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
Zoe Grisenti Grisentiz@csu.fullerton.edu Multiple Kindergarten
Mentor Email School/District Date
Angela Brown Abrown@irvineia.org Irvine International Academy 9/17/23
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 questioning strategies, posing/solving problems, and T - Facilitates systematic opportunities for students to apply critical thinking by designing
Promoting critical thinking through
T – Applying reflection on issues in content. T – Innovating structured inquires into complex problems.
1.5 inquiry, problem solving, and
S – Exploring S - Students respond to varied questions or tasks designed to promote comprehension and critical S - Innovating S - Students pose and answer a wide-range of complex questions and problems, reflect, and
reflection
thinking in single lessons or a sequence of lessons. communicate understandings based on in depth analysis of content learning.

I- Plans instruction using a wide range of

Planning instruction
that incorporates
4.4 appropriate strategies
to meet the learning
needs of all students
strategies to address learning styles and meet
A- Incorporates differentiated instructional strategies
students’ assessed language and learning needs.
into ongoing planning that addresses culturally
Provides appropriate support and challenges
responsive pedagogy, students’ diverse language, and
for students.
A-Applying learning needs and styles. I-Integrating
Integrates results from a broad range of
Uses assessments of students’ learning and language
assessments into planning to meet students’
needs to inform planning differentiated instruction
diverse learning and language needs.

Collecting and I- Infuses assessments strategically and systematically I- Infuses assessments strategically and systematically
analyzing assessment throughout instruction to collect ongoing assessment data throughout instruction to collect ongoing assessment data
data from a variety of appropriate for the range of learner needs. appropriate for the range of learner needs.
I- innovating
5.2 sources to inform I- innovating
instruction. Uses results of ongoing data analysis to plan and differentiate Uses results of ongoing data analysis to plan and
instruction for maximum academic success differentiate instruction for maximum academic success

E-
A- Models and scaffolds student self-assessment
Begins to encourage students to establish learning
and goal setting processes for learning content
Using assessment goals through single lessons or sequence of lessons
data to establish and academic language development.
that include goal setting exercises.
5.4 learning goals and to E- Exploring A- Applying
plan, differentiate, Guides students to monitor and reflect on
and modify instruction Provides students with opportunities in single lessons
progress on a regular basis.
or sequence of 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

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 7
 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
What do I need to change about my I plan to change my teaching style and Numbers 1-10. Preassessment: Writing numbers 1-
teaching strategies to better meet the strategies in order to meet the needs of my K.CC.1 10-
needs of my students? students. This will help my students become Preassessment: Numbers 1-5 test
more successful with addition. I believe this is K.CC.3
from curriculum
achievable by formally assessing data halfway K.CC.4
through the addition unit. I will be able to see K.CC.4.c
where the students need extra help, and which Post assessment: numbers 1-10 test
lessons they could not grasp. I can then K.G.1 from curriculum
reteach certain lessons, so they are more
successful with addition.
Informal assessments: Walking
around during lessons to gauge who
is able to follow along and do the
independent practice problems by
themselves.
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
Student has difficulty with motor skills.
Student who does not speak any English or Student who has a plan for OT, Speech, and
This tends to make him refuse to do any
Mandarin. I work at a Mandarin Dual immersion, accommodations.
work. I use a lot of encouraging words and
so we have a lot of ways to connect with and This student is not able to write due to very low motor
do a lot of scaffolding with him, but most
help students who home language is Mandarin. skills. He hardly finishes his work since it takes him
performance Data days he still cries any time he has to use a
This student’s home language is Russian, which much longer to complete.
pencil.
no one else in the class speaks. The work he He also misses class a lot due to all of his pull outs.
He has produced almost no work. He
produces is not legible so he receives poor grades He is very low from the assessments I have done, along
works well on I-Ready and is able to show
for anything that required writing. with his I-Ready assessment.
he knows more than he can write.
I believe this student is capable of scoring
a 3. We have been working on him
I expect him to score around a 2. This is below I believe this student will score a 2 on the final
showing me what he knows on paper
grade leevl, but not failing. We have been assessment. on the preassessment he scored a 1 on
rather than only on I-Ready. I-Ready
Expected Results working on his printing with tracing worksheets other assessments due to refusing to finish the
states he is on grade level, but everything
and I am noticing he knows more than he is able assessment. Nothing in his plan states he is allowed to
he has turned in is not on grade level. He
to verbally tell me. not finish assessments or assignments.
is working hard so I am confident he will
continue to improve.
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.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 7
 I will be doing an activity during small groups where students will each be presented with a group of numbers and grouping of objects on our smart
board in the class. They will then need to use the highlighter tool to select a color for each number and highlight a number and the correct group of
Provide 1-2 sentence summary objects in the same color.
of your lesson plan.

My curriculum comes with 2 assessments on numbers 1-10. I will be administering the first assessment and suing that data to group students.
Summarize process for
Then I will use small group instruction to help the struggling students and challenge my more advanced students. My post assessment will be at
administering and analyzing pre-
and post-assessments. the end of all of the lessons to see how they progressed. I will then evaluate if I need to reteach or move on.
I will be using worksheets, I-Ready lessons, and monitoring as my informal assessment approach.
My students will be doing counting games on our class smart board. They will sort numbers based on amounts.

Semester 3 Only: Identify the The students who need help with writing numbers when told will also use writing pads. They will be given a stylus and can practice writing
specific technology tools, numbers. The activity will be during small groups- They will be told to write a certain number and show the teacher. The board erases when they
applications, links, and/or devices done.
to be incorporated into the lesson.

My school uses I-Ready in every class. I plan to assign the math lessons on numbers 1-10. This way, they can use the website for extra practice
on what we are learning in class.
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.)
Tomlinson, C. A. (2014). The Differentiated Classroom (2nd ed.). : ASCD. Brownlie, F., Feniak, C., Schnellert, L. (2006). Student Diversity (2nd ed.). : Pembroke Publishers
https://books.google.com/books?hl=en&lr=&id=CLigAwAAQBAJ&oi=fnd&pg=PP1&dq=+What+do+I Limited.
+need+to+change+about+my+teaching+strategies+to+better+meet+the+needs+of+my+students%3 https://books.google.com/books?hl=en&lr=&id=hL6Hw9q9IbMC&oi=fnd&pg=PA1&dq=+What+do+I+
F&ots=AgqqnOjfqu&sig=ki4h60N7j need+to+change+about+my+teaching+strategies+to+better+meet+the+needs+of+my+students%3F
This book is all about what differentiation looks like, and how it can be achieved. It gives strategies &ots=beGsN5pvck&sig=rcFpEajt2
for how to do this in your own classroom with ease. I plan to try and implement the learning centers This book caught my eye because it had ideas on how to use the data from the assessments to shift
idea I was able to read about. This book gives many examples of learning centers that are working your instruction. This was my first thought about how to answer my Teacher Inquiry Question. This
and explains why they work. This will help me figure out my own differentiating strategies. resource will be very helpful in my education on how to use assessments to plan my instruction.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Kindergarten, Mandarin
Students in this class all have various levels of Mandarin abilities. This teacher uses learning 4th, ELA/Math
centers to give small group instruction at different levels. This way her students who are This teacher will instruct the whole group and then have the students work independently on an assignment. Then she will meet with students

advanced in Mandarin are given a challenge, while the students whose Mandarin abilities are she has identified through assessments who might need extra help. This allows her students who understand this topic to move on quicker to an

much lower, are given the essential practice they need to gain the skills to speak, read, and write earlier finisher activity, while also allowing time for 1 to 1 instruction for some struggling students.

this language.
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
1.1- Empowered learner During these lessons students are being introduced to technology for the first time in an
• Students leverage technology to take an active role in choosing, achieving and independent way. They will be using their Chromebook and the smart board in a much
demonstrating competency in their learning goals, informed by the learning more independent way than they have ever been able to before. I will be a facilitator and
sciences. they will be helping each other so they can all gain independence.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 7
 2.1-Leanrer I plan to seek out PDs on how to incorporate technology into classrooms for lower
• Educators continually improve their practice by learning from and with others, elementary. I find it difficult since a lot of students do not know how to use a
and exploring proven and promising practices that leverage technology to boost Chromebook or type. There is little to no independent when it comes to technology in
student learning. kindergarten.

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
Focus student 1 scored a 2. He is improving a lot and was right on the cusp of earning
a 3. during small groups I will continue to work on this with him.

90% of the class scored a 3 or 4 on the assessment. This shows an understanding for
numbers 1-10. The 10% that did not score a 3 or 4 scored a 2. I will do small group
intervention for them in the next week.
Focus student 2 scored a 2. He was on the low end of a 2 due to the fact that he did
not finish his assessment. He refused to finish so extra time was not going to help him.
I believe he does know this information, he just is not showing me in a formal
assessment setting. I plan to give another assessment to him in a 1 on 1 setting to see
if he can improve.

Focus student 3 scored a 3. He has improved a lot and worked really hard to show
what he knew on the paper.

Evidence/Rational for Rating

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

Planning Teacher was able to predict problems students To move to innovating- I plan to create
instruction that may have had. There were demonstrations for more small group instruction after each
incorporates students on what to do if they ran into
appropriate assessment. This way, I am able to give
I- problems(I.e- Counting on fingers or using the
4.4 strategies to I- Innovating instruction that meets the specific
meet the integrating number lines on their name tags)
learning needs needs of each student. I also plan to
of all students group students in their seating based on
The teacher also walked around to help all
students. their
Teacher checked for understanding with thumbs
Collecting and
up/thumbs down before starting independent work To stay at innovating- I plan to continue
analyzing time. She also gathered information prior to lesson to look for different types of
assessment in order to know who to support.
data from a assessments and try them in my
5.2 I-Innovating I-Innovating
variety of classroom. This way, I am continually
sources to Students were able to show their understanding of
assessing without just formal
inform the topic during the lesson by saying the answers as
instruction
well as showing the correct answers on their assessments.
worksheets.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 7
 Using
assessment Teacher was able to use the worksheets the students To move to innovating- I plan to try to
data to
establish were currently working on in order to determine who modify lessons during the lesson. I am
learning goals might need extra help immediately. She was also looking in PDs where I can learn how to
5.4 and to plan, Integrating I-Innovating
able to see which students will need more instruction do this properly so I can make the
differentiate,
and modify on the topic. necessary adjustments during the
instruction lesson.

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
Using the smart board was a success. Students were actively engaged and loved This taught me to be more of a facilitator. In kindergarten a lot of hand holding has to
getting to use the “teacher pen”. They also loved the choice of which color. I believe go on in the early months. Everything needs to be explicitly taught. so, stepping back
this helped them separate out the different numbers easier. and letting them learn together was a nice experience.
Action Items

For curriculum design, lesson I plan to run some lessons for my reteach by my mentor teacher. I am hoping that she can find any issues and help me fix them prior to me
planning, assessment planning teaching the lesson. I also will be taking her feedback from the lesson she observed and applying it to future lessons.
I will be changing my classroom structure to plan more small group time. I think my students will benefit greatly from this so I plan to do two
For classroom practice days a week just doing small groups. This will help my students who are more advanced be more challenged, while my students who may be
struggling will be given a chance to be more successful.
For teaching English learners,
students with special needs, and In my class I have a lot of English learners. For these students, I plan to do a lot of small group instruction while front loading the vocabulary with
students with other instructional visual vocabular cards I will make. I believe that these students struggled due to lack of knowledge in English, not the assessed standard.
challenges
For future professional I plan to attend a PD on how to better teach common core math. I was never taught common core math, so I am still figuring this out. I think a
development PD on how to teach this will be very beneficial.
For the next ILP I plan to ask something similar, but more along the lines of how do I connect to every student my lessons. I realized what I
For future inquiry/ILP needed to change for my teaching style, but I feel like my lessons afterwards have left some students disconnected. I plan to start this inquiry
now, and hopefully have some solutions.
In the next POP Cycle, I plan to focus on different elements so I can improve elsewhere. I feel like I really improved in both of my focus elements
For next POP cycle
for the POP Cycle, so I am interested in focusing my efforts elsewhere to improve in more areas.
I plan to reach out to my administration on other programs we can sue that are geared towards lower elementary. I am hoping to foster an
Semester 3 Only:
For future use of technology
independence for my students when it comes to technology.
I also plan to look up more activities for the smart board so I can have the students using that more often.
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.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 7
 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

Zoe Grisenti Grisentiz@csu.fullerton.edu Math Kindergarten

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

1-4 45%-100% 3-4 80%-100%

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
This student showed some improvement. He
went from a c- to a c. He is almost at b, and I'm
1. Focus Student: EL 2 C- 2c
sure as his English improves so will his test
scores.
This student improved. He still has not
improved enough to be considered on grade
2. Focus Student: 504/IEP 1F 2 C- level, but he has improved a lot. I am still
working on figuring out how to encourage him
to finish every problem during an assessment.
This student improved a lot. He is now
considered on grade level for this assessment.
3. Focus Student: Teacher Choice 2C 3 B+ He worked really hard and asked for help when
needed. I think his biggest struggle was
overthinking.
4. Preassessment: Formal
assessment from curriculum
5. Post Assessment: formal
assessment from curriculum
6. Informal assessments –
Wokrsheets and student self
assessments.
7.
8.
9.
10.
11.
12.
13.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 6 of 7
 14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
910111213141516

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