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
st
Kelsey Bates kbrunell@opaschools.org Multiple Subjects 1
Mentor Email School/District Date
Bianca Buss bbuss@opaschools.org Capistrano Valley Unified 10/4/2021
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 - Facilitates systematic opportunities for students to apply
T - Guide students to think critically through use of questioning strategies, critical thinking by designing structured inquires into complex
Promoting critical thinking
1.5 through inquiry, problem
T – Applying

posing/solving problems, and reflection on issues in content. T – Innovating problems.
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 S - Students pose and answer a wide-range of complex
questions and problems, reflect, and communicate
understandings based on in depth analysis of content learning.
Utilizes extensive knowledge of
Developing and
curriculum, content standards, and assess
sequencing long-
Establishes short- and long-term curriculum plans for learning needs to design cohesive and
term and short-term
4.3 instructional plans
Applying subject matter concepts and essential related academic Innovating comprehensive long- and short-term
language and formats that support student learning. instructional plans that ensure high levels
to support student of learning.
learning

Develops and adapts the range of
Decides on the purpose for assessment and skills to appropriate assessments to address
Applying knowledge
be assessed to select appropriately matches pre-, questions about students’ learning needs
of the purposes,
formative and summative assessments. and progress.
characteristics, and
5.1 uses of different
Applying Integrating
Selects assessments based on clear understanding of Integrates a variety of characteristics into
types of
the purposes and characteristics of assessments to assessments to allow students with a range
assessments
support student learning. of learning needs to demonstrate what they
know.
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 elements, How do you expect student
Pose measurable and observable question in terms What will you use as your baseline What will you use as your final
identify a focus of inquiry (e.g., group performance to change? Use
of students (e.g., what impact will strategy X have assessment of student assessment of student
discussion, differentiation, percentages to describe
on student performance as measured by Y?) actions/performance? actions/performance?
motivation…) anticipated growth.
There will be a 20% increase in the
What impact will increased use of higher-order questions
Use of analysis, synthesis, and evaluation average exam score for students who
(teacher talk, worksheet, and student problem generation) Previous examination scores New chapter exam
questions + student problem generation participated in class and successfully
have on student performance as measured by chapter exam?
completed the worksheet.

Students will be assessed

using a five-question mix
Students will be given a
Supporting the How will technology help improve and match on the computer There will be a 40%
written test where they will
understanding of vocabulary students succeed in understanding where I am able to record increase in the average
have to write the word or
through online applications. their vocabulary words? the data and get feedback score after the lesson.
draw a picture.
on their pre and post
assessment.
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
Performance Data 69 % In ELA 89 % In ELA 96 % In ELA
With practiced being reinforced at home with Focus student two will be able to
Focus student three will be able retain each
vocabulary word flash cards and decodable books my complete the pre-assessment
Expected Results new vocabulary word and be able to work
EL student will be able to correctly identify the independently and will also be able to
on the tablet independently.
vocabulary words. participate in-group discussions.
Inquiry Lesson Implementation Plan
Administer Post- Discuss Results with
Administer Pre-Assessment Deliver Lesson(s) Analyze Results
Assessment Mentor
Identify dates for activities.
Monday, 10/4 Monday, 10/4-Friday, 10/8 Friday, 10/8 Tuesday, 10/12 Friday, 10/15

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 On Monday students will be given a five question pre-assessment test, which will have them match the word with the definition. This
will be given on the tablet where the students have to drag with their finger the word to the definition. Once the students complete
Provide 1-2 sentence
the pre-assessment then they will be exposed to the words again with a picture and the definition next to the word. Throughout the
summary of your lesson plan.
week the students will be exposed to their vocabulary words with picture cards, vocabulary journal, and a focus wall. The words are
reviewed throughout the week and are also incorporated in the stories they read for that week.
Summarize process for Students will be taking the pre-assessment quiz on their own tablet. The program will then compile all the scores into a document,
administering and analyzing which is then shared with only the teacher. It will tell me which students did not answer correctly after they are done. I will then use
pre- and post-assessments. this data to analyze how much they have learned before and after the lesson(s).
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.)
https://www.readingrockets.org/article/10-ways-use-technology-build-
https://shaelynnfarnsworth.com/2017/03/31/7-
vocabulary
alternatives-to-traditional-vocabulary-tests/
Providing multiple exposures to a word in different contexts is important as well
Vocabulary allows students to comprehend more and it also
as teaching word learning strategies. Explicit teaching of vocabulary is not
helps them become better writers.
enough.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
The second colleague, my mentor, addresses this issue in her
The first colleague to address this issue in their classroom in a second grade classroom. She loves writing and this year we have adapted a
teacher. She will bring in tactile items to help the students better understand a new phonics curriculum that has a lot of vocabulary words.
word. She will teach her students vocabulary while also having the students teach She made a vocab journal for the students and she also has
each other. the students incorporate their vocabulary words in their
writing and also spelling homework.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
After the students take their pre-assessment on their tablet,
they will then be exposed to different activities that they can
ISTE Standard 5b: I design authentic learning activities that align with
play on the tablet that will contain their vocabulary words.
content area standards and use digital tools and resources to maximize
This program can also incorporate other past vocabulary
deep, active learning. words as well so the students can be exposed to the words
more than once.
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
21 out of 25 students were able to meet their goal.
my focus students would be able to meet their goal, but
my EL student is not at benchmark.

Initial Evidence/Rational for Rating Suggestions for Moving

CSTP Element Revised Rating
Rating (Summarize from POP Section 3) Forward
Promoting critical To move to INNOVATING level: Consider how to
thinking through Teacher asked questions of analysis and evaluation. increase complexity of task beyond a single lesson so
T – Applying T – Integrating
1.5 inquiry, problem Students answered questions that included all levels of Bloom’s. that there are continuing opportunities for students
S – Exploring S - Integrating
solving, and Students created their own math problems. to engage in inquiry in complex problem. How could
reflection you extend lesson into PBL?

I made vocabulary journals

Developing for the students to be able to
and While the students were taking their
write and draw a picture of
sequencing pre-assessment I was walking
long-term and the word and also write the
around checking to see which
short-term definition. Since they are
4.3 instructional
Applying Integrating students knew the words and I was
exposed to new vocabulary
plans to also assessing to see that the
words each week, I don’t
support students were handling their tablets
student want them to forget the
properly.
learning words, so having a vocab
journal is helpful.
Applying
knowledge of
the purposes, Selects assessments based on clear Moving forward I would like
characteristics, understanding of the purposes and for my students to be able to
5.1 and uses of
Exploring Applying
characteristics of assessments to use these vocabulary apps at
different types
support student learning. home.
of
assessments
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4

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
My students enjoyed doing this activity because it allowed them to work on
their tablets. This is the first time they have been exposed to tablets and Learned more about incorporating vocabulary with
they are using them a lot. They enjoyed learning a new word and being able technology.
to see a picture of it helped my EL’s.
Action Items
For curriculum design, lesson For the lesson, I want to continue by having the students be exposed to their vocabulary words more often
planning, assessment throughout the week. I have discovered more apps that I can download on my tablets that are focused on
planning vocabulary.
For classroom practice I still want to continue to give my students the pre-assessment on Monday and then
For classroom practice
their quiz on Friday.
For teaching English learners, For my EL students I have learned that leaving the vocabulary words and picture cards up at all times is the
students with special needs, most beneficial for them. I would only put up the cards when I was teaching science, but I designated a
and students with other science wall in my classroom where I am able to leave the text, picture and unit card questions up for all the
instructional challenges
students to see.
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.

For future use of technology I would like to have my students be able to incorporate what they are doing in
Semester 3 Only: the classroom at home. All of my students have a tablet at home and instead of playing a game that is not
For future use of technology beneficial to their education, I want my students to be enriching themselves at home. I also want to team
up with more teachers at my school and allow the students to work on tablets together.
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.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 4

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 kbrunell@opaschools.org Language Arts First Grade

Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Pre-assessment score: 10 Post-assessment score: 10
Average: 7 Average: 9
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL 7 9 Goal met
2. Focus Student: 504/IEP 8 10 Goal met
3. Focus Student: Teacher Choice 10 10 Goal met
4. Student 1 10 10 Goal met
5. Student 2 10 10 Goal met
6. Student 3 8 10 Goal met
7. Student 4 9 9 Goal met
8. Student 5 5 7 Goal not met
9. Student 6 8 10 Goal met
10. Student 7 10 10 Goal met
11. Student 8 6 9 Goal met
12. Student 9 10 10 Goal met
13. Student 10 8 10 Goal met
14. Student 11 9 9 Goal met
15. Student 12 4 10 Goal met
16. Student 13 6 10 Goal met
17. Student 14 10 10 Goal met
18. Student 15 8 10 Goal met
19. Student 16 9 10 Goal met
20. Student 17 7 7 Goal not met
21. Student 18 9 10 Goal met
22. Student 19 10 10 Goal met
23. Student 20 8 8 Goal not met
24. Student 21 10 9 Goal met
25. Student 22 9 9 Goal 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