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
Marci Eubanks meubanks@calca.connectionsacademy.org Math 2
Mentor Email School/District Date
California Connections
Amy Hickey ahickey@calca.connectionsacademy.org 8/3/23
Academy
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

Promoting critical thinking
1.5 through inquiry, problem
solving, and reflection
Establishing and
4.2 articulating goals for
student learning
Involving all students in
self-assessment, goal
5.5
setting, and progress
monitoring
Using and adapting
resources, technologies,
and standards-aligned
instructional materials
3.5
including adopted
materials, to make
subject matter accessible
to all students
T - Guide students to think critically through use of questioning strategies, posing/solving
T – Applying problems, and reflection on issues in content.
S – Exploring S - Students respond to varied questions or tasks designed to promote comprehension and
critical thinking in single lessons or a sequence of lessons.
Establishes and communicates to students clear learning goals for content that are
Applying
accessible, challenging, and differentiated to address students’ diverse learning needs.
Begins to encourage students to establish learning goals through single lessons or sequence
of lessons that include goal setting exercises.
Exploring
Provides students with opportunities in single lessons or sequence of lessons to monitor
their own progress toward class or individual goals.
Selects, adapts, and utilizes appropriate instructional materials, resources, and technologies
for concept and skill development in subject matter. Resources reflect the diversity of the
Applying classroom and support differentiated learning of subject matter.
Guides students to use available print, electronic, and online subject matter resources based
on individual needs.
T - Facilitates systematic opportunities for students to apply
critical thinking by designing structured inquires into complex
problems.
T – Innovating
S - Students pose and answer a wide-range of complex
S - Innovating
questions and problems, reflect, and communicate
understandings based on in depth analysis of content
learning.
Establishes and articulates comprehensive short-term and
Innovating long-term learning goals for students. Assists students to
articulate and monitor learning goals.
Implements structures for students to self-assess and set
learning goals related to content, academic language, and
Integrating individual skills.
Integrates student self-assessment, goal setting, and
progress monitoring across the curriculum.
Engages students in identifying and adapting resources,
technologies, and standards-aligned instructional materials
to extend student understanding and critical thinking about
Innovating subject matter.
Ensures that students are able to obtain equitable access to a
wide range of technologies through ongoing links to outside
resources and supports.

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

How will the use of Nearpod and Classkick in daily math Students’ proficiency in adding and subtracting within 20 will increase by at least 10% as
live lessons improve students’ math proficiency? a result of daily math live lessons using Nearpod and Classkick.

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
Performance
Data

Expected Results

Inquiry Lesson Implementation Plan

Directions: that Semester 3 requires a lesson that focuses on use of technology to support teaching and learning.
Administer Post- Discuss Results with
Administer Pre-Assessment Deliver Lesson(s) Analyze Results
Assessment Mentor
Identify dates for activities.

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 Page 1 of 4
 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.)
Research-Informed Teaching
Improving classroom practice through meaningful engagement with research-informed teacher enquiry

https://my.chartered.college/impact_article/improving-classroom-practice-through-meaningful-engagement-with-research-informed-teacher- https://www.structural-learning.com/post/research-informed-teaching
enquiry-2/

This article explains what research-informed teaching is and how “by linking research
For teacher inquiry to be effective, it is essential to take time to ask worthwhile questions, avoid easy answers, and take time to genuinely and teaching to form our individual practice we are developing critical thinking,
listen to learners. If the inquiry is done just to check a box then it is not transformative. networking skills, and our own pedagogy.” It addresses several important questions to
consider before engaging in teacher inquiry.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
E. Wittenberg (2nd grade) regularly uses Nearpod to help her
J. Sears (2nd grade) uses Nearpod regularly in her classroom to help students develop
students develop proficiency in math skills and also includes
proficiency in their math skills.
challenge activities for students who need it.
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

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 Three Focus
Pre/Post Assessment Data Analysis Findings for Whole Class
Students

Initial Evidence/Rational for Rating Suggestions for Moving

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

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

Action Items
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

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 For future inquiry/ILP

For next POP cycle

Semester 3 Only:
For future use of
technology
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

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

PRE-/POST- ASSESSMENT DATA TABLE

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

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