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

Transitional
Mary Armas marmas@bousd.us Math Kindergarten
Mentor Email School/District Date

Mariposa/Brea Olinda
Rachel Fessler rfessler@bousd.us 9/30/2023
Unified
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.

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

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 Selects, adapts, and utilizes
appropriate instructional materials,
resources, and technologies for
concept and skill development in
subject matter. Resources reflect
the diversity of the classroom and
support differentiated learning of
subject matter. Selects, adapts,
and utilizes appropriate instructional
materials, resources, and
technologies for concept and skill
development in subject matter.
Resources reflect the diversity of
the classroom and support
differentiated learning of subject
matter. Selects, adapts, and utilizes
appropriate instructional materials,
resources, and technologies for
CSTP concept and skill development in
Standard: 3.5 subject matter. Resources reflect
Using and the diversity of the classroom and
adapting support differentiated learning of
resources, subject matter. Selects, adapts,
technologies, Explores additional instructional and utilizes appropriate instructional
and materials, resources, and materials, resources, and
standards- technologies to make subject technologies for concept and skill
aligned Explo matter accessible to students. Applyi development in subject matter.
3.5
instructional ring ng Resources reflect the diversity of
materials, Explores how to make the classroom and support
including technological resources available to differentiated learning of subject
adopted all students. matter. Selects, adapts, and utilizes
materials, to appropriate instructional materials,
make subject resources, and technologies for
matter concept and skill development in
accessible to subject matter. Resources reflect
all students the diversity of the classroom and
support differentiated learning of
subject matter. Selects, adapts,
and utilizes appropriate instructional
materials, resources, and
technologies for concept and skill
development in subject matter.
Resources reflect the diversity of
the classroom and support
differentiated learning of subject
matter. Selects, adapts, and utilizes
appropriate instructional materials,
resources, and technologies for
concept and skill development in
subject matter. Resources reflect
the diversity of the classroom and
support differentiated learning of
subject matter.

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 Uses a broad range of data to
5.4 Using set learning goals for content
assessme and academic language that
nt data to Uses a variety of are integrated across content
establish assessment data to set student standards for individuals and
learning learning goals for content and groups.
goals and academic language. integr
5.4
to plan, ating Plans differentiated instruction
differentia Plans differentiated lessons and targeted to meet individual
te, and modifications to instruction to meet and group learning needs.
students’ diverse learning needs.
modify
instructio Modifies lessons during
n instruction based on informal
assessments.
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

Lesson 1:
Identification of 2D
How can I utilize shapes Pre-assessment:
developmentally By introducing Lesson 2: Sorting recognition of 6
appropriate and modeling the 2D shapes 2D shapes
technologies for app seesaw on Lesson 3: Create
TK to support our our iPad, students original work by Post
student learning will be able to designing with Assessment:
objective of effectively use the multiple shapes. Seesaw activity:
identifying shapes iPads for our (Seesaw) Shape Hunt and
in our math lessons. Final Assessment Sort in my
environment? :Identify and sort Environment
2D shapes in my
environment.

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 Focus Student 2: Student with

Focus Student 3: Your Choice
Learner ILP/504

MS-Student on IEP with ASD

EC. Behavior and absenteeism
SX- Student almost meets diagnosis. Student is very
is causing him to struggle in
reclassification requirements. familiar with letters, shapes,
Performance
She is very quiet and soft colors, and numbers. Difficulty class. He is very bright and
Data intelligent but acts out during
spoken and scored lowest in socializing and staying on task.
non-proffered activities such as
her verbal responses. Non preferred activities include
writing and math.
writing and coloring.

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 This activity will be an
Student will excel in this Student is already very opportunity for this child to be
lesson. She is comfortable comfortable using the tablet and
Expected creative and show their content
with identifying shapes and will find this lesson engaging
Results knowledge without distracting
will be extremely engaged in and will be able to show his others during non preferred
this activity. knowledge. activities.
Inquiry Lesson Implementation Plan
Directions: that Semester 3 requires a lesson that focuses on use of technology to support teaching and learning.

Administer Pre- Administer Post- Discuss Results with

Deliver Lesson(s) Analyze Results
Assessment Assessment Mentor
Identify dates for
activities.
9/28/2023 October 26,2023 October 30 October 30 November 2

Lesson 1 Identify 6 2D shapes by their vertices and sides.

Lesson 2: Sorting shapes that can be found in our daily lives. Example picture of an
Provide 1-2 sentence orange is a circle.
summary of your lesson Lesson 3 Design a picture using digital shapes.
plan. Lesson 3 Identify and sort shapes in the classroom. Students will take pictures of different
items in the classroom using their seesaw app and drag and drop the images into the
correct shape to sort.
Students were assessed on 9/28/2023 prior to parent conferences for their content
Summarize process for knowledge and ability to identify 6 2D shapes( Circle, Oval, Triangle, Square, Rectangle,
administering and
analyzing pre- and post-
and Diamond)
assessments. Seesaw app will be used for the final assessment. If students can accurately identify and
sort their images.
Semester 3 Only:
Identify the specific
technology tools,
applications, links, and/
We will be using our classroom IPads and utilizing the Seesaw app. There is a shape
or devices to be sorting activity assigned to them.
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.)

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 Technology and young Children: preschoolers and
Guiding principles for use of technology with kindergartners. (n.d.). NAEYC. https://www.naeyc.org/
early learners. Office of Educational resources/topics/technology-and-media/preschoolers-
and-kindergartners
Technology. (2018, May 8). https://
tech.ed.gov/earlylearning/principles/ NAEYC’s article discusses how technology affects
students learning and development. There is evidence to
suggest that technology has several detrimental effects
on children when not used and monitored properly. For
Department of Educational Technology instance passive technology or non-interactive is the
most dangerous for children under 5 years and that
stated four guiding ideas for utilizing families should limit their screen time for less than 30
technology in a classroom setting or home minutes a day. Conversely there is evidence that says that
setting. there are reading instruction programs that greatly benefit
students learning.

• Guiding Principle #1: Technology—

when used appropriately—can be a
tool for learning.
• Guiding Principle #2: Technology
should be used to increase access to
learning opportunities for all children.
• Guiding Principle #3: Technology
may be used to strengthen
relationships among parents,
families, early educators, and young
children.
• Guiding Principle #4: Technology is
more effective for learning when
adults and peers interact or co-view
with young children.
•

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

TK-Mrs. Wakefield (different elementary within district)

During the pandemic, TK teachers struggled to figure
out how to continue with play based learning in a
Kindergarten -Mrs. Maurer
virtual classroom environment . She was forced to
Mrs. Maurer balances her use of technology in the
create and discover apps that she could use in the
classroom with instructional time and best practices. She
classroom for her students. She made many resources
uses technology to enhance student learning for example
for her students on Seesaw and using virtual libraries,
educational videos, brain break opportunities, project
videos, and project based learning ideas. They were
based learning, EPIC, and for required IReady
given new technology on their iPads such as
diagnostics and practice.
Handwriting with Tears app, Sand writing, and Starfall
as options for additional learning opportunities. These
were considered the most developmentally appropriate
for the time by the district.

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

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 Educator: 2.5b Design authentic learning
activities that align with content area standards
and use digital tools and resources to
maximize active, deep learning. Because this is the first time that my students
will be utilizing seesaw as a platform I wanted
Student 1.6.b Original and Remixed Works
Students create original works or responsibly to ensure that the activity I chose was going to
repurpose or remix digital resources into new be simple and yet offer the opportunity to solve
creations. a problem and find the solution in their own
environment. So they are connecting heir
learning to the real world.

The students will be creating an original design

• using the 2d shapes. They will use the digital
tools available to them to build original art
work.

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 Three
Whole Class Focus Students

I was expecting my three focus students to really

exceed in the final lessons. I discovered that my focus
student two really struggled with using the iPad to take
pictures of the shapes in the classroom without physical
Students were pre-assessed at the beginning of the assistance, because the iPads are larger and rather
school year for colors, shapes, numbers, and letter heavy for them. This caused him to exhibit unwanted
identification. I used this pre-assessment collection to behavior and he needed constant redirection in order to
analyze with my post assessment data. Fifty percent not exit out of the Seesaw app and try to find a game to
of my students knew all six 2D shapes coming into play. He also struggled with the sorting activity and
the classroom. The students who didn’t know the placed all of the shapes on top of one another. Focus
shapes were not able to distinguish between square student 1 and 3 exceeded my expectations. My EL
triangle and rectangle. My focus was to get those students recorded herself finding the shapes and
students to be able to accurately identify those three verbally identified each shape she discovered. My other
shapes consistently. focus student was very engaged but still struggled to
accurately distinguish the difference between rectangles
and squares. Overall I was very pleased with their
outcomes.
Initial
Evidence/Rational for Rating Suggestions for Moving
CSTP Element Ratin Revised Rating
(Summarize from POP Section 3) Forward
g
Promoting critical To move to INNOVATING level: Consider how to
T–
thinking through Teacher asked questions of analysis and evaluation. increase complexity of task beyond a single lesson so
Applying T – Integrating
1.5 inquiry, problem Students answered questions that included all levels of that there are continuing opportunities for students to
S– S - Integrating
solving, and Bloom’s. Students created their own math problems. engage in inquiry in complex problem. How could you
Exploring
reflection extend lesson into PBL?

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 CSTP
Standard:
3.5 Using
and
adapting
resources This semester I have included
technolog the use of the iPad to give To move on to integrating, I
ies, and additional resources, adapt need to advocate for more
standards lessons, and incorporate access to a wider range of
-aligned different applications for materials including more
instructio Explo students. I have now utilized iPads and applications. My
3.5 Applying
nal ring applications such as Seesaw district is discontinuing its
materials, and Scholastic News,Vooks, Seesaw service, so I need to
including Starfall, and Wet Dry Try to find an alternative that can
adopted include in my lessons. This still be accessed for math and
materials, allows my diverse learners to ELA lessons.
to make access instructional material.
subject
matter
accessibl
e to all
students

5.4
Using
assess
ment
data to To move on to integrating I
establi need to modify my lesson
sh during instruction. For
learnin Based on this assessment example I should have
Applyi information I was able to create created my own assessment
5.4 g goals ng Applying student learning groups in more on Seesaw that truly met the
and to effective manner. needs of this POP lesson.
plan, The shape hunt was
differen extremely effective but overall
very time consuming.
tiate,
and
modify
instruct
ion

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

Students were extremely engaged with the use of the

IPAD. It was easier to record my findings and to
share their assessments with their families. Students
struggled logging into the iPads each time and so I
asked for parent volunteers to help assist with center
rotations so students could have enough time to
complete their projects in the time allowed. I also
printed out QR codes to help students log in and gain
access faster. Some students struggled to stay in the
correct application during the lesson and had to be
redirected to the correct task.
Action Items
Individualized Learning Plan, Fullerton Online Teacher Induc on Program (FOTIP), 2017
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These lessons helped me to incorporate technology in
an age appropriate way. I was able to problem solve and
work quickly to fix problems as they arose and kept
students engaged. Students were able to effectively
identify shapes in their environment with the assistance
of technology. Some of the shape hunt images were
also very hard to distinguish. I had students retake
pictures if they were too close or too far way. It was
more work than I had intended.
Page 7 of 14

For curriculum design,
lesson planning,
assessment planning
For classroom practice
For teaching English
learners, students with
special needs, and
students with other
instructional challenges
In the future, I will create my own shapes assessment on seesaw that meets the needs of
my lesson in a more efficient way. It took several days to complete the lessons because of
the limited number of Ipads available (6 total for a class of 24) and number of students. I
was constantly having to assist the students with holding the Ipads in order for them to be
able to take pictures of their shapes. It will be more effective for me to create my own
shape hunt with all of the shapes instead of having 6 different shape hunts.
I will use this lesson plan in the future with some adjustments. This will continue to be a
small group center, but I will ask for parent volunteers to help students with the final
assessment so that I can be present for the other 18 students.
This was a great lesson for my focus students. I will however add verbal instruction in their
home language and video instructions to my lesson for these students, in case they need
to go over them again.

I will discuss with colleagues alternative technologies to incorporate into this lesson. My
For future professional
development
district will no longer be giving us access to seesaw so I have to pay for this application on
my own. I would like to discover more applications that will give me similar results.
For my future Individualized Learning Plan, I will incorporate technology into part of my
For future inquiry/ILP learning goals. I believe that the assessment piece would be a great way to easily record
students content knowledge and it can be done in a fun and engaging way.
My next and final POP cycle I will use this technology to help me engage students and to
For next POP cycle assist in assessment. I will also ensure that I have streamlined the student’s logins so they
can easily access their iPads without adult assistance.
I really enjoyed the addition of technology into this lesson. It was an age appropriate and
Semester 3 Only: developmentally appropriate for my students.I will continue to teach using seesaw even if I
For future use of have to pay for it myself. I have already found several other great uses for the iPads in the
technology classroom to present my materials and I will continue to use them in the future more
proficiently.
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 Induc on Program

Individualized Learning Plan (ILP)
Revised 5.1.17

Direc ons: Record student pre and post scores in this table. Do not use student’s actual names.

New Teacher Email Subject Area Grade Level

Mary Armas marmas@bousd.us Math-Shapes TK

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

While most of my students come in knowing some of their

shapes, my three focus students struggled with 19/24 students answered 6/6 correctly 79% of students
di eren a ng rectangle, triangle, and squares. I chose to 5/24 students answered 5/6 correctly 20 % of students
focus on these three shapes for my lessons for my nal
projects. Twelve out of twenty four (50%) students already
knew all six shapes. Twenty percent of students knew 4 out
of the 6 shapes. Twenty percent of students knew 5 of 6
shapes, and one students knew only three of the six.
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
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 1. Focus Student: EL 4/6 6/6
2. Focus Student: 504/IEP 5/6 6/6
3. Focus Student: Teacher
4/6 5/6
Choice
1. AB 6/6 6/6
1. OS 6/6 6/6
1. WG 4/6 6/6
1. AR 3/6 5/6
1. EC 5/6 6/6
1. AL 6/6 6/6
1. AH 5/6 6/6
1. CW 6/6 6/6
1. SO 6/6 6/6
1. LR 6/6 6/6
1. JK 6/6 6/6
1. ES 4/6 5/6
1. SM 5/6 5/6
1. JL 6/6 6/6
1. VF 5/6 6/6
1. AT 6/6 6/6
1. KL 6/6 6/6
1. LL 6/6 6/6
1. ML 6/6 6/6
1. MR 4/6 5/6

910111213141516

Assessments
OrinInit

-Ini al shapes assessment:

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Individualized Learning Plan, Fullerton Online Teacher Induc on Program (FOTIP), 2017 Page 10 of 14
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Individualized Learning Plan, Fullerton Online Teacher Induc on Program (FOTIP), 2017 Page 11 of 14
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Examples: Focus Student 1 EL-SX audio
recorded her shape hunt and described
them as she took pictures.

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Focus student 3-EC was able to get several images but some were too far
away and couldn’t tell which images he was trying to capture. He really
enjoyed the more crea ve assignments.

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Focus student two: MS struggled to use the iPad in the
appropriate way. He was unable to use the iPad without one on
one assistance. These assignments needed to be modified to be
more simple and direct instructions.

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