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

Kaitlyn April kapril@bousd.us Multiple Subjects 6th

Mentor Email School/District Date

Shari Bithell sbithell@bousd.us Brea Olinda Unified School District 10/2/21

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

1.5 Promoting critical thinking
through inquiry, problem
solving, and reflection
T – Applying T - Guide students to think critically through use of questioning strategies,
S – Exploring posing/solving problems, and reflection on issues in content.
S - Students respond to varied questions or tasks designed to promote
comprehension and critical thinking in single lessons or a sequence of lessons.
T – Innovating T - Facilitates systematic opportunities for students to apply critical
S - Innovating thinking by designing structured inquires into complex problems.
S - Students pose and answer a wide-range of complex questions and
problems, reflect, and communicate understandings based on in depth
analysis of content learning.

1.4 Using a variety T- T - Explores additional instructional T- T - Creates, adapts, and integrates a
of instructional Exp. strategies, resources, and technologies in Int. broad range of strategies, resources,
strategies, single lessons or sequence of lessons to and technologies into instruction
resources, and S- meet students’ diverse learning needs. S- designed to meet students’ diverse
technologies to App. Int. learning needs.
meet students’ S - Students participate in instruction using
diverse learning strategies, resources, and technologies S - Students actively engage in
needs matched to their learning needs. instruction and make use of a variety of
targeted strategies, resources, and
technologies to meet their individual
students needs.

3.5 Using and T- T - Explores additional instructional T- T - Integrates a wide range of adapted
adapting Exp. materials, resources, and technologies to Int. resources, technologies, and
resources, make subject matter accessible to instructional materials to meet
technologies, students. identified student needs and make
and subject matter accessible to students.
standards-align
ed instructional
materials
including
adopted
materials, to
make subject
 matter
accessible to all
students

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

To what degree did students
use Google Jamboard and
Flipgrid to support and show
their explanation of the
timeline of early humankind.
The use of Google Jamboard will Social Studies - Early Humankind A scoring guide for their
allow students to demonstrate timeline and oral
their knowledge of the timeline presentation will
of the earliest humans and the include identification of
time periods of that era. The use events and years that
of Flipgrid or Screencastify will event lasted and how
allow students to present their the pictures used
findings as an oral presentation. represent that time
period.

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 IEP/504 Focus Student 3: Your Choice

Performance Data I have a few English Learner’s in my
class, but am going to choose my
lowest level student to focus on. On
iReady she tested at a Grade 3 reading
level. She is getting reading help four
times a week from our school’s
reading specialist. She has shown
improvement in her reading already
this year. I would like her to
communicate more with her
classmates in an academic capacity so
I would like to focus on how well she is
contributing to the group she will be
working with.
In my class, I have two students with This focus student is the lowest
an IEP. The student I am choosing is a student in my class with a Grade
student that gets a lot of 2 reading level. She is also in
accommodations on assignments and foster care right now and we are
gets to work with a teaching aide when having trouble getting her IEP
it is necessary. During more of our from her previous school. She
independent learning time, he will started getting tested this week
work in our Resource teachers room and is on a plan to become an
for extra help. I will be focusing on SDC student sometime next
how well he is working with his peers trimester. She avoids doing work
as a group and how much he can do on in class and rarely does
his own with the information he gets homework when I give it.
from his group members. Because her reading and
processing is so low, her
comprehension and processing
skills are low as well.

Expected Results I am hoping that this student will
improve in their reading, vocabulary,
and research skills while working with
peers at a slightly higher reading level.
I think that working with other people I want this student to just
will help his communication skills participate and work with her
because he will have to think more to group the best she can. I am
help out the group, instead of being going to put her with students
fed the answers from his peers. that are slightly higher than her
and give that group more
support.
 Inquiry Lesson Implementation Plan

Directions: Semester 3 requires a lesson that focuses on use of technology to support teaching and learning.

Identify dates for activities. Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results Discuss Results with
Mentor

10/14 10/18 & 10/21 10/25 10/27 11/1

Provide 1-2 sentence Students will be working in groups on Google Jamboard to create a timeline of Early Humankind. They will
summary of your lesson plan.
create the timeline and then expand on each event on subsequent slides.

Summarize process for Pre-assessments will be a whole group of the events that should occur on the timeline. The
administering and analyzing
group/individual work will be to research the events and put them correctly on a timeline. The
pre- and post-assessments.
post-assessment will be the Flipgrid or Screencastify recording of their findings. They will do this individually
to be able to retell what they learned from their research and their group.

Semester 3 Only: Identify the Students will use Google Jamboard to display their timeline and expand on each event of the timeline. They
specific technology tools,
will then use a video recording application to discuss their timeline as an oral presentation. They can use
applications, links, and/or
devices to be incorporated something like Flipgrid or Screencastify for this.
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.)

Culturally Responsive Differentiated Instruction: Narrowing Gaps
Between Best Pedagogical Practices Benefiting All Learners
file:///Users/kaitlyn/Downloads/culturally_responsive_differentiate
d_instruction-_narrowing_gaps_between_best_pedagogical_practic
es_benefiting_all_learners.pdf
I found this PDF that discusses the importance of differentiated
instruction and how to utilize it in a general education classroom.
The article mentioned that DI is very popular in special education
settings, but should also be used in general education classrooms.
This is going to be very important for focus student 2 because of the
many accommodations he has per his IEP. There is a part of the
article that breaks down the elements of DI and the guidelines for
implementing DI. It goes through the content, process, and product
and breaks down how to use DI to reach all levels of learning in
your classroom. I would like to try more DI with all my focus
students when it comes to the individual post-assessment.
Google Jamboard and Playful Pedagogy in the Emergency
Remote Classroom by By Shannon Draucker, Siena College
https://www.ncgsjournal.com/issue171/PDFs/draucker.pdf
This journal entry was very enlightening to how great Google
Jamboard is and how collaborative it can be. I like to always say
that it is the easier version to google slides. In the article it says,
“Jamboard exercises can be casual, collaborative, and fun. They
have helped me to embrace a more playful online pedagogy,
one that encourages students to experiment, improvise, mess
up, collaborate, and share their feelings.” I think this sums up
Jamboard perfectly and is exactly how I want to utilize it for my
lesson.

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

3rd Grade, Multiple Subjects Mentor Teacher, TOSA (elementary background)

A teacher that works at my school has her students use a variety of
sources to help her assess them and help her inform her instruction.
She uses exit tickets, comprehension quizzes, Flipgrid or writing
response, and Boom Cards. She can see their work and areas of
need for each student. This helps her know what concepts to
My mentor teacher loves to use collaborative technology to see
student’s work in real time. She likes to use these tools because
it can show you who is comprehending, especially in a group.
She says they can be great formal assessment tools and will
possibly reteach or if she can extend her lesson and build on the inform you on how to set out your future lessons and future goals
concepts they already know. 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

Educator - 5b. I design authentic learning activities that align with
content area standards and use digital tools and resources to
maximize active, deep learning.
I believe that this lesson will maximize my students' deep
learning about the social studies content. Being able to work
together but then provide their individual feedback on their
learning will allow me to fully understand their learning in the
content area.

Student - 7b. I use collaborative technologies to work with others,
including peers, experts or community members, to examine issues
and problems from multiple viewpoints.
Students will be using the Jamboard to work collaboratively
together with each other. I will be focusing on the ‘peers’ part of
this ISTE standard. And since students have to work on
individual slides as well, there will be multiple viewpoints on
how to design and create their project.

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

My class did very well. My pre-assessment was really just their
grade in the class, and I had a few students with Ds. But after this
project, and because it was a big score for a grade, the whole class’s
grades improved. My students spent a good amount of time on this
project and it really showed in what their final product was.
All three either improved their grades or stayed the same (A to
A). They worked really well in their groups and were able to stay
on task and complete their individual portion of the project.

CSTP Element Initial Revised Rating Evidence/Rational for Rating Suggestions for Moving Forward
Rating (Summarize from POP Section 3)

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

1.4 Using a T- T- Having students use different I think that I could add a peer
variety of Exp. Int. colored stickies was an effective review or a gallery walk to this
instruction way to be able to monitor all lesson. I didn’t have the
al S- S- students’ work. students present since they
strategies, App. Int. I liked the use of Jamboard for this were all working on the same
resources, activity, because the stickies limit thing. But I think it would
and how much the students can write. have been nice for the
It makes them think harder about
technologie students to see other’s work
what they really want to say.
s to meet so that they can think about
students’ how to add to their own work
diverse for future assignments.
 learning
needs

3.5 Using and T- T- Since this was a culminating I think I front load the
adapting Exp. App. activity, the lessons throughout this material and curriculum
resources, unit contributed to the assimilation nicely, but maybe next time I
technologie of the subject matter. The students could have the students
s, and had a notebook with very effective complete more exploration on
standards-a notes that could easily be used by their own to get to the end
ligned them to synthesize the information result, instead of me giving
and put it in their timelines.
instruction them most of the information.
al materials I think that way there would
including be more free and
adopted outside-of-the-box thinking.
materials,
to make
subject
matter
accessible
to 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

Educator - 5b. I design authentic learning activities that align with
content area standards and use digital tools and resources to
maximize active, deep learning.
This lesson was able to maximize my students' deep learning about
the social studies content. Given the opportunity to work together
but still receive individual feedback on their learning will allow me
to fully understand their learning in the content area.
I really liked that I was able to have the students work
collaboratively and individually in the same project. I was able to
see how students present material in their own way, but also
how well they can work together, especially those groups that
didn’t get along. I have used Google Jamboard before, but never
as a project in this way, so I feel that I was developing a skill I
already had, but in a deeper way.

Student - 7b. I use collaborative technologies to work with others,

including peers, experts or community members, to examine issues
and problems from multiple viewpoints.

Students were able to use the Jamboard to work collaboratively

together. I focused on the ‘peers’ part of this ISTE standard, and
even though students still had to work on individual slides as well,
there were multiple viewpoints on how to design and create their
project.

Action Items
For curriculum design, lesson I plan to continue searching for more ways of seeing student work in collaborative settiings. I want
planning, assessment
to incorporate more assessments into my lesson plans to really follow student progress better.
planning

For classroom practice Having students work in groups more and switch up the groups more often.

For teaching English learners, For future ELs, having time with them to fully understand the content and meanings behind all the
students with special needs,
different levels of vocabulary. Giving extra time and more attention to my students with extra needs
and students with other
instructional challenges
and partnering them up with helpful students.

For future professional Finding more PDs about technology, classroom management, and lesson design. I would love for
development
a PD to be about how to better help students with special needs within a general education setting.

For future inquiry/ILP I would like to better connect with families and have their involvement in their student’s work,
within reason. Maybe have a project sometime in the year that helps bring them together to work
on something. Connecting with families.

For next POP cycle I would like to choose either art or coding. I have now done ELA, math, and social studies. This
year, I am not teaching science. I would like to take some of the strategies that I use for those
subjects and incorporate them into the other subjects. I could also have my observation with my
co-teacher’s class when we switch for our subjects. This could lead to learning more about
classroom management with a different group of students instead of just the lesson plan.

Semester 3 Only: I would like to try a type of technology that I am unfamiliar with. I think it would be great to learn
For future use of technology
something along with my 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.

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

Kaitlyn April kapril@bousd.us Social Studies 6th

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

Class Average: B Class Average: A

Total As: 13 Total As: 21
Total Bs: 15 Total Bs: 9
Total Cs: 1 Total Cs: 0
Total Ds: 2 Total Ds: 0
 PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments

1. Focus Student: EL A- A+

2. Focus Student: 504/IEP A A

3. Focus Student: Teacher D B

Choice

4. A

5. A

6. B

7. B

8. B

9. A

10. B

11. A

12. A

13. A

14. A

15. A

16. A

17. A

18. A

19. A

20. A

21. A

22. A

23. B

24. A

25. B

26. B
 27. A

28. A

29. A

30. A

31.

32.

33.

34.

35.

36.

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