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

Roberto Rosales rrosales@fjuhsd.org Mathematics 9-12

Mentor Email School/District Date

Susan Higgins shiggins@fjuhsd.org Sonora HS/FJUHSD 8/13/23

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

Plans instruction incorporating a

Selects strategies for single
repertoire of strategies specifically meet
Planning lessons or sequence of
students’ diverse language and learning
Instruction that lessons that respond to
needs and styles to advance learning for
incorporates student’s diverse learning
all.
4.4 appropriate Exploring needs. Innovating
strategies to meet
Facilitate opportunities for students to
the learning needs Seeks to learn about student’s
reflect on their learning and the impact
of all students. diverse learning language
of instructional strategies to meet their
needs beyond basic data.
learning and language needs.
Engages English learners in assessment
of their progress in English language
development and in meeting content
Is aware of student’s primary standards. Supports students to
Addressing the establish and monitor language and
language and English
needs of English content goals.
language proficiencies based
Learners and
on available assessment data.
3.6 students with Emerging Innovating Is resourceful and flexible in the design,
special needs to adjustent, and elimination of scaffolds
Provides adapted materials to
provide equitable based on English learners’
help English learners access
access to content. proficiencies, knowledge, and skills in
content.
the content.

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 using cooperative Students will be more

learning strategies and engaged, increase their
sentence frames benefit the achievement and
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
 classes’ overall understanding of the
understanding ? content/academic
vocabulary.

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 2: Student with

Focus Student 1: English Learner Focus Student 3: Your Choice
ILP/504

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

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.)

Cooperative Learning Strategies

Supporting Mathematics Discourse With
Sentence Starters & Sentence Frames From the article I learned that cooperative learning
strategies are proven to be beneficial to all students
The article provides different examples of if norms for working in groups are established in a
sentence starters and frames and explains how classroom. Cooperative learning increases
they can be used to support students. A sentence interaction with the students which helps students
starter/frame is when students are given the start in the learning of the content, development of
of a sentence or part of a sentence to help students language, and with problem solving. Although all
answer questions in writing or verbally. Sentence students benefit from cooperative learning
starters and frames are effective in developing strategies in the classroom, the students that
academic language, assisting students in usually benefit the most are ELLs and students
reflection, scaffolding class discussion, and with special needs. Working in small groups not
helping students explain their thinking. only helps increase student academic achievement,
but it can improve social skills and friendships
http://courses.maine.edc.org/files/Interactive-STE among the students.
M-Tool-Strategy-Sentence-Starters.pdf
https://www.colorincolorado.org/article/cooperativ
e-learning-strategies
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
 Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)

Colleague 1-Algebra 2, Grade 10-12 Colleague 2- Geometry, 9-11

To address the needs of English Learners my colleague pairs them
with a student that speaks their language so they can work together.
She also pre teaches new vocabulary terms using graphic
organizers where students draw pictures (if possible) and give
examples/non examples. Sometimes she will give them a paragraph
with blanks that students have to fill in using a word bank.
To ensure that all students have an entry point into a lesson she
gives her students a warm-up to review the needed concepts and
that gives the students immediate feedback on the problems.
For her lessons she provides guided questions and prompts so that
they are engaged throughout the lesson. During the lesson students
are getting opportunities to listen, speak, and write about what they
are learning. Struggling students are paired with stronger students.
She constantly assesses her students throughout the lesson either
through technology avenues or from the teacher. Students often
work with a partner and in small groups. At the end of the lesson
she proves some type of closure/exit ticket to determine these
students' overall understanding of the lesson and provide data. She
uses the data to determine whether or not she needs to modify her
future lessons.
For special populations he emphasizes and defines vocabulary using
visual aids and cues. When appropriate, he supports his bilingual
students by using technology to translate for them. He is very
flexible and understanding with assignments and he adheres to
IEP’s and 504. When possible he differentiates instruction using
technology and he provides opportunities for students to work in
groups which allows him to work with students in a smaller setting.
In addition he provides a safe space for his students by maintaining
a positive and supportive classroom.
He constantly uses formative/summative assessments to see where
his students are with understanding the material. The data from
assessments is used along with the information of the students that
he gathers through community building to plan lessons accordingly.
In addition he sets clear learning goals to let students know what
they are learning and to have them reflect and self assess their
understanding. When students struggle with reaching the learning
goals he finds new ways to present the content instead of
reteaching in the same way.

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 Revised Evidence/Rational for Rating

CSTP Element Suggestions for Moving Forward
Rating 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 inquiry, 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
problem solving, and S – Exploring S - Integrating continuing opportunities for students to engage in inquiry in
Bloom’s. Students created their own math problems.
reflection complex problem. How could you extend lesson into PBL?

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 5
 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

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

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