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
Tracy Coggins tcoggins@redhillschool.org Math 6th Grade
Mentor Email School/District Date
Lisa Tarkoff ltarkoff@redhillschool.org Private 03/06/21
Section 2: CSTP Areas of Inquiry

CST
Element Initial Rating Description Goal Rating Description
P
Promoting social
Development and
responsibility
T – Reinforce positive, responsible, and respectful student T - Facilitates systematic opportunities for students to apply critical thinking by
within a caring interactions. Assist students to resolve conflicts. Incorporate cultural designing structured inquires into complex problems.
T – Applying T – Innovating
2.1 community where S – Applying
awareness to develop a positive classroom climate.
S - Innovating
S - Students pose and answer a wide-range of complex questions and problems,
S – Students demonstrate efforts to be positive, accepting, and reflect, and communicate understandings based on in depth analysis of content
each student is respectful of differences. learning.
treated fairly and
respectfully

Promoting critical
thinking though
inquiry, problem
1.5 solving, and
reflection
Planning
Instruction and
Designing Learning
Experiences for All
Students – develop
4.4 unit and lesson
plans that build on
and extend
students’
understanding of
subject matter
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
T- I connect learning to students’ prior
knowledge of Number Operations. I use a
variety of instructional strategies, resources,
and technologies to meet the diverse learning
T-Applying
S-Exploring
needs of students. Apple TV, GATE
Icons/Frames and IPads.
S- Students use their technology skills to
navigate through PearDeck. They show an
understanding of technology terms.
T- I structure teaching of mathematical
concepts and skills around problems to be
solved. I create activities structured in ways
allowing students to explore, extend, and
T-Applying
S-Exploring
evaluate their progress.
S- Students use their prior knowledge of
Division to create a concept map, and use this
knowledge to discuss our essential question
“How do you add and subtract decimals?”
Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments to ILP)
Inquiry question Pre-Assessment
Pose measurable and observable question in
What will you use as your baseline
terms of students (e.g., what impact will
assessment of student
strategy X have on student performance as
actions/performance?
measured by Y?)
What impact will increased use of higher-order
questions (teacher talk, worksheet, and student
Previous examination scores
problem generation) have on student performance as
measured by chapter exam?
T- I promote critical thinking through inquiry, problem
solving, and reflection using the GATE Frame and Icons. I
create an interactive page for the students to display their
learning using PearDeck. I monitor student learning and I
T- Innovating adjust instruction while teaching.
S-Innovating
S-Students show their understanding through the use of
inquiry based questions to create a GATE Frame utilizing a
variety of GATE Icons through the Pear Deck activity.
T- Lessons are taught for conceptual understanding,
developing children’s procedural literacy and promoting
strategic competence through meaningful problem-solving
investigations. I challenge my students to think deeply
about the problems they are solving, reaching beyond the
solutions and algorithms required to solve the problem.
Assuring that students are explaining both how they found
T-Innovating their solution and why they chose a particular method of
S-Innovating solution.
S- Are actively engaged in doing mathematics. Students
are constructing meaning about the world around us by
understanding and explaining the mathematical process of
multiplication. Students have the opportunity to discuss
mathematics with one another, refining and critiquing
each other’s ideas and understandings. Collaboration
occurs through class presentations of Pear Deck activity.
Post-Assessment Expected Results
How do you expect student performance to
What will you use as your final assessment
change? Use percentages to describe
of student actions/performance?
anticipated growth.
There will be a 20% increase in the average exam score
New chapter exam for students who participated in class and successfully
completed the worksheet.

Use of technology to Students will utilize GATE A Concept Map will be Students will revisit their concept - Students’ will be able to use
reinforce student strategies through the use of used to assess students’ map to add new ideas to show GATE strategies to explain our
understanding, Pear Deck and class Ipads to prior knowledge. their expanded understanding. essential question “How do you
implementing strategies and increase their capability to think Students will create a The expanded understanding will add and subtract decimals?”
engagement in deep and complex ways while “map” of ideas connected be added in red to show their - Students will be engaged
adding and subtracting decimals. with adding and growth in this topic. while working with technology
subtracting decimals. on PearDeck.
They will use language of - Students will be able to
the discipline to explain collaborate with each other to
how the topics are linked prove their data and
to each other. strategies.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
 -Students will be able to explore,
extend, and evaluated their
progress.

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
My male student with an ILP will be
Vocabulary cards with examples displayed on given a graphic organizer with
the cards. Access to Khan academy short GATE identified students will give a written explanation of
Performance Data scaffolding to guide him. He will be
their and explain using the GATE Frame.
learning video to reinforce the lesson. given pictures and manipulatives to help
guide his understanding.
Allowing him the visuals and hands-on
manipulatives will allow my student to
Verbal and visual cues will allow my EL
be successful in our division lesson. He Student will use their knowledge of deep and complexity
Expected Results students to successfully fill out the provided
will be able to use the same GATE frame to successfully complete the GATE Frame
GATE Frame
as the rest of the class with the extra
support provided.
Inquiry Lesson Implementation Plan
Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results Discuss Results with Mentor
Pre-Assessment Form will
be completed one week Observation is Post –Assessment Analyze results with Results discussed with
Identify dates for activities. prior to the classroom scheduled for 11-10- notes given 11/10/20 mentor 11/11/20 notes mentor on Friday,
observation. Pre- 20 after observation were share through email November 13, 2020.
Assessment 11/3/20.
The lesson will consist of whole-class instruction allowing the students to use deep and complexity to explain different strategies of adding and
Provide 1-2 sentence
subtracting decimals through the use of PearDeck. Instruction will begin with a question using an interactive platform. Students will respond
summary of your lesson
through PearDeck while I give immediate feedback through assessment. Students will discuss ideas while sharing and responding to their
plan.
classmates’ entries.
Summarize process for Students were given a concept map for the pre-assessment. We will go over the maps as a whole group, and students will make notations on
administering and analyzing the map as we work through the lesson. The post-assessment is the use of collaboration with their peers. They will gave each other feedback
pre- and post-assessments. and they were able to make changes to their GATE frames. They can add or delete information before resubmitting the final form to me.
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.)
Inquiry and the Research Process: Tips for ensuring that your students’
https://www.edutopia.org/article/inquiry-and-research-process
research fosters genuine inquiry.
https://www.thirteen.org/edonline/concept2class/inquiry/exploration.html
How do I get started using inquiry-based learning?
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
During Mark’s science lesson he had students research Covid-19 and how it relates to
Mark Wakita – (Middle School Science Teacher) other viruses that have occurred.

During John’s biblical lesson students were given multiple opportunities to use a variety
John Dovenmuehler – (4th grade Teacher) of ways to describe and research the idea of how science and nature have been
impacted from a biblical sense.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
ISTE Standards for Educators 5b: Educator as Designer: I design authentic This lesson will allow me to work on utilizing the GATE strategies through the use of the
learning activities that align with contend area standards and use digital tools and my Apple TV and student ipads to increase student capabilities to think in deep and
resources to maximize active, deep learning. complex ways and receive immediate feedback through an interactive platform.
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

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 complexity
thinking through Teacher asked questions of analysis and evaluation.
T – Applying T – Integrating of task beyond a single lesson so that there are continuing
1.5 inquiry, problem Students answered questions that included all levels of Bloom’s.
S – Exploring S - Integrating opportunities for students to engage in inquiry in complex problem.
solving, and Students created their own math problems.
How could you extend lesson into PBL?
reflection
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
 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,
Work with my co-teacher and mentor for feedback on my lessons. I will also observe my peers for lesson
lesson planning, assessment
planning guidance.

For classroom practice Use different forms of digital citizenship activities to reinforce safety while using the internet
For teaching English
learners, students with
Utilizing more auditory lessons, so my EL students can hear the language of the discipline. This will also help my
special needs, and students
with other instructional ILP students since they can replay the audio when they need extra support with directions.
challenges
For future professional
development
I plan to attend a professional development workshop on Pear Deck

For future inquiry/ILP I will use ideas and lesson ideas from the playlist provided in our weekly lessons.

Continue to incorporate technology into my lessons. Allowing my students to work in collaboration on

For next POP cycle
assignments, and independently.

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.
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
Tracy Coggins tcoggins@redhillschool.org Mathematics 6th
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL
2. Focus Student: 504/IEP
3. Focus Student: Teacher Choice
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 5
 15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 5
 910111213141516

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