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
Taylor Miller Taylormiller0627@gmail.com Language Arts First
Mentor Email School/District Date

Cindy Snyder Cindy.snyder@heritageoak.org Heritage Oak Private School 2/21/2022

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

Planning Selects strategies for single lessons Incorporates differentiated

instruction that or sequence of lessons that respond instructional strategies into
incorporates to students’ diverse learning needs. ongoing planning that addresses
appropriate culturally responsive pedagogy,
4.4 strategies to Exploring Applying students’ diverse language, and
meet learning needs and styles.
the learning Seeks to learn about students’
Uses assessments of students’
needs of all diverse learning and language needs
learning and language needs to inform
students. beyond basic data. planning differentiated instruction.
Uses a broad range of data to set
learning goals for content and
Uses data from available academic language that are
Using
assessments to establish content- integrated across content standards
assessment data
Exploring based learning goals for class and for individuals and groups.
to establish
individual students in single lessons
learning goals
5.4 or sequences of lessons. Integrating Plans differentiated instruction
and to plan,
targeted to meet individual and
differentiate,
Applying Plans differentiated lessons and group learning needs.
and modify
modifications to instruction to meet
instruction.
students’ diverse learning needs. Modifies lessons during
instruction based on informal
assessments.
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
Pre-Assessments to see
Will the lessons I provide for By planning a lesson that
my
my students using integrates technology and
students’ knowledge on
differentiated teaching and differentiated teaching into my
common nouns coming in
technology meet the learning grammar lessons, I will be able
using a topic worksheet.
needs of all my students and to meet the learning needs of all
Identifying common nouns. Post-Assessment at the
thus my students will my students and thus my
end of the lessons.
understand the lesson objective students will understand the
Track the results of
and 90% of my students score lesson objective and 90% of my
students’
an 85% or better on their post students score an 85% or better
performance through a
assessment? on their post assessment.
common noun test.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 7
 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 focus student excels
academically in both math and
My English Language Learner has language arts. He is a very
This focus student has a
trouble expressing ideas in the smart boy who excels
modification plan due to his
appropriate way and she tends to have academically. I will be
struggles with focusing. This has
a difficult time communicating to including this student in the
led him to become academically
others what she is trying to say. She is whole group lesson being
behind. He tends to respond well to
not only shy but tends to be on the taught. This will include the
the use of hands-on activities and
quitter side too. The use of explained pair share, vocabulary, lesson
being seated in the front of the
vocabulary, a video clip, and content, and assessments. I
Performance Data classroom. Having a guided lesson,
technology in this common noun will differentiate his lesson
scaffolding, and technology-based
lesson will be helpful for her. This when I pull him into small
activities will allow him to engage
lesson will be interactive and full of group. I will take his learning
with the lesson and help him focus.
visuals. I will work with her in small one step further and expand
In addition, I will work with him at
group and when she is using her iPad his knowledge on nouns.
the lesson table to make sure he
to make sure she fully understands the Based on how well he does in
fully understands the concepts
directions and what is expected of her. small group, I will also
being taught.
differentiae his assigned
homework to reflect the
challenge work learned.
I expect for this student to
I expect for this student to improve
I expect for this student to improve improve from pre-assessment
from pre-assessment to post
from pre-assessment to post to post assessment and hitting
assessment but not necessarily to
assessment but not necessarily to hit well above the lesson
hit the objective of an 85% or
the objective of an 85% or higher on objective of an 85% or higher
higher on the post assessment. I do
Expected Results the post assessment. I do believe the on the post assessment. I feel
believe the use of technology,
use of explained vocabulary and the use of technology will help
small group learning, and extra
visuals will help this student to this student stay engaged on
time will help this student to
understand the concept of common the lesson topic and providing
understand the concept of common
nouns. challenging work will help
nouns.
this student excel even further.
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. 3/7/2022 –

Provide 1-2 sentence summary of
your lesson plan.
Summarize process for
administering and analyzing pre-
and post-assessments.
Semester 3 Only: Identify the
specific technology tools,
applications, links, and/or
devices to be incorporated into
the lesson.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
3/7/2022 3/11/2022 3/14/2022 3/15/2022
3/11/2022
The students will be able to identify, read, and write common nouns. This will be done through
lesson observations, written lesson assignments, using technology, and pre and post assessments.
The students will be given a common noun worksheet as a pre-assessment so I can see their
understanding of nouns before we begin the topic. I will then use this data to help guide my lessons
and differentiate for students that need extra help or challenge assignments. The post-assessment will
be a common noun test that the students will take after the lessons for the week. I will analyze data
and see if we can move on to the next lesson or if a reteach of the lesson topic is needed.
I am not in semester three, but I will be using the applications SeeSaw and iReady to assign lesson
activities and differentiated activities to help the individual needs of my students.
Section 4: Inquiry Research and Exploration
Page 2 of 7
 Research/Professional Learning (Identify two articles that have informed inquiry focus. Provide title, URL or citation, and statement of what was learned.)
The second article I found is an article on differentiated
teaching. The article talks about how to vary the level of
content you present, how to provide a variety of learning
environments, and different ways students can show what
The first article I found is an article on differentiated instruction. they've learned.
The article talks about what differentiated instruction is, tips for
teachers, classroom resources, and how to use it when teaching a • https://www.readingrockets.org/article/what-
lesson. differentiated-instruction
• https://resilienteducator.com/classroom- • Reference:
resources/examples-of-differentiated-instruction/ • Tomlinson, C. A. (2000, August). In What Is
• Reference: Differentiated Instruction?. Retrieved from
• Weselby, C. (2021, April 20). In What is Differentiated https://www.readingrockets.org/article/what-
Instruction? Examples of How to Differentiate differentiated-instruction
Instruction in the Classroom. Retrieved from • Excerpted from: Tomlinson, C. A. (August, 2000).
https://resilienteducator.com/classroom- Differentiation of Instruction in the Elementary
resources/examples-of-differentiated-instruction/ Grades. ERIC Digest. ERIC Clearinghouse on
Elementary and Early Childhood Education.

The main points I took away from this article and plan to
use in my lesson plans for teaching common nouns are: The main points I took away from this article and
plan to use in my lesson plans for teaching
common nouns are:
• Design lessons based on students’ learning styles.
• Group students by shared interest, topic, or ability for
• Presenting ideas through both auditory and visual
assignments.
means;
• Assess students’ learning using formative assessment.
• Meeting with small groups to re-teach an idea or
• Manage the classroom to create a safe and supportive
skill for struggling learners, or to extend the
environment.
thinking or skills of advanced learners.
• Continually assess and adjust lesson content to meet
• Allowing students to work alone or in small
students’ needs.
groups on their products.
• Focusing on content, process, product, and learning
• Encouraging students to create their own product
environment.
assignments as long as the assignments contain
required elements.
• Setting out clear guidelines for independent work
that matches individual needs.
• Making sure there are places in the room to work
quietly and without distraction, as well as places
that invite student collaboration.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
My Mentor – Kindergarten Teacher – Multiple
First Grade Team - Three First Grade Teachers – Multiple Subjects
Subjects In talking with my mentor teacher, she talked about using
In talking with my First grade team, they shared many ways they small groups as a way to differentiate instruction and
differentiated lessons to fit the learning needs of all students in meet the learning needs of my students. I took away from
their class. They talked about using technology in their lessons. I this conversation that small groups are a great way to
took away from our discussion that the use of Sessaw is a great meet with my students and accommodate their learning
way to make the lessons interactive and fun for the students to needs. I can use iready to assign challenging work on the
learn. lesson topic, reteach with lower students, and assign
differentiated homework based on their learning level.
Special Emphasis: ISTE Standards (Semester 3 only)
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 7
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

N/A I am in semester two. N/A I am in semester two.

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
El Student - I was very proud of this students growth
from a 71% to a 93%. Having this lesson with a great
hook, explain vocabulary fully at the start, using
technology, and fun activity share outs helped this student
fully achieve lesson objectives.
Pre-Assessment Data - I feel these score are pretty accurate to my
504/IEP Student - I was very proud of this students
students this year. Many are higher and had a previous knowledge
growth from a 64% to an 80%. This student did not get an
of common nouns. There are also some that are lower because this
85% or higher on the post assessment but they still did
was a pre assessment and was given before being taught common
well. Having this lesson with a great hook, explain
nouns.
vocabulary fully at the start, using technology, and fun
activity share outs helped this student achieve lesson
Post Assessment Data- I was very please overall with these post
objectives. Sitting in the front of the room kept their
assessment scores. This shows the students understood the lesson
concentration on the lesson. Giving more time for
objectives and concepts taught.
independent work allowed for this student to understand
lesson objectives.

Gifted Student - This student fully understood lesson

objectives. They received 100% on pre and post
assessments.

Evidence/Rational for Rating

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

Moving forward I need to

plan instruction incorporating
a repertoire of strategies
specifically meet students’
The teacher differentiated the lesson diverse language and learning
Planning by pulling small groups to help needs and styles to advance
instruction reinforce the topic. The teacher also learning for all.
that assigned differentiated Seesaw
incorporates activities to reinforce or even
As a teacher I need to
appropriate challenge students who fully
4.4 Exploring Applying understood the concept.
facilitate opportunities for
strategies to
students to reflect on their
meet
Students actively participated learning and the impact of
the learning
needs of all throughout the entire lesson by doing instructional strategies to
students. hands on activities, oral participation, meet their learning and
and independent activities. language needs.

I think spending more time in

small groups and one on one
will help me better meet the
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 7

The teacher assigned students
independent Seesaw activities, pulled to make ongoing refinements
small groups, and assigned a nouns
test. The teacher compared the
Using results of the pre-assessment
assessment common noun worksheet with the
data to nouns test and pulled students in
Exploring groups that needed extra support.
establish
The small groups was a great way to
learning
5.4 Applying ensure student achievement.
goals and to
plan, The students demonstrated
Applying
differentiate, achievement of lesson objectives
and modify through all the different steps and
instruction. activities along the way: oral
identification of a noun, hands-on
activities, worksheets, Seesaw
activities, small group learning, and
their assessment.
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
learning needs of my lower
students and having
challenging higher level
thinking questions to advance
my higher students.
Moving forward I need to
reflect on data continuously
to learning goals for content
and academic language for
the fill range of students.
I need to use data
systematically to refine
planning, differentiate
instruction, and make
ongoing adjustments to match
the evolving learning needs
of individuals and groups.
I feel I can achieve this be
finding new applications on
the ipad to differentiate
instruction and receive instant
data and feedback.

N/A I am in semester two. N/A I am in semester two.

For curriculum design, lesson
planning, assessment planning
For classroom practice
Action Items
I felt overall the lessons went very well. I think being very prepared and having though out, well-
constructed lessons helped student to achieve understanding lesson objectives. I believe having a
positive learning environment and behavior management plan allowed for minimal classroom
disruption and optimum learning outcomes. I felt I had great pre and post assessments. I also am
please with using technology, small group differentiation, and hands on learning.
Positive Learning Environment: To maintain a positive learning environment with a welcoming
climate of caring, respect, and fairness, I will randomly select students using popsicle sticks to
answer lesson questions. This will be a fair way to choose participants, since we probably won’t have
enough time for every student to get a turn to answer a question. However, every student will get an
equal amount of time in independent work and using their iPads.
Classroom Procedures: I will also use positive reinforcement to display my expectations to my
students. To prevent and redirect challenging behaviors, I will be using tickets to reward students for
appropriate behavior. I will also use my success plan to give a consequence to students who are not
displaying the appropriate behavior during the lesson.

For teaching English learners,

students with special needs, and
students with other instructional
challenges
During the independent practice time, I will monitor my students and check for understanding. In
small group, I will have differentiated instruction. I will have additional resources on hand for
students who need to be challenged. I will also have a reteach lesson for students that are not
understanding the concepts. I will use visuals, explain vocabulary, and use technology.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 7
 In First Grade we primarily use Seesaw via one to one ipad. I would like to inquire about other
For future professional
development applications that can be used on the ipad for First Grade that would enhance and engage their
learning experience.
For future inquiry/ILP I would like to integrate more group work and hands on activities into the lesson.

For next POP cycle

I would like to still use technology but I would like to find more resources and applications to use
other than Seesaw.
Semester 3 Only:
For future use of technology N/A I am in semester two.
Other Notes

None at this time.

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
Taylormiller0627@gmail.co
Taylor Miller Language Arts First
m
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
6 Students – A 100%
1 Student – A 93%
10 Students – A 100%
5 Students – B 86%
6 Student – A 93%
5 Students – C+ 79%
3 Student – B 87%
2 Students – C- 71%
2 Students – B- 80%
2 Students – D 64%
I was very please overall with these post
I feel these score are pretty accurate to my students this year.
assessment scores. This shows the students
Many are higher and had a previous knowledge of common
understood the lesson objectives and concepts
nouns. There are also some that are lower because this was a
taught.
pre assessment and was given before being taught common
nouns.
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
I was very proud of this
students growth from a 71% to
a 93%. Having this lesson with
a great hook, explain
1. Focus Student: EL OZ 10/14 71% 14/15 93% vocabulary fully at the start,
using technology, and fun
activity share outs helped this
student fully achieve lesson
objectives.
I was very proud of this
students growth from a 64% to
2. Focus Student: 504/IEP
9/14 64% 12/15 80% an 80%. This student did not get
SL
an 85% or higher on the post
assessment but they still did
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 6 of 7
 well. Having this lesson with a
great hook, explain vocabulary
fully at the start, using
technology, and fun activity
share outs helped this student
achieve lesson objectives.
Sitting in the front of the room
kept their concentration on the
lesson. Giving more time for
independent work allowed for
this student to understand lesson
objectives.
3. Focus Student: Teacher This student fully understood
14/14 100% 15/15 100%
Choice LLA lesson objectives.
4. AB 13/14 93% 15/15 100%
5. JC 12/14 86% 14/15 93%
6. CC 14/14 100% 15/15 100%
7. DC 11/14 79% 13/15 87%
8. JC 10/14 71% 14/15 93%
9. HD 11/14 79% 15/15 100%
This student just started at our
10. NE 7/14 50% 12/15 80%
school this week.
This student just got back from
vacation and I think was still
11. RG 9/14 64% 13/15 87%
adjusting back to the time
change.
12. EH 11/14 79% 14/15 93%
13. RJ 14/14 100% 15/15 100%
14. LLE 12/14 86% 14/15 93%
15. NL 12/14 86% 15/15 100%
16. BM 14/14 100% 15/15 100%
17. SS 14/14 100% 15/15 100%
18. CT 11/14 79% 14/15 93%
19. LV 12/14 86% 15/15 100%
20. AW 11/14 79% 13/15 87%
21. BW 14/14 100% 15/15 100%

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 7 of 7