Fullerton Online Teacher Induction Program

Individualized Learning Plan (ILP)

Revised 11.5.18
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
Christine Andrew chandrew@caliva.org Multisubject 2nd Grade
Mentor Email School/District Date
California Virtual
Meredith Collins mecollins@caliva.org 8/05/2023
Academies
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 - Facilitates systematic
T - Guide students to think
opportunities for students to
critically through use of
apply critical thinking by
questioning strategies,
designing structured inquires into
Promoting critical T– posing/solving problems, and
complex problems.
thinking through inquiry, Applying reflection on issues in content. T – Innovating
1.5 S - Students pose and answer a
problem solving, and S– S - Students respond to varied S - Innovating
wide-range of complex questions
reflection Exploring questions or tasks designed to
and problems, reflect, and
promote comprehension and
communicate understandings
critical thinking in single lessons or
based on in depth analysis of
a sequence of lessons.
content learning.
Teacher facilitates a rigorous
Teacher states expectations of the learning environment where
Creating a rigorous lesson at the beginning of class. students take leadership in
T–
learning environment Students receive live, direct learning. Teacher fosters
Applying T – Innovating
2.4 with high expectations instruction aligned with extended studies, research,
S– S - Innovating
and appropriate support curriculum and state standards. analysis and purposeful use of
Exploring
for all students. Students ask for clarification when learning. Students utilize teacher
needed. and peer support to achieve high
levels of learning.
Teacher reflects on data
systematically to refine planning,
Teacher uses assessment data to
Using assessment data differentiate instruction and
T– guide planning and differentiate
to establish learning make ongoing adjustments to
Applying lessons. Students receive lesson T – Innovating
5.4 goals and to plan, meet the evolving learning needs
S– the are at their learning level and S - Innovating
differentiate, and modify of individuals and groups.
Applying encourage attainable student
instruction Students show learning growth
growth.
with lessons that meet their
needs.
Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments and Data Collection Tools)
Directions: Your inquiry question should be concise and likely no more than 8-10 words. Your hypothesis should indicate what you expect students to be able to do after the lesson, and it should be able to
be evaluated based on your assessment plan. Note that Semester 3 requires an inquiry question that focuses on use of technology to support teaching and learning.
Inquiry Question Hypothesis Lesson Series Topic Assessments/Data Collection
Students will be intrinsically Students will engage
motivated and develop a in a daily warm-up
How will repetitive drills via online apps
concrete understanding of the routine that is
encourage student mastery of learning Time
learning standard. 80% or more focused on the
goal?
students will show mastery in current learning
summative assessment. standard; time.
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

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 8
 This student also has an IEP. He is This student has a 504 plan.
This student often likes to
motivated to learn but often needs more The plan has various
Performance Data give up if the task is
time to master learning targets. He is accommodations including
difficult. They LOVE to win.
repeating 2nd grade. voice to text.
This student can answer
I think this student will be
This student will use the pictures and questions at their own pace
highly motivated by game
visuals in the daily application based and will have learning
Expected Results based drills. This student
practice drills to gain understanding of the growth. This student will also
will show growth/ mastery
standard. benefit from repeated
of standard.
practice.
Inquiry Lesson Implementation Plan
Directions: that Semester 3 requires a lesson that focuses on use of technology to support teaching and learning.
Administer Post- Discuss Results with
Administer Pre-Assessment Deliver Lesson(s) Analyze Results
Assessment Mentor
Identify dates for activities.
11/03/2023 11/7-11/13 11/14/2023 11/15/2023 11/17/2023
Teacher will scaffold telling time lessons on an analog clock that align with school embedded
Provide 1-2 sentence summary of your lesson
plan.
curriculum. Students will gain understanding through repetitive online warmup drills and class lessons
targeted through formative assessment review.

Summarize process for administering and Teacher will give pre and post assessment in Renaissance DnA online platform. This allows for varied
analyzing pre- and post-assessments. DOK questions and provides data that is easy to read and analyze.

Semester 3 Only: Identify the specific

Warmup drills, daily: 99Math, Blooket, Kahoot
technology tools, applications, links, and/or
devices to be incorporated into the lesson. Pre and Post assessments: Renaissance DnA

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.)
“Application of the Educational Game to Enhance Student Learning”
“Engaging Students in the Learning Process with Game-Based Learning: The Fundamental
https://www.frontiersin.org/articles/10.3389/feduc.2021.623793/full 53
Concepts” chrome-
studies assessing effectiveness of computer based application games between
extension://efaidnbmnnnibpcajpcglclefindmkaj/https://files.eric.ed.gov/fulltext/EJ1311472.pdf
November 2013 and April 2015, support the use of educational games
Research The application of games in education can foster notable improvements in both
alongside traditional teaching methods to enhance student learning
learning and education outcomes (Kula, 2021; Syafii, 2021).
outcomes.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)

Teacher is using Kahoot for regular phonics practice. Teacher is using blooket for various review skills.

Special Emphasis: ISTE Standards (Semester 3 only)

Directions: Identify at least one ISTE-Educator and at least one ISTE- Student Standards that are the primary focus of your project. Explain how these standards will be incorporated.
Special Emphasis Focus How Special Emphasis will be Incorporated
Student: 1.1c Feedback to Improve Practice

Students use technology to seek feedback that informs and improves their practice and to demonstrate Students will reflect on performance and growth after each
their learning in a variety of ways computer based application practice.

Teacher will use computer based application platform Illuminate

Educator: 2.7 Analyst DnA to create formative and summative assessments to measure
growth.
Educators understand and use data to drive their instruction and support students in achieving their
learning goals.
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
EL: 0/129, 0/12
The class had significant growth overall; CFA 11/7/23 50%, CSA 11/13/23 66% 504: 0/8, 3/4
Your Choice: 9/11, 57/59

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 8
 Initial Evidence/Rational for Rating Suggestions for Moving
CSTP Element Revised Rating
Rating (Summarize from POP Section 3) Forward
To move to INNOVATING
level: Consider how to
Promoting critical Teacher gave clear increase complexity of task
T–
thinking through instructions and expectations beyond a single lesson so
Applying T – Integrating
1.5 inquiry, problem for 99-Math. that there are continuing
S– S - Integrating
solving, and Students were able to log in opportunities for students to
Exploring
reflection and evaluate their learning. engage in inquiry in complex
problem. How could you
extend lesson into PBL?
Creating a Teacher led scaffolded lessons
rigorous learning following “My Turn, Together, Teacher can create more
T–
environment with Your Turen”. Students clearly customized lesson questions
Applying T – Innovating
2.4 high expectations understood the lesson that include student’s names
S– S - Innovating
and appropriate objective and were able to from class to raise
Applying
support for all meet expectations with engagement.
students. confidence in learning.
Teacher can allow time for
Using assessment students to create goals for
data to establish T– Teacher asked student to the learning segment in their
learning goals Applying T – Innovating analyze and evaluate their own words in writing.
5.4
and to plan, S– S - Innovating own performance. Students Students can reflect on their
differentiate, and Applying set goals for improvement. learning at the end of the
modify instruction lesson segment and check-in
if goals have been made.
Special Emphasis ISTE-Educator and ISTE-Student Standards (Semester 3 only)
Results of Incorporation into Lesson Key Learnings and New Skills/Knowledge Developed by
Teacher
Teacher Standard 2.4.c Use collaborative tools to expand students' authentic, real-
world learning experiences by engaging virtually with experts, teams and students,
Teacher Learning: Student learning apps encourage
locally and globally.
intrinsic motivation for students.
Student Standard 1.1.c: Students use technology to seek feedback that informs and
improves their practice and to demonstrate their learning in a variety of ways.
Action Items

For curriculum design, lesson planning,

assessment planning
Review time option in 99-Math. Review lesson ideas for teaching time.

For classroom practice Ensure all students have workbooks for practice, login to web based assignments for practice.
For teaching English learners, students with
special needs, and students with other Provide a variety of teaching modalities; video, song, manipulative, verbal, hands on etc.
instructional challenges

For future professional development Explore innovative math teaching methods via current research and articles.

For future inquiry/ILP How will team projects impact student participation and learning?

For next POP cycle Explore ways to incorporate team projects in my virtual class.

Semester 3 Only: I would LOVE to explore Minecraft Educational. I know Minecraft is extremely entertaining to my
For future use of technology students.
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 8
 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

Christine Andrew chandrew@caliva.org Math 2 Grade

nd

Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
CFA 0% - 100% CFA 33% - 100%
Average 50% Average 66%
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
This student was able to model understanding
in a conversation with me in class. Using the
1. Focus Student: EL 0% 0% app based tool may not be the best learning
tool for his processing. This student also has
and IEP.
This student has 504 accommodations for
2. Focus Student: 504/IEP 0% 75%
teacher support. They are non-verbal.
This student can easily want to give up if they
3. Focus Student: Teacher Choice 82% 97% are not winning. They like to be competitive
when things are easy to them.
4. Ir 100% 100%
5. EL 88% 100%
6. Ne 100% 100%
7. Zu 93% 100%
8. Jes 78% 96%
9. El 56% 92%
10. Ro 80% 97%
11. Ju 57% 97%
12. Jr 18% 33%
13. Kn 0% 98%
14. Is 0% 56%
15. Mi 0% 97%
16. Av 0% 92%
17. R T 0% 0%
18. Al 0% 18%
19. Tz 0% 0%
20.
21.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 8
 Instructions for CFA

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 8
 Results for 99-Math CFA

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 Instructions for CSA

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 7 of 8
 Results for 99-Math CSA

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 8 of 8