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
ohj@ebcacademy.com
Jennifer Oh Multiple Subject Kindergarten
jen0talku@csu.fullerton.edu
Mentor Email School/District Date
Ramon Godoy godoyr@ebcacademy.com Edward B. Cole Sr. Academy 9/30/2019
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
T - Guide students to think critically through use of
students to apply critical thinking by designing
Promoting critical T– questioning strategies, posing/solving problems, T–
structured inquires into complex problems.
thinking through Applying and reflection on issues in content. Innovating
1.5 S - Students pose and answer a wide-range of
inquiry, problem S– S - Students respond to varied questions or tasks S-
complex questions and problems, reflect, and
solving, and reflection Exploring designed to promote comprehension and critical Innovating
communicate understandings based on in depth
thinking in single lessons or a sequence of lessons.
analysis of content learning.
T- I communicate learning objectives to
T- I want to be able to communicate
students in the beginning of every
the learning goals to students and
lesson. I write the learning objectives for
Establishing and T- T- have differentiated learning goals
each lesson on the board next to the
articulating goals Emerging Applying based on each student’s needs.
4.2 agenda.
for student S- S- S – I would want students to be aware
S- Students are aware that the learning
learning. Emerging Exploring that each lesson are in a sequence
objectives are written on the board.
and that every lesson branches over
Students will be told what the learning
the previous lesson.
objectives are.
T- I would like to be at a place where I
am using different forms of
Using assessment assessment to create learning goals
T- I am using students’ daily exit tickets
data to establish that better meet the learning needs
T- and topic assessments to create learning T-
learning goals of all of my students in my class.
Emerging goals for my students. Applying
5.4 and to plan, S- My goal is that students will receive
S- S- Currently, all of the students have the S-
differentiate, and a wide range of assessment based on
Emerging same learning goals and receive the Exploring
modify each individual’s learning goals.
same assessment.
instruction. Students will also be aware that they
might have different learning goals
than their classmates.
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
Based on your selected How do you expect
observable question in
CSTP elements, identify a What will you use as What will you use as student performance
terms of students (e.g.,
focus of inquiry (e.g., your baseline your final assessment to change? Use
what impact will strategy X
group discussion, assessment of student of student percentages to
have on student
differentiation, actions/performance? actions/performance? describe anticipated
performance as measured
motivation…) growth.
by Y?)
What impact will increased use of There will be a 20%
higher-order questions (teacher increase in the average
Use of analysis, synthesis, and
talk, worksheet, and student exam score for students
evaluation questions + student Previous examination scores New chapter exam
problem generation) have on who participated in class
problem generation
student performance as measured and successfully
by chapter exam? completed the worksheet.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 7
 Students will be given
the same assessment
as the pre-
I will use a pre-
Will incorporating the use assessment. This
assessment exit ticket
Use of technology to of ST Math during guided assessment will be I expect that all of
to compare data. The
help strengthen practice improve my their “exit ticket” and my students will be
pre-assessment will
students’ understanding students’ ability to count will be used to proficient (score 80%
consist of 6 questions
and provide them with items and select the right compare data and or higher) on the exit
and students will be
engaging strategies to number to represent the measure students’ ticket (post-
asked to complete this
apply their learning. amount of items presented growth. Students will assessment).
assessment a day
in a question? be given the 6
before the lesson.
question post-
assessment after the
lesson.
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
ILP/504
This student currently has an overall This student has an overall math This student has an overall math
Performance math grade of 75%. grade of 75%. grade of 80%.
Data *Pre Assessment has not been given *Pre Assessment has not been *Pre Assessment has not been given
yet. given yet. yet.
I expect Focus Student 2 to I expect Focus Student 3 to achieve a
Expected I expect Focus Student 1 to achieve
achieve a 80% or higher on the 80% or higher on the Post
Results 80% or higher on the Post Assessment.
Post Assessment. Assessment.
Inquiry Lesson Implementation Plan
Administer
Administer Pre- Discuss Results
Identify dates for Deliver Lesson(s) Post- Analyze Results
Assessment with Mentor
activities. Assessment
10/29 10/30 10/30 10/31 11/4
Provide 1-2 sentence
Students will expand on their learning and use ST Math to apply their learning of counting
summary of your lesson
plan.
items and writing the right number by scoring 80% or higher on their exit ticket.
Students will be given a pre-assessment a day prior to the math lesson. Students will be given
Summarize process for direct instruction and guided practice. ST Math (online math program) will be used for guided
administering and practice. ST Math includes many activities that are specific towards the learning goals. I will align
analyzing pre- and post- the program to match our class curriculum. After students are done with the activities, students
assessments. will be given an exit ticket. This exit ticket will be the same exit ticket that was given as the pre-
assessment. I will compare data from the pre-assessment and the post-assessment.
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.)
“4 Keys to Finding and Using Technology in Early
“How technology can boost student engagement” by Lian Wardlow Elementary Classrooms”

This article has taught me that using technology in a lesson can have a
significantly positive impact on student engagement. This article states
that “one of the positive effects reported by educators is the increased
intensity of student engagement that occurs when technology is
integrated into the classroom.” This article has also taught me that
technology can be a tool in helping teachers present content for direct
instruction.
https://www.pearsoned.com/technology-can-boost-student-
engagement/
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
This article states 4 main ways that I can use technology in
my classroom. One key take away that I learned from this
article is that I can use technology to provide students with
visuals to keep my students engaged during a lesson. Visuals
can also help students gain a deeper understanding of a
new content that they are learning.
https://www.theedadvocate.org/4-keys-to-finding-
and-using-technology-in-early-elementary-
Page 2 of 7
 classrooms/

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary
of ideas.)
After talking with a colleague (2nd grade teacher, multiple
subject), we talked about using technology in our lessons to
After talking with a colleague (kindergarten teacher, multiple subject),
make our lesson more engaging. She shared that she shows
we both decided that we are going to become intentional in using
videos and songs to help engage her students. She also
technology in our lessons. We decided to align the ST Math curriculum
shared that many of her students need brain breaks
to mirror the textbook curriculum. We also decided to spend more
throughout a lesson. She mentioned that she uses Go
time using this online math program in our weekly schedule.
Noodle and other videos online for brain breaks in her
classroom.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
Students will be asked to go on their Chromebooks and
log into their ST Math Program for guided practice. I
will set up their ST Math accounts to include activities
that have students practice their numbers from 5-10. ST
Math includes many activities that are specific towards
the students’ learning goals. I will align the program to
match our class curriculum and include activities that
are specific to the learning objective of the math
lesson. Students will be on their computers for 20
minutes doing the ST math program. Students will be
ISTE Student Standard: 1c. I use technology to seek feedback given an exit ticket when they are done with the online
that informs and improves my practice and to demonstrate activities.
learning in a variety of ways.

This technology will allow me to receive feedback of

specific students that were struggling on the activities
and who needed extra help. Students will also use this
program to provide them with a conceptual
understanding of counting. This program provides
many visuals and hands on activities that can help
further their understanding of counting.

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

The class average for the pre-assessment was 38%. The class average
for the post assessment was 93%. Overall, the class was very successful
in meeting the math learning objective for this lesson.
Out of the 23 students in my class, 21 of the students scored 80% or
higher on the post assessment.
All three focus students were able to successfully meet the
learning objective for this math lesson. On the pre-
assessment: Focus student 1 scored a 33%, Focus student 2
scored a 40%, and focus student 3 scored a 33%. After the
math lesson, all of the focus students scored an 100%.

Initial Evidence/Rational for Rating Suggestions for Moving

CSTP Element Revised Rating
Rating (Summarize from POP Section 3) Forward
Promoting Teacher asked questions of analysis To move to INNOVATING level:
critical T– and evaluation. Consider how to increase
thinking Applying T – Integrating Students answered questions that complexity of task beyond a
1.5
through S– S - Integrating included all levels of Bloom’s. single lesson so that there are
inquiry, Exploring Students created their own math continuing opportunities for
problem problems. students to engage in inquiry in
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 7
 solving, and complex problem. How could
reflection you extend lesson into PBL?
I communicated the learning Moving forward, I would like to
objectives and expectations before I release control of this to my
released my students to complete students. I would like for my
their independent activity. I also students to come up with
communicate this verbally and also norms and expectations that
Establishing
write it on the board. I do this so that they have for the classroom. It
and T-
students are aware of what my would be great to have student
articulating Emerging T- Applying
4.2 expectation is for them. volunteers share with the class
goals for S- S-Applying
what they think the expectation
student Emerging Students are also aware of what they for independent work is. I
learning. need to do so they are successful at believe that this is a great
meeting the learning objectives and opportunity to raise student
are constantly being reminded of leaders and to create a sense of
what the expectations for them are. ownership for their own
learning.
I use data set from formative and
summative assessments to help
provide practical learning goals for
my students. I use assessment data
such as weekly assessments, topic
Using tests, informal assessments during a
assessment lesson, and exit tickets. For this
data to specific math lesson, students had Moving forward, I would like
establish T- demonstrated achievement of students to grade their exit
learning Emerging T- Applying lesson objectives by completing an tickets themselves. This will
5.4
goals and to S- S-Applying exit ticket and answering at least 5 help students be able to
plan, Emerging out of 6 questions correctly. analyze and reflect on their
differentiate, own learning.
and modify After the math lesson, I looked over
instruction. the exit tickets and wrote a list of
the student names that were
successful and unsuccessful in
meeting the learning objectives. This
helps me know which students to
provide extra support to.
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
The students loved the idea of incorporating ST Math in their learning. I Students were engaged when they were able to use
strongly believe that allowing students to complete the activities on the technology in the math lesson. Students were able to apply
math program that related to the math lesson, helped students the content and skills learned during direct instruction by
understand the math topic that was taught. Students were able to completing specific math activities that are related to
display success on the lesson by scoring 80% or higher. counting and numbers to 10.
Action Items
In order to provide meaningful lessons, I will be intentional in differentiating my lesson. I would like to
For curriculum design,
create different assessments based on students learning level. I would create a math exit ticket for my
lesson planning,
high students, one for my grade level students, and another one for my low students. I would also like to
assessment planning
explore ideas on ways that I can pull small group and help my struggling learners.
I am going to start intentionally pulling small groups during independent practice time for math. I would
For classroom practice like to have a group of low students and provide support to them. The other students would be doing an
independent math activity.
For teaching English In order to further help my English learners, I will continue to use more anchor charts and visual aides. I
learners, students with will also look for ways to incorporate their interests and likes into our lessons. I will use my instructional
special needs, and aide to help translate any new concepts to my Spanish speakers. I will further help my challenge students
students with other by reaching out to their parents and making sure that the strategies that are being introduced and
instructional challenges implemented in the classroom is being exercised at home.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 7
 I will continue to look for new strategies and instructional practices that can help stretch me as an
For future professional
educator. I will look for ways that I can help my English learners and challenge students be successful in
development
the classroom.

For future inquiry/ILP For my future inquiry/ILP lessons, I will like to focus on Phonics or and ELA reading standard.

For my next POP cycle I would like to do a phonics lesson and look for ways to have my students complete
For next POP cycle
either parent work or a group activity.

Other NA

Other Notes

NA

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 5 of 7
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 6 of 7
 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
ohj@ebcacademy.com
Jennifer Oh Multiple Subject Kindergarten
jen0talku@csu.fullerton.edu
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Class Average: 38% Class Average: 93%
6/6 (100%) = 0 students 6/6 (100%) = 18 students
5/6 (83%)= 0 students 5/6 (83%)= 3 students
4/6 (67%) = 2 students 4/6 (67%) = 0 students
3/6 (50%) = 10 students 3/6 (50%) = 1 student
2/6 (33%) = 4 students 2/6 (33%) = 1 student
1/6( 17%) = 7 students 1/6( 17%) = 0 students
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL (Dylan) 33% 100% Met standard
2. Focus Student: 504/IEP
40% 100% Met Standard
(Dereck)
3. Focus Student: Teacher
33% 100% Met Standard
Choice (Chris)
4. Arianna 50% 100% Met Standard
5. Andree 50% 100% Met Standard
6. Jayden E. 17% 100% Met Standard
7. Jayla 50% 100% Met Standard
8. Eli 33% 100% Met Standard
9. Angel 50% 100% Met Standard
10. Melissa 33% 83% Met Standard
11. Ayden 50% 100% Met Standard
12. Erick 17% 83% Met Standard
13. Jayden M. 50% 100% Met Standard
14. Stephanie 50% 100% Met Standard
15. Jacob 50% 100% Met Standard
16. Dinah 50% 100% Met Standard
17. Aaron 17% 100% Met Standard
18. Saudy 17% 83% Met Standard
19. Evelyn 50% 100% Met Standard
20. Mia 17% 100% Met Standard
21. Keana 17% 33% Did not meet standard
22. Jameson 17% 50% Did not meet standard
23. Isabella 50% 100% Met Standard

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 7 of 7