Fullerton Online Teacher Induction Program

Individualized Learning Plan (ILP)

Revised 6.1.17
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
Math/Language Arts/
Jennifer Saravia jenniferc.saravia@gmail.com 7-12
Keyboarding
Mentor Email School/District Date
San Diego
Rob Shultz rshultz@sdacademy.com 3/3/19
Academy/SECC
Section 2: CSTP Areas of Inquiry
Directions: Identify 2-3 CSTP elements for ILP focus, including at least one as required: Semester 2 – CSTP 1/2/3; Semester 3 – CSTP 4/5/6; Semester 4 -all. 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
T - Guide students to think critically through use of questioning
apply critical thinking by designing structured inquires
strategies, posing/solving problems, and reflection on issues in
Promoting critical thinking into complex problems.
T – Applying content. T – Innovating
1.5 through inquiry, problem S - Students pose and answer a wide-range of
S – Exploring S - Students respond to varied questions or tasks designed to S - Innovating
solving, and reflection complex questions and problems, reflect, and
promote comprehension and critical thinking in single lessons or
communicate understandings based on in depth
a sequence of lessons.
analysis of content learning.

T- Plans instruction
incorporating a repertoire of
strategies specifically meet
Planning T- Selects strategies for single lessons
students’ diverse language and
instruction that or sequence of lessons that respond to
learning needs and styles to
incorporates students’ diverse learning needs.
advance learning for all.
appropriate T-
4.4 T- Emerging Facilitates opportunities for
strategies to meet Seeks to learn about students’ diverse Innovating
students to reflect on their
the learning learning and language needs beyond
learning and the impact of
needs of all basic data.
instructional strategies to meet
students
their learning and language
needs.

T-Provides opportunities and support

for families to actively participate in
the classroom and school. T-Structures a wide range of
Structures a wide range of opportunities for families to
opportunities for families to contribute contribute to the classroom and
Working with
to the classroom and school school community. Supports a
families to
community. Supports a school/district T- school/district environment in
6.4 support student T-Integrating
environment in which families take Innovating which families take leadership to
learning
leadership to improve student learning. improve student learning.
Communicates to families in ways
which show understanding of and
respect for cultural norms.

Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments to ILP)

Inquiry Focus Inquiry question Pre-Assessment Post-Assessment Expected Results
Based on your selected CSTP What will you use as your How do you expect student
Pose measurable and observable question in terms What will you use as your final
elements, identify a focus of inquiry baseline assessment of performance to change? Use
of students (e.g., what impact will strategy X have on assessment of student
(e.g., group discussion, differentiation, student percentages to describe
student performance as measured by Y?) actions/performance?
motivation…) actions/performance? anticipated growth.
There will be a 20% increase in the
What impact will increased use of higher-order questions average exam score for students
Use of analysis, synthesis, and evaluation
(teacher talk, worksheet, and student problem generation) have Previous examination scores New chapter exam who participated in class and
questions + student problem generation
on student performance as measured by chapter exam? successfully completed the
worksheet.

What impact will incorporating

peer-tutoring and one-on-one help
have on student performance as Students will
Use of peer-tutoring Chapter 7 increase their post
measured by warm-up activities, Chapter 7 Exam
and one-on-one Cumulative assessment score
quizzes, and a chapter test?
instruction. Practice by 10% or more.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 6
 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 1: English Learner Focus Student 3: Your Choice
with ILP/504
Performance Data Current grade in class: C- Current grade in class: D+ Current grade in class: B
Pre-Assessment: 75% Pre-Assessment: 30% Pre-Assessment: 70%
Expected Results
Post-Assessment: 85% Post-Assessment: 60% Post-Assessment: 85%
Inquiry Lesson Implementation Plan
Administer Post- Discuss Results with
Administer Pre-Assessment Deliver Lesson(s) Analyze Results
Assessment Mentor
Identify dates for activities.
March 4, 2019 March 4 – March 15 March 15 March 15 April 1
Provide 1-2 sentence This chapter has a total of 6 lessons, 2 quizzes, and 1 chapter test and will take two weeks to
summary of your lesson plan. complete.
Give students the Pre-Assessment as they walk into the classroom. Once everyone is seated,
explain that we will be reviewing a concept that they have seen in previous grades, which is
Summarize process for volume. Tell them that we are taking a practice test to determine what they remember. Remind
administering and analyzing them that their grade will not be affected, but that they should try their best. After students are
pre- and post-assessments. finished they will place in basket and begin silently reading while they wait for others to finish.
Teacher will grade the pre-assessments and share results with students the next day.
Same procedure for passing out and grading tests for post-assessment.
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.)
Bowman-Perrott, L. & deMarín, S. & Mahadevan, L. & Etchells, M. (2016). Greene, I., Tiernan, A.M. & Holloway, J. J Behav
Assessing the Academic, Social, and Language Production Outcomes of English Educ (2018) 27: 145.
Language Learners Engaged in Peer Tutoring: A Systematic Review. Education https://doi.org/10.1007/s10864-018-9291-1
and Treatment of Children 39(3), 359-388. West Virginia University Press.
In a study, which compared two groups, one that
The article presented the findings of 17 studies conducted on 363 ELL students. participated in peer tutoring and one without, the
The studies concluded that peer tutoring greatly benefits ELL students group that included peer tutoring demonstrated an
“academically, socially, and linguistically”. increase in math fluency.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of
ideas.)
th
11-12 /Pre-Calculus
Peer tutoring is used in a couple of different ways,
th including cross grade tutoring and teaching. If a
8 /Science
student from a lower grade needs help, students
Students who need help are seated next to a classmate that understands the
from the Pre-Calculus class are asked to tutor them.
material really well. When the students have a question, they can ask the person
Also, at least once a year the teacher offers students
next to them and if they are still confused they call over the teacher.
the opportunity to teach a lesson or chapter. The
teacher will guide the student in lesson planning and
making sure they understand the concept.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
NBPTS Proposition 1:Teachers are committed to students and their learning.
Accomplished teachers are dedicated to making knowledge accessible to all
students. They act on the belief that all students can learn. They treat students
equitably, recognizing the individual differences that distinguish one student
Every lesson in this unit will be planned and
from another and taking account of these differences in their practice. They
executed with students in mind. Taking into
adjust their practice based on observation and knowledge of their students’
consideration that each student learns
interests, abilities, skills, knowledge, family circumstances and peer
differently and processes information in a
relationships Accomplished teachers understand how students develop and
different way. I will take this into consideration
learn. They incorporate the prevailing theories of cognition and intelligence in
when teaching the lesson by providing visuals,
their practice. They are aware of the influence of context and culture on
incorporating the use of Cornell Notes, and
behavior. They develop students' cognitive capacity and their respect for
Peer-Tutoring.
learning. Equally important, they foster students' self- esteem, motivation,
character, civic responsibility and their respect for individual, cultural, religious
and racial differences.

Section 5: Results and Reflection

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 6
 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
The pre-assessment results helped me to set the goals and the
The pre-assessment data showed that one of
objectives for the upcoming unit. This chapter is largely based on
th the students needed more help than the other
information that the students learned in 6 grade, which is why this pre-
two. All three students would benefit from a
assessment was so important. The results helped me realize that some
review on how to find the surface area of
students would need a refresher on how to find the area before we begin
shapes. This review would help fix mistakes
learning about volume.
like forgetting to multiply by ½ for triangular
bases. The 504 student would also benefit from
The post-assessment data for the whole class showed that the large
reviewing their multiplication tables. Many
majority of students met the goal and objective. I attribute this to the
mistakes on the pre-assessment came from
review completed after the pre-assessment results and the daily check
multiplying incorrectly.
ups.
Evidence/Rational for Rating
Initial Suggestions for Moving
CSTP Element Revised Rating (Summarize from POP Section
Rating Forward
3)
To move to INNOVATING level: Consider
Promoting critical how to increase complexity of task beyond a
Teacher asked questions of analysis and evaluation.
thinking through T – Applying T – Integrating single lesson so that there are continuing
1.5 Students answered questions that included all levels of
inquiry, problem S – Exploring S - Integrating opportunities for students to engage in inquiry
Bloom’s. Students created their own math problems.
solving, and reflection in complex problem. How could you extend
lesson into PBL?

Planning
To move to
instruction
INTEGRATING level: I
that Teacher asked questions
will consider integrating
incorporates throughout the lesson and
other strategies to meet
appropriate T= also called on students to
4.4 T=Exploring/Applying students learning styles.
strategies to Exploring participate. Students also
This would happen
meet the participated in peer-tutoring
without getting rid of
learning and tiered instruction.
peer-tutoring and tiered
needs of all
instruction.
students
To move to
INTEGRATING level: I
would like to make the
lesson come to life with a
Working real situation where
with families students can use the
T- Not included on POP Cycle
6.4 to support T- Integrating information we are
Integrating Form
student learning in class. I would
learning invite parents who work
in a field that uses
volume and have them
come in and lead out in
an activity.

Special Emphasis (Skills, Themes, ISTE Standards·Teachers, NBPTS Core Propositions (if applicable)
Results of Incorporation into Lesson Key Learnings and New Skills/Knowledge
Developed by Teacher
Students had many opportunities to express
The tiered instruction helped to make sure everyone was appropriately their understanding of the lesson. They were
challenged. also able to understand the objective of the
lesson, which can only happen in it is clearly
Students understood the lesson and were able to meet the goal / stated. I was able to see how important it is to
objective I set for them. At the end of the lesson students were able to spend a little time focusing on the lesson goals
successfully answer the essential question and did well on their exit at the beginning of the lesson so that students
tickets. can clearly understand why we are learning the
concepts.
Action Items
For curriculum design, lesson In my lesson planning and when I was deciding the assessment that would be used, I made sure
planning, assessment to include a variety of instructional strategies. The lessons include peer tutoring and tiered
planning instruction. I also will be using both formal and informal assessments. Informal assessments will
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 6
 help fix mistakes all throughout the chapter.

For classroom practice
For teaching English learners,
students with special needs,
and students with other
instructional challenges
For future professional
development
In the classroom students will participate in daily warmups that will help for quick understanding
checks. They will also participate by taking notes and practicing with a variety of examples. If
time permits, they will begin homework assignment and be able to check their answers.
When it comes to the English learners in my room, they usually do not have trouble with math,
but they sometimes have trouble understanding what the directions are asking them to do. For
these students I make sure to go over the directions with them and give them an example of how
their answers should look. For the others who have instructional challenges, I will provide them
with the same material just at a more appropriate level. They will also receive the basic level
assessment.
I will ask my colleagues for suggestions on how to make the lesson more hands-on. I would like
to have students participate in more real-life examples.

For future inquiry/ILP In the future, I would focus more on modification.

For next POP cycle For the next POP cycle, I would like to include more real life examples and hands on activities.

Other

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 4 of 6
 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
Math/Language
Jennifer Saravia jenniferc.saravia@gmail.com 7-12
Arts/Keyboarding
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
13 8.5

61.7% 77.3%
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
Mostly struggled with understanding
directions. On post-assessment did
1. Focus Student: EL 14 out of 20 17 out of 20
really well on problems that had a
drawing.
For both assessments she really
struggles on her multiplication facts.
2. Focus Student: 504/IEP 5 out of 20 10.5 out of 20
Maybe next time a multiplication chart
she can refer to.
Student did really well on both
3. Focus Student: Teacher assessments. On post-assessment he
18 out of 20 19 out of 20
Choice made a small computation error on one
of the problems. Overall did well.
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.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 6
 31.
32.
33.
34.
35.
36.
910111213141516

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