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
th
Breauna Bettinger breaunabettinger@gmail.com Multiple Subject 4 Grade
Mentor Email School/District Date
Javier Hernandez jhernandez@ljsd.org Jordan Elementary/ Lowell Joint 10/7/20
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 strategies, T - Facilitates systematic opportunities for students to apply critical thinking
Promoting critical thinking posing/solving problems, and reflection on issues in content. by designing structured inquires into complex problems.
1.5 through inquiry, problem
T – Applying
S - Students respond to varied questions or tasks designed to promote
T – Innovating
S - Students pose and answer a wide-range of complex questions and

solving, and reflection
S – Exploring
comprehension and critical thinking in single lessons or a sequence of
S - Innovating
problems, reflect, and communicate understandings based on in depth
lessons. analysis of content learning.

T- Uses a broad range of data to set

learning goals for content and academic
Collecting and T- Uses a variety of assessment data to language that are integrated across
analyzing set student learning goals for content content standards for individuals and
assessment data groups.
from a variety of
T- App. and academic language. T-Int.
5.2 S- Uses data systematically to refine
sources to inform S- Int. S- Plans differentiated instruction S- Inn.
planning, differentiate instruction, and
instruction. targeted to meet individual and group
make ongoing adjustments to match the
learning needs. evolving learning needs of individuals
and groups.

T- Plans instruction incorporating a
T- Plans instruction using a wide range of
repertoire of strategies specifically meet
strategies to address learning styles and
Planning instruction students’ diverse language and learning
that incorporates meet students’ assessed language and
needs and styles to advance learning for
appropriate T- Int. learning needs. Provides appropriate T- Inv.
4.4 strategies to meet
all.
S- App. support and challenges for students. S-Inn.
the learning needs S- Integrates results from a broad range of
S- Uses assessments of students’ learning
of all students. assessments into planning to meet
and language needs to inform planning
students’ diverse learning and language
differentiated instruction.
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
7 Healthy Habits Curriculum
Students will identify
character traits by Every Monday, I will read a
Students will then fill out a
participating in zoom short story to the students
self-assessment to reflect on
breakout discussion groups. that introduce one of the
their own understanding of
seven healthy
How can I instill healthy the material. They will be
Students will apply each habits. Students will then fill
behaviors that promote assessed on the quality of
healthy habit in their out a Google form with
equity and acceptance within their responses in their
interaction with classmates. discussion questions, then
the classroom community? Google form and the
meet in the zoom breakout
previously reviewed
Students will create Flipgrid rooms with a small group to
expectations for small group
videos by responding the reflect on their findings
discussions.
character education together.

prompts.

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
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
 This student struggles to participate
This student has gone through the
and prefers to not turn on the
This student has an IEP and struggles recent trauma of losing a parent. At
camera during our zoom lessons.
with motivation and completing times, this student is withdrawn and
Her grade currently stands at a 1 in
Performance assignments. He starts assignments, is triggered by others talking about
Data
writing and vocabulary. She rarely
then gets discouraged then gives up. their parents. I chose this student to
asks for help when needed. I will
I plan on incorporating the growth focus on his social emotional health
work with this student in small group
mindset to encourage this student. and help to support him throughout
settings to increase involvement and
this year.
understanding.
I am hoping to see this student feel
I am hoping to see an improvement I am hoping to see an increase of
supported by both myself and his
Expected Results in their writing and vocabulary confidence and work completion
peers during this difficult season of
grade. regularly.
his life.
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

Identify dates for activities.

11/2 11/3 11/4 11/5 11/6

I will read a short story to the students that introduce one of the seven healthy habits. Students will
Provide 1-2 sentence then fill out a Google form with discussion questions, then meet in the zoom breakout rooms with a
summary of your lesson plan. small group to reflect on their findings together.

Students will then fill out a self-assessment to reflect on their own understanding of the material.
Summarize process for
They will be assessed on the quality of their responses in their Google form and the previously
administering and analyzing
pre- and post-assessments. reviewed expectations for small group discussions.

Semester 3 Only: Identify the
specific technology tools,
applications, links, and/or Flipgrid/ Google form
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.)
Alberta Learning Cataloguing in Publication Data
Inquiry-Based Learning: An Innovative Teaching Method
https://files.eric.ed.gov/fulltext/ED491498.pdf
Inquiry involves planning, retrieving, processing, creating, sharing and https://www.researchgate.net/publication/259632827_Inquiry-
evaluating in order to properly reflect on the process. Inquiry allows Based_Learning_An_Innovative_Teaching_Method
students to make discoveries based on their personal interests and
The biggest take away from this article was the statement that
create something that students investigate and researched. This will
inquiry-based learning guides learners to inquire or generate
ensure higher order thinking as students manage ideas and information
meaningful questions that lead to relevant answers through their
and problem solve.
own discoveries.


Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
My colleague mentioned he has students self-reflect and use Another colleague of mine stressed the importance of setting
metacognition the gauge their own level of understanding. Students individualized goals for each student. She has the students monitor
will hold up a number that indicates their understanding of various their reading and math goal by tracking their scores and recording the
topics. For test corrections, students will identify type of error made, current books they are reading. She has mini conferences with each
the correct answer, and how they will avoid that error in the future. student on Friday to review their goals and set goals for the next week.
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
5. Designer
Educators design authentic, learner-driven activities and environments that
recognize and accommodate learner variability. Educators: This standard was incorporated as I used technology (Flipgrid) as a platform for
a. Use technology to create, adapt and personalize learning experiences my students to individualize their learning experience.
that foster independent learning and accommodate learner
differences and needs.

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.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
 Pre/Post Assessment Data Analysis Findings for Whole Class Pre/Post Assessment Data Analysis Findings for Three Focus Students
Overall, this lesson was very successful because all my students
met the learning objective given. Students listened attentively to
Through the use of accomodations set forth prior to the delivery
the story and were able to effectively discuss the events and
of the lesson, students met the learning objective proposed in the
important ideas and concepts in the text. Students were on task
lesson.
and followed your instruction. Students were able to share the
lesson’s learning goal and the understood modeling.
Initial Evidence/Rational for Rating
CSTP Element Revised Rating Suggestions for Moving Forward
Rating (Summarize from POP Section 3)
Promoting critical To move to INNOVATING level: Consider how to increase
Teacher asked questions of analysis and evaluation.
thinking through T – Applying T – Integrating complexity of task beyond a single lesson so that there are
1.5 Students answered questions that included all levels of Bloom’s.
inquiry, problem S – Exploring S - Integrating continuing opportunities for students to engage in inquiry in
Students created their own math problems.
solving, and reflection complex problem. How could you extend lesson into PBL?
Collecting and
analyzing Teacher analyzed data from the 7 To extend upon this evidence, I will
assessment healthy habits assessment to set build upon the complexity by
data from a T- App. T- Int.
5.2 variety of
student learning goals for content scaffolding the information given to
S- Int. S- Int.
sources to and academic language. students to achieve a higher level of
inform understanding.
instruction
Planning
instruction
I used a variety of assessment data
that To extend off this standard, I will
incorporates to set student learning goals for
have my students keep a journal
appropriate T- Int. T- Int. content and academic language.
4.4 strategies to
that records academic language so
S- App. S- Int. We discussed all academic language
meet the they can reflect upon it with future
prior to the lesson.
learning needs lessons.
of all
students.

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
The use of the Flipgrid assignment allowed students to share their
ideas and thoughts about Win-Win situations, as well as respond Focusing on the ISTE standards helped me to focus my lesson on
to their classmates’ ideas. In addition, the google form that key areas that proved to contribute to student success. I plan to
students completed will allow to see if students met the learning incorporate the ISTE standards in each lesson I prepare for my
goal by expressing the importance of creating Win-Win situations students.
when there are disagreements.
Action Items
For curriculum design and lesson planning, I plan to incorporate different teaching strategies that focus on an
Curriculum design and lesson increased engagement among my students. This will include the use of choice boards and alternative
planning assessments.

For classroom practice, I want to incorporate my group activities among my students. I believe having
students work together is essential for their development of their social-emotional skills and needs. I plan
For classroom practice
to also keep ongoing routines for my students daily.

For teaching EL, IEP, and other students with other instructional challenges, I want connect with the RSP,
For teaching English learners, EL, and school psychologist to develop a plan that will help students better have their needs met. Although I
students with special needs,
and students with other
work and connect with these individuals often, I believe meeting as a group could be essential to the success
instructional challenges of our students as a whole.

For future professional For future professional development, I will take advantage of all the opportunities my district provides as
development well as seek out addition ones. I specifically want to focus on professional development in writing.
For future inquiry, I plan to focus on the achievements of my students and further differentiate to meet
For future inquiry/ILP
their unique and specific needs.
For my next POP cycle, I want to choose a lesson that develops into a sequence that allows me to assess and
For next POP cycle monitor the progress of my students.

Semester 3 Only:
For future use of technology

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 5
 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

Breauna Bettinger breaunabettinger@gmail.com ELA 4th

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

Range: 50%- 90% average: 70% Range: 78%- 100% average: 80%

PRE-/POST- ASSESSMENT DATA TABLE

Student (By class number) Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL 65 80
2. Focus Student: 504/IEP 75 80
3. Focus Student: Teacher Choice 70 80
4. 70 80
5. 80 90
6. 70 80
7. 90 100
8. 90 100
9. 60 70
10. 80 90
11. 70 90
12. 60 80
13. 60 70
14. 80 80
15. 70 80
16. 80 90
17. 70 80
18. 70 100
19. 70 90
20. 90 90
21. 80 80
22. 70 80
23. 90 100
24. 60 80
25. 70 80
26. 80 90
27. 60 70
28.
29.
30.
31.
32.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 5
 33.
34.
35.
36.
910111213141516

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