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
Jessica Rodriguez j.rodriquez@lausd.net Multiple Subject 3 rd

Mentor Email School/District Date

Sofia Mota Sxm9436@lausd.net Aldama Elementary/LAUSD 9/28/2023
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 structured inquires into complex
T - Guide students to think critically through use of questioning strategies, posing/solving problems, and reflection
problems.
Promoting critical thinking through inquiry, T – Applying on issues in content. T – Innovating
1.5 S - Students pose and answer a wide-
problem solving, and reflection S – Exploring S - Students respond to varied questions or tasks designed to promote comprehension and critical thinking in S - Innovating
range of complex questions and problems,
single lessons or a sequence of lessons.
reflect, and communicate understandings
based on in depth analysis of content
learning.

T- Creates, adapts,
and integrates a
broad range of
strategies, resources,
and technologies into
Using a variety of instruction designed
instructional strategies, to meet students’
T- Explores additional instructional strategies, resources, and
resources, and diverse learning
technologies in single lesson to meet students’ diverse
technologies to meet Integratin needs.
1.4 students’ diverse learning Exploring learning needs.
g
needs S- Participates in single lesson or sequence of lessons related
S-Actively engage in
to their interest and experiences.
instruction and make
use of a variety of
targeted strategies,
resources, and
technologies to meet
their individual
student’s needs.
2.4 Creating a rigorous Exploring T- Strives for rigorous learning environment that includes Integratio T-Integrates rigor
learning environment accuracy, understanding, and the importance of meeting n throughout the
with high expectations targeted learning goals. Works to maintain high expectations learning environment
and appropriate support for students while becoming aware of achievement patterns that values accuracy,
for individuals and groups of students. analysis, and critical

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 7
 reading, writing, and
thinking.
Integrates strategic
scaffolds and
technologies
throughout
instruction that
support the full range
of learners in meeting
for all students
S- Some individuals and groups of students work with their high expectations for
teacher to support accuracy and comprehension in learning. achievement.

S-actively use
supports and
challenges to
complete critical
reading, writing,
higher order thinking,
and problem solving
across subject matter.
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/
Inquiry Question Hypothesis Lesson Series Topic
Data Collection
Students will
review place
Pre-Assessment, Post-
1. Will using digital manipulatives enhance student Students will use digital manipulatives and strategies values using
Assessment, Exit Tickets,
understanding and engagement? to help provide a better understanding when place value chart,
Student workbook, Student
rounding to the nearest tenth or hundred manipulatives,
responses on Skies.
and number line
model.
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 Focus Student 3:
Focus Student 1: English Learner
with ILP/504 Your Choice
Performance Data Student is performing below grade level, needs support identifying place value. Student is gifted and is Student is
performing above performing below
grade level, needs to grade level.
be challenged. Students uses
Finished work quickly manipulatives,
but does not show teacher support,

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 7
 and step-by step
much work. instructions to
support learning.
With scaffolding
Student will be given and using
word problems and manipulatives
then rounding to the student will be able
Student will answer most questions correctly. Student will use a strategy most nearest hundred and to answer most
Expected Results
comfortable to them to help them round to the nearest tenth or hundred. thousand. Student will questions
demonstrate more accurately when
than one strategy used rounding to the
to achieve the answer. nearest ten or
hundred.
Inquiry Lesson Implementation Plan
Directions: that Semester 3 requires a lesson that focuses on use of technology to support teaching and learning.
Deliver Administer Post- Analyze Discuss Results
Administer Pre-Assessment
Lesson(s) Assessment Results with Mentor
Identify dates for activities. 10/31-
10/30 11/3 11/6 11/8
11/2
Student will review place values and use digital manipulatives to support their learning. Throughout the week we will
Provide 1-2 sentence summary of your lesson plan.
review different strategies to help us round to the nearest tenth or hundred.
At the start of the week students will take a pre-assessment to gather data as for what students already know. Throughout
Summarize process for administering and analyzing pre-
and post-assessments.
the week students will be completing assignments on skies to gather more data as well as exit tickets. By the end of the
week students will take a post-assessment to help create/adjust my lessons for the following week.

Semester 3 Only: Identify the specific technology tools,

applications, links, and/or devices to be incorporated into Students will be using their Chromebook to access skies and iready.
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.)

Digital manipulatives indicate higher achievement

Technology leads to student engagement because it allows students to use different tools to perform task. Technology
because it allows for more flexibility. Also, the
is also more individualized so students feel more accomplished because their product might look different than their
manipulatives never run out. Using online
peers. Technology leads to engagement because students have more access to materials.
manipulatives also helps students explore different
https://www.edutopia.org/article/using-technology-support-student-engagement/#:~:text=Technology%20leads
ideas and information online.
%20to%20student%20engagement,that's%20different%20from%20everyone%20else's.
https://www.dreambox.com/resources/blogs/
benefits-virtual-manipulatives
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
My mentor has a combo class with TK and K students. She uses skies to differentiate between the two grades. She is My partner teacher who teaches 3rd grade Spanish enjoys

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 7
 able to assign different task for students. She’s noticed that although they are young, they to enjoy using their iPad for using digital manipulatives because the students see it as a
game. Using manipulatives is also great especially in the
assignments. She has them draw, record themselves reading sight words, and tracing letters. Technology keeps the
dual-language program because all students get a visual
students engaged because while they are practicing their letters and spelling their name, they like the fact that they
representation of the concept. However it does take
can switch colors, move fonts, and add voice overs to their assignments. She mainly uses technology for small group students a while to get comfortable with the platforms
time or centers. used.
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
1.1c – While students are working or when students
have turned in their assignments, I will provide
1.1c Feedback to Improve Practice timely feedback. Students will be asked to complete
Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning different types of assignments to demonstrate their
in a variety of ways. knowledge

2.5.a Accommodate Learner Differences
Use technology to create, adapt and personalize learning experiences that foster independent learning and
accommodate learner differences and needs.
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: 7 Proficient, 18 Progressing, 1 beginning
Post: 16 Proficient, 7 progressing, 3 beginning
CSTP
1.5
Pre/Post Assessment Data Analysis Findings for Whole Class
Element
Promoting critical thinking
through inquiry, problem
solving, and reflection
2.5a- Through SEESAW students will be given
different assignments to personalize their learning
experiences. Students will have different tools
available to them to support rounding a number to
the nearest tenth on hundred.
Section 5: Results and Reflection
Pre/Post Assessment Data Analysis Findings for Three
Focus Students
Some students went back but with many students
we saw growth based on the scores.
Evidence/Rational for
Rating Suggestions for
Initial Rating Revised Rating
(Summarize from POP Moving Forward
Section 3)
To move to INNOVATING level:
Consider how to increase
Teacher asked questions of analysis and
complexity of task beyond a
evaluation.
T – Applying T – Integrating single lesson so that there are
Students answered questions that
S – Exploring S - Integrating continuing opportunities for
included all levels of Bloom’s. Students
students to engage in inquiry in
created their own math problems.
complex problem. How could
you extend lesson into PBL?

Students were getting

Monitoring
confused to rounding Keep in mind
students
down so teacher student language
learning and
1.6 Integrating Innovating scratched that and and review to
adjust
adjusted to changing anticipate any
instruction while
the language to misconceptions
teaching.
lessen confusion.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 7
 Creating physical Students were offered
or virtual different resources to
learning support their
Provide more
environments learning. Visual,
opportunities for
that promote hands-on learning
students to
student learning, (partner work)
2.2 Integrating Integrating reflect and create
reflect diversity, occurred to meet
constructive and
and encourage different student
productive
constructive and needs. Differentiation
interactions.
productive occurred for students
interactions who needed to be
among students. challenged.
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 1.6 - Students choose the appropriate platforms and tools for meeting the desired Technology leads to greater engagement but is also
objectives of their creation or communication. a great tool for differentiation. I was able to assign
Teacher – 2.5 Use technology to create, adapt and personalize learning experiences that different task based on the same topic to all
foster independent learning and accommodate learner differences and needs. students. Use technology as an advantage to
personalize learning.
Action Items

For curriculum design, lesson planning, assessment Plan for any misconceptions and use student friendly language allow students to take part in interpreting the math rules
planning into their own understanding.

For classroom practice Provide more specific feedback and check-in with students at end of the lesson to restate objective.

For teaching English learners, students with special needs,

and students with other instructional challenges
How can I better support students will diverse needs, what resources have provided great results and student engagement?

For future professional development Resources available for advanced learners and how to approach math from a critical thinking standpoint.

For future inquiry/ILP How can I utilize technology and other resources to enhance more student led discussion and critical thinking skills?

I hope to incorporate more technology and find different opportunities to challenge students while incorporating
For next POP cycle
technology to support learners.
Semester 3 Only: SEESAW was a great way to incorporate technology to meet diverse student needs, incorporating different apps to track
For future use of technology progress, and gamification to review and lead to more student engagement.
Other Notes

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 7
 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
Jessica Rodriguez j.rodriquez@lausd.net Math 3rd
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
 Does not demonstrate individual scored anymore on
66% and above is considered proficient and at grade level
platform.
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL 73%
2. Focus Student: 504/IEP 63%
3. Focus Student: Teacher Choice 83%
4. Nayelie 90%
5. Julian 83%
6. Milo 77%
7. Penelope 77%
8. Adelene 77%
9. Megumi 73%
10. Shiloh 73%
11. Alejandro 73%
12. Linnea 73%
13. Clementine 73%
14. Anaya V. 73%
15. Wolfe 57%
16. Arely 73%
17. Samuel 70%
18. Ryan 67%
19. Simon 50%

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 6 of 7
 20. Alessandra 50%
21. Anaya T. 47%
22. Vibiana 45%
23. Vivienne 42%
24. Delilah 32%
25. Isabella 30%
26. Lauren 21%
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
910111213141516

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