EIP Teacher Induction Program

Individualized Learning Plan (ILP)

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.
New Teacher
Irina Ladao
Induction Mentor
Cori Cannizzaro
Mentor Match Date
7/27/2023
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
Promoting critical thinking
1.5 through inquiry, problem
solving, and reflection
Promoting critical
thinking though
inquiry, problem
1.5 solving, and reflection
Revised 11.5.18
Section 1: New Teacher Information
Email Subject Area Grade Level
iladao@caliva.org Multiple Subject 2nd
Email School/District Induction Date
cocannizzaro@caliva.org CAVA @ Los Angeles 9/11/2023
Credential Type (MS, SS, ES) Grade Level/Subject Assignment Tentative Induction Completion
Date
MS 2nd 06/2025
Section 2: CSTP Areas of Inquiry
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 thinking by
strategies, posing/solving problems, and reflection on issues in
designing structured inquiries into complex problems.
T – Applying content. T – Innovating
S - Students pose and answer a wide-range of complex questions and problems,
S – Exploring S - Students respond to varied questions or tasks designed to S - Innovating
reflect, and communicate understandings based on in depth analysis of content
promote comprehension and critical thinking in single lessons or a
learning.
sequence of lessons.
T-Includes questions in single lessons or a sequence of lessons T-
that require students to recall, interpret, and think critically. Guide students to think critically through use of questioning strategies,
posing/solving problems, and reflection on issues in content.
T-exploring S- T-Applying
s-exploring Students respond to varied questions or tasks designed to S-
promote comprehension and critical thinking in single
S-Applying Students respond to questions and problems posed by the teacher and
lessons or a sequence of lessons. begin to pose and solve problems of their own related to the content.

T-
T-
Creating a rigorous Strives for a rigorous learning environment that includes
Develops a rigorous learning environment that includes accuracy,
learning environment T- accuracy, understanding, and the importance of meeting
analysis, problem solving, and appropriate levels of challenge.
with high targeted learning goals.
expectations and exploring Works to maintain high expectations for students while T-applying Holds high expectations for students. Has an understanding of achievement
2.4 appropriate support becoming aware of achievement patterns for individuals and
patterns and uses scaffolds to address achievement gaps.
for all students
S- groups of students.
S-applying S-
Students engage in a variety of differentiated supports and challenges in
emerging S-
ways that promote their accuracy, analysis, and problem solving in
Some students ask for teacher support to understand or
learning.
complete learning tasks.
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
I hypothesize that if I complete a critical
Exit tickets at the end of class—
How can I teach thinking activity in the beginning of
lessons, students will be able to apply demonstrate student’s growth
critical thinking to my critical thinking skills to later lessons. Stories about insects from the
curriculum unit 4 of ELA
students? Critical thinking activity with
break-out rooms
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 1 is an English Focus student 2 is a student with a Focus student 3 is a student that
learner who has been getting a speech IEP who has been getting a struggles with reading who has been
50% overall average for his
Performance 50% overall average for his getting a 60% overall grade average for
Data
quarter 1 assignments that
included critical thinking skills. assignments that include critical his assignments that include critical
Student 1 scored 50% overall for thinking skills. Student 2 scored 0% thinking skills. Student 3 scored 50% for
the summative assessment. for the summative assessment. the summative assessment for ELA.
I expect Focus Student 1 to raise I expect Focus student 2 to raise his I expect Focus Student 3 to raise his
his overall grade to a 60% and
overall grade to 60% and receive at overall grade to 70% and receive at least
Expected Results receive at least a 60% on the
post-assessment for the post test
least a 60% on the post assessment a 60% on the post assessment for the
on critical thinking. for the post test on critical thinking. post test on critical thinking.
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

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 10/31, 11/2-
Identify dates for activities. 10/30 11/9 11/10 11/13
11/4, 11/-11/7
My inquiry will be focused on a 1-week ELA unit on insects. The lessons are: Insect Poetry, Bee’s Knees,
Provide 1-2 sentence and A Weed is a Flower. Students will practice critically thinking about a piece of ELA work related to
summary of your lesson insects.
plan. Standards that will be covered: RF.2.3f, W.2.1, L.2.1, RF.2.3b, L.2.2d, RI.2.8, RF.2.4b, RL.2.6, RL.2.4, L.2.6,
L.2.2d, L.2.5a, L.2.1, RI.2.10, RI.2.1
Summarize process for
administering and The pre-assessment will be given a day before the lesson series taught. The post-assessment will be given
analyzing pre- and post- the next day after the last lesson of the insect unit lesson series
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.)
Willington, D.T. “Developing Critical Thinking Skills in the
Classroom”. 29 April 2021
https://www.structural-learning.com/post/what-is-critical-thinking Singh, Ms. Mamta. “The Importance of Critical Thinking in Education”. 2021. https://rahuleducation.org/our-
scribes/the-importance-of-critical-thinking-in-
This article explains why critical thinking is important in classrooms. education/#:~:text=Critical%20thinking%20is%20at%20the,on%20personal%20observation%20and%20understanding.
It explains how critical thinking a fancier term for regular thinking is This article talks about the importance of critical thinking in education. It explains how critical thinking skills that are
being taught at an early education age will be carried on for multiple years after. This article also explains how critical
just. This article also gives suggestions on how to teach critical thinking skills also help out in other ways in life.
thinking into the classroom.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
After talking with Colleague 2 (another 2nd grade teacher at my school)
After talking with Colleague 1 (2nd grade elementary teacher at
about this inquiry topic, we came up with different methods of assessing
my school) about this inquiry topic, we discussed how it is very
critical thinking informally and formally. Some of the assessments we
difficult for students to come up with thinking creatively and make
discussed were daily exit tickets that has 4 questions in which students are
inferences after reading an informational text. We came up with
tested on critical thinking skills that relate to the stories about insects read in
different ways we can practice making inferences with our
class, informal checks with students’ whiteboards or answers in the chat,
students. For example, we could do partner work where a couple
and pre/post critical thinking tests before and after the start of the ELA
of students that understand how to make an inference are
insect unit lesson series.
partnered with students that do not understand inference.
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 Whole Class Pre/Post Assessment Data Analysis Findings for Three Focus Students
Two of the focus students scored higher than their pre-
Class average for pre-assessment was 50.2% and the assessment scores. All but 1 focus student also scored 70% or
class average for the post assessment was 80%. The higher (meeting the learning objective goal for this ELA unit).
class was very successful in meeting the English Focus Student 1 (EL) raised his score from a 30% on the pre-
Language Arts unit learning objectives. Only 3 students assessment to a 70% on the post assessment.
student received lower than 70%. Those students will be Focus Student 2 (504/IEP) did not raise his score.
tested separately in a small group session. Focus Student 3 (Teacher Choice) raised his score from a 50%
on the pre-assessment to a 80% on the post assessment.
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 complexity of
thinking through Teacher asked questions of analysis and evaluation.
T – Applying T – Integrating task beyond a single lesson so that there are continuing opportunities
1.5 inquiry, problem Students answered questions that included all levels of Bloom’s.
S – Exploring S - Integrating for students to engage in inquiry in complex problem. How could you
solving, and Students created their own math problems.
extend lesson into PBL?
reflection

Using T- I asked students to rate their In order to move on to the exploring

level of understanding at the end level, I will work on learning the
knowledge emerging T-emerging
1.4 of each ELA lesson, so that I various strategies that I can use to
of S- S-emerging meet the needs of all the various
could get a grasp of how many
students emerging students felt that they needed learners in my classroom. I will ask
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 to engage extra support from me. Students fellow teachers and administrators
them in were also being supported for suggestions and research as
learning through differentiated instruction well.
by providing them with visuals. I
also pulled students into smaller
groups later on if they didn’t
understand or needed extra
support.

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

N/A N/A

Action Items
To further my expertise on curriculum design, lesson planning, and assessment planning, I will be more
For curriculum design, intentional in planning before giving my lesson. I learned that it is very important to pre plan a lesson with
lesson planning, intention. I also want to divide my students into groups “high, medium, and low” and differentiate my
assessment planning lessons better.

For classroom practice

For teaching English
learners, students with
special needs, and students
with other instructional
challenges
Possibly, the use of better breakout room activities can help differentiate my lesson and help reach all the
different types of learners that are in my class.
To help meet the needs of all of my English learners, I will continue to use visuals and scaffold all lessons
to meet their needs. I will always remember that English learners are at a deficit and need extra support for
them to succeed. I will also keep providing support to all my special needs students by implementing the
strategies stated in their IEP. Through this ILP process, I have learned that it is important to keep track of
students’ IEP accommodations.

I will continue to use online resources and seminars provided by my school to help me gain knowledge
For future professional of the different strategies that I can implement in my classroom to be an effective teacher. In January,
development teachers at my school are given an opportunity to go hear an important speaker talk about the PLC
system.
For future inquiry/For future ILP assignments, I want to focus on using different strategies to get students to be constantly
For future inquiry/ILP engaged throughout the entire lesson. I learned through this process that it is difficult engaging all of my
students through the online school system.
For next POP cycle, I will
implement the use of
breakout room activities
t POPmore
F and have students be
able to jump around
breakout rooms in an
activity.
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

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 4
 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.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
910111 21314 1516

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