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
kailakaczmarek@stjohns- th
Kaila Kaczmarek Math 7
es.org
Mentor Email School/District Date
Lisa Edwards Lisaedwards@stjohns-es.org St. John’s Episcopal School 10/1/2021
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 - Guide students to think critically through use of questioning T - Facilitates systematic opportunities for students to apply critical
Promoting critical thinking strategies, 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.

T- This project by nature requires

T- After this project, I want to
students to work with real world
incorporate more real-world questions
numbers, although in reality students
that students find solutions to
Connecting T- would not receive one million dollars T-
questions they would face each day.
subject matter Applying to spend. Innovating
1.3 S- After guiding students through this
to meaningful, S- S- Student will be required to explore S-
project I am hoping that student in
real-life contexts Exploring both their desires when it comes to Applying
future word problems, students will
adult purchase, and at the same time
have a better sense of recognizing
learning what kind of money it requires
answers that are reasonable and not.
to purchase these items.
T- I am hoping that this project interest
Using a variety T- This will be the first time I assign this
student and allows them to explore
of instructional type of project, so I am hoping with the
real world tasks and new tools that
strategies, T- exploration of each online tool, I can T-
adults use regularly.
resources, and Exploring simulate a real spending scenario. Applying
1.4 S- With the exposure from this lesson,
technologies to S- S- Students come from diverse S-
student will hopefully continue to use
meet students’ Emerging background and upbringings, however Exploring
tools and resources at their disposal to
diverse learning each student can explore these
find accurate answers to their
needs resources at the same level.
situations at hand.
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
Students will be given an
It is my hypothesis that identical pre and post
Will students develop a better students do not have a true assessment asking them to
sense of real-world prices after sense of what large ticket items identify real world costs.
Million Dollar Project
engaging in the million dollar cost. I will start my lesson off Data will be compared to
project. with a questionnaire. determine whether or not
there was a change and if
so, was it significant.
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
EW is a stronger student in terms of AP is a student who so far has been PG is a student who struggles
mathematical calculations, however, late to school (which math is her first significantly under pressure or in a
when faced with word problems or class of the day) every day so far. situation where he feels at all
Performance Data having to think critically, he tends to She is diagnosed with ADHD and SLD confused or unsure. My first time
struggle or doubt himself. I believe this for mathematics. In her evaluation it experiencing PG’s outbreak was
student will at first be hesitant to the was stated that she has express little when he became overwhelmed by
project and having to use his interest or desire to learn and do my instructions on how to
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
 mathematical skills in a new way then well in school. In her evaluation, the organize notes and homework in a
he may be used to. psychologist shares how her parents binder or notebook. When he
have revealed that she has a becomes overwhelmed, he cries
shopping addiction. Parents struggle and starts to pull at his hair. He
with parenting and do allow her to shuts down and is usually unable
use their credit card at their disposal. to work until he and verbally
I am hoping that since this project discuss and work out the issue. PG
involves spending, which is is a very smart and capable
something she enjoys, I will see her student; however I am hoping that
participation and engagement. a larger project’s instructions do
not overwhelm him to the point of
shut down.
I am expecting AP to perform fairly
I am expecting PG to perform well
well on the preassessment, simply
on the preassessment because he
For EW, I am prediction him to have because of her online shopping
is a very smart student and is very
unrealistic values given in his history. Knowing what items cost in
much a student who is always
preassessment. Going forward on the the real world, she might have a
learning and discovering, both in
project, I am anticipating the EW will at better sense than her peer. In terms
and outside of the classroom. I do
Expected Results first struggle with using the computer of the actual project, I do feel that
also predict however that when
for gathering his data for each the hardest part for AP will be
explaining the project and the
purchase. However, in the end I continuing to put effort into the
multi-level process this project will
believe EW will do a nice job finding completion of the project outside of
demand, he will become
and presenting his findings. school. She has a tendency to turn in
overwhelmed and shut down in
little homework, and if so, not to
class.
completion or expectation.
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
Oct. 18, 20, 25
Identify dates for activities.
October 14th Oct 27th Oct 28th Oct 29th
Oct 27th -
Presentations
Student will be able to research and calculate real world purchases using a prize earnings of one million
Provide 1-2 sentence summary dollars. With the money, they will have to buy a home, a car, plan for college tuition, donate to a charity,
of your lesson plan. and determine the cost of a vacation using accurate calculations based on their own research. They will put
these findings into a table and pie graph.
Summarize process for
I will be administering a pre and post assessment using Teams to deliver a Microsoft form that I created.
administering and analyzing
pre- and post-assessments. Data is collected on the Teams apps with options to export the data into an excel sheet.
-To find home prices in today’s market and our local area we will use Zillow
-To find the cost of Taxes & Registration fees we will use the DMV website once students have picked out a
Semester 3 Only: Identify the car to buy
specific technology tools,
-Students must donate at least 10% of your winnings to two different charities of your choice using this
applications, links, and/or
devices to be incorporated website.
into the lesson. -Student will use this estimator to determine an estimated cost for their dream college in the number of
years they plan on attending (in 5 years).
-Students will use google flight and hotels to start to plan for a vacation for a family of four.
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.)
Title: A Practical Guide for Implementing the STEM Assessment Results
Title: Curricular orientations to real-world contexts in mathematics article
in Classroom: Using Strength-Based Reports and real Engagement in
Linked here.
Active Problem Solving
Learned: I learned that researchers and educators have found that the
Linked here.
relationship between schools’ curriculum and the integration of real-world
Learned: I learned that with more expose to problem solving activities,
problems is a complicated on. Education agrees that when problems
students develop a creative application to solving future math
solving in a classroom is done in a way that connects with a student’s
problems. Even if students never face a similar real-world problem
interest, the likelihood of impact increases. This intuitively makes sense but
again, they still gain the ability to approach future problems and tasks
is also fascinating to see research on.
with a new and more developed lens.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
 Our 7th grade English teacher uses a book they read in class called A long Another colleague I was chatting with about research projects teaches
Walk to Water which tells how young children work hard each day to the elective, Global Citizenship. She incorporates online tools for
supply their family with water. She then connects this book to a research student to use which she hand picks to explore different types of
project and STEAM project where students also have to create a water cultures. She gave me some great tips as to what to frontload before
carrying devise to hold water, like they had to make in the book. Research students start to explore their online resources in order to remain
like this is what I am hoping students can connect with the real world. responsible.
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
Educator:

5a. I use technology to create adapt and personalize learning Educator:

experiences that foster independent learning and accommodate
learner differences and needs.
Student:
3c. I curate information from digital resources using a variety of
tools and methods to create collections of artifacts that
demonstrate meaningful connections or conclusions.
3d. I build knowledge by actively exploring real-world issues and
problems, developing ideas and theories, and pursuing answers and
solutions.
-Each of the online resources that students will be given to use
on this project, will work differently for each student. It will
give each learner unique information, depending on the type of
purchase they are looking to buy.
Student:
Students will not be hypothetically determining what each of
these purchases will be, but in the real current economy they
will be searching for the item’s final cost.

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
For the three focus students I am happy with the progress that
they each made. I feel that with the intentional adjustments
throughout this lesson truly help each of my focus students.
As a whole class I was happy with the overall improvement of
For this lesson, each differentiation that I used for these, I plan
student scores, however many did have significant change.
to use for all students’ next time. Some of my other lower score
students I feel could have benefited from the same approach I
took with each of them.
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
Teacher asked questions of analysis and evaluation.
thinking through T – Applying T – Integrating complexity of task beyond a single lesson so that there are
1.5 Students answered questions that included all levels of Bloom’s.
inquiry, problem S – Exploring S - Integrating continuing opportunities for students to engage in inquiry in
Students created their own math problems.
solving, and reflection complex problem. How could you extend lesson into PBL?

While teaching this lesson, I realized

that I wanted students to research
each of the items in a particular
order. When teaching this lesson
Connecting
again I will reorder the rubric with
subject T-
the items numbered to allow for Moving forward I will reorder
matter to Applying T- Applying
1.3 easier understanding. I should have then hangout and start will a
meaningful, S- S- Applying
also started this session with this lesson on pie charts beforehand.
real-life Exploring
pie chart demonstration. Although
contexts
many have already made the chart
on paper, using this online tool was
better taught whole group than to
each individual student.
Using a I do feel confident with my check in
Moving forward I will
variety of process. It not only allowed me to
differentiate with using
instructional T- better understand where they were
calculators for checking work. I
strategies, Exploring T-Applying at, but also for them to work
1.4 will also recreate a handout that
resources, S- S- Exploring through the multiple day project.
will better support student
and Emerging The second thing I added to
calculations throughout the
technologies differentiate their learning was
project.
to meet allow calculators to only check the
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 5
 students’ students’ work. This way they would
diverse validate and confirm their
learning calculations as they worked through
needs the project. The handout didn’t
have enough room for the
subtraction of teach item. In the
future, I need to redesign the
handout for this purpose.
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
In this lesson I learned how to better track individual student
Students were aware of their pre-assessment score, and I feel that progress and follow up with my focus students based on this
having students involved and taking responsibility for their learning, tracking.
I feel supported our post assessment scores. Students reflected on I also used technology in several new ways in this lesson and
the results and carried that through the project and when utilized the ISTE standards for teaching my students to be
researching were intentionally finding accurate real-world costs of mindful while searching for real world content online. Having
each item. important conversations about presentations and how to
properly cite items used on their slide from online sources.
Action Items

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
For lesson planning and assessment planning, I would like to plan for more pre-quizzes. I feel that this
greatly informs my teaching and also helps with student understanding and reflection.
For classroom practice, I would like to continue to encourage students to advocate for themselves and ask
questions when they need rather than feeling like they have to figure out all of their problems on their
own.
In the future, I would like to one-on-one conference with these student to preview the project with them
and hear how they feel they might best be supported moving forward.
In future professional developments I would love to collaborate with other schools in my area about
projects they complete each year and the rubric/delivery they use.
In a future ILP, I would like to focus on other online tools to better support and differentiate for my
students with special needs or students of concern.
In a future POP I would like to continue to plan for engaging, real-world problems where students can
learn and present their ideas to the class.
Taking advantage of excel in future lessons in order to easily display and visually create pie charts using the
data collected.
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
th
Kaila Kaczmarek kkaczmarek@stjohns-es.org Mathematics – pre algebra 7
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average

5.8 8.6

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL 5 7 This student worked really hard throughout
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 5
 and I am proud of the effort
Would have liked to see a greater
2. Focus Student: 504/IEP 7 8
improvement.
This student was expected to preform higher
3. Focus Student: Teacher Choice 6 9
on pre, but ended near what was expected.
4. 5 7
5. 7 9
6. 8 9
7. 8 8 This student had not change before to after.
8. 4 7 This student had good progress.
9. 5 7
10. 5 7
This student struggled to make the real world
connections and we work a lot more than
11. 4 6
expected one-on-one to support this student
throughout
12. 7 8
13. 5 6
14. 8 10
15. 5 6
16. 7 10
17. 7 8
18. 7 10
19. 7 7 This student had no change
20. 6 7
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
910111213141516

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