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
Lauren Kammert lekammert@csu.fullerton.edu Science and Technology Second Grade
Mentor Email School/District Date
Rowland Avenue Elementary/Covina
Patricia Sullivan psullivan@c-vusd.org December 12, 2019
Valley USD
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 apply critical thinking by
T - Guide students to think critically through use of questioning strategies,
Promoting critical thinking through designing structured inquires into complex problems.
T – Applying posing/solving problems, and reflection on issues in content. T – Innovating
1.5 inquiry, problem solving, and 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 promote S - Innovating
reflection reflect, and communicate understandings based on in depth analysis of content
comprehension and critical thinking in single lessons or a sequence of lessons.
learning.

T- Teacher creates, adapts, and integrates T- Refines the flexible use of extensive
Using a variety of
a broad range of strategies, resources, repertoire of strategies, resources, and
instructional
and technologies into instruction designed technologies to meet students’ diverse
strategies, T-
to meet students’ diverse learning needs. learning needs
resources, and Integrating T- Innovating
1.4
technologies to S- S- Innovating
S- Students actively engage in instruction S- Students take responsibilities for using a
meet students’ Integrating
and make use of a variety of targeted wide range on strategies, resources, and
diverse learning
strategies, resources, and technologies to technologies that successfully advance their
needs
meet their individual students needs. learning.
T- Maintains physical environments that T- Adapts physical and/or environments
reflect student diversity and provides a flexibly to facilitate access to a wide range
Creating physical of resources that engage students in
broad range of resources, displays, and
or virtual learning learning. Ensures that environments
artifacts that are current and integral to
environments that enhance learning and reflect diversity
instruction.
promote student
T- within and beyond the classroom.
learning, reflect T – Innovating
Integrating T- Integrates a variety of structures for
2.2 diversity, and S – Innovating T- Selects from a repertoire of structures
S- interaction that engage students
encourage for interaction to ensure accelerated
Integrating constructively and productively in learning
constructive and learning for the full range of students.
productive
S- Students routinely use a range of S- Students participate in monitoring and
interactions
resources in learning environments that changing the design of learning
among students
relate to and enhance instruction and environments and structures for
reflect their diversity. interactions.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 8

Inquiry Focus
Based on your selected CSTP elements,
identify a focus of inquiry (e.g., group
discussion, differentiation, motivation…)
Use of analysis, synthesis, and evaluation questions +
student problem generation
Students share in monitoring and
assessment of interactions to improve
effectiveness and develop a positive
culture for learning.
Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments to ILP)
Inquiry question Pre-Assessment Post-Assessment Expected Results
Pose measurable and observable question in
What will you use as your baseline How do you expect student performance to
terms of students (e.g., what impact will What will you use as your final assessment of
assessment of student change? Use percentages to describe
strategy X have on student performance as student actions/performance?
actions/performance? anticipated growth.
measured by Y?)
What impact will increased use of higher-order questions
There will be a 20% increase in the average exam
(teacher talk, worksheet, and student problem generation)
Previous examination scores New chapter exam score for students who participated in class and
have on student performance as measured by chapter
successfully completed the worksheet.
exam?

Will incorporating the use of Padlet on student devices
Use of technology to strengthen student
improve my students’ ability to compare animal and plant
achievement, understanding, and engagement
life in different habitats?
There will be a 25% increase in the average quiz score
Compare and Contrast two habitats Quiz Compare and Contrast two habitats Quiz for students who participated in class and successfully
completed the Padlet.

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.
Performance Data
Expected Results
Identify dates for activities.
Provide 1-2 sentence summary
of your lesson plan.
Focus Students
Focus Student 1: English Learner Focus Student 2: Student with ILP/504 Focus Student 3: Your Choice
This student struggles in motivation to
This student is a Bridging English Learner. This student has a 504 because of engage in learning and verbalizing his
She struggles with content specific hearing issues. He was chosen because thinking. He responds very little (if at all) to
vocabulary and comprehension of 2nd along with his 504 plan, he is a high adults, and requires an incentive to engage
grade texts. This student was chosen achieving student. I want to know if the in learning. He has an SST, and we have
because I want to know if integrating technology piece will challenge him and implemented a reward system behavior
technology will increase her level of deepen his level of understanding and plan. He was chosen because I want to know
understanding. engagement in learning. if adding the technology piece will increase
his level of engagement.
I expect the Padlet to have positive I expect the Padlet to have positive effects
effects on this students’ learning. It is on this students’ learning. He has shown
I expect the Padlet to have positive results
nonverbal. Additionally, it is open-ended. some motivation to engage in learning when
on this students’ learning. This student
Therefore, this student will be a technology piece is involved in the past. I
will increase her test score by 25%.
encouraged to engage in deeper level expect this student to increase his test score
thinking. by 25%.
Inquiry Lesson Implementation Plan
Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results Discuss Results with Mentor
Oct. 18 Oct. 24 Oct. 25 Oct. 28 Oct. 29
Students will be assigned an article about a specific habitat to become an expert in. They will share the information they
learned with their peers by using Padlet. Students will review their peers’ Padlets to compare and contrast another habitat
to the one they were originally assigned.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 8
 Summarize process for Students will be given a pre assessment in which they will have to compare and contrast two habitats. They will be graded
administering and analyzing pre- on how many accurate pieces of information they share on their assessment. Their post assessment will be a mirrored
and post-assessments. assessment. The teacher will compare their information from their pre test and their posttest to measure growth.
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.)

A meta-analysis of the impact of technology on learning effectiveness

of elementary students
https://www.sciencedirect.com/science/article/pii/S0360131516302172
This study confirms the medium effect of technology on learning effectiveness
when technology is integrated into pedagogy. Technology can be a powerful
learning tool for elementary aged students. It supports students in building their
critical thinking skills and problem-solving skills. In addition, the study found
that there was a high effectiveness of technology use in informal learning
environments.
Learning with versus without technology in elementary and secondary school
https://www.sciencedirect.com/science/article/pii/S0747563204002043
Results showed that when subject matter was integrated with technology,
students had greater growth on their posttest. Quality of teaching is the most
important variable affecting student achievement, and technology can be used as
a tool to increase quality of learning. Technology integration is better than no
technology as long as it is paired with effective teaching and learning strategies.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Colleague 2 (second grade teacher) teaches the standard by having students read
Colleague 1 (a second grade teacher) teaches the standard using our science
articles that she has linked to google classroom. Students are given a Habitats
textbook. She has students complete practice pages, and they are required to
project in which they need to present their research findings to the class. This
work in partners and use the textbook to cite their evidence. She has not used
teacher has not used Padlet with her students, but she is interested in trying it
Padlet with her students.
out.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
ISTE Standard 5a. I use technology to create, adapt, and personalize Students will be able to create their own Padlet post. This allows them to
learning experiences that foster independent learning and accommodate share what they have learned in their own words as well as learn from their
learner differences and needs. peers. Students will take ownership of their own learning.
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

Focus Student number one increased from a score of 32% to 100%. Focus
The class average increased from 41% to 78% from the pretest to the Student number two increased from a score of 72% to 100%. Focus Student
posttest. Most students showed growth from the pretest to the posttest. number three increased from a score of 0% to 44%. All focus student
showed growth on the posttest.

Initial Evidence/Rational for Rating

CSTP Element Revised Rating Suggestions for Moving Forward
Rating (Summarize from POP Section 3)
To move to INNOVATING level: Consider how to increase complexity
Promoting critical thinking Teacher asked questions of analysis and evaluation.
T – Applying T – Integrating of task beyond a single lesson so that there are continuing
1.5 through inquiry, problem Students answered questions that included all levels of Bloom’s. Students created
S – Exploring S - Integrating opportunities for students to engage in inquiry in complex problem.
solving, and reflection their own math problems.
How could you extend lesson into PBL?

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 8
 Using a
variety of
instructional
strategies,
Teacher integrated video, Thinking Maps,
resources, T- Continue to integrate Padlet in future
online research, and Padlet to meet students’
and Integrating lessons so students can become more
S- needs.
technologies T- Innovating proficient at it. Continue to support
1.4 to meet Integrating S- Innovating students in becoming more
students’ independent at creating Thinking
diverse Students successfully created Thinking Maps
Maps based on their learning.
learning and Padlet posts to advance their learning.
needs

Creating
physical or Teacher created a variety of learning
virtual environments within one lesson for her
learning students. She had students working in
environments whole group, small group, partner, and
that promote individual settings to meet student needs. Continue to integrate a variety of
student The level of support differed depending on work spaces and group compositions
T-
learning, student needs. for students to learn from,
Integrating
reflect S- collaborate, and interact with one
diversity, and T- Innovating
2.2 Integrating another in order to deepen learning.
encourage S- Innovating
Continue to foster student
constructive Students monitored their learning by independence in reflecting on
and choosing what group environment they learning, progress monitoring, and
productive wanted to work in. They asked for support setting learning goals.
interactions from the teacher and their peers when they
among needed it. They also experienced online
students interactions using Padlet for the first time.

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
ISTE Standard 5a. I use technology to create, adapt, and personalize
learning experiences that foster independent learning and accommodate
learner differences and needs. The integration of Padlet into the lesson I learned that second grade students can successfully engage in sharing
was successful, and I plan on using it again in the future. Students were their learning with their peers using Padlet. It helped students have a new
engaged and motivated in learning. Padlet allows students to share their type of forum to learn from one another and extend their learning.
learning in their own words and at their own level. It was simple to adapt
the posts to each students’ level of needs.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 8
 Action Items

For curriculum design, lesson Continue to integrate and try new digital tools to help students meet standards and engage in learning in new ways.
planning, assessment planning Continue to pre and post assess as well as progress monitor to inform teaching.

For classroom practice Use Padlet in future lessons so students have the opportunity to become more proficient in using this digital tool.
For teaching English learners, Continue to use Thinking Maps and digital tools/resources to support students with special needs and ELLs. Continue to
students with special needs, and
students with other instructional
progress monitor and support students in a variety of group compositions based on needs. Continue to have students
challenges collaborate in order to support ELL students’ language development.
For future professional
development
Research and look for professional development opportunities that introduce new digital tools and resources.

For future inquiry/ILP I want to continue to investigate the influence that technology integration has on student learning.

My mentor and I would like for me to create a lesson that integrates Social Studies and ELA standards using a new digital
For next POP cycle
tool that I haven’t tried yet.

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 5 of 8
 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

Lauren Kammert lkammert@c-vusd.org Science and Technology Second Grade

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

Range: 0-76% Average: 41% Range: 36-156% Average: 78%

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL 8/25 25/25
2. Focus Student: 504/IEP 18/25 25/25
3. Focus Student: Teacher Choice 0/25 11/25
4. Student 4 0/25 9/25
5. Student 5 12/25 39/25
6. Student 6 11/25 20/25
7. Student 7 12/25 17/25
8. Student 8 14/25 18/25
9. Student 9 19/25 19/25
10. Student 10 9/25 29/25
11. Student 11 14/25 14/25
12. Student 12 6/25 20/25
13. Student 13 10/25 22/25
14. Student 14 12/25 30/25
15. Student 15 9/25 16/25
16. Student 16 9/25 16/25
17. Student 17 5/25 11/25
18. Student 18 13/25 22/25
19. Student 19 6/25 17/25
20. Student 20 11/25 15/25
21. Student 21 18/25 15/25
910111 21314 1516

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 6 of 8
 asdf

Pretest a

Directions: Create a Compare/Contrast Thinking Map comparing two habitats. Create the Thinking Map with a total of 25 or
more compare/contrast items.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 7 of 8
 Posttest

Directions: Create a Compare/Contrast Thinking Map comparing two habitats. Create the Thinking Map with a total of 25 or
more compare/contrast items.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 8 of 8