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
Doris Aguila-Mendoza doaguila@agbumds.org Multiple Subjects 5th
Mentor Email School/District Date
AGBU Manoogian-Demirdjian
Teni Halburian thalburian@agbumds.org 2/28/2022
School
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
strategies, posing/solving problems, and reflection on issues in
Promoting critical thinking thinking by designing structured inquires 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 or a
analysis of content learning.
sequence of lessons.

Begins to encourage students to

establish learning goals through single
Involving all lessons or sequence of lessons that
T- Informs students about learning include goal setting exercises.
students in self-
objectives, outcomes, and
assessment,
5.5 T-Emerging summative assessment results. T-Exploring
goal-setting, Provides students with opportunities
Recognizes the need for individual
and progress in single lessons or sequence of
learning goals.
monitoring lessons to monitor their own progress
toward class or individual goals.

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
Students at all skill levels will I will be teaching a series of There will be three sets of
How will students’ math scores improve their overall math lessons on how to add and data collection.
improve if I have them set a scores by 10% over the subtract like and unlike
math goal and monitor it. course of 4 weeks if we set a fractions as students track 1.Their current over all math
math goal and monitor it. and work to improve their score and their scores for
math goals. each math domain; Numbers
and Operations, Algebra and
Algebraic Thinking,
Fractions, Geometry, and
Data, Statistics, and
probability.
This data will be gathered by
the teacher from the school
program IXL.
2. Students will be given a
pretest on adding and
subtracting fractions. The
teacher will do a series of
lessons on this topic and
formative assess students
through observations,
classwork, and a quiz. After
the series of lessons on this
topic, students will be given a
summative assessment.
3. NWEA winter scores. This is
the assessment the school
uses to measure student
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 16
 growth throughout the year.
(This is in place of the
standardized state test)

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
Focus Student 2 has a 504 plan. This Focus Student 3 has difficulties
Focus Student 1 is an immigrant from student needs some classroom focusing during math lessons. Their
Russia and their first language was accommodations such as longer math scores are below grade level
Russian. This student is at the upper- time to take tests and chunking and they are not confident in
intermediate English proficiency level. information. I chose this student themselves. I chose this student
I chose this student because their because I want to help them because I want to help them
math skills are below grade level and I improve their math skills. improve their relationship with
would like to dedicate more one-on-
math. I also believe FS3 will become
one time to help them achieve their
Focus Student 2 (FS2) more focused once they are able to
math goals.
Overall math level based on IXL: better understand math concepts.
440.
Focus Student 1 (FS1)  Numbers and Operations: Focus Student 3 (FS3)
Overall math level based on IXL: 430. 570 Overall math level based on IXL:460.
 Numbers and Operations:  Algebra and Algebraic  Numbers and Operations:
Performance Data 580 Thinking: 400 630
 Algebra and Algebraic  Fractions: 460  Algebra and Algebraic
Thinking: 520  Geometry: 330 Thinking: 540
 Fractions: 330  Measurement: 380  Fractions: 490
 Geometry: 250  Data, Statistics, and  Geometry: 190
 Measurement: 400 Probability:360  Measurement: 240
 Data, Statistics, and
 Data, Statistics, and
Probability: 330
NWEA Winter Results: Probability: 310
FS2 is in the 86th percentile for
NWEA Winter Results: growth and the 51th percentile for NWEA Winter Results:
FS1 is in the 89th percentile for growth achievement. FS2 math score is at FS3 is in the 58th percentile for
and the 38th percentile for grade level. growth and the 19th percentile for
achievement. FS1 math score is
achievement. FS3 math score is
slightly below grade level.
considered below grade level.
The expected result for FS1 is to The expected result for FS2 is to The expected result for FS3 is to
increase their overall math score by increase their overall math score by increase their overall math score by
10%. This would be a growth of 43 10%. This would be a growth of 44 10%. This would be a growth of 46
Expected Results points. By the end of 4 weeks, FS1 points. By the end of 4 weeks, FS2 points. By the end of 4 weeks, FS3
overall math score would be 470 if overall math score would be 480 if overall math score would be 500 if
the goal is met. (IXL only measures in the goal is met. (IXL only measures the goal is met. (IXL only measures
increments of ten). in increments of ten). in increments of ten).
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.

Provide 1-2 sentence
summary of your lesson plan.
Summarize process for
administering and analyzing
pre- and post-assessments.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
03/07/2022 03/23/2022 4/07/2022 4/09/2022 4/10/2022
Each student, with the help of the teacher, will set a math goal and track their progress over the course
of a month.
Simultaneously, I will be teaching students a series of lessons on adding and subtracting fractions.
To gather data for my inquiry question, I will do the following:
I will record each of my student’s overall math scores using the data from the platform IXL. I will meet
with each child individually to share their math score and together we will set a goal for how much
growth they would like to see in 4 weeks. Each student will receive their own goal setting tracking
sheet where we will record their progress each week. Students will also receive an individualized
learning plan. This plan will include personalized recommendation skills tailored to each student.
Page 2 of 16
 Students will be able to log into the platform IXL and work on their recommended skills during
allocated school time and at home. At the end of 4 weeks, I will record their overall math score and
compare it to week 1.

Concurrently, I will be teaching a series of lessons on adding and subtracting fractions. Students will
take a pretest on this topic before starting the lessons to assess student subject knowledge. During the
4 weeks, I will formatively assess students by giving them one quiz, checking their classwork, and
observing students. At the end of 4 weeks, students will take a summative assessment on adding and
subtracting fractions. This will cover the assessment for the 5 th grade standards on adding and
subtracting fractions. 5.NF.1 and 5.NF.2.

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.)
Is it possible to improve mathematical achievement by
Self-Regulated Learning and Academic Achievement: An means of self-regulation strategies? Evaluation of an
Overview intervention in regular math classes

Zimmerman, Barry. (1990). Self-Regulated Learning and
Academic Achievement: An Overview. Educational Psychologist
- EDUC PSYCHOL. 25. 3-17. 10.1207/s15326985ep2501_2.
This research was done to identify the difference in academic
achievement between students who self-regulate their
academic learning and student’s that do not. The study talked
about the importance of students taking responsibility for their
own learning. It mentioned that students that self-regulate their
academic learning approach educational tasks with confidence,
diligence, and resourcefulness. It mentioned the strategies self-
regulated learners follow such as setting goals, self-evaluating
at various points, monitoring, and seeking help to name a few.
The study found that higher achieving students had significantly
greater use of study habits and that students that display
personal responsibly for their learning achieve higher academic
success.
Perels, Franziska & Dignath, Charlotte & Schmitz, Bernhard.
(2009). Is it possible to improve mathematical achievement
by means of self-regulation strategies? Evaluation of an
intervention in regular math classes. European Journal of
Psychology of Education. 24. 17-31. 10.1007/BF03173472.
The study investigates the effects of training students’ self-
regulatory competence in math classes. The study measured
two groups of students, one group was the control group and
the other the experimental group. Both received the same
math instructions by the same math teacher on dividing and
multiplying. The difference was that the experimental group
was taught self-regulation skills that students put into
practice. The study showed that it is possible to support self-
regulatory strategies in regular classes and that it can lead to
higher mathematical performance.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Grade level: 2nd
Subject: Math
Summary: The teacher uses the data from the platform IXL to
help her students improve their math skills. Each student has a
red folder where they keep their individualized learning plan
with recommended skills. Once a week the teacher has the
students take out their plan and work on the recommended
skills. The students mark off the skills as they complete them.
Once all of their recommended skills are completed, they turn in
their plan to the teacher. Then, the teacher prints the students a
new plan. The teacher monitors student’s growth and works in
small groups to support their learning.
Grade level: 3rd
Subject: Math
Summary: Teacher wanted to improve her student’s math
fluency multiplication facts. The teacher conducted a pre
assessment focusing on the math facts 2,3,5, and 10. She saw
that there was a range of results. She focused on the students
that were not yet meeting the 3rd grade standards for math
fluency. The teacher worked in small groups with students
where she used manipulatives and hands on activities to
teach multiplication. Students took an assessment test and
the teacher saw growth in each student after working in
small groups. Although not every student met the 3rd grade
math fluency standard, each student improved.

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

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 16
 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
Pre assessment: Students took a 10-question pretest. The average
score was 21%. The range was 30. At the beginning of the unit,
students had little to no knowledge on how to add and subtract
fractions.
Focus Student 1 (FS1)
Pre-assessment score: 25%
Post Assessment: The post assessment was an end of unit test. The
Post-assessment score: 80%
average was 86%. The range was 35.
14 students mastered the subject matter of adding and subtracting
fractions. 7 students demonstrated an understanding of the Overall math level based on IXL: 540. FS1 improved by 90 points
subject matter. 4 students are beginning to understand the subject over the course of 8 weeks. FS1 grew the most in Fractions.
matter but need more time to master it.  Growth in Numbers and Operations: 30 points
21 students have met the learning goal and are ready to move on  Growth in Algebra and Algebraic Thinking: decreased
to the next unit. 4 students need additional help meeting the by 20 points
requisites before moving on to the next unit.  Growth in Fractions: 200 points
 Growth in Geometry: 180 points
 Growth in Measurement: Stayed the same level of 400
IXL: Over the course of 8 weeks, the average growth in IXL was 49
points. The biggest growth was in fractions where the average  Growth in Data, Statistics, and Probability: 100 points
growth was 82 points.
Focus Student 2 (FS2)
Pre-assessment score: 20%
Post-assessment score: 80%

Overall math level based on IXL: 500. FS2 improved by 40 points

over the course of 8 weeks. FS2 grew the most in data, statistics,
and probability.
 Growth in Numbers and Operations: decreased by 30
points.
 Growth in Algebra and Algebraic Thinking: 90 points
 Growth in Fractions: 60 points
 Growth in Geometry: 110 points
 Growth in Measurement: decreased by 30 points
 Growth in Data, Statistics, and Probability: 70 points

Focus Student 3 (FS3)

Pre-assessment score: 15%
Post-assessment score: 80%

Overall math level based on IXL:520. FS3 improved by 50 points

over the course of 8 weeks. FS3 grew the most in Fractions
 Growth in Numbers and Operations: decreased 10
points
 Growth in Algebra and Algebraic Thinking: 60 points
 Growth in Fractions: 110 points
 Growth in Geometry: 160 points
 Growth in Measurement: 30 points
 Growth in Data, Statistics, and Probability: 40 points

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 16
 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?

We talk about what are SMART

goals and why it is important to set
them. Together we all set a
Involving learning goal and monitored it
all students throughout the school year. When Students set and monitor their
in self- students achieve their goal they progress in all subject areas not just
assessment, can make a new one or modify math. Students can easily access
5.5 T-Emerging T-Exploring
goal- their goals to make them more their goals and can track their
setting, and achievable. Each goal is specific to progress individually. Student set
progress each child. The students set their higher and harder goals.
monitoring own goals. Teacher monitors,
supports, encourages, and gives
strategies to student to reach their
goals.
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

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
Semester 3 Only:
For future use of technology
Action Items
I plan to continue having students set math goals and track them. In the future I would like to set goals at
the beginning of the school year so that we have a more accurate growth by the end of the year. I also
want to space out the times we meet to record progress. One a week was very difficult to do. Next time I
would want to meet once a month because this would be more attainable.
In the future I would like to set up a procedure of when and how to meet with me to track students’ goals.
For example, having instructions of what the students are to bring with them when they meet with me and
the expectations while meeting.
I plan on having students set goals not only in math but also in ELA. I think this will be beneficial to all
students but will help me focus on the specific learning challenges for EL and students with special needs.
Then making sure I work with students to close those learning gaps.
For future professional development I plan on reading books and articles on best practices on how to set
goals with students.
I would like to grow in the area of CSTP 6.4: Working with families to support student learning. In the future
I would like to have families actively participate in the classroom and school. I would want to see how
involving families can help student’s learning. One idea I have for the future is having parents volunteer to
work with small groups once or twice a week. Especially reinforcing math and ELA skills.
For the next POP cycle, I would like to focus on an ELA lesson. I have done two math lessons and feel
comfortable teaching math. I would like to challenge myself and teach a reading comprehension lesson.
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
Doris Aguila-Mendoza doaguila@agbumds.org Multiple Subjects 5th grade
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 16
 Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Pre-Assessment Data Post-Assessment Data
Range: 30 Range: 35
Average: 21% Average: 86%
PRE-/POST- ASSESSMENT DATA TABLE
Pre-Assessment was a pretest before starting
the unit and it was 10 questions.
Student Pre-Assessment Score Post-Assessment Score The Post-Assessments was an end of unit test
with 13 questions.
Comments
This student demonstrated understanding in
1. Focus Student: EL 25% 80% the subject matter of adding and subtracting
fractions.
This student demonstrated understanding in
2. Focus Student: 504/IEP 20% 80% the subject matter of adding and subtracting
fractions.
This student demonstrated understanding in
3. Focus Student: Teacher Choice 15% 80% the subject matter of adding and subtracting
fractions.
This student demonstrated mastering in the
4. 10% 90% subject matter of adding and subtracting
fractions.
This student demonstrated mastering in the
5. 10% 95% subject matter of adding and subtracting
fractions.
This student demonstrated mastering in the
6. 15% 90% subject matter of adding and subtracting
fractions.
This student demonstrated mastering in the
7. 40% 95% subject matter of adding and subtracting
fractions.
This student is beginning to understand and
8. 25% 75% needs more time to master the subject matter
of adding and subtracting fractions.
This student demonstrated mastering in the
9. 30% 95% subject matter of adding and subtracting
fractions.
This student demonstrated mastering in the
10. 15% 90% subject matter of adding and subtracting
fractions.
This student demonstrated mastering in the
11. 25% 98% subject matter of adding and subtracting
fractions.
This student demonstrated mastering in the
12. 30% 100% subject matter of adding and subtracting
fractions.
This student is beginning to understand and
13. 10% 70% needs more time to master the subject matter
of adding and subtracting fractions.
This student demonstrated mastering in the
14. 20% 90% subject matter of adding and subtracting
fractions.
This student demonstrated mastering in the
15. 20% 90% subject matter of adding and subtracting
fractions.
This student is beginning to understand and
16. 25% 65% needs more time to master the subject matter
of adding and subtracting fractions.
This student demonstrated understanding in
17. 20% 80% the subject matter of adding and subtracting
fractions.
18. 15% 83% This student demonstrated understanding in
the subject matter of adding and subtracting
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 6 of 16
 fractions.
This student demonstrated understanding in
19. 40% 80% the subject matter of adding and subtracting
fractions.
This student demonstrated understanding in
20. 20% 88% the subject matter of adding and subtracting
fractions.
This student demonstrated mastering in the
21. 15% 95% subject matter of adding and subtracting
fractions.
This student demonstrated mastering in the
22. 35% 100% subject matter of adding and subtracting
fractions.
This student is beginning to understand and
23. 25% 70% needs more time to master the subject matter
of adding and subtracting fractions.
This student demonstrated mastering in the
24. 35% 90% subject matter of adding and subtracting
fractions.
This student demonstrated mastering in the
25. 20% 90% subject matter of adding and subtracting
fractions.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.

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 FS1
Pretest:

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 FS2
Pretest:
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 Fs3
Pretest:
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 FS1
IXL Goal Setting Sheet:
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 FS2
IXL Goal Setting Sheet:
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 FS3
IXL Goal Setting Sheet:
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 Copy of the post assessment. End of unit test.

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