Student 12 36/40 90% 19/20 95% 5% growth
14. Student 13 36/40 90% 19/20 90%
15. Student 14 36/40 90% 18/20 90%
16. Student 15 30/40 75% 16/20 80% 5% growth
17. Student 16 40/40 100% 20/20 100% Math comes easily to this student.
18. Student 17 34/40 85% 18/20 90% 5% growth
19.
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28.
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910111 21314 1516

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