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
Sue Park parksuey@csu.fullerton.edu Multiple Subject 1
Mentor Email School/District Date
Amy Nigro anigro@fullerton.edu Korea International School 10-11-20
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
Promoting critical thinking posing/solving problems, and reflection on issues in content. thinking by designing structured inquires into complex problems.
T – Applying T – Innovating
1.5 through inquiry, problem S - Students respond to varied questions or tasks designed to promote S - Students pose and answer a wide-range of complex questions and
S – Exploring S - Innovating
solving, and reflection comprehension and critical thinking in single lessons or a sequence of problems, reflect, and communicate understandings based on in depth
lessons. analysis of content learning.
Identifies language proficiencies and
English learner strengths in the study of
Seeks additional information describing
language and content. Differentiates
Addressing the elements of culture and language
instruction using one or more components
needs of English proficiencies in listening, speaking, reading,
of English language development to
learners and and writing. Uses multiple measures for
support English learners.
student with T – Applying assessing English learners’ performance to T – Integrating
3.6 S – Applying S – Integrating
special needs to identify gaps in English language
Creates and implements scaffolds to
provide development.
support standards-based instruction using
equitable access
literacy strategies, SDAIE, and content level
to the content Attempts to scaffold content using visuals,
English language development in order for
models, and graphic organizers.
students to improve language proficiencies
and understand content.

Incorporates differentiated instructional Plans instruction incorporating a repertoire

Planning
strategies into ongoing planning that of strategies specifically meet students’
instruction that
addresses culturally responsive pedagogy, diverse language and learning needs and
incorporates
students’ diverse language, and learning styles to advance learning for all.
appropriate T – Applying T – Integrating
4.4 strategies to S – Applying needs and styles. S –Integrating
Facilitates opportunities for students to
meet the
Uses assessments of students’ learning and reflect on their learning and the impact of
learning needs of
language needs to inform planning instructional strategies to meet their
all students.
differentiated instruction. learning and language needs.
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 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
elements, identify a focus of inquiry in terms of students (e.g., what impact will
assessment of student assessment of student to change? Use percentages to describe
(e.g., group discussion, strategy X have on student performance as
actions/performance? actions/performance? anticipated growth.
differentiation, 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 as
successfully completed the worksheet.
measured by chapter exam?

Use of technology to To what degree can lower-

There will be a 10% increase
strengthen student grade ESOL students use the I will give the students a
in the average test score for
achievement, Sight Words game app. to Previous test scores pro-test after 1 week
students who practice with
understanding, and acquire sight words using the app.
the app.
engagement. efficiency.
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 Learner Focus Student 2: Student with ILP/504 Focus Student 3: Your Choice
Eden first entered an international school Ziad is from Saudi Arabia. He spoke English as
Performance Lauren is a native language in Korean, and
this year. She is selective mute, either well as a child whose native language is English,
Data speaking basic English is possible because she
because of her personality or because she but he did not even learn to write from left to
d Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 6
 lives in the U.S. for a while, but she has not feels her anxiety. She is reluctant to answer right from top to bottom because he did not
learned to read and write. questions in her native language. have a concept print, whether it was the
influence of his mother tongue.

In common, it is expected that games

using the iPad will be useful because all
children like it and can play it individually
It seems that Eden, who is a selective Ziad's speaking is like native, but it is still
by themselves to use it according to the
mute, is still comfortable working only at the stage of acquiring the concept
current level of students.
Expected Results alone. So, it is expected that having her of print. So, learning by watching and
learning sight words individually using listening to his favorite game app. will have
However, Lauren already knows many
an iPad will significantly affect her. a significant effect.
sight words among the group students,
so I expect her degree of improvement
to be small in the short term.

Inquiry Lesson Implementation Plan

Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results Discuss Results with Mentor
Identify dates for activities.
10-13-20 11-20-20 11-30-20 12-1-20 12-3-20
Provide 1-2 sentence
The lesson is structured around students reading with a small group and partner reading. The students will
summary of your lesson
plan. use the Sight Words app. at the end of the lesson while I will assess everyone is reading individually.

Summarize process for

I’ll give the students a pre-test before using the app. I’ll give the students a pro-test after a week using the app. Compare
administering and analyzing
pre- and post-assessments. the pre- and post-score result before and after using the app.

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.)

Brian Host (2019). Does Using Technology in the Classroom Improve
Student Outcomes?,
https://educationtechnologysolutions.com/2019/05/technology-
classroom-improve-student-outcomes/
Essentially effective technology integration happens across the curriculum
in areas that research shows deepen and enhance the learning process.
Liane Wardlow, Ph.D.(2016). How technology can boost student
engagement, https://www.pearsoned.com/technology-can-boost-
student-engagement/
Technology as a tool helps teachers create and present content and
instruction that is interesting and relevant to students.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
My colleague Taylor, who is a second-grade teacher said by using a
Jennifer the fifth-grade teacher said regarding how educators should
technology-based project application, students will begin to further
act as Digital Learners is that it is essential for us to stay current with
understand similarities and differences between peers, Further, that by
our ever-evolving technology climate. We do this by attending training
learning about unfamiliar communities they will be able to broaden
at our school site, learning from online videos and tutorials, continuing
understanding for those different than them. By asking them to use Google
education, connecting with PLCs, and even from our students who are
Slides to create a presentation I hope to deepen the application of their
typically adept at using technology.
knowledge.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
As an applying designer I plan a lesson that Use technology to
ISTE for Educators 5a Use technology to create, adapt and create, adapt and personalize learning experiences that foster
personalize learning experiences that foster independent learning independent learning and accommodate learner differences
and accommodate learner differences and needs. and needs; I’ll let students use individual iPads to learn their
own pace.
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
Two out of my three focus students achieved the goal they set
As I expected, the students could get a higher score than the pre- out for themselves. I was correct on my expected results of the
test by actively learning the Sight Words from the game app, which students because my one student that did not achieve his goal
students find interesting to learn about the sight words that could was my ILP student. I found that the three focus students were
be a boring process. very interested in creating their own goals and were actually
most excited out of all my students. By being able to have
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 something they were working towards, they knew what they
needed to accomplish. I also used manipulatives for them,
which helped them all work towards their goals.

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
Teacher asked questions of analysis and evaluation.
thinking through inquiry, T – Applying T – Integrating complexity of task beyond a single lesson so that there are
1.5 Students answered questions that included all levels of Bloom’s.
problem solving, and S – Exploring S - Integrating continuing opportunities for students to engage in inquiry in
Students created their own math problems.
reflection complex problem. How could you extend lesson into PBL?

The students took part in the study

Use a variety of by listening carefully to the
instructional questions I asked, raising their To move to Integrating level I need
strategies, hands and answering them. to focus I will try to adapt to lessons
resources, and
1.4 technologies to
Emerging Applying I monitored whether the students by learning more efficient and fun
meet students’ were following the lesson while apps. for the students from the PD
diverse learning keeping focus on it. days and colleagues.
needs. I think all the students participated
in the lesson well today.
Employ
classroom
routines, Since they are all ESOL students, I To move to Integrating level I need
procedures, began the lesson with a daily to focus ESOL students can expect
norms, and
routine to make the students feel various routines not to be anxious
2.6 supports for Exploring Applying
positive behavior comfortable, safe, and expect what by the next order, but they won't
to ensure a comes next to engage easily in the feel boring by the same patterns.
climate in which class.
all students can
learn.

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
I planned lessons so that students can achieve learning sight words
Students engaged in learning in a fun way and achieved their
through the game app using iPad, which is necessary to improve
goals.
reading but is a process that can be boring repeatedly.
1a Students articulate and set personal learning goals, develop
5a Use technology to create, adapt and personalize learning
strategies leveraging technology to achieve them and reflect
experiences that foster independent learning and accommodate
on the learning process itself to improve learning outcomes.
learner differences and needs.
Action Items
For curriculum design,
I will plan lessons that incorporate various technologies such as a flashcard app as well as a game app to let
lesson planning, assessment
planning students learn sight words.

If students use the same app, they will lose engagement and focus, so I'll keep looking for fun apps to
For classroom practice
practice.
For teaching English
learners, students with
I teach students how to use the iPad properly to let them participate and keep monitoring so that they can
special needs, and students
with other instructional keep on focus.
challenges.
For future professional I always try to acquire efficient and current technology skills. I would like to attend many workshops and ask
development more experienced colleagues of efficient use of technologies.

For future inquiry/ILP I would like to incorporate online games into the lesson.

For next POP cycle I would like to incorporate online games for students' engagement and motivation.

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 Other

Other Notes

I learned that technology could help students make students engage in learning and achieve their goals. I should always try to keep up
with rapidly changing technologies.

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.

d 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

Sue Park parksuey@csu.fullerton.edu Multiple subjects 1

Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
I gave a 50 sight words pre-test to the students before using the After a week of playing a sight words game on the iPad,
iPad sight words game app. and the average were 30/50. students showed a 10% improvement in their post-test.
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL 38/50 41/50
She can read the sight words from the sentence
2. Focus Student: 504/IEP 25/50 29/50
but having a hard time recognizing alone.
3. Focus Student: Teacher Choice 20/50 26/50
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