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
Multiple Subjects
Zelda Hamilton Zelda_Hamilton@csu.fullerton.edu 6th
Mentor Email School/District Date
Roseann Graf Roseann_graf@chino.k12.ca.us Wickman/ Chino Valley 2/21/19
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 opportunities for students to apply
critical thinking by designing structured inquires into
T - Guide students to think critically through use of questioning strategies, posing/solving
Promoting critical thinking complex problems.
T – Applying problems, and reflection on issues in content. T – Innovating
1.5 through inquiry, problem solving, S - Students pose and answer a wide-range of complex
S – Exploring S - Students respond to varied questions or tasks designed to promote comprehension and S - Innovating
and reflection questions and problems, reflect, and communicate
critical thinking in single lessons or a sequence of lessons.
understandings based on in depth analysis of content
learning.

T-Integrates results from a

Planning range of assessments to meet
instruction that T-Plan a series of lessons incorporating students’ diverse needs.
incorporates differentiated strategies for ELL, RSP, GATE, and Incorporate support and
T-App T-Int
4.4 appropriate achieving students. challenge for students.
S-App S-Int
strategies to meet S-Students will respond to varied tasks designed S-Students will respond to
the learning needs to promote learning for a specific group. varied tasks, reflect on their
of all students. progress, and apply their
learning.
T- Guide students to set goals, monitor progress,
Involving all and evaluate progress through
T-Integrate student self-
students in self- chapter goal setting and daily progress
assessment and goal setting
assessment, goal T-Exp monitoring.
5.5 T-Int across the curriculum.
setting, and S-Exp S- Set chapter goals and monitor progress
S-Int S-Set goals and monitor
monitoring through daily evaluation by graphing student
progress across the curriculum.
progress. progress.

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
How will differentiated
instructional strategies affect my Each group will show improvement in their Chapter 7 Equations
students’ understanding of their Mathematical understanding. and Inequalities from Daily Homework,
learning goal? Big Ideas quizzes, Chapter 7 Test
Mathematics

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 Focus Student 3: Your Choice
This student is currently performing below This student is currently performing This student is currently
grade level. She struggles completing below grade level. He has difficulty working at grade level, she is
assignments. Attendance and lack of getting started and finishing tasks. like most of the students in
motivation inhibits success. She has a He is disorganized, needs my class. She is cooperative,
Performance Data
tendency to be quiet and she prefers to listen monitoring, redirection, and polite, and well-liked by her
to others during discussions. She is also reinforcement. I am concerned with peers This student is also
working below grade level in most subject the lack of parent support for this capable of achieving above
areas. student. I will provide this student grade level.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
 I have chosen to focus on this student with engaging activities to aid him
because she is working below grade level. I to be more productive.
want to assist this student by developing I have chosen this student because I
strategies that would help her concentrate to want to encourage this student to
help he show improvement. develop skills to remain focused to
complete his task
I have chosen this student
because she has made many
contributions to the class
and is an inspiration to her
classmates.

I am hoping that this student will be

able to demonstrate these skills that I believe that this student
I am hoping this student completes all
are valuable in future lessons. I am will demonstrate an intuitive
assignments and improves by receiving small
hopeful that throughout this unit understanding about how
group instruction to review concepts and
Expected Results this student will build improvement equations are solved using
support as needed. I would like to see her
as we participate in activities and addition, subtraction,
reach proficiency or higher on these
practice. multiplication and division.
standards.

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.
2/25 2/26-3/15 3/19 3/20 3/20

In this lesson students will use the inverse operations of addition, subtraction, multiplication and division to
find the solution of an equation. Students will use substitution to check their answers. 6.EE.5, 6.EE.7 In my
Provide 1-2 sentence summary of
your lesson plan.
lesson, I will incorporate differentiated learning strategies and opportunities for my students. For example,
set up unique learning stations across my classroom, provide students with anchor charts, incorporate real-
world examples to enhance understanding of key concepts.
Summarize process for The Pretest will be administered and analyzed before instruction begins. Daily homework and quizzes will
administering and analyzing pre- be used as Formative Assessments. The Posttest will be given and analyzed to ensure all students have
and post-assessments. reached proficiency on the standards.
Semester 3 Only: Identify the
specific technology tools,
applications, links, and/or 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.)
Curriculum Differentiation Based Instruction For Gifted
and Talented Students

Written by, Chairati Saleh

Ismajli, H., & Imami-Morina, I. (2018). Differentiated Instruction: Understanding and Applying
Interactive Strategies to Meet the Needs of All the Students. International Journal of Instruction, 11(3),
207–218. Retrieved from http://search.ebscohost.com.lib- http://ejournal.inpi.or.id/index.php/je/article/view/32/28
proxy.fullerton.edu/login.aspx%3fdirect%3dtrue%26db%3deric%26AN%3dEJ1183415%26site%3dehost-
live%26scope%3dsite
One CSTP Element I am focusing on is 4.4 Planning
instruction that incorporates strategies to meet the
In Ismajli, H., & Imami-Morina article, differentiated instruction strategies were implemented into learning needs of all students. My focus question for this
classrooms and the case studies concluded, “effective strategies that enable understanding of element is; How will differentiated instructional strategies
knowledge in matching the instruction with learners’ personal interests and abilities should be applied,
affect my students’ understanding of their learning goals?
as well as cooperate with learners’ parents in order to get an in-depth knowledge about their learners”
(Ismajli & Imami-Morina, p. 216, 2018). In incorporating various differentiated instruction strategies, I In Saleh’s article, there are Steps of Development of
plan to use strategies that are shared within this case study including utilizing students’ personal Differentiated Curriculum which include 1. Identifying the
interests as motivation students based on their ability levels in each subject, 2.
Exploring student competence of
standards, 3. Teachers modify the content based off of
student’s needs, 4. Teachers modify of curriculum if
needed (Saleh, p. 245, 2017).

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
 Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Another sixth-grade teacher differentiates for GATE by
My mentor differentiates assignments for GATE by using challenge or extension activities using collaborative Performance Tasks, doing project-
and providing opportunities for real world math. Projects allow differentiation that can based learning and having students work on challenge or
meet the needs of all students. Pretesting allows the teacher to differentiate as needed, extension Math. For struggling learners, she uses small
such as math and spelling. My mentor uses “centers” or small group instruction to group instruction, modifies assignments, and uses
differentiate for ELD, approaching, on-level, and achieving students. GATE students are project-based learning. Struggling learners use Thinking
challenged to go beyond what is required, while struggling students are supported with Maps, graphic organizers, and hands on materials.
graphic organizers, Thinking Maps, Cornell Notes, manipulatives, visuals, etc. Assessments can be differentiated to be more challenging
or more accessible for students.
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

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

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 asked questions of analysis and evaluation. increase complexity of task beyond a single lesson
thinking through T – Applying T – Integrating
1.5 Students answered questions that included all levels of so that there are continuing opportunities for
inquiry, problem S – Exploring S - Integrating
Bloom’s. Students created their own math problems. students to engage in inquiry in complex problem.
solving, and reflection
How could you extend lesson into PBL?

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

Action Items

For curriculum design, lesson

planning, assessment planning

For classroom practice

For teaching English learners,

students with special needs, and
students with other instructional
challenges
For future professional
development

For future inquiry/ILP

For next POP cycle

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 5
 Semester 3 Only:
For future use of technology
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.

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

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

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL
2. Focus Student: 504/IEP
3. Focus Student: Teacher Choice
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 5
 31.
32.
33.
34.
35.
36.
910111 21314 1516

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 5