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

Atalie Hammontree ahammontree@bousd.us Multiple Kindergarten

Mentor Email School/District Date

Alex Gauthier agauthier@bousd.us Brea Olinda March 7, 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.

CS
Element Initial Rating Description Goal Rating Description
TP
T - Guide students to think critically through use of questioning
T - Facilitates systematic opportunities for students to apply critical
strategies, posing/solving problems, and reflection on issues in T–
Promoting critical thinking thinking by designing structured inquires into complex problems.
T – Applying content. Innovating
1.5 through inquiry, problem S - Students pose and answer a wide-range of complex questions and
S – Exploring S - Students respond to varied questions or tasks designed to promote S-
solving, and reflection problems, reflect, and communicate understandings based on in depth
comprehension and critical thinking in single lessons or a sequence of Innovating
analysis of content learning.
lessons.

Adap%ng
instruc%onal An%cipates and plans for a wide range
plans and of adapta%ons to lessons based on in
Begins to adapt plans and materials in
curricular depth analysis of individual student
Exploring single lessons or sequences of lessons
4.5 materials to Innovating needs.
to address students’ learning needs.
meet the Engages with students to iden%fy types
assessed of adjustments in instruc%on that best
learning needs meet their learning goals.
of all students.
Uses data from available Reflects on data con%nuously to make
Using
assessments to establish content- ongoing refinements to learning goals
assessment
based learning goals for class and for content and academic language for
data to
the fill range of students.
establish individual students in single lessons
5.4 learning goals Exploring or sequences of lessons. Innovating
Uses data systema%cally to refine
and to plan,
planning, differen%ate instruc%on, and
differen%ate, Plans adjustments in instruc%on to make ongoing adjustments to match
and modify
address learning needs of individual the evolving learning needs of
instruc%on
students. individuals and groups.

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

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 8

Students wri%ng will
improve for at least 2 of the
If I adapt instruc%on and
5 things on the rubric. For
use assessment data to
example if they were able to
help me plan instruc%on
do 1 of the 5 things on the
will I see students’ meet
rubric by the end of the 6
their individual goals in
weeks they would be able to
wri%ng.
do 3 out of 5 things.
I also think students will
enjoy wri%ng more and
become more confident in
their wri%ng.
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
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
The Students will have an
ini%al assessment on how
well they can write a
sentence on their own with
The lessons will be delivered a given topic and how well
over a span of 5 weeks. they can copy a sentence.
Each week we will focus on The 5 things that I will be
one aspect of their 5 star checking for are capitol
wri%ng. leRers, finger spaces,
5 things that I will be punctua%on, stretch out
teaching each week will be new words and spell some
are capitol leRers, finger sight words, neat hand
spaces, punctua%on, stretch wri%ng and does it make
out new words and spell sense.
some sight words, neat hand Some of my EL and lower
wri%ng and does it make students will be given
sense. pictures with words and a
During the last week there list of sight words two help
will be a review. them write a sentence.
At the end of each week They also will be given a
there will be a prompt to sentence starter.
respond to on their own and Their journals and wri%ng
a sentence for them to prac%ce packet will be a
correct and copy. way for me to monitor their
The kids will have journals progress and make sure
that we will write in at least that they are
2 %mes a week. understanding each topic.
We will also be incorpora%ng At the end of the 6 weeks
wri%ng into our art and will be their final
math. This way they are assessment. They will do
prac%cing every day. the same thing they did
I will be using anchor charts, ini%ally with wri%ng a
songs and read aloud to help sentence on their own with
with each topic. a given topic and how well
they can copy a sentence.
My EL and lower students
will s%ll be able to use the
list with pictures, sight
word list and sentence
frame.
Focus Students
Focus Student 2: Student with ILP/
Focus Student 3: Your Choice
504
Page 2 of 8
 This student needs help with
understanding new vocabulary.
He also is stronger in his speaking
skills than wri%ng. I will make sure
to give him a sheet with the new
Performance
Data
vocabulary and pictures to match
so he has something to refer to
when he is sharing or wri%ng. I
also will allow him to tell me what
he knows rather than only looking
at his wri%ng.
This student has difficulty wri%ng
with a pencil. I am going to allow
this student to use a marker to
write since it is easier for her to
write with a maker than a pencil.
This will allow her to show me
what she knows in the journal
rather than focus on trying to
write with a pencil.
This student is a high performing
student but oYen does not like
wri%ng. He will try to write things
shorter to avoid wri%ng or working
really slow. He is fully capable of
wri%ng a sentence on his own and
parents have said that he speeds
through wri%ng at home too. I
want to help challenge this student
to do his best work and really show
what he is capable of.

I am going to allow this student to

For this student I am going to make
use markers to write and try to
sure to show off some of the other
encourage one word marker and
student wri%ng. This way he is
With the extra support I think this one pencil. This will help me asses
mo%vated. He is also very
Expected student will improve his wri%ng her wri%ng and not focus on what
compe%%ve so this will help to
Results for at least 2 of the 5 star wri%ng she uses but how she writes. I
mo%vate him. I believe his wri%ng
rubric. think with these adapta%ons she
will improve and he will start to
will be able to improve her wri%ng
enjoy it more over the next couple
over the next couple weeks and
weeks.
become more confident in wri%ng.

Inquiry Lesson Implementation Plan

Directions: that Semester 3 requires a lesson that focuses on use of technology to support teaching and learning.

Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results Discuss Results with Mentor
Identify dates for
activities. 3/08/2021 3/15-4/23/2021 4/23/2021 4/26/20/21 4/27/2021

Provide 1-2 sentence
summary of your lesson
plan.
Summarize process for
administering and
analyzing pre- and post-
assessments.
Over 5 weeks I will teach lessons using videos songs and anchor charts to teach each component of
5 star writing. The kids will have rubrics and differentiating tools to help them meet their
individual goals.
There will be an initial assessment and a final assessment where the students need to respond to a
prompt and write a sentence on their own and also copy a sentence. I will also be progress
monitoring by looking at their journals each week and their sentence practice packets.

Semester 3 Only: Identify

the specific technology
tools, applications, links,
and/or devices to be
N/A
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.)

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 8
 Parish, N. (2019, May 15). Ensuring That Instruc%on Is
Inclusive For Diverse Learners. In Edutopia. Retrieved from
In the ar%cle “Ensuring That Instruc%on Is Inclusive for
Diverse Lerners” It gave me some great ideas on how to
make sure I am mee%ng the needs of all my students. I will
need to vary my instruc%on so all of my students are able
to learn in a way that is best for them. I think it will be
important for me to include visuals for many of my
students. Some of the other ideas that I think will be good
that the ar%cle men%oned was to play a game. My
students love to play games and are all very compe%%ve
so I think it will be a great way for them to retain
informa%on. It also gave me the idea of leang students
choose some ac%vi%es on their own. I may include some
of these different ideas in a choice board for my students
to prac%ce. One quote that I loved form the ar%cle is “The
student becomes an expert not just on content but on
how they learn”(Parish). I think this is a great skill for my
kindergarteners to have and take with them as they grow.
Tomlinson, C. A., & Moon, T. R. (n.d.). Assessment and
Student Success in a Differen%ated Classroom. In ASD.org.
Retrieved from hRp://www.ascd.org/publica%ons/books/
108028/chapters/Differen%a%on@-An-Overview.aspx
In this ar%cle it talks about different ways to differen%ate for
your students and how it is beneficial. In one sec%on it talks
about how assessment and differen%a%on go hand in hand.
The ar%cle states “For differen%a%on to be effec%ve, teachers
need to know, for each student, where that student begins
and where that student is in the individual journey toward
mee%ng the criteria of the lesson or unit” (Tomlinson and
Moon). This means that the assessment will help me meet
the needs of each of my students. It will let me see where
they are and how I can help them meet their goal. If I assess
my students throughout the process it should help my
students meet each of their individual goals.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)

Teacher Kindergarten: Teacher First Grade:

When I spoke with this teacher she talked about how her When I spoke with this teacher I asked her what she would
kids are struggling with wri%ng too. Especially since we like her kids to know by the %me they were in first grade. This
have been online only for so long. It has been hard to helped me come up with the 5 star points for the rubric the
know what the kids do and what their parents do for students will be using. They would like to kids to be able to
them. She will be doing something similar with her write a sentence on their own. She has students this year who
students over the next couple weeks and we are working are struggling with it this year in first grade so that is one of
together to come up w with lessons that will help each of the reasons we will really be targe%ng wri%ng over the next
our classes. couple weeks.
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

N/A N/A

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

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 8
 My 3 focus students were all able to meet the goal. My one
teacher choice student I would have liked to get a 5 and not
All but one student was able to meet the goal of a 4 because I know he is fully capable of getting a 5 but just
improving their writing by 2 points. I had some students likes to finish things fast. However, he has improved a lot and
who met the gaol of 5 star writing from the first test and he does not argue about having to write which is a big step. I
some who went from 4 to 5 but that was the max score am going to keep encouraging him to improve. My 504
they could get. Some of the students who struggled more student even was able to use mostly pencil. I allowed her to
with writing were students who have been on zoom for use marker but she really wanted to try pencil which is a
most of they year. I also noticed that my students enjoy huge win for her. Lastly my EL student made huge progress.
writing more after these past lessons. Some of them even He was not even able to come up with anything to write and
get really excited to write now. Overall I am very proud now with his tools he is able to write a complete sentence
of the progress my class has made. that is on topic and sound out his words. I am very happy
with the progress my 3 focus student made.
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
S - Integrating continuing opportunities for students to engage in inquiry in
solving, and Exploring Bloom’s. Students created their own math problems.
complex problem. How could you extend lesson into PBL?
reflection

I adapted the lesson to meet the

needs of all of my students. The
To move to innovating level I
kids who needed extra support
Adap%ng need to continue working on
could use the sight word list, their
different adaptations. I need to
instruc%onal alphabet chart and the pictures
be able to anticipate a wide
plans and with words to help them write. I
variety. I also need to do more
curricular also went back and retaught some
initial assessments on students to
of the harder concepts that my
materials to I know more adaptations to
4.5 Exploring Applying lower students need more help
meet the make. I think had I done more
with . I used various methods of
assessed assessments I would have been
teaching with song, anchor chart,
Abel to make more individual
learning cards to read and slide show. I
modifications. I also need to
needs of all spoke slowly and repeated things
interact with students more to
students. if necessary I let students work at
find out what helps them the
their own pace and had another
best.
task for students who finished
early.
Using To move to integrating I need to
assessment I used previous activities to help
reflect on my data more. I can
assess my students to know what
data to spend more time looking at it to
level they would be at in this
establish help plan my lesson other than
lesson. I used the song at the
doing a quick check at the
learning beginning of my pop cycle lesson
5.4 Exploring Applying beginning of the lesson. I also
goals and to to give me a quick idea of where
need to use that data to make
plan, everyone was at with sounding out
adjustments and differentiate. I
CVC words. I also gave a
differen%ate could do more in-depth
worksheet at the end to check for
, and modify assessment at the begging of a
understanding.
instruc%on writing lesson.

Using To move to integrating I need to

available use a lot more technology in my
technologi lesson. I would have loved to
I used the song at the beginning to integrate the iPads into this
es to assist
help give my students a visual and lesson for maybe either some of
in
another way of going over how to the strugglers or some of the
assessment
5.6 Exploring Applying stretch out CVC words. I also
, analysis, early finishers. I think it also
spoke with my team teachers
and would have been helpful to talk
about how the lesson went and
communica to other staff other than just my
the data I observed.
tion of team about the outcome of the
student assessment. I could include the
learning SPED and EL too.
Special Emphasis ISTE-Educator and ISTE-Student Standards (Semester 3 only)

Results of Incorporation into Lesson Key Learnings and New Skills/Knowledge Developed by Teacher

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 8
 N/A
For curriculum design,
lesson planning,
assessment planning
For classroom practice
For teaching English
learners, students with
special needs, and
students with other
instructional challenges
For future professional
development
For future inquiry/ILP
For next POP cycle
Semester 3 Only:
For future use of
technology
Include copies/images of pre-/post- assessments/directions and the Pre/Post Assessment Data Table with submission.
Directions: Record student pre and post scores in this table. Do not use student’s actual names.
New Teacher
Atalie Hammontree
Pre-Assessment Data Range and Average
Numbers range from 0-5
Range: 2 Average: 1.8
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
N/A
Action Items
I want to continue working on sounding out words and reviewing sight words with my class. I want
to continue to practice writing more because the consistency seems to be really helping my
students improve and become more confident in writing. I also want to continue to do more group
work. The students really enjoyed group work and seemed to get a lot out of it.I also would like to
have more opportunities for assessment to help shape my planning.
I want to continue to let students work in groups. They work really well together and are able to
explain things in ways that their peers understand. The students really retain what they learn well
in groups. I also want to work more in some small groups with my struggling students. Most of the
strugglers just returned to class 2 weeks ago and they need more small group support to be
successful.
For my EL students I want to continue to work closely with our EL teacher. She was able to give me
great insight on what their strengths and struggles were. She also had great ideas on how to
modify instruction for each student and it really helped them with their writing. I also want to
work more closely with our SPED teacher because she has some great tools for helping my SPED
students. She gave me some ideas for how to encourage them and to get them to try their best. I
also would like to continue to work with these students in small groups they seem to benefit a lot
from the smaller setting. It helps them focus and makes it easier for them to ask for help.
I would like to attend some PD this summer on kindergarten engagement. There is one in July that
my mentor teacher and I both would like to attend. I think it will really help me get some ideas
for how to engage students in all aspects of learning.
For future ILP I want to work on differentiating more and being more intentional in it. Instead of
doing the same thing for each student I would like to do more individual differentiation. I also
would love to incorporate more technology and really look into how that benefits student learning
and how it relates to differentiation. I think the technology would help me have more ways of
individually differentiating for each student.
For my next pop cycle I would like to use more technology. I also want to have more group work
and be very intentional with my groupings. I want to be able to challenge my high student more
and to support my individual students in more individual ways.
N/A
Other Notes
Pre-/Post- Assessment Data Table follows this document.
Fullerton Online Teacher Induction Program
Individualized Learning Plan (ILP)
Revised 5.1.17
Email Subject Area Grade Level
ahammontree@bousd.us Multiple Kindergarten
Post-Assessment Data Range and Average
Numbers range from 0-5
Range: 4 Average: 3.8
PRE-/POST- ASSESSMENT DATA TABLE
Page 6 of 8
 Student Pre-Assessment Score Post-Assessment Score Comments

Goal met. This student went from not

1. Focus Student: EL 6 years
0 4 being able to write at all to writing a
old
complete sentence with using his tools.

2. Focus Student: 504/IEP Girl

0 2 Goal met
6 years old

Goal met. Would have like to see a 5 but

3. Focus Student: Teacher
2 4 he has been doing better work. He even
Choice Boy 6 years old
enjoys writing more

4. Boy 5 years old 2 4 Goal met

5. Boy 6 years old 1 3 Goal Met

6. Boy 6 years old 5 5 Goal met from first test

7. Girl 6 years old 1 4 Goal met

8. Boy 6 years old 1 4 Goal met

9. Girl 5 years old 2 4 Goal met

10. Boy 6 years old 3 5 Goal met

11. Girl 5 years old 0 2 Goal met

12. Girl 5 years old 0 2 Goal met

13. Girl 6 years old 5 5 Goal met from first test

14. Girl 6 years old 3 5 Goal met

Goal not met. This student has not been

to kindergarten all year and just started 2
15. Girl 6 years old 0 0 weeks ago. She does how to write yet but
on the 2nd test she was at least able to
draw a picture that matched the prompt.

16. Boy 5 years old 1 5 Goal met

17. Boy 6 years old 2 5 Goal met

18. Girl 6 years old 0 2 Goal met

19. Girl 5 yeas old 4 5 Goal met by getting 5

20. Girl 5 years old 4 5 Goal met by getting 5

21. Girl 5 years old 3 5 Goal met

22. Girl 5 years old 1 5 Goal met

910111213141516

Pre- Assessment, Post-Assessment, Rubric and EL tools pictures

(next page)

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