Fullerton Online Teacher Induc on Program

Individualized Learning Plan (ILP)

Revised 6.1.17

Direc ons: The ILP should be completed with Mentor input. Complete blue cells prior to classroom implementa on. Complete orange cells a er POP Cycle is completed. Cells
will expand as needed. When submi ng completed ILP to instructor, please include copies/images of pre/post assessments/direc ons and the Pre/Post Assessment Data
Table.
Sec on 1: New Teacher Informa on
New Teacher Email Subject Area Grade Level

Hayley Roy hayleyroy16@gmail.com Mul ple Subjects-Elementary Kindergarten

Mentor Email School/District Date

Hailey Wake eld hwake eld@bousd.us Brea Olinda Uni ed School District 10/9/22

Sec on 2: CSTP Areas of Inquiry

Direc ons: Iden fy 2-3 CSTP elements for ILP focus, including at least one as required: Semester 2 – CSTP 1/2/3; Semester 3 – CSTP 4/5/6; Semester 4 -all. Use most recent
CSTP Assessment for Ini al Ra ng. Iden fy both teacher and student ra ng for CSTP 1 and 2. See example.

CST
Element Ini al Ra ng Descrip on Goal Ra ng Descrip on
P
T - Guide students to think cri cally through use of ques oning T - Facilitates systema c opportuni es for students to apply cri cal
Promo ng cri cal thinking T – Applying strategies, posing/solving problems, and re ec on on issues in content. T– thinking by designing structured inquires into complex problems.
1.5 through inquiry, problem S– S - Students respond to varied ques ons or tasks designed to promote Innova ng S - Students pose and answer a wide-range of complex ques ons and
solving, and re ec on Exploring comprehension and cri cal thinking in single lessons or a sequence of S - Innova ng problems, re ect, and communicate understandings based on in
lessons. depth analysis of content learning.

Using a variety of T - Creates, adapts, and integrates a broad range of

T - Explores addi onal instruc onal strategies, resources,
instruc onal strategies, resources, and technologies into
T- and technologies in single lessons or sequence of lessons T-
strategies, resources, instruc on designed to meet students’ diverse
Exploring to meet students’ diverse learning needs. Integra ng
1.4 and technologies to
S- S - Students par cipate in instruc on using strategies, S-
learning needs.
meet students’ S - Students ac vely engage in instruc on and make
Applying resources, and technologies matched to their learning Integra ng
diverse learning use of a variety of targeted strategies, resources, and
needs.
needs technologies to meet their individual students needs.

Using and adap ng

resources, Integrates a wide range of adapted resources,
technologies, and Explores addi onal instruc onal materials, resources, technologies, and instruc onal materials to meet
standards-aligned and technologies to make subject ma er accessible to iden ed student needs and make subject ma er
instruc onal students. accessible to students.
3.5 materials including
Exploring Integra ng

adopted materials, Explores how to make technological resources available Assists student with equitable access to materials,
to make subject to all students. resources, and technologies. Seeks outside resources
ma er accessible to and support.
all students

Sec on 3: Inquiry Focus and Planning (A ach Pre/Post Assessments to ILP)

Inquiry Focus Inquiry ques on Pre-Assessment Post-Assessment Expected Results

Pose measurable and observable
Based on your selected CSTP
ques on in terms of students (e.g.,
elements, iden fy a focus of
what impact will strategy X have on
inquiry (e.g., group discussion,
student performance as measured by
di eren a on, mo va on…)
Y?)
What will you use as your baseline
assessment of student ac ons/
performance?
How do you expect student
What will you use as your nal
performance to change? Use
assessment of student ac ons/
percentages to describe an cipated
performance?
growth.

What impact will increased use of higher- There will be a 20% increase in the average
Use of analysis, synthesis, and evalua on order ques ons (teacher talk, worksheet, and exam score for students who par cipated in
Previous examina on scores New chapter exam
ques ons + student problem genera on student problem genera on) have on student class and successfully completed the
performance as measured by chapter exam? worksheet.

-Students ability to iden fy

shapes and describe their
a ributes will improve as a
result of incorpora ng
Will incorpora ng use of 1:1 technology into instruc on.
Use of technology to engage
iPads with various educa onal -I expect students to be more
students in learning and -Shapes Kahoot to review
technology programs improve Sor ng shapes Seesaw ac vity engaged in learning and
support student -Shapes chapter test
my students’ ability to comprehending shapes with
understanding.
understand shapes? using technology.
-I expect there to be a 15%
increase in students scores from
pre-assessment to post-
assessment

Focus Students

Individualized Learning Plan, Fullerton Online Teacher Induc on Program (FOTIP), 2017 Page 1 of 6
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 Direc ons: Iden fy three focus students for your inquiry. Iden fy special characteris cs 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 accommoda on.
The third is your choice, but please iden fy someone that poses an instruc onal challenge.) Iden fy expected results for each focus student.

Focus Student 2: Student with

Focus Student 1: English Learner Focus Student 3: Your Choice
ILP/504
My English Learner tends to do be er in math My third focus student has ADHD and has a hard me
being that numbers are the same in English My second focus student is au s c and has focusing and si ng s ll. This causes him to struggle
Performance and Spanish. Yet, learning shapes does not an IEP. She does very well with memoriza on academically. I make certain accommoda ons for him
Data involve numbers, therefore I an cipate my and learns best with the use of technology, to meet his needs such as a wobble stool or quiet
student to struggle, yet I believe the use of songs, and movement. dgets. He succeeds best with a set schedule and
visuals and technology will be very helpful. repe on.

I expect through lots of prac ce of shape terms Because of this student’s memoriza on I believe this student may struggle throughout the unit due to
Expected
and with the help of visuals and technology, my skills, I expect her to meet the learning his lack of focus. But a er much repe on, I expect this
Results student to meet the learning objec ves.
EL student will meet the learning objec ves. objec ves.

Inquiry Lesson Implementa on Plan

Administer Post- Discuss Results with
Administer Pre-Assessment Deliver Lesson(s) Analyze Results
Iden fy dates for Assessment Mentor

ac vi es.
10/10/2022 10/11-10/20 10/21 10/24 10/25
Provide 1-2 sentence
This unit will take 2 weeks to complete. Students will use a variety of educa onal technology on their iPads as well as shape
summary of your lesson
manipula ve throughout the unit.
plan.

Summarize process for Students will complete a sor ng shapes Seesaw ac vity in the beginning of the unit. This data will show me which students
administering and already had prior knowledge and which students will need more assistance through the unit. A er a series of lessons of
analyzing pre- and post- learning shapes, students will par cipate in a Kahoot to review what they have learned and nally will take their unit test
assessments. which will inform me of which students met the learning objec ves and which need a re-teach.

Sec on 4: Inquiry Research and Explora on

Research/Professional Learning (Iden fy two ar cles that have informed inquiry focus. Provide tle, URL or cita on, and statement of what was
learned.)

Bolden, F. (2019). How technology can increase student

engagement. Teach Hub. h ps://www.teachhub.com/technology- France, P. (2020). A framework for thinking about tech
in-the-classroom/2019/08/how-technology-can-increase-student- integra on. Edutopia. h ps://www.edutopia.org/ar cle/
engagement/ framework-thinking-about-tech-integra on
This ar cle discusses the importance of technology in the This ar cle provides a framework to determine if a certain digital
classroom and how it increases student engagement. Educa onal tool is right for you and your students’ learning. Apps that are
technology supports di eren a on, addresses di erent learning used for learning should priori ze meaningful connec ons while
styles, supports students of special popula ons, and increases minimizing complexity.
social-emo onal learning.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Iden fy grade level, subject, and summary of ideas.)
TK-mul ple subjects
Kindergarten- mul ple subjects
She has no ced that she lacks with educa onal technology in her
She incorporates technology, but struggles to make it
classroom due to the age of her students. She wants to incorporate
meaningful. She suggested that what has helped her with this
technology, but realizes training four year olds how to use iPads is
issue is to play on students’ background knowledge to receive
me consuming and can take up too much important instruc onal
buy-in from students.
me.
Special Emphasis: Instruc onal Strategy, ISTE Standards, NBPTS Core Proposi ons
Special Emphasis Focus How Special Emphasis will be Incorporated

This unit will allow me to incorporate educa onal

ISTE Standards for Educators 2.5.a: Educator as Designer: I
technology (Seesaw and Kahoot) to assist student
use technology to create, adapt and personalize learning
learning and accommodate learning needs and styles. This
experiences that foster independent learning and
unit will engage all students and lead them to the learning
accommodate learner di erences and needs.
objec ves in a fostering way.
Sec on 5: Results and Re ec on
Direc ons: Record Pre- and post- assessment data into Pre/Post Assessment Data Table (see end of document). Include copies/images of pre/post assessments/direc ons
and the Pre/Post Assessment Data Table with submission.

Individualized Learning Plan, Fullerton Online Teacher Induc on Program (FOTIP), 2017 Page 2 of 6
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 Pre/Post Assessment Data Analysis Findings for Three Focus
Pre/Post Assessment Data Analysis Findings for Whole Class
Students

I found from students pre-assessment Seesaw that many students did not know
My three focus students all had their own struggles throughout the unit, but all
names of shapes and their a ributes. Throughout the unit students started to
nished with passing scores from the post-assessment. I found that integra ng
understand and memorize the shapes. By the post-assessment Kahoot students
technology and music assisted my focus students’ needs in a variety of ways.
scores ranged from 70%-90% with an average of 80%.

Ini al Evidence/Ra onal for Ra ng

CSTP Element Revised Ra ng Sugges ons for Moving Forward
Ra ng (Summarize from POP Sec on 3)
Promo ng cri cal To move to INNOVATING level: Consider how to increase
T–
thinking through Teacher asked ques ons of analysis and evalua on. complexity of task beyond a single lesson so that there are
Applying T – Integra ng
1.5 inquiry, problem Students answered ques ons that included all levels of Bloom’s. con nuing opportuni es for students to engage in inquiry
S– S - Integra ng
solving, and Students created their own math problems. in complex problem. How could you extend lesson into
Exploring
re ec on PBL?

Using a variety Teacher integrated a broad range of strategies,

of instruc onal resources, and technologies into instruc on
strategies, T- designed to meet students’ diverse learning
I suggest that Hayley has students complete a
resources, and Exploring T-Integra ng needs.
1.4 technologies to S- S- Integra ng Students were ac vely engaged in instruc on and
presenta on about what they learned of a
certain shape to extend the lesson.
meet students’ Applying made use of a variety of targeted strategies,
diverse resources, and technologies to meet their
learning needs individual students needs.

Using and
adap ng
resources,
technologies,
Teacher Integrated a wide range of adapted Hayley could extend the lesson into a PBL by
and standards-
resources, technologies, and instruc onal posing a problem to students and have them
aligned
materials to meet iden ed student needs and brainstorm to solve it such as “The TKers need
instruc onal
make subject ma er accessible to students. help knowing their shapes.” Students could
3.5 materials Exploring Integra ng
make a presenta on or video using FlipGrid to
including
Teacher also assisted students with equitable show what they know about the shapes they
adopted
access to materials, resources, and technologies. learned during unit 9 and teach the TK
materials, to
Teacher sought outside resources and support. students.
make subject
ma er
accessible to all
students

Special Emphasis (Skills, Themes, ISTE Standards·Teachers, NBPTS Core Proposi ons (if applicable)
Results of Incorpora on into Lesson Key Learnings and New Skills/Knowledge Developed by
Teacher

I incorporated ISTE Standard 5: Educator as Designer by

The knowledge that I developed through my lesson was
designing authen c and learner driven ac vi es. ISTE
how to design, facilitate, and analyze instruc on which
Standards for Students were also incorporated by being digital
overall lead to my students success.
ci zens when using educa onal technology tools.
Ac on Items
For curriculum design,
lesson planning, Ac on items I used for assessment included Seesaw, Kahoot, and Ch. 12 Test.
assessment planning

For classroom prac ce Ac on items I used for classroom prac ce were workook pages and hands-on centers.

For teaching English

learners, students with Ac on items I used for English Learners, students with special needs, and students with
special needs, and instruc onal challenges included visuals, technology, songs, hands-on manipula ves and
students with other
movement videos.
instruc onal challenges

For future professional

development N/A

For future inquiry/ILP N/A

Individualized Learning Plan, Fullerton Online Teacher Induc on Program (FOTIP), 2017 Page 3 of 6
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 For next POP cycle N/A

Other N/A

Other Notes

N/A

Pre-/Post- Assessment Data Table follows this document.

Include copies/images of pre-/post- assessments/direc ons and the Pre/Post Assessment Data Table with submission.

Individualized Learning Plan, Fullerton Online Teacher Induc on Program (FOTIP), 2017 Page 4 of 6
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 Fullerton Online Teacher Induc on Program
Individualized Learning Plan (ILP)
Revised 5.1.17

Direc ons: Record student pre and post scores in this table. Do not use student’s actual names.

New Teacher Email Subject Area Grade Level

Mul ple Subjects-

Hayley Roy hayleyroy16@gmail.com Kindergarten
Elementary
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average

Range: 60%-80% Average: 70% Range: 70%-90% Average: 80%

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
As I expected through much prac ce of shape terms and
1. Focus Student: EL 60% 80% with the help of visuals and technology, my EL student
met the learning objec ves.

As I an cipated, this student’s impressive memoriza on

2. Focus Student: 504/IEP 75% 90% skills greatly assisted her in mee ng the learning
objec ves.

3. Focus Student: Teacher This student struggled throughout the unit due to his
80% 95% lack of focus. But a er much repe on, this student met
Choice the learning objec ves.

Individualized Learning Plan, Fullerton Online Teacher Induc on Program (FOTIP), 2017 Page 5 of 6
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910111213141516

Individualized Learning Plan, Fullerton Online Teacher Induc on Program (FOTIP), 2017 Page 6 of 6
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