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
Andrea Ocampo Andreaocampo27@gmail.com mathematics second
Mentor Email School/District Date
Ginger Geftakys ggeftakys@fullerton.edu n/a 09/28/23
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 – Facilitates systematic opportunities for
students to apply critical thinking by designing
T – Guide students to think critically through use of questioning strategies,
structured inquires into complex problems.
Promoting critical thinking through T – Applying posing/solving problems, and reflection on issues in content. T – Innovating
1.5 S – Students pose and answer a wide-range of
inquiry, problem solving, and reflection S – Exploring S – Students respond to varied questions or tasks designed to promote S – Innovating
complex questions and problems, reflect, and
comprehension and critical thinking in single lessons or a sequence of lessons.
communicate understandings based on in
depth analysis of content learning.

Refines the flexible use

of an extensive
repertoire of strategies,
Utilizes a variety of strategies including resources, and
Using a variety of culturally responsive pedagogy, technologies to meet
instructional resources, and technologies during T- students’ diverse
strategies, resources, ongoing instruction to meet students’ Innovating learning needs.
T- Applying
1.4 and technologies to diverse learning needs.
S- Applying Students take
meet students’ S-
diverse learning Students participate in instruction using Innovating responsibilities for using
needs strategies, resources, and technologies a wide range of
matched to their learning needs. strategies, resources, and
technologies that
successfully advance their
learning.
Adjusts strategies
during instruction based
on the ongoing
monitoring of individual
Makes ongoing adjustments to student needs for
instruction based on observation of
Monitoring student T- assistance, support, or
student engagement and regular checks
learning and T- Applying Integrating challenge.
1.6 for understanding.
adjusting instruction S- Applying S-
while teaching. Innovating Students monitor their
Students successfully participate and stay
progress in learning and
engaged in learning activities.
provide information to
teacher that informs
adjustments in
instruction.
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.
Assessments/Data
Inquiry Question Hypothesis Lesson Series Topic
Collection
Will incorporating the use of Students will show a 70% increase in Pre-assessment
knowledge in the targeted subject area lesson 1: pre- will be given
Khan Academy on the school assessment given
from the pre-assessment to post- before the series of
iPads improve my students’ assessment and collected + lessons. This will
ability to add two digit numbers What is be used as a tool
regrouping?
using models with regrouping? Students will be able to use the IXL app to see how much
efficiently and individually to work on the lesson 2: Practice students already
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 7
 know prior to the
start of this lesson
series. It will be
used to compare
their growth at the
end of the lesson
series.
solving two-digit
addition problems
with regrouping Throughout the
using place value lesson series
block students will be
manipulatives informally
observed and
lesson 3: students assessed by the
will demonstrate teacher. I will be
assigned task. knowledge by monitoring
completing an students and
assigned task on adjusting
the iPads through instruction and
the app IXL strategies used
based on student
Post-assessment
given after the third needs.
lesson.
At the end of the
lesson series
students will take
a formal
assessment. This
will be compared
to the pre-
assessment data.
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 3: Your
Focus Student 1: English Learner
ILP/504 Choice

Performance Data Jaewon Choi Andy Lee Amy Ro

This student does not have an I chose this student

Expected Results
Directions: that Semester 3 requires a lesson that focuses on use of technology to support teaching and learning.
Identify dates for activities.
ILP/504. I do not have any because she is very
student in my class that has one. quiet. We have been
No one in my class as the moment is receiving ESL I chose this student however, together only three
support. However, all my students are technically because he has trouble staying weeks, but she is still
English language learners as English is their on task and often results in very shy about
second language. I chose this student as the EL needing extra time to complete expressing herself in
focus due to the fact that he relies on using his work. He is easily distracted class and to me about
Korean often in class. My goal is to provide him and needs to be redirected her needs. My goal is
with enough vocabulary prior to the lessons that often. My goal is for him to be to have Amy
he can communicate his answers and ideas able to participate and complete participate in the
throughout the lessons series using only English. assignments with less reminders lesson series by
from teachers by participating in answering questions
hands on activities and use of and participating
technology. during activities.
Inquiry Lesson Implementation Plan
Administer Pre-Assessment Deliver Lesson(s) Administer Post- Analyze Discuss Results with
Assessment Results Mentor

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 7

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.
10/23/23 10/24-10/26 10/27 10/27 10/28
On the day I administer the Khan Academy lesson students will follow their normal routine as when
we have technology class. Students will grab their headphones wait to be called by their assigned
number and sign in using the QR code that is on their desk. They will choose their name and go to
the assignments tab. They will see that I have assigned them a lesson to be completed and will work
on it silently until they have completed the lesson. During this time I will walk around and monitor
students as they are working.
I will administer the pre-assessment the Friday before we begin the series of lessons on this topic of
adding two digit numbers with regrouping. I will collect the results and I will use the data from the
pre-assessment to guide my instruction. I will be looking at how familiar students are or are not
with this skill. At the end of the series I will administer an assessment. I will use the data from the
pre-assessment and the post-assessment to see the growth in knowledge in this area.
We will be using iPads as part of one of the lessons. Students will be using the iPads to access the
app Khan Academy. I will assign students an activity “ ways to add” on the Khan Academy app.
Students will work independently and I will be there to assist students when needed.

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.)
McFarlane, Angela. Authentic Learning for the Digital
Generation : Realising the Potential of Technology in the
Classroom, Taylor & Francis Group, 2014. ProQuest Ebook
Central,
https://ebookcentral.proquest.com/lib/fullerton/detail.action?
docID=1766942.

Based on the chapter I read, “ Devices and Desires”, I

learned that using a 1:1 device in the classroom will have
challenges but can also be very beneficial to students. Using
a device requires students know how to use it and use the
program that teachers want them to use, but it is a great
way to share work with family, enables learners to revisit,
consolidate and reflect on learning, and provides autonomy
and independence in their learning.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)

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
I will incorporate this special focus into my
series of lessons by using the Kahn Academy
application. Students have access to iPads
and one of the lessons in this ILP will focus
on students working on the target of this
lesson plan which is to be able to add two
1.1.C. use technology to seek feedback that informs and improves digit numbers with regrouping using models
their practice and to demonstrate their learning in a variety of ways by working on the Kahn Academy
application. They will use the technology
that will provide them with feedback and
will also inform me on their progress.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 7
 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
Pre/Post Assessment Data Analysis Findings for Whole Class
Three Focus Students
Jaewon my first focus student asked me
what estimation meant during the test. I
All students were able to solve the first three problems that focused on adding two
told him to try to his best as this was just to
digit numbers. There were some mistakes made by some of the students on question 5
see what information he knew. He was able
of the pre-assessment. This question had regrouping while subtracting two digit
to answer the estimation questions
numbers. Students expressed confusion about what estimation meant while taking the
correctly. He first solved it and then choose
test, but most students were still able to use deductive reasoning and answer the
the answer that was closest to his actual
questions correctly. I also saw that some students had issues with finishing the test in
answer. He ran out of time and was unable
the time allotted and some students were confused with the word problems.
to finish the last two word problems.

Evidence/Rational for Rating Suggestions for Moving

CSTP Element Initial Rating Revised Rating
(Summarize from POP Section 3) Forward
To move to INNOVATING level: Consider
how to increase complexity of task beyond
Promoting critical thinking Teacher asked questions of analysis and evaluation.
T – Applying T – Integrating a single lesson so that there are
1.5 through inquiry, problem Students answered questions that included all levels of
S – Exploring S - Integrating continuing opportunities for students to
solving, and reflection Bloom’s. Students created their own math problems.
engage in inquiry in complex problem.
How could 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
I learned that using technology in math
lessons is a great way for students to focus
on their own individual learning in an active
way. The app Kahn Academy kids allows me
to choose the lesson/skill I want students to
1.1.C use technology to seek feedback that informs and improves their practice and to
demonstrate their learning in a variety of ways.
work on. They are interactive lessons and
require students to engage actively
Students in this series of lessons were taught different strategies to add and subtract two throughout the lesson. Teachers are
digit numbers. Before the start of this series of lessons students already had some immediately given feedback on how well
knowledge of different ways to add and subtract. These series of lessons with the focus on students performed on the lesson/skill.
technology allowed them to solve addition problems in various ways using equations, place Students also can see their score in the way
value blocks, bar diagrams, and an open number line.
of a green checkmark, yellow checkmark, or
red checkmark. This tells me and them
whether they are ready to move on from
this skill or may need an extra lesson or
support.
Action Items
I will continue to plan my lessons with my students skills/needs in mind. I have been with my
students for about four months now and are familiar with their strengths and areas of support. As I
For curriculum design, lesson planning, move onto my last semester in this program I will continue to plan with that in mind. Assessments
assessment planning will also be modified to suit the learning and needs of my students. The curriculum we are using has
premade tests/quizzes, but I modify and will continue to modify them to reflect the learning done in
my classroom.

For classroom practice

For teaching English learners, students I already employ various strategies for English learners; one of the key things I do is to review
with special needs, and students with
vocabulary. This series of lessons focused on mathematics and as all my students are ELLs I always
other instructional challenges
make sure to review and model the use of the vocabulary they may not be familiar with. Another
way that I support my ELLs is with small group instruction. This allows me to focus on their specific
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 7
 areas of need in a smaller setting.
As an educator I feel that I continue to learn and grow every day in my classroom. I am constantly
seeking new ways to help and support student learning and student overall well-being in the
For future professional development
classroom. I want to focus on helping my students become better readers and develop a love for
reading.
An area to explore in my future inquiry would be CSTP 3 and explore different strategies I can
For future inquiry/ILP
employ in lessons that maybe I haven’t used before.
Focus on Science potentially, my past lessons have had focused on language arts, social studies and
For next POP cycle now math. I think focusing on science would allow me to truly explore the major areas of learning
as a multiple subject teacher.
A future area of focus for use of technology would be to focus on design. As they approach third
Semester 3 Only:
For future use of technology
grade I think they will be more mature and have stronger skills that can prepare them to use
technology to create with 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
Andrea Ocampo Andreaocampo27@gmail.com Math Second
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average

70% 80%

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
Jaewon’s score improved a lot from the pre-
assessment. It showed me his is a strong
computational thinker, but feels a bit
1. Jaewon 65% 83% overwhelmed when solving math word
problems. He showed to be at the beginning
stage of being able to explain his mathematical
thinking and reasoning for solving problems. .
Andy’s score remained about the same. Andy is
a strong computational thinker and can solve
two-digit addition problems mentally. He is
2. Focus Student: 504/IEP Andy 70% 71%
struggling to show his work and solve the
problems using the learned strategies. I plan to
support him further in this area.
One of the areas where Amy lost points was
that the pre-assessment had problems that
covered estimation. Amy was unfamiliar with
3. Focus Student: Teacher Choice estimation and lost some points in the pre-
85% 92%
Amy assessment. Amy is a strong computational
thinker and explains her mathematical thinking
well so her score improved in the post-
assessment.
The post assessment had more questions that
focused on students having to explain their
thinking and mathematical reasoning. This
4. Yeha 70% 64%
student lost a lot of points in those problems
and resulted in a lower score than her pre-
assessment.
5. John 100% 100% John’s score stayed the same. He is very
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 7
 knowledgeable and has strong computational
and math reasoning skills.
Jenny didn’t score as high as she usually does
on her pre-assessment; She made small errors
on two problems that involved regrouping and
6. Jenny 75% 92% was not sure of estimation. Her final
assessment demonstrated how she usually
scores. She is strong in computational thinking
and mathematical reasoning.
Jack scored higher on his final assessment; he
usually scores very well. He lost some points on
7. Jack 80% 90%
the pre-assessment due to an error with
regrouping and estimation.
Ryan is very strong in math. The pre-
assessment had two questions about
8. Ryan 85% 100%
estimation and he was unsure about this area
so his score reflected that.
Lucy scored higher on her final assessment; she
usually scores very well. Lucy lost some points
9. Lucy 85% 92%
on the pre-assessment due to an error with
regrouping and estimation.
Jia feels overwhelmed at times with word
problems and tends to rush. She is a strong
10. Jia 65% 88% computational thinker, but loses points on test
due to not working through her problems
carefully.
Seol’s score remained the same. She tends to
make mistakes when adding problems that
11. Seol 80% 83%
involve regrouping. I will continue to work on
this area with her.
Sumin’s score stayed the same. He is very
12. Sumin 100% 100% knowledgeable and has strong computational
and math reasoning skills.
June is very strong in math. He scored very well
on the pre-assessment and on his final
13. June 100% 92% assessment as well. He could have gotten 100%
as he has done previously but lost points do to
small errors. June tends to rush at times.
Ehan lost points due to estimation questions on
the pre-assessment. Ehan scored very well on
14. Ehan 80% 92% the final assessment. He usually does not score
this high. He showed good understanding of
concepts taught in this lesson series.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 6 of 7
 31.
32.
33.
34.
35.
36.
910111213141516

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