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
ohj@ebcacademy.com
Jennifer Oh Multiple Subject 3rd
jen0talku@csu.fullertonedu
Mentor Email School/District Date
Erin Bartaluzzi bartaluzzie@ebcacademy.com Edward B. Cole Sr. Academy 3/6/2019
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 - Guide students to think critically through use of questioning strategies, T - Facilitates systematic opportunities for students to apply critical thinking
Promoting critical thinking posing/solving problems, and reflection on issues in content. by designing structured inquires into complex problems.
1.5 through inquiry, problem
T – Applying
S - Students respond to varied questions or tasks designed to promote
T – Innovating
S - Students pose and answer a wide-range of complex questions and
solving, and reflection S – Exploring
comprehension and critical thinking in single lessons or a sequence of
S - Innovating
problems, reflect, and communicate understandings based on in depth
lessons. analysis of content learning.
T- My goal is to make the necessary adaptations and
differentiations needed based on the students’
Planning instruction learning needs that are represented in my
T- Currently, I implement lessons by using the
that incorporates T- T- classroom. Teachers will provide additional materials
curriculum that is provided by my school.
appropriate Emerging Applying and resources that are necessary for the different
4.4 S- students are using school provided math
strategies to meet S- S- learning levels.
textbooks and worksheets for their current math
the learning needs Emerging Applying S-Students will be able to get differentiated learning
lessons.
of all students based on each of the different learning needs in my
classroom. Each student will be grouped and
materials will be differentiated.
T- My goal is to use a variety of assessment data in
order to set learning goals for my students. I will use
T- I am currently using the assessments that are
Using assessment different types of data to help set learning goals that
provided by my school. I use practice pages as daily
data to establish T- T- match the learning needs of my students. The
exit tickets and plan instruction using the
learning goals and to Emerging Applying assessments will also be differentiated and modified
5.4 curriculum that is provided by my school.
plan, differentiate, S- S- for my English Learners.
S- Students are receiving assessments that are
and modify Emerging Applying S- Students will receive a wide range of assessments
provided by the school. All students are receiving
instruction that helps measure data. The lesson plans will be
the same assessment that are used to collect data.
differentiated and modified to meet the wide range
of learning needs in my classroom.
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 elements, Pose measurable and observable question
What will you use as your baseline What will you use as your final How do you expect student performance
identify a focus of inquiry (e.g., group in terms of students (e.g., what impact will
assessment of student assessment of student to change? Use percentages to describe
discussion, differentiation, strategy X have on student performance as
actions/performance? actions/performance? anticipated growth.
motivation…) measured by Y?)
What impact will increased use of higher-order
There will be a 20% increase in the average exam
Use of analysis, synthesis, and evaluation questions (teacher talk, worksheet, and student
Previous examination scores New chapter exam score for students who participated in class and
questions + student problem generation problem generation) have on student performance
successfully completed the worksheet.
as measured by chapter exam?

The pre-assessments will The same test will be

How can I use both informal and
5.4 Using assessment data to consist of 10 questions. administered for the pre-
formal assessment data to I expect that students will be
establish learning goals and to These questions will assessment and the post-
create an effective lesson plan able to score a 70% or higher
plan, differentiate, and represent the content that assessments, so that I can
that will meet the learning on the post-assessment.
modify instruction we will be learning on the analyze student growth
needs of all of my students?
math unit (finding area). post-math unit.
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 1: English Learner Focus Student 3: Your Choice
ILP/504
Focus Student 2 is a student Focus Student 3 is a student that has a
Focus Student 1 is a English learner
with a speech IEP who has been hard time staying focused. Focus Student
who has been getting a 65% overall
getting a 70% overall average 3 has been has been getting a 75% overall
Performance average for his semester math grade.
Data
for her semester math grade. average for his semester math grade.
Student 1 received a 20% on the pre-
Student 2 received a 30% on Student 3 received a 10% on the pre-
assessment for the post test on
the pre-assessment for the post assessment for the post test on finding
finding the area.
test on finding the area. the area.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
 I expect Focus Student 2 to
I expect Focus Student 1 to raise his I expect Focus Student 3 to raise her
raise her overall grade to a 80%
overall grade to a 70% and receive at overall grade to a 80% and receive at least
Expected Results and receive at least a 80% on
least a 70% on the post-assessment a 80% on the post-assessment for the
the post-assessment for the
for the post test on finding the area. post test on finding the area.
post test on finding the area.
Inquiry Lesson Implementation Plan
Administer Post-
Administer Pre-Assessment Deliver Lesson(s) Analyze Results Discuss Results with Mentor
Assessment
Identify dates for activities.
3/15 3/18-3/22 3/25 3/26 3/29
My inquiry will be focused on a 1-week math unit on finding the area. The lessons are: Covering regions,
Provide 1-2 sentence area and units, standard units, area of squares and rectangles, and area and the distributive property.
summary of your lesson plan. Students will practice drawing and correctly modeling how to find the area.
Standards that will be covered: 3.MD.C.7, 3.OA.A.3, 3.MD.C.5,
Summarize process for
The pre-assessment will be given a day before the math unit. The post-assessment will be given the next
administering and analyzing
pre- and post-assessments. day after the last lesson of the math unit.
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.)
Lange, Jason. “6 Ways to Promote Data-Driven Instruction in K-12 Crites, Eric. “7 Steps to Becoming a Data-Driven School.” Edutopia,
Schools.” Getting Smart, Getting Smart, 3 July 2014, George Lucas Educational Foundation, 4 Oct. 2016,
www.gettingsmart.com/2014/07/6-ways-promote-data-driven-instruction- www.edutopia.org/blog/7-steps-becoming-data-driven-school-eric-
k-12-schools/. crites.

This article talks about the practical ways that we can use data to help This article talks about how creating high-quality interim assessments
drive instruction. The author gives practical advice such as “keeping data helped the students at a school in New México. One take-away that I
simple with exit tickets, thinking small, analyzing data, engaging students, learned from this article was that the assessments needs to cover the
and making the students’ progress visible.” One take-away that I learned right standards, be at the right level of rigor to lead the students to
from this article was that data does not have to be overwhelming and that the end goal (“Met on CAASP), and mimic the format that students
is best to prioritize which methods that I want to use to collect data. would encounter on the end goal assessments at the end of the year.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
After talking with Colleague 2 (fellow 3rd grade teacher at my school)
th
After talking with Colleague 1 (4 grade elementary teacher at my school) about this inquiry topic, we came up with different methods of
about this inquiry topic, we came up with different ways that we can use assessments. These assessments were both informal and formal. Some
assessments to help drive instruction. For example, we can group students of the assessments we discussed was daily exit tickets that has 5
based on their skill level from previous data and differentiate our lessons questions in which students are tested on the math skills they learning
based on the data. We can also use data to see if students need to be in class that day, informal checks with students’ whiteboards during
retaught lessons that they were unsuccessful in mastering. guided practice, and pre/post math topic tests before and after the
start of the math unit.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated

NA NA
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
All three focus students scored higher than their pre-
Class average for pre-assessment was 28.8% and the class average
assessment scores. All three focus students also scored 70% or
for the post assessment was 90%. The class was very successful in
higher (meeting the leaning objective goal for this math unit).
meeting the math unit learning objectives. Only one student
Focus Student 1 (EL) raised his score from a 20% on the pre-
received lower than 70%. That student will be pulled and my
assessment to a 80% on the post assessment.
instructional aide will be working with the student individually to
Focus Student 2 (504/IEP) raised her score from a 30% on the
help reteach the concepts from this past math unit that he
pre-assessment to a 90% on the post-assessment.
struggled on.
Focus Student 3 (Teacher Choice) raised his score from a 10%

on the pre-assessment to a 80% on the post assessment.
Initial Evidence/Rational for Rating
CSTP Element Revised Rating Suggestions for Moving Forward
Rating (Summarize from POP Section 3)
Promoting critical
To move to INNOVATING level: Consider how to increase
thinking through Teacher asked questions of analysis and evaluation.
T – Applying T – Integrating complexity of task beyond a single lesson so that there are
1.5 inquiry, problem Students answered questions that included all levels of Bloom’s.
S – Exploring S - Integrating continuing opportunities for students to engage in inquiry in
solving, and Students created their own math problems.
complex problem. How could you extend lesson into PBL?
reflection

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
 I asked students to rate their level
of understanding at the end of each In order to move on to the
math lesson, so that I could get a innovating level, I will work on
Planning grasp of how many students felt learning the various strategies that I
instruction that they needed extra support can use to meet the needs of all the
that from me. Students were also being various learners in my classroom. I
T-
incorporates
Emerging T-Exploring supported through differentiated will not only compile a list of
4.4 appropriate
S-
strategies to S-Exploring instruction by providing them with strategies that I can use for my
Emerging
meet the visuals and manipulatives. I had my struggling students, I can also
learning needs instructional aide pull a very small compile a list of activities that I can
of all students
group of students, including my use for my students that need an
Spanish only speaker and one of my extra challenge to further their
focus students throughout the academic skill level.
entire math lesson.
Students were told to show me a 1,
2, or 3 on their fingers to represent
their level of understanding. I
Using realized that some of my students In order for to move on to the
assessment that told me that they were innovating level for this CSTP, I will
data to struggling had understood the work on using a wide range of sets
T-
establish
Emerging T-Exploring lesson and a few that were of data from various areas of
5.4 learning goals
and to plan,
S- S-Exploring confused did not accurately show assessments to establish learning
Emerging
differentiate, me their level of understanding. I goals and effective lesson plans to
and modify used the data from the student’s meet the needs of all of my
instruction
pre assessment to establish the students.
learning goals and set appropriate
lesson plans for my students.

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

NA NA

Action Items
In order to further my expertise on curriculum design, lesson planning, and assessment planning, I will be
more intentional in planning before executing my lesson. Throughout this whole ILP process, I realized how
For curriculum design, lesson
important and vital intentional lesson planning was. I realized that it is important to plan minute by minute
planning, assessment
planning and to think of possible misconceptions students may have and prepare for those cases before. I want to
divide my class into three groups “high, medium, and low” and plan lessons that can go according to each
group’s learning needs.
Possibly, the use of centers can help differentiate my lesson and help reach all the different learners that
For classroom practice are represented in my class. In my classroom, I so want to continue to create a culture of safe learning and
make sure all the students participate in classroom discussions.
In order to help meet the needs of all of my English learners, I will continue to use visuals and scaffold all
lessons to meet their needs. I will always remember that English learners are at a deficit and need extra
For teaching English learners, support for them to succeed. I will continue to make anchor charts and show visuals for new concepts or
students with special needs, vocabulary words that are learned in class. I will also keep old materials on the walls so that they may
and students with other always remember the concepts that we had learned in class. I will also keep providing support to all my
instructional challenges
special needs students by implementing the strategies stated in their IEP. I will continue to keep track of all
of my students’ data and process in order to have information readily availed to share when asked about
my students’ progress.
I will continue to use online resources and seminars provided by my school to help me gain knowledge of
For future professional
development
the different strategies that I can implement in my classroom to be an effective teacher. I will take any
opportunity that I find to further enhance my skills and expertise.
For future inquiry/ILP assignments, I want to focus on using different strategies to get students to be
For future inquiry/ILP
constantly engaged throughout the entire lesson.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 5
 For the next POP Cycle, I want to create a lesson where I can implement the system of centers in my
For next POP cycle
instruction.

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.

Pre/Post Assessment

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 5
 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
ohj@ebcacademy.com
Jennifer Oh Multiple Subject 3rd
jen0talku@csu.fullertonedu
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Class Average: 28.8% Class Average: 90%
10/10 (100%) = 0 10/10 (100%) = 6
9/10 (90%) = 0 9/10 (90%) = 8
8/10 (80%)= 0 8/10 (80%)= 10
7/10 (70%)= 0 7/10 (70%)= 1
6/10 (60%)= 5 6/10 (60%)= 1
5/10 and below(50% and below)= 20 5/10 and below(50% and below)= 0

PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL
20% 80% Met standard
(Eduardo)
2. Focus Student: 504/IEP
30% 90% Met standard
(Leah)
3. Focus Student: Teacher Choice
10% 80% Met standard
(Michael)
4. Rachel 60% 100% Met standard
5. America 20% 100% Met standard
6. Zuly 10% 100% Met standard
7. Ian 0% 100% Met standard
8. Melvin 20% 60% Did not meet standard
9. Angell 60% 100% Met standard
10. Jose E 30% 80% Met standard
11. Levi 50% 90% Met standard
12. Daren 30% 80% Met standard
13. Yaritza 40% 80% Met standard
14. Andrew 60% 90% Met standard
15. Cailee 10% 80% Met standard
16. Mario 0% 80% Met standard
17. GIzelle 0% 80% Met standard
18. Destiny 0% 70% Met standard
19. Jose Q 10% 80% Met standard
20. Tania 20% 90% Met standard
21. Melanie 30% 90% Met standard
22. Abigail 40% 90% Met standard
23. Daisy 60% 90% Met standard
24. Nathan 50% 90% Met standard
25. Carli 60% 100% Met standard
910111213141516

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