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 2
Mentor Email School/District Date
Dr. Laurie Hansen lahansen@fullerton.edu Korea International School 3-9-20
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.
CST
Element Initial Rating Description Goal Rating Description
P
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.

Incorporates differentiated instructional Plans instruction incorporating a repertoire

Planning
instruction that
incorporates
4.4 appropriate
strategies to meet
the learning needs
of all students.
Using assessment
information to
share timely and
5.7 comprehensible
feedback with
students and their
families.
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
strategies into ongoing planning that of strategies specifically meet students’
addresses culturally responsive pedagogy, diverse language and learning needs and
students’ diverse language, and learning styles to advance learning for all.
T – Applying T – Integrating
S – Applying needs and styles. S –Integrating
Facilitates opportunities for students to
Uses assessments of students’ learning and reflect on their learning and the impact of
language needs to inform planning instructional strategies to meet their
differentiated instruction. learning and language needs.
Provides students with additional feedback
Provides students with clear and timely
based on formative assessments from single
information about strengths, needs, and
lessons or sequence of lessons. Seeks to
strategies for improving academic
provide feedback in ways that students
achievement.
T– understand.
Applying T – Integrating
S– S –Integrating Provides opportunities for comprehensible
Applying Communicates with families about student
and timely two-way communications with
progress, strengths, and needs at reporting
families to share student assessments,
periods. Contacts families as needs arise
progress, raise issues and/or concerns, and
regarding struggling students or behavior
guide family support.
issues.
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
What will you use as your baseline What will you use as your final How do you expect student performance
in terms of students (e.g., what impact will
assessment of student assessment of student to change? Use percentages to describe
strategy X have on student performance
actions/performance? actions/performance? anticipated growth.
as measured by Y?)
What impact will increased use of higher-order
There will be a 20% increase in the average exam
questions (teacher talk, worksheet, and student
Previous examination scores New chapter exam score for students who participated in class and
problem generation) have on student performance
successfully completed the worksheet.
as measured by chapter exam?

Monitor every Seesaw

Would virtual learning be There will be a higher
I’ll compare students’ activity for formative
Virtual learning more effective in meeting participation rate and
participation rates and assessment, and give a
effectiveness learning goals if students quality and increased
qualities. formative assessment at
need one-on-one support? assessment score.
the end of the 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 1: English Learner Focus Student 2: Student with ILP/504 Focus Student 3: Your Choice
Performance Mohammed (EL): He just arrived in Korea Saud (Immature + EL): He is having a Alex: He has a hard time focusing on whole
Data from Saudi Arabia this year with little hard time understanding the class lessons in a traditional classroom, and
English. instructions and focus on the task. He he's not very motivated. Therefore 、 he
receives a lot of one-on-one often fails to understand and follow the
instruction from me because he is instructions and miss them.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
 Communication is also a problem、 but he
academically behind.
doesn't have an ILP.

In the traditional classroom, if he misses He has not always been able to

the instructions once, he cannot
understand the activities he has to
complete, so I should always check
Expected Results whether he understands or not, and
repeat it for him, but in the virtual
classroom, he can use his time as much
as he wants at his own pace, so I expect
better outcome.
complete activities because he is
immature and struggles to understand
instructions and focus on the task butI
hope that this virtual learning will help
him get help from his native language-
capable parents and that he can use
enough time to study will also help him
achieve his learning goals.
I expect that he will be able to overcome
his weak point in the traditional classroom
because this virtual learning is provided
with various instructions such as text,
audio, and video, and he can learn by using
enough time at his own pace at the time he
wants.

Inquiry Lesson Implementation Plan

Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results Discuss Results with Mentor
Identify dates for activities.
3-30-20 4-6-20 4-17-20 4-25-20 5-2-20
Provide 1-2 sentence There will be a 4weeks daily unit of fractions and each lesson will have individual worksheets, group activities, pair-
summary of your lesson plan. share, group discussion and etc.

Summarize process for

I’ll give the students a pre-test before the unit begins. Monitor every activity (individual and group) for formative
administering and analyzing
pre- and post-assessments. assessment, and give a post-test at the end of the unit as a summative 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.)

Dexway Team, 5 Reasons Why Online Learning is More Effective,

https://www.dexway.com/5-reasons-why-online-learning-is-more-
effective/
This article introduces the five advantages of virtual learning. Among them,
especially #2. Retention rates are higher with online learning that can be
applied effectively as my second-grade children often forget the
instructions and can not follow the instructions.
Doug Bonderud. How E-Learning Supports On-Demand Instruction for K–12
Schools, https://edtechmagazine.com/k12/article/2020/02/how-e-learning-
supports-demand-instruction-k-12-schools-perfcon
The article says that virtual learning is an effective learning method
because it is accessible in multiple ways.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
My colleague, Camillia who is a kindergarten teacher said, when she
Matthew teaches English in high school and he said learning in group
groups her students, she finds that it is really helpful to group students
settings is a pedagogical focus that he has changed his mind about a lot
with different strengths together. For example, for a project that asks
in terms of how he may best implement that focus in his classroom for
students to read, write, draw, and present, she will choose one student
maximum growth.
with high reading skills, one with high writing skills, one with strong fine
He hopes to learn from my inquiry process how I determined the best
motor/creativity, and one who is comfortable speaking together in one
way to group students (e.g., heterogeneous vs. homogeneous
group. This way, students can use everyone's talents and the whole group
groupings depending on the lesson framework) and which strategies I
benefits. In addition, the students don't feel pressured to perform in an
found helpful for keeping all students in a group working cooperatively.
area where they feel less confident.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
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 Whole Class
In order to achieve the learning goals of all students in the
traditional classroom, I should have arranged seats in carpets and
organized groups considering various conditions such as students'
achievement in each subject and their proficiency in speaking
English. Nevertheless, in my classroom, where most of the
students were EL students, there were students who could not
understand the instructions and could not complete their activities,
and the participation rate of those students was low. Also,
students who needed special needs easily lost motivation, so
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
Pre/Post Assessment Data Analysis Findings for Three Focus Students
For EL students who are not fluent in English and those who
need special needs, the COVID-19 situation had a much better
effect on virtual learning than general students. Usually, the
three focus students mentioned above were taught by me on a
one-on-one basis every day or were often unable to use their
time efficiently when I was dealing with the whole classroom, so
their learning performance was often reduced. However, this
virtual learning provided the instructions through text, audio,
and video, and if they don't understand it correctly, they can
Page 2 of 5
 students who had high participation skills and high learning
performance were clearly distinguished from those who did not.
The students with high participation in the traditional classroom
were generally more involved in virtual learning, but the results reread it, listen to it, or watch it again, and they can use the
were not proportional because there were children who returned time at their own pace, so their participation rate increased to
to their home country due to the current COVID-19 situation and 100%, and their academic achievement was also much higher
families who were fleeing to places where the Internet was not because parents who can speak their native language could help
working well. them.
Students with high learning performance also received one-on-one
feedback, so their learning performance was high.

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 T – Applying Teacher asked questions of analysis and evaluation.
T – Integrating complexity of task beyond a single lesson so that there are
1.5 inquiry, problem S– Students answered questions that included all levels of Bloom’s.
S - Integrating continuing opportunities for students to engage in inquiry in
solving, and Exploring Students created their own math problems.
complex problem. How could you extend lesson into PBL?
reflection
Planning I've already been learning for eight
instruction weeks how differentiated instructions
that by technology affect students' learning.
When we go back to the traditional
incorporates By using Seesaw, I find that the students
classroom, I will try harder to grasp the
appropriate react differently to even the instructions
4.4 Exploying Integrating students' strengths and assess them as
strategies to in text, in audio, or the video. I had to
well as differentiated instructions like
meet the interact individually with the student,
one-on-one.
learning and I think I get to know the kids better
needs of all by the way they interact differently
students while giving one-on-one feedback.
Using
assessment With the recent COVID-19 situation,
information virtual learning allows me and my co-
to share teacher to assign and give feedback on
Even if we go back to the traditional
timely and reading, math, writing, etc. according to
5.7 Exploying Integrating classroom, I will communicate with the
comprehensi the level of students via Seesaw. In
families as much as I can.
ble feedback addition, we've created a Zoom meeting
with scheduler with families so that we can
students and communicate with them every week.
their families

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

Action Items
For curriculum design, lesson With COVID-19, all schools in Korea were closed, and the international school I was teaching was no exception. So my
planning, assessment school has been studying virtually for 8 weeks now. Virtual learning uses the Seesaw platform, and the lesson plan is
planning also suitable for virtual learning, which can be completed by second-grade students, which is short.

For classroom practice Since all the schools are closed, both me and the students are virtual learning at home.

For teaching English learners,
students with special needs,
and students with other
instructional challenges
This virtual learning provided the instructions through text, audio, and video, and if they don't understand it
correctly, they can reread it, listen to it, or watch it again, and they can use the time at their own pace, so
their participation rate increased to 100%, and their academic achievement was also much higher because
parents who can speak their native language could help them.

For future professional When we go back to the traditional classroom, I will try harder to grasp the students' strengths and assess them as well
development as differentiated instructions like one-on-one.
When we go back to the traditional classroom after the end of COVID-19, I will think about ways to make
For future inquiry/ILP
more use of differentiated instructions using technology to achieve the learning goals of EL students and
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 5
 students who need special needs for my future ILP.

For next POP cycle

Other

Other Notes

Because of COVID-19 it was difficult to write an ILP based on a traditional lesson plan. However, I think the advantages of virtual learning were also
an opportunity to learn. However, it was difficult to show pre-assessments and post-assessments as usual.

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 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
Sue Park parksuey@csu.fullerton.edu Multiple Subjects 2
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Participation rate for the three focus students was increased as
Participation rate for the three focus students was below average
the general students or higher
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
1.
2.
3.
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.
31.
32.
33.
34.
35.
36.
910111213141516

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 5