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
Katelyn Miller Katelynemiller10.07@gmail.com General Education TK/K
Mentor Email School/District Date
Saddleback Valley Unified
Andrea Lunow Andrea.Lunow@svusd.org 10/10/21
School District
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 critical thinking by designing structured inquires into complex
Promoting critical thinking through strategies, posing/solving problems, and reflection on issues in content. problems.
T – Applying T – Innovating
1.5 inquiry, problem solving, and S - Students respond to varied questions or tasks designed to promote S - Students pose and answer a wide-range of complex
S – Exploring S - Innovating
reflection comprehension and critical thinking in single lessons or a sequence of questions and problems, reflect, and communicate
lessons. understandings based on in depth analysis of content
learning.

T- Develops shared
responsibility with students for
resolving conflict and creating
T- Reinforces positive, responsible, and maintaining a caring
Promoting social
classroom community.  
Development and and respectful student interactions.
Supports students in taking
responsibility Assists students to resolve conflicts.
T- leadership in developing a
within a caring Incorporates cultural awareness to
T-Applying Innovating caring community that is
2.1 community where develop a positive classroom climate.
S-Exploring S- responsive to the diverse
each student is S- Students participate in occasional
Applying cultural norms of identities of all
treated fairly and community building activities, designed
students.
respectfully to promote caring, fairness, and
respect. S- Students demonstrate efforts
to be positive, accepting, and
respectful of differences.

Integrates support for students to

take risks and offer respectful T- Shares responsibility with the
opinions about divergent viewpoints. students for the establishment
Establishing and and maintenance of a safe
maintaining physical, intellectual, and
learning T- emotional environment focused
T- Engages in reflection on their own
environments Innovating on high quality and rigorous
Integrating language and behavior that
2.3 that are learning.
physically, contributes to intellectual and S-
S-Applying emotional safety in the classroom. S- Students develop and practice
intellectually, and Integrating
emotionally safe resiliency skills and strategies to
strive for academic achievement
and establish intellectual and
emotional safety in the
classroom.
Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments to ILP)
Inquiry Focus Inquiry question Pre-Assessment Post-Assessment Expected Results
Pose measurable and observable question in How do you expect student
Based on your selected CSTP elements, What will you use as your baseline What will you use as your final
terms of students (e.g., what impact will strategy performance to change? Use
identify a focus of inquiry (e.g., group assessment of student assessment of student
X have on student performance as measured by percentages to describe
discussion, differentiation, motivation…) actions/performance? actions/performance?
Y?) anticipated growth.
What impact will increased use of higher-order questions There will be a 20% increase in the
Use of analysis, synthesis, and evaluation questions (teacher talk, worksheet, and student problem generation) average exam score for students who
Previous examination scores New chapter exam
+ student problem generation have on student performance as measured by chapter participated in class and successfully
exam? completed the worksheet.

Students get a rating worksheet where they I expect a 75 percent increase in

What impact will group discussion have on classroom Rating sheet to measure any changes from
Group discussion, analysis, questions, observation will rate how they feel in the classroom and student value and student involvement
community measured by observation and analysis? previous ratings.
with their peers. in the classroom community,

Focus Students
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
 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
Student rated average on feeling valued in Student rated average on Student rated low on feeling
Performance Data
the classroom. feeling valued in the classroom. valued in the classroom.
Student will increase to a higher value in Student will increase to a higher Student will increase to average
Expected Results
the classroom. value in the classroom. or high value in the classroom.
Inquiry Lesson Implementation Plan
Administer Post- Discuss Results with
Administer Pre-Assessment Deliver Lesson(s) Analyze Results
Assessment Mentor
Identify dates for activities.
10/13 10/18 10/19 10/20 10/22
Students will be put into small groups and will take turns on the iPad to complete a group activity. After
Provide 1-2 sentence summary the group activity, we will meet as a whole class and discuss how it was to share the iPad and what would
of your lesson plan. happen if we did not share. The purpose is to make new friends to increase student feeling of being
valued in the classroom and contribute to a group activity.
Students will receive a rating sheet with sentences that they will respond to by coloring in a sad face,
Summarize process for
neutral face and a happy face. Sentences will be read aloud and students will have the time to choose
administering and analyzing pre-
and post-assessments. which face best represents their feelings. Student swill receive this as both pre and post assessment to
analyze changes in answers.
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.)
Building Community in the Classroom: Strategies and Activities. (2015,
January 13). Retrieved White, S. V. (2019, October). In edutopia.
from https://study.com/academy/lesson/building-community-in-the- Retrieved
classroom-strategies-and-activities.html (Links to an external site.). from https://www.edutopia.org/article/creating-
learning-environment-where-all-kids-feel-valued (L
This resource supports my inquiry in providing great examples of how inks to an external site.)
to improve my classroom community. One way it pointed out is by This article discusses how to make your students
having classroom meetings. I have heard of teachers using this but I feel valued in the classroom. One idea that stood
think I need to give this a try. It is a great way to get students talking out to me was self-portraits. I could use an App to
with one another and discuss upcoming events, praising students, and have students make a self portrait of themselves.
classroom issues. I have a microphone that I can use to have students
come up and share their ideas in the microphone.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
2nd grade General Education
4th grade General Education
Students have done group video clips to have them work together and share. The
students answer questions or share about themselves and then we watch the videos
Teacher uses Apps to allow students to draw and integrate
on the smartboard so that we can learn more about each other. This helps improve
art with technology.
inclusion and classroom environment. Students also express themselves and have the
opportunity to be creative.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
6d. I model and nurture creativity and creative expression to communicate I will incorporate this educator emphasis by allowing
ideas, knowledge, or connections. students opportunities to express themselves through
6c. I communicate complex ideas clearly and effectively by creating/ using using technology. Students can make short films and
digital objects such as visualizations, models, or stimulations art projects on the iPads individually or in groups.
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

Students who did not feel as valued in the classroom, rated higher in the
post assessment. Students had more of a sense of belonging and felt Three focus students all showed a range of
comfortable in the classroom. Students who already rated high stayed the improvement with sense of belonging.
same or rated higher.

CSTP Element Initial Rating Revised Rating Evidence/Rational for Rating Suggestions for Moving
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
 (Summarize from POP Section 3) Forward
To move to INNOVATING level: Consider how to
Promoting critical thinking Teacher asked questions of analysis and evaluation. increase complexity of task beyond a single lesson so
T – Applying. T – Integrating
1.5 through inquiry, problem Students answered questions that included all levels of that there are continuing opportunities for students
S – Exploring S - Integrating
solving, and reflection Bloom’s. Students created their own math problems. to engage in inquiry in complex problem. How could
you extend lesson into PBL?

Promoting Students respect each other and

social their choices. Students and
Development teacher support all learners.
and
responsibility
within a Keep up the positive
caring T-Applying T-Innovating classroom environment and
2.1
community S-Exploring S- Applying reward class for their
where each responsibility.
student is
treated fairly
and
respectfully

Establishing Students are able to show more

and self expressions through
maintaining technology and choice boards to
learning guide their own learning.
environment T-
s that are Integrating T-Innovating Incorporating more student
2.3 physically, choice to improve self
intellectually, S-Applying S-Integrating esteem and belonging.
and
emotionally
safe

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

planning, assessment planning
Choiceboards were used to allow students options of how they wanted to show their learning.

For classroom practice Continue modeling and rewarding respectful behavior and support all students
For teaching English learners,
students with special needs, and
students with other instructional
Accommodations are made to make sure students understand the material.
challenges
For future professional
development
Find more ways to provide choice in students learning.

Using more than a choiceboard to provide choice in student learning and more ways to support positive
For future inquiry/ILP
classroom environment.

For next POP cycle Incorporating more technology in my lessons.

Other

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 5
 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 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
Katelyn Miller Katelynemiller10.07@gmail.com General Education TK/K
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average

3.8 4.5

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL 3 5
2. Focus Student: 504/IEP 4 5
3. Focus Student: Teacher Choice 3 5
4. A 4 5
5. B 5 5
6. C 3 4
7. D 4 4
8. E 4 5
9. F 2 5
10. G 3 5
11. H 5 5
12. I 5 5
13. J 3 5
14. K 4 5
15. L 4 4
16. M 5 5
17. N 4 5
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