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
Andrea Acosta acosta.andrea@verizon.net Language Arts 5
Mentor Email School/District Date
La Pluma Elementary
Kimberly Hyun khyun@nlmusd.k12.ca.us School, Norwalk La Mirada 10/10/19
Unified 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.
CSTP Element Initial Rating Description Goal Rating Description
T - Facilitates systematic opportunities for students to
T - Guide students to think critically through use of questioning
apply critical thinking by designing structured inquires into
strategies, posing/solving problems, and reflection on issues in
Promoting critical thinking through complex problems.
T – Applying content. T – Innovating
1.5 inquiry, problem solving, and S - Students pose and answer a wide-range of complex
S – Exploring S - Students respond to varied questions or tasks designed to S - Innovating
reflection questions and problems, reflect, and communicate
promote comprehension and critical thinking in single lessons or a
understandings based on in depth analysis of content
sequence of lessons.
learning.

Anticipates and plans for a

wide range of adaptations to
Adapting lessons based on in depth
instructional plans Makes ongoing adjustments to analysis of individual student
and curricular instructional plans and uses a needs.
4.5 materials to meet Integrating variety of materials as the Innovating
the assessed instructional needs arises to support Engages with students to
learning needs of all student learning. identify types of adjustments
students. in instruction that best meet
their learning goals.

Use a wide range of

Using available
technologies to design,
technologies to Integrates a variety of technologies
implement, and analyze
assist in into the development,
assessments and provides for an
5.6 assessment, Integrating implementation, analysis of Innovating
in depth and ongoing
analysis, and assessments, and communication of
communication regarding
communication of student learning to all audiences.
student learning to all
student learning
audiences.
Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments to ILP)
Inquiry Focus Inquiry question Pre-Assessment Post-Assessment Expected Results
What will you use as your How do you expect student
Based on your selected CSTP elements, Pose measurable and observable question in terms of What will you use as your final
baseline assessment of performance to change? Use
identify a focus of inquiry (e.g., group students (e.g., what impact will strategy X have on assessment of student
student percentages to describe
discussion, differentiation, motivation…) student performance as measured by Y?) actions/performance?
actions/performance? anticipated growth.
There will be a 20% increase in the
What impact will increased use of higher-order questions (teacher
Use of analysis, synthesis, and evaluation questions + average exam score for students who
talk, worksheet, and student problem generation) have on student Previous examination scores New chapter exam
student problem generation participated in class and successfully
performance as measured by chapter exam?
completed the worksheet.

-Student’s ability
to acquire new
Vocabulary Pre- vocabulary words
Use of technology to Will using student iPads and will improve as a
Assessment on
strengthen student the use of a Vocabulary Matrix Vocabulary Post result of this
Spelling City.
achievement, on PicCollage improve Assessment on lesson.
Previous - I expect a 20
engagement, and students’ vocabulary Spelling City
understanding. vocabulary quiz percent increase in
acquisition?
data. the average post-
assessment score
for students.
Focus Students

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 6
 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
This student has a diagnosis My third focus student is a
for ADHD. He currently has a student that does not need an
This student struggles with Reading and 504 plan. He frequently ILP or 504 plan, but struggles in
Vocabulary. His current vocabulary average is 60 needs reminders and applying herself academically.
percent. He performs better when he has redirection. It usually takes She is very bright, but can easily
Performance Data simplified texts and visuals. If he perceives work him additional time to lose focus and become
to be too challenging for him, he will either not complete assignments and disengaged in the learning. She
attempt the assignment or rush through it by assessments because he has frequently needs reminders to
writing random short responses. difficulty focusing. His complete classwork. Her current
current vocabulary average vocabulary average is 59
is 68 percent. percent.
I expect that the incorporation
of technology and the use of
PicCollage will boost this
I expect the incorporation of technology and the
It is my hope that I will see student’s engagement. The
use of PicCollage will lead to an increase in the
an improvement in the student’s boost in engagement
student’s assessment score. The student will be
Expected Results student’s assessment data will likely motivate her to
able to incorporate visuals in their PicCollage
due to an increase in complete the assignment. With
which will help them understand meaning of
engagement. her active participation in the
new vocabulary terms.
lesson and activity, I expect her
vocabulary assessment score to
increase.
Inquiry Lesson Implementation Plan
Administer Post- Discuss Results with
Administer Pre-Assessment Deliver Lesson(s) Analyze Results
Assessment Mentor
Identify dates for activities.
10/28/19 10/29/19 11/1/19 11/1/19 11/4/19
The students will be introduced to a set of vocabulary words at the beginning of the week. A pre
Provide 1-2 sentence summary of assessment will be given. Students will utilize PicCollage to create a vocabulary Matrix for these words.
your lesson plan. Students will share their work with the class. We will do a variety of different vocabulary practice
activities throughout the week and end the week with a post-asessments.
Summarize process for The inquiry will begin with student’s current vocabulary averages and the administration of a vocabulary
administering and analyzing pre- pre-assessment. After the one week unit, a post assessment will be given on a set of vocabulary terms
and post-assessments. that were assigned at the beginning of the week.
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.)
Measuring student engagement in technology-mediated learning: A review
Digital Natives: Fifth-Grade Students’ Authentic
Henrie, C.R.; Halverson, L..R.; Graham, C.R. (2015) Computers & Education,
and Ritualistic Engagement with Technology
Volume 90, Pages 36-53
Dietrich, T.; Balli, S.J. (2014) International Journal of
Instruction, Jul 2014, Vol.7(2), pp. 21-34
In this journal, a study was conducted to observe the connection between
student engagement and technology-mediated learning. Student engagement
A survey was conducted with a group of fifth-grade
was measured with a variety of methods and students of a variety of different
students. Students were asked about classroom
age levels were included in the study. The study reported some increase in
learning and technology. Results indicated that
student engagement, depending how the term “engagement” was defined. The
students were engaged in classroom learning when
importance of monitoring student engagement was discussed. Student
using technology. Student choice and control with
engagement is described as an indicator of student likelihood to meet success.
the technology were also important factors that
were noted in the study.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
My colleague has incorporated a “word of the day” approach to vocabulary acquisition My colleague has practiced the implementation of
in her third grade classroom. Each day, they introduce a new vocabulary term and technology in his 5th grade classroom for students to
practice using the word in regular speech throughout the day. The students discuss the demonstrate their understanding of certain concepts in
word and find pictures that represent what the word means. My colleague reported an Science. He has utilized PicCollage for students to
overall increase in vocabulary scores through the use of this method. illustrate vocabulary terms and processes. He reports

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 6
 high levels of engagement and an overall increase in
student performance.

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

Special Emphasis Focus How Special Emphasis will be Incorporated
I have created a goal for my students in this ILP and
have conducted research on relevant pedagogical
ISTE 1a: I set professional learning goals; explore and apply pedagogical practices. I plan on implementing these practices.
approaches made possible by technology; and reflect on my effectiveness. After the lesson and post assessment data
collection, I will analyze the results and reflect on
the effectiveness of the lesson.
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
Pre/Post Assessment Data Analysis Findings for Whole Class
Focus Students
My EL focus student initially scored a 0 percent on
the Pre Assessment, but scored 100 percent on the
Post Assessment. He was engaged during the lesson
activities and received scaffolding from myself and
his peers.
Upon examining the pre-assessment data, I saw that there was a large range of
scores. The scores ranged between 0 percent to 100 percent. Common words
My focus student with the 504 plan initially scored
that were missed were domain specific words such as “ agronomists” and
33 percent on the Pre Assessment and scored a 50
“biodegradable.”
percent on the Post Assessment. I hoped for a larger
increase in results. The student required many
I saw a slightly smaller range of scores in the post assessment data. The lowest
reminders and redirection during the lesson
score was a 17 percent and the highest score was 100 percent. There were 4
activities. He was often disengaged and did not
students that either showed no growth in their scores, or showed a decrease in
finish the assignment to completion. This could
their scores. The word that was misidentified most was “biodegradable.” I
contribute to his post score.
wondered if using realia would have been more effective in teaching the
meaning of this word.
My third focus student initially scored 0 percent on
the pre assessment. She scored 100 percent on the
post assessment. During the lesson activities, she
shared that she liked the assignment they were
doing and remained engaged.
Evidence/Rational for Rating Suggestions for Moving
CSTP Element Initial Rating Revised Rating
(Summarize from POP Section 3) Forward
To move to INNOVATING level: Consider how to
Promoting critical thinking Teacher asked questions of analysis and evaluation. increase complexity of task beyond a single lesson
T – Applying T – Integrating
1.5 through inquiry, problem Students answered questions that included all levels of so that there are continuing opportunities for
S – Exploring S - Integrating
solving, and reflection Bloom’s. Students created their own math problems. students to engage in inquiry in complex problem.
How could you extend lesson into PBL?

Innovating- Teacher showed good

Anticipates and knowledge of students’ present
plans for a wide levels. She utilized proximity
Integrating- range of during guided and independent
Adapting Makes ongoing adaptations to
practice. Teacher made Continue to engage
instructional adjustments to lessons based on
accommodations to the lesson students during lessons to
plans and instructional in depth analysis
activities for her students. The determine their learning
curricular plans and uses a of individual
student needs. EL student completed an needs. How can you
4.5 materials to variety of
adapted version of the matrix. differentiate the learning
meet the materials as the
Engages with The student with the 504 plan for all students to best
assessed instructional
students to had a reduced number of meet their needs? Consider
learning needs needs arises to
identify types of problems. Teacher used a high providing choice activities.
of all students. support student
adjustments in level of questioning with her
learning.
instruction that students. She provided
best meet their scaffolding and clarification
learning goals when appropriate.
Using available Teacher utilized online Continue to utilize a wide
5.6 Integrating- Innovating-
technologies to assessments for collecting Pre range of technologies to
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 6
 assist in Integrates a Use a wide range assessment and Post design, implement, and
assessment, variety of of technologies to assessment data. She shared analyze assessments. How
analysis, and technologies design, implement, the data with the students and can students take an active
communication into the and analyze discussed their errors. Parents role in analyzing their own
of student development, assessments and were notified of the assessment data? What other forms of
learning implementation, provides for an in via Class Dojo and given access assessments can be used
analysis of depth and ongoing to their students’ scores. besides Spelling City?
assessments, communication Students used iPads and the
and regarding student PicCollage application to
communication learning to all complete their work.
of student audiences.
learning to all
audiences.

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 learned that incorporating technology based
I created a goal for my students in this ILP and have conducted research on projects into vocabulary instruction boosts student
relevant pedagogical practices. I implemented the use of technology into my engagement. Overall, it had a positive impact on
lesson through the use of PicCollage. Students used their own iPads to create vocabulary scores for the whole class.
their own PicCollage. Differentiating instruction for my students proved
to be extremely valuable.
Action Items
I would like to continue to incorporate technology into my lessons and assign students with more
For curriculum design, lesson
planning, assessment planning
technology based projects. This will help boost engagement and provide students with valuable skills for
21st century learning.
I will continue to use student iPads in all subject areas and to continue to have my students move up the
For classroom practice SAMR model. I would like to begin using Apple Classroom to help with the monitoring and management
of student work.
For teaching English learners, I will continue to differentiate instruction for my students and explore different ways to best meet their
students with special needs, and learning needs. I will provide different scaffolds for students based on their needs. Some
students with other instructional accommodations include shortening assignments so that students can focus on key concepts, adding
challenges
sentence frames and visuals for EL students.
I will continue to collaborate with my colleagues and share best practices. I will seek out professional
For future professional
development
development opportunities and apply my learning in my own classroom. I will continue to do readings
on research based practices and share my findings with my teammates.
For future inquiry/ILP

For next POP cycle

I would like to explore different technologies to incorporate into my teaching and have my students
complete technology based projects. Some tools and applications that I am eager to try are:
-Apple Classroom
Other
-Flipgrid
-Padlet
-Knovio
Other Notes

Overall, I felt successful after teaching this lesson. The students were engaged during the lesson and they were excited about the work
they were doing. Many were eager to share their work and wanted to mirror their iPads onto our classroom TV. The average class
score increased by 25 percent, which exceeded my goal. I am curious to see what effect the incorporation of technology will have in
other subject areas.

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
th
Andrea Acosta anacosta@nlmusd.k12.ca.us Language Arts-Vocabulary 5
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Range: 0-100 percent Range: 17-100 percent
Average: 51 percent Average: 76 percent
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
I was pleased with the huge gains this student
1. Focus Student: EL 0 100 made. The adapted matrix and use of visuals
seemed to have a positive effect.
While this student made growth, I would have
expected more gains from this students. During
the activity, he was frequently disengaged and
did not seem motivated in completing the
2. Focus Student: 504/IEP 33 50
assignment. I would have expected him to be
more motivated because of the use of
technology. Perhaps providing the student with
choice would have had a more positive impact.
This student made a good growth on the
assessment. She participated well in the lesson
3. Focus Student: Teacher Choice 33 100 and shared that she enjoyed making the
PicCollage. This student enjoys any type of
art/creative activity.
4. BA 0 83
5. AB 83 100
6. JC 50 67
7. KC 50 83
8. DC 0 100
9. MD 67 100
10. CD 100 100
11. WE 67 100
12. NE 67 100
Decrease in score. This student shows
13. JG 83 50
inconsistent effort on assessments.
14. JAG 100 100
15. JGU 67 100
16. LG 67 83
17. EH 33 17 Decrease in score
18. HH 33 67
19. NH 50 100

20. CJ 67 83
21. KJ 33 67
22. JK 50 67
23. BL 100 100
24. EL 17 50
No growth. Vocabulary acquisition is a
25. RL 33 33
challenge for this student. I need to consider

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 6
 other ways to support this student aside from
current accommodations.
26. LM 17 83
27. SN 50 100
28. AO 33 50
29. MS 67 100
30. IS 17 100
31. KW 100 100
32. JV 67 100
33. NV 50 33 Decrease in score
34.
35.
9101112131415 16

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 6 of 6