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
Kelsey Bates kelsey.bates@oxfordchampions.com Reading First
Mentor Email School/District Date
Bianca Buss Bianca.buss@oxfordchampions.com CAPO 3/1/2021
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
T - Guide students to think critically through use of questioning strategies,
Promoting critical thinking thinking by designing structured inquires into complex problems.
1.5 through inquiry, problem
T – Applying

posing/solving problems, and reflection on issues in content. T – Innovating
S - Students pose and answer a wide-range of complex questions

solving, and reflection
S – Exploring S - Students respond to varied questions or tasks designed to promote
comprehension and critical thinking in single lessons or a sequence of lessons.
S - Innovating
and problems, reflect, and communicate understandings based on
in depth analysis of content learning.
Using assessment Uses a broad range of data to set learning
data to establish Uses a variety of assessment data to set student goals for content and academic language that
learning goals to learning goals for content and academic language. are integrated across content standards for
5.4 plan, differentiate,
Applying Plans differentiated lessons and modifications to
Integrating individuals and groups. Plans differentiated
and modify instruction to meet students’ diverse learning needs. instruction targeted to meet individual and
instruction. group learning needs.
Establishing and Establishes and articulates learning goals to
Establishes and shares learning goals for skill
articulating goals students that integrate content standards
4.2 for student
Exploring development with students in single lessons and Integrating with students’ strengths, interests and
sequence of lessons.
learning. learning needs.
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.
Inquiry Question Hypothesis Lesson Series Topic Assessments/Data Collection
• Student grouping and whole group
• Classroom and small
discussions will promote student
Month long reading groups once group discussions.
How can grouping students increase learning.
a week on Thursdays for the • BPST (reading level,
their reading levels? • Students at all skills will increase
month of March. accuracy and fluency)
their reading level and will be there
• Decodable books
to help each other out.
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
My English Language Learner was held My second student struggles with
back a year and started the school year focusing. He also struggles with
My third student is a student
behind in reading. We have put her in a comprehending what to do without
who is not struggling
reading intervention group and have the assistance from a teacher or a
Performance academically, but has a hard
Data
conferenced with the parents several student. He sits right in the front and
time staying quiet and not
times to keep them on track with their gets a lot of one-on-one help with the
distracting those around him
child’s progress. With continued practice teacher or his aide. He is not able to
who are still working.
at school and at home, I do see a jump in focus on what he is reading and does
the students’ reading level. not comprehend what he just read.
Since this student is already at
benchmark, he will be placed in
I expect that with the reading groups a group with students who are
I expect that with the reading groups and the student will be able to receive at his level, as well as assign
practiced being reinforced at home with more one-on-one time reading with them chapter books and
Expected Results sight word flash cards and decodable peers and the teacher. Being in a discussion questions. This will
books, my EL student will be able to be at smaller group setting will allow the hopefully challenge the student
benchmark by the end of the school year. student to be able to focus on what to stay on topic and focus.
he is reading.


Inquiry Lesson Implementation Plan
Directions: that Semester 3 requires a lesson that focuses on use of technology to support teaching and learning.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results Discuss Results with Mentor

Identify dates for activities.

3/1-3/2 3/4 4/5 4/6 4/8

Provide 1-2 sentence

summary of your lesson This will be a month long lesson, one hour long, done on Thursdays every week.
plan.
Teacher will group students based on BPST (Basic Phonics Skills Test) reading level. Each group will meet for
Summarize process for one hour once a week to work on a different reading component. Teacher will circulate to each group,
administering and spending more time with the struggling readers group. Each group will focus on a book to read and
analyzing pre- and post- depending on their level, some groups will answer comprehension questions while another group is
assessments.
discussing important events and characters in the story. At the end of the month, the teacher will administer
the BPST again to see if the students who were not at benchmark were able to meet their benchmark.
Semester 3 Only: Identify
the specific technology
tools, applications, links,
and/or devices to be

incorporated into 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.)
“How can grouping students increase their reading level?”
Author: Adam Gamoran “4 Tips for Guided Reading Success”
Title: Synthesis of Research / Is Ability Grouping Equitable? Author: Kim Greene
When students are grouped according to skills that are closely Guiding reading is one of the best ways to differentiate,”
related to the curriculum, and when curriculum and instruction are Hepfer says. “By grouping children by reading levels, I
tailored to students' capacities, ability grouping may raise can target specific skills and strategies needed to
achievement. Research at the elementary level supports this claim advance to the next level. Children at the initial stage
more so than at the secondary level, where there are few examples may need instruction about left-to-right progression,
of effective instruction in low-ability classes. while those at a higher level can learn to use picture cues
to decode new words. Small-group work with guided
reading is critical to meet the needs of all learners.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
First grade teacher: She does reading groups 2 times a week, sometimes 3
First grade teacher: Incorporates the Daily 5 in her reading groups.
times. She has to have a parent come in and help; if there is no parent she does
She does not introduce the Daily 5 until the end of the second
not do reading groups. Each rotation is 15 minutes long, and she has a chart
trimester. Each one of her rotations are 15-20 min each. The
posted up in class so the kids know what center they are in and which center
rotations are: Word Work, Read to Self, Work on Writing, Listen to
they will rotate to. 15 minutes goes fast and the kids stay engaged the whole
Reading, and Read to Someone.
time.
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

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 Three Focus
Pre/Post Assessment Data Analysis Findings for Whole Class
Students
Two out of my three focus students were able to meet their
goal. For my expected results I thought all three of my focus
19 out of 24 students were able to meet their goal.
students would be able to meet their goal, but my student
with an IEP is not at benchmark.
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. complexity of task beyond a single lesson so that there are
T – Applying T – Integrating
1.5 inquiry, problem Students answered questions that included all levels of Bloom’s. continuing opportunities for students to engage in inquiry
S – Exploring S - Integrating
solving, and Students created their own math problems. in complex problem. How could you extend lesson into
reflection PBL?
Establishing
The students were all assessed To move to the innovating level
4.2 and Exploring Integrating
articulating before being placed in their reading I would need to focus on
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 goals for groups. Once they were placed in ensuring each group is working
student
their groups, each group had a towards achieving their goal.
learning.
different goal to achieve. Since there are four different
reading groups I need to make
sure the goals are visible as well
for each group to see.
The students are given the BPST 3-4
Using times during the school year. If I am To move to the Integrating level
assessment
data to
seeing a change in a students I need to allow the students to
establish benchmark score then I will make track their progress in the form
5.4 learning Applying Exploring the appropriate changes to the of a graph or with stickers. I will
goals to plan, groups. I know that the groups are also meet with the students
differentiate,
and modify
not going to stay the same the once a week to go over their
instruction. whole year, students will progress progress and goals.
and some might digress as well.

Special Emphasis ISTE-Educator and ISTE-Student Standards (Semester 3 only)

Results of Incorporation into Lesson Key Learning’s and New Skills/Knowledge Developed by Teacher

Action Items
For curriculum design, For the lesson, I want to continue reading groups and for my high students have them do a “book club”
lesson planning, where they go in depth into the reading. I will continue having my students read their decodable books,
assessment planning practice their sight words and word lines.
For the classroom, I still want to continue reading groups, but I would like to have a parent volunteer come in
For classroom practice
so I can do reading groups more than once a week.
For teaching English For my students with special needs, they will continue to work with me in a small group setting. They will also
learners, students with
continue to work with their intervention teacher three times a week in a small group setting. I will also be
special needs, and students
with other instructional giving my students with special needs decodable books to read and practice with. Once they master a set
challenges they will be given another set to practice.
For my future professional development I will take the time to observe more of my colleagues and also have
For future professional
development
them observe me. I would also like to attend more professional developments and trainings through my
district.

For future inquiry/ILP For future ILPS, I really want to focus on how much growth my students are getting.

For next POP cycle For the next POP Cycle, I really want to focus on my students who are not at benchmark.
Semester 3 Only:
For future use of
technology
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.

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

Kelsey Bates kelsey.bates@oxfordchampions.com Reading First

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

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 4
 BPST benchmark score: 81
BPST benchmark score: 81
Average: 90
Average: 72

PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL 46 60 Goal not met
2. Focus Student: 504/IEP 40 55 Goal not met
3. Focus Student: Teacher Choice 80 101 Goal Met
4. Student 1 75 81 Goal met
5. Student 2 69 81 Goal met
6. Student 3 70 81 Goal met
7. Student 4 67 81 Goal met
8. Student 7 69 81 Goal met
9. Student 8 59 73 Goal not met
10. Student 10 101 101 Goal met
11. Student 11 75 94 Goal met
12. Student 12 80 86 Goal met
13. Student 13 68 78 Goal not met
14. Student 14 82 99 Goal met
15. Student 15 79 82 Goal met
16. Student 16 80 88 Goal met
17. Student 17 72 81 Goal met
18. Student 18 90 101 Goal met
19. Student 19 93 101 Goal met
20. Student 20 67 75 Goal not met
21. Student 21 78 82 Goal met
22. Student 22 72 81 Goal met
23. Student 23 81 90 Goal met
24. Student 24 101 101 Goal met
25. Focus Student: EL 46 60 Goal not met
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
910111213141516

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