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
Melissa Cosio mcosio@thepegasusschool.org Mathematics Kindergarten
Mentor Email School/District Date
Samantha Lam slam@thepegasusschool.org The Pegasus School October 2, 2023
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 questioning
T - Facilitates systematic opportunities for students to apply critical thinking
strategies, posing/solving problems, and reflection on issues in
Promoting critical thinking by designing structured inquiries into complex problems.
T – Applying content. T – Innovating
1.5 through inquiry, problem S - Students pose and answer a wide-range of complex questions and
S – Exploring S - Students respond to varied questions or tasks designed to S - Innovating
solving, and reflection problems, reflect, and communicate understandings based on in depth
promote comprehension and critical thinking in single lessons
analysis of content learning.
or a sequence of lessons.
T- Explores additional instructional strategies,
Using a variety of T- Utilizes a variety of strategies including culturally responsive
resources, and technologies in single lessons or
instructional strategies, pedagogy, resources, and technologies during ongoing
T- Exploring sequence of lessons to meet students’ diverse
resources, and T- Applying instruction to meet students’ diverse learning needs.
1.4 technologies to meet
learning needs.
S- Applying
S- Exploring
students’ diverse S-Participate in instruction using strategies, resources, and
S- Students participate in single lessons or sequence
learning needs technologies matched to their learning needs.
of lessons related to their interests and experiences.
Reviewing data, both T- Reviews and monitors a variety of data on student
T- Reviews and monitors a broad range of data individually and
individually and with learning individually and with colleagues to identify T-
5.3 colleagues, to monitor
T- Applying
trends and patterns among groups of students. Integrating
with colleagues to analyze student thinking and identify
underlying causes for trends.
student learning
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

By the end of this unit, students will be

Will incorporating various hands-on Student iPads, Clevertouch Smart TV,
able to visualize groups of 5 quickly and
manipulatives and the use of a Hands on Manipulatives (craft sticks,
think of numbers between 5 and 20 as five
Clevertouch screen and class iPads Mathematics- Five & Some More ten frames, dots, and display cards),
and some more. Students will use craft
improve my students’ ability to think (Numbers to 20) Toy Theater Website (Math), IXL
sticks (tally marks), ten-frame display cards
about numbers between 5 and 20 as “five application, Seesaw application, math
(dots), tally cards, and graphing activities to
and some more?” workplaces, YouTube.
show their understanding.
.

Focus Students
Directions: Identify three focus students for your inquiry. Identify special characteristics of the students and include performance dat a. 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 ILP/504
Focus Student 1: English Learner (J) Focus Student 3: High Achieving (A)
(B)
For this semester, my ELL student is J. J is good in
My second focus student needs help focusing and My third focus student is high in math and quick
math but sometimes needs extra guidance and
showing mastery of concepts in an allotted time. to answer math questions. He is sometimes too
support. J would benefit from being my focus
B struggles with transitions, and it can be difficult fast and yells out the answer before the rest of
student because I have noticed that although she
for him to show me what he knows when the class gets to answer or think about the
understands a concept, she occasionally works
working independently. B also gets distracted, question. I want to work with this student
too quickly and needs to slow down to get the
and I check in on him more so he can remember because although they know the material, I want
Performance correct answer. I sometimes ask her a few
what I am teaching. When re-directed, the to ensure they can explain the why to his
Data questions for her to understand or show what she
student often knows the answer but sometimes reasoning. This student is great at solving
means. Breaking down this unit into sections and
needs clarification. B also speaks quietly, so problems, answering questions, and showing
checking in more often may help J grasp and
sometimes it's hard to hear him. I am working their work, but needs help explaining why the
understand how to quickly count numbers
closely with this student this year, and I hope to answer is what it is. I want to keep him from
starting from 5. I also plan to use many visuals
help them understand and master all memorizing answers and dig deeper into why
and hands-on items to help her achieve success
Kindergarten concepts. the answer is what it is.
and understand concepts.
By the end of this unit, I hope my second focus
For my high-achieving student, my goal and
By the end of this unit, I hope my ELL student will student can strengthen his focusing and counting
expectation is for him to be able to explain the
understand the importance of double-checking skills. I hope he can stay engaged with me during
why and reasoning behind his answers. I would
Expected Results their answer before answering a question or math the lessons and show an understanding of
also like him to work on his shouting out and
problem. I want my ELL to show mastery and counting from 5 to 20, whether that be on the
being able to let others think before giving away
meet the unit expectations and objectives. iPad, Clevertouch, usage of manipulates, or
the answer.
verbally during independent or whole group.
Inquiry Lesson Implementation Plan
Directions: that Semester 3 requires a lesson that focuses on use of technology to support teaching and learning.
Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results Discuss Results with Mentor

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
 Identify dates for activities. October 30th October 30-November 3 November 3 or 6 November 6-8 November 7-9

The unit will take four to five days to complete. Students will learn how to visualize groups of 5 quickly and think of numbers between 5 and 20
Provide 1-2 sentence
as five and some more. Students will use hands-on manipulatives (craft sticks, dots, ten-frames, display cards, graphing) to show numbers
summary of your lesson plan.
between 5 and 20. Students should be able to recognize the number shown and know how to count to know the number.
I will evaluate student background knowledge and understanding through a pre-assessment on student iPads. Students will use IXL and seesaw
to show what they know. Once I get feedback, I will adapt my lesson to fit the needs of my students better. The lessons of th e week will observe
Summarize process for
student growth and progress through my interactions with my students. This consists of extension and support q uestions, Clevertouch math
administering and analyzing
games/activities, and students showing me how to quickly "count on" from five using manipulatives or extension of math workplaces. After
pre- and post-assessments. completing the unit, I will re-evaluate and check for student growth and understanding through a post-assessment, consisting of students
completing the same IXL and seesaw activity they did for the pre-assessment.
Semester 3 Only: Identify the
specific technology tools,
• Student iPads, Clevertouch Smart TV, Hands on Manipulatives (craft sticks, ten frames, dots, and display cards), Toy Theater Website
applications, links, and/or
(Math), IXL Application, seesaw application, math workplaces, YouTube.
devices to be incorporated
into the lesson.

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.)
Interactive STEM: Mathematics in the Early Grades: Counting & Cardinality
https://files.eric.ed.gov/fulltext/ED571641.pdf
Bridges in Mathematics Resource Website
https://bridges.mathlearningcenter.org/resources/br/grk/u2/mod3 This PDF was helpful because it gave information about mathematics, particular
keywords, and definitions of mathematical terms used consistently in kindergarten
This website resource is provided with the Bridges in Mathematics Curriculum for and throughout the school. It gave me insight into how I can better check in on
Kindergarten. It gives guidance on how we can extend or support students in the students, especially when explaining to colleagues, administrators, or parents what
classroom, depending on the unit. It is super helpful, especially when thinking of ways I students know and need to continue working on. It also gave me a better
want to better support my students when I get to this unit in a few weeks. understanding of what I should be looking for or doing with my students, depending
on the topic or targeted objective.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)

Kindergarten Team/Lower School Math Team

Pre-K to 5 Instructional Coach
Our school underwent some math changes this past year, affecting our students and
When conversing with our instructional coach, she mentioned using all the resources
community. The kindergarten team has discussed ways to better the math curriculum,
that came with the Bridges Math Curriculum. Bridges has an online website that, as an
especially when finding ways to differentiate for all learning styles and students. This
educator, we have access to. I knew of the online source but mainly used it for specific
year, we have been working closely with administration, our math instructional coach,
lessons/units that ask for online sources. Kelly, our instructional coach, sat me down for
and within our team levels to better our math instruction. When talking to colleagues,
half an hour and gave me some links and website tabs to check out Bridges online. I
we keep mentioning the importance of differentiation so that every child gets
didn’t realize how much information was on there, especially when it came to ways to
challenged or supported best and that students do not feel excluded from one
assess students and how to help differentiate every learning need. This website has been
another. I have been taking lots of advice and guidance from a few colleagues and
an excellent source for me and my peers.
keep learning the best way to support students with them. Using the proper math
terms and keeping myself educated on these topics is always a great help!

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
As an educator, I want to make sure that I am using technology efficiently to make
sure I am differentiating and adapting what students can do and what they know.
Accessing various programs and applications allows me to adjust the independent
work I assign my students depending on their level.
ISTE Student Standard: Empowered Learner: 1.1.c. use technology to seek feedback that
informs and improves their practice and to demonstrate their learning in a variety of
I want students to use iPads or the Clevertouch screen and feel confident about their
ways.
work and answers, yet know that it is okay to be wrong if they do not know the
answer. I want students to try and do as much as they know, and by using technology,
ISTE Educator Standard: Designer: 2.5.a. use technology to create, adapt and personalize
I can give students feedback on how they did and what we can work on together to
learning experiences that foster independent learning and accommodate learner
strengthen their understanding of the concept. Technology also is quick to give
differences and needs.
feedback on the spot. I want students to know they can show me what they know via
various applications. I want to get that feedback and give students feedback on how
they did.

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
When reviewing my three focus students, 2/3 did well on the pre-test and showed mastery of
Overall, my students did pretty good on the pre and post assessment. I did have students complete a
concepts. This was great feedback because it allowed me to adjust how I needed to differentiate and
different post-test since students showed mastery of understanding in the pre-test. The class had an
move forward with the unit and subject. For the student who did not complete the pre-assessment, I
overall 100% average, for those who completed it. Most students were able to show mastery the
was able to work with him and get a final post assessment to show understanding. For the post-
second time for the post assessment, but a few showed needing a little bit more practice and review. I
assessment, I did notice that 2 of my students were unable to complete the assessment because they
will work on this to make sure students do understand the concepts.
were absent and did not do the assignment.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
 Revised Evidence/Rational for Rating
CSTP Element Initial Rating Suggestions for Moving Forward
Rating (Summarize from POP Section 3)
Promoting critical
To move to INNOVATING level: Consider how to increase
thinking through Teacher asked questions of analysis and evaluation.
T – Applying T – Integrating complexity of task beyond a single lesson so that there are
1.5 inquiry, problem Students answered questions that included all levels of Bloom’s.
S – Exploring S - Integrating continuing opportunities for students to engage in inquiry in
solving, and Students created their own math problems.
complex problem. How could you extend lesson into PBL?
reflection

T- Exploring
Mentor Feedback: NT did a lot of call and response
T- Explores additional
phrases to ensure all students were paying attention. NT
instructional
allowed each student to have their own manipulatives
strategies, resources,
so that everyone could participate.
and technologies in
In order to move to innovating level, I would want to
Using a variety of single lessons or
have a set of pre-determined questions so I make sure
instructional sequence of lessons to Students had popsicle sticks and were able to show tally that all students are being targeted and not just the
strategies, meet students’ diverse marks when the NT would give a number. Having high and low groups. I would also make sure to work in
resources, and learning needs. T- Applying individual sets of sticks increased student participation
1.4 smaller groups so that I am able to properly
technologies to S- Applying as they all had something to do. differentiate and help all students succeed. I say this
meet students’ S- Exploring
because the popsicles were fun, but not easy to work
diverse learning with as a whole group.
needs S- Students participate NT Feedback: I liked having various call and response
in single lessons or phrases to get students attention. I also noticed that
sequence of lessons using popsicle sticks got students engaged and
related to their wondering what we would be doing with them. Some
interests and students wondered if ice cream would be involved since
experiences. popsicle sticks were being used.

Mentor Feedback: Teacher used a lot of questions that

contributed to student achievement. By allowing the
students to practice on the rug with teacher support and
peers, she allowed them to receive help as needed.

Students completed their iPad work, which is what the

teacher used to see if students achieved the objective.
T- Applying
Students struggled with counting by 5’s or with
identifying certain numbers on the page In order to move to innovating level, I would make sure
Reviewing data, T- Reviews and
to be consistent with checking student work more
both individually monitors a variety of
T- Applying often and pulling students who do not finish to the side
and with data on student
5.3 NT: Students demonstrated achievement of lesson so that they can. This way I can have all the data from
colleagues, to learning individually objectives by showing understanding of the concepts the pre and post assessments. I would also review with
monitor student and with colleagues to taught. Students were able to answer questions asked, students their counting, especially when counting by
learning identify trends and as well as showing me on their tally marks mat certain 5’s- which was our area of expertise in this lesson.
patterns among numbers I asked. Students were also able to successfully
groups of students. complete the SeeSaw activity I assigned them on their
iPads.

The main place where students struggled was counting

by 5s. They would sometimes get confused and only
count by 1s to help them solve their independent
activity.

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
Key learnings for me were to be more aware of those who did complete the assessments and those
My main ISTE focus standards were 5.2: Collecting and analyzing assessment data from a variety of who didn’t. I assigned the pre and post to all students, and they knew the expectations of
sources to inform instruction, and 5.3 Reviewing data, both individually and with colleagues, to completing the assignments. However, with other assignments piled up and students being in and
monitor student learning. These stood out to me this semester because I made sure to collaborate out of the classroom made it a little difficult to keep track on who completed it and who didn’t. It
with my mentor/co-teacher the results from the students to check student progress and understanding wasn’t until I began tracking down the data, that I noticed I was missing data from students who
of the material. We took into consideration overall progress in the year, as well as the pre and post were out or did not complete the activities.
assessment to better differentiate and work with our students, especially with my three focus students.
Not only in this lesson, but also in lessons prior and post, I made sure to talk with my mentor and I also did enjoy doing pre and post assessments via iPads because students enjoy using them and
colleagues about ways to better work with all different student levels, especially when having the sometimes do not realize they are being assessed. It also makes it clearer for me to keep track of
accessible technology to do so. work and go back to it when needed and if parents want to see work, they can. If it was done on
paper, it could get lost or thrown out.
Action Items
For curriculum design, lesson
I liked how my lesson was planned, but in the future, I plan to use all my resources to effectively teach the lesson and get the best data possible. This way I can tailor
planning, assessment my lessons and feedback best for my students and review my teaching skills.
planning

Make sure that I am remembering to check-in on those students who were absent and needed to make-up the pre or post assessment. Not having their data is
For classroom practice crucial- and impacts my knowledge of whether they understood the concept taught.

For teaching English learners,

students with special needs,
Having visuals was super important for this lesson because it helped my focus students understand the material that was being taught.
and students with other
instructional challenges

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 5
 For future professional I would love to attend Math PD’s or conferences to feel more confident in my teaching. I want better ways to teach lessons like this and feel like my students are
development getting the best learning possible.

I would like to plan out the lesson a little longer, just to make sure that I am covering all the necessary ways I can check for student understanding. I also hope to be
For future inquiry/ILP more aware of how I can better support all my students, especially after looking at the post data.

For next POP cycle Would love to still build on math skills to continue growing in this area.

Semester 3 Only: I liked my usage of the smart TV, as well as the usage if iPads to incorporate technology into the lesson. I plan to use iPads more often to help show student growth
For future use of technology and progress.

Other Notes

I felt like my class grasp the content quickly and were able to show me they understood the concepts. The post assessment was changed to challenge a little more, but some students worked too quicky and
needed to be reminded to slow down.

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.

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

Melissa Cosio mcosio@thepegasusschool.org Mathematics Kindergarten

Pre-Assessment Data Range and Average Post-Assessment Data Range and Average

100% 79%

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
Student was sick, missed the day of post
1. Focus Student: EL (J) 5/5 100% Absent
assessment.
2. Focus Student: 504/IEP (D) 0/5 0% 5/8 63% Student improved! Hooray!
3. Focus Student: Teacher Choice Student was sick, missed the day of post
5/5 100% Absent
(B) assessment.
Student showed understanding, but worked
4. Shaya 5/5 100% 4/8 50%
too fast on one problem.
Showed comprehension, despite missing pre-
5. Kiana 0/5 0% 8/8 100%
test.
Did not show understanding of tally marks- will
6. Beckham 5/5 100% 1/8 12.5%
work more closely with him to master concept.
Shows understanding- would need to challenge
7. Aria 5/5 100% 5/5 100%
for growth.
Shows understanding- would need to challenge
8. Parker 5/5 100% 8/8 100%
for growth.
Shows understanding- would need to challenge
9. Keira 5/5 100% 8/8 100%
for growth.
Shows understanding- would need to challenge
10. Mac 5/5 100% 8/8 100%
for growth.
No data on student- was out both days of
11. Sofia Absent Absent
check-ins.
Shows understanding- would need to challenge
12. Paxton 5/5 100% 8/8 100%
for growth.
Worked too quickly, but showed mastery of
13. Mia 5/5 100% 6/8 75%
concept after feedback.
Shows understanding- would need to challenge
14. Dustin 5/5 100% 8/8 100%
for growth.
Shows understanding- would need to challenge
15. Emma 5/5 100% 8/8 100%
for growth.
Shows understanding- would need to challenge
16. Chloe 5/5 100% 8/8 100%
for growth.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 5
 Student needs more one-on-one time to
17. Charlotte Absent 3/8 37.5%
understand tally marks.
Showed comprehension and mastery of
18. Ava 5/5 100% Absent
concept, but was absent on post assessment.
19. William 5/5 100% 7/8 88% Great job!
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
910111213141516

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