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

Ericka Brown ebrown@ccschool.org Multiple Subjects 1st Grade

Mentor Email School/District Date

Jenny Spencer jspencer@ccschool.org Calvary Christian School/ Private 10/9/2012

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.

CST
Element Initial Rating Description Goal Rating Description
P
T - Through a variety of informal and formal assessments, I
T - Create assessments that indicated the students
Monitor student learning T– T– will create differentiated assignments based on the needs
understanding of the material and adjust the lessons to meet
and adjusting Applying Innovating of the students.
1.6 the needs of the students.
instruction while S– S- S - Students will demonstrate their knowledge of the
S - Students will respond to assignments that will determine
teaching Exploring Innovating material through assignments and participation. They will
areas of strength and weakness.
ask clarifying questions if they need additional assistance.

Create physical or virtual T- I will create an environment that fosters physical or

learning environments that
promote student learning,
reflect diversity, and
2.2
encourage constructive
and productive
interactions among
students
T- Create interactive partner activities and projects where virtual constructive and productive learning interactions
T- the students collaborate to meet the learning goal. T– by creating group projects.
Exploring Innovating
S- Students complete group projects that require S- Students will have an opportunity to work together to
S- S-
Applying collaboration and creative examples of different Innovating share ideas, collaborate on a common goal, and
perspectives based on the topic. communicate their project with the class.

T- I will create opportunities for the students to

Use available complete MAP testing at the beginning, middle, and end
technologies to assist T- T- Facilitate opportunities for students to demonstrate T– of the year and analysis the progress of each student.
in assessment, Emerging their knowledge while using MAP testing. Innovating
5.6 S- Students will complete assessments at the beginning,
analysis, and S- S- Students will use an iPad to complete MAP testing S-
Applying Innovating middle, and end of the year, which will determine areas
communication of assessment. they are excelling in or areas they need additional
student learning support.

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
Based on your selected CSTP
question in terms of students
elements, identify a focus of
(e.g., what impact will strategy X
inquiry (e.g., group discussion,
have on student performance as
differentiation, motivation…)
measured by Y?)
What will you use as your baseline
assessment of student actions/
performance?
How do you expect student
What will you use as your
performance to change? Use
final assessment of student
percentages to describe
actions/performance?
anticipated growth.

Use of technology while informally

-Students will be more engaged as we
assessing prior knowledge and
How can students use Wonders to assist I will informally assess the students by Students will complete a formal use Wonders activities on the iPad.
formally assessing using an exam to
their understanding of decoding words monitoring their participation as we assessment that will determine -There will be a 40% increase in the
determine the students’
and breaking down syllables through “clap out” each syllable and decode the their ability to decode and their average exam score for students who
understanding of decoding and
informal and formal assessments? words through Wonders. understanding of syllables. participated in class and successfully
determining how many syllables are
completed the unit exam.
in a word.

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 Focus Student 2: Student

Focus Student 3: Your Choice
Learner with ILP/504

II selected this student because he is from Korea
Performance and is enrolled at my school to learn English
before moving back to Korea. This student does
Data not know any English, and I will track his results
and understanding.
This student has an IEP, participates in OT, and
has a shadow at all times in the classroom.
This student is a high-performing student with
autism. He is advanced for his age but needs
to focus on his behavior and social skills.
I have chosen this student because he is a struggling
student who needs additional help and redirection. This
student is in the process of getting tested for a learning
difference. He has difficulties with phonemic awareness
and catching his reversals.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
Page 1 of 6

 This student is consistently learning new words,
decoding skills, and identifying how many
Expected syllables are in each word. This was his first
Results
experience breaking down words. I expect him to
complete the assessment with 35% accuracy.
This student is reading at a 3rd-grade level
This student is reading below grade level and needs
and does not have difficulty decoding CVC and additional support. I expect him to complete the
multiple syllable words. I expect him to
assessment with 25% accuracy.
complete the assessment with 100% accuracy.

Inquiry Lesson Implementation Plan

Administer Post- Discuss Results with
Administer Pre-Assessment Deliver Lesson(s) Analyze Results
Assessment Mentor
Identify dates for
activities.
10/1/2021 10/2/21 10/3/2021 10/4/2021 10/5/21

Provide 1-2 sentence

I will use Wonders to engage the students' participation and learning as we discuss breaking words down into
summary of your lesson
syllables and decoding words. I will formally assess the students with a worksheet or exam.
plan.

I will pre-assess my students informally by asking them what it means to break words down into syllables. I will ask for
volunteers to explain syllables and how this could be helpful when decoding words. I will then use Wonders online activities to
Summarize process for demonstrate and interact with learning to count syllables visually. I will ask the students how many syllables they think are in
administering and a word, putting their fingers in the air. This will give me a general idea of where the students are and their prior knowledge.
analyzing pre- and post-
assessments. I will assess and determine their understanding by having the students complete a worksheet or an exam to determine if they
met the learning objective. If I notice the students did not perform the way I wanted them to, I will reteach the lesson. If I
see the students mastered this, I can move on or teach lessons that will further their understanding.

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.)

Teaching Children to Read Using Technology

Tips for Supporting Reading Skills at Home
https://thejournal.com/Articles/2001/04/01/Teaching-Children-to-Read-
https://ies.ed.gov/ncee/wwc/Docs/practiceguide/wwc_fr_tips_022118.pdf
Using-Technology.aspx?Page=3
This site provided news activities and lessons to help my student learn how to
This site has provided me insight into various forms of technology I can use
break words down into syllables.
to help my students to read. It has reminded me that technology is
I continued to learn about the importance of the students learning and
beneficial to meet the uniques needs of each student. It will be able to
mastering how to indicate syllables in a word. This skill will benefit the
monitor their level and areas they need additional help. Students can work
students to decode words and prepare them to be able to sound them out.
independently and successfully by using different programs.
They will understand the spoken language and phonemes that create words.

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

1st Grade- Multiple Subject

My colleague explained that she uses various strategies to help the students
learn how to decode and identify syllables. She uses visuals, auditory, and
hands-on learning activities. She has not incorporated technology into this
area. She assesses them one at a time or in small groups to determine the
needs of her students.
Kindergarten- Multiple Subject
This colleague enjoys incorporating videos and games to teach about
syllables and learning new phonemes. She explained it is a lot of modeling
and repetition for the students. She does not use technology to assess the
students but to keep the students engaged.

Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions

Special Emphasis Focus How Special Emphasis will be Incorporated

I will use technology and activities as a warm-up. I will enrich my lesson
ISTE: 5b. I design authentic learning activities that align with content area
with a video to keep the students engaged. The students will see how to
standards and use digital tools and resources to maximize active, deep
apply this knowledge and practice demonstrating their knowledge as a
learning.
whole class or in small 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 Whole
Class
In the pre-assessment, the students scored an average of 79%. According to
the results, they had difficulty with the first question as they were figuring
out and recognizing the different digraphs in the words. In the second
question, the students did much better because they were able to notice
the digraphs in the words and sort them accordingly. During the other
informal activity, the student blended each word with 100% accuracy. My
students’ average score of their post assessment range 86%. The
demonstrated a better understanding of decoding and recognizing the
different digraphs.
Pre/Post Assessment Data Analysis Findings for Three
Focus Students
After looking at my focus students’ post assessments, I recognize that my
student with learning differences understands the material and needs to be
challenged in different ways. My EL had difficultly completing his work and
need more assistance and explanation. Originally, this student completed the
entire activity incorrect, then I re-explained the activity to him. He
completed the assignment with 72% accuracy. Lastly, my other focus student
had a score of 81%. He needed redirecting and guidance as he completed his
work. I recognize that both my EL and third focus student need more
assistance.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
Page 2 of 6

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

Teacher adjusted lesson during instruc on to

Monitor student meet the needs of the students. Originally the To move to innovating level I would have more
T–
learning and T-Integrating students were going to complete the ac vity as a resources and activities ready for the students
Applying
1.6 adjusting
instruction while
S– S-Applying whole class, but they understood the lesson and
who mastered the activity and are ready to
Exploring move on. Ideally, the early finishers could play a
teaching completed it individually. Teacher focused digraph sorting game online.
individually on struggling students.

Teacher worked toward crea ng a physical

environment that promotes student learning and
Create physical or encouraging interac ons among students. To move to an integra ng level, I would need
virtual learning
environments that Teacher provided a variety of learning strategies, to provide a broad range of resources,
promote student such as visuals, hands-on, and auditory learning. displays, and ar facts that are current and
T-
learning, reflect
Exploring T- Applying
2.2 diversity, and
encourage
S-
S-Applying
integral to instruc on. The student would also
have to interact more with the assessments
Applying Students interacted with the Wonders digital tool
constructive and
productive results and monitor learning.
and completed the ac vity as a whole class. If
interactions among
students the students answered a problem incorrect, the
students encouraged that student to try it again,
or to call on a neighbor.

Use available To move to an applying level, I would

technologies to Teacher used Wonders to teach the lesson. The
assist in reserve the iPad cart and have all my
T- students participated in sorting word families into
assessment, Emerging T- Exploring students interact on an iPad and
5.6 analysis, and S-
S- Applying
correct category and they practiced breaking
complete the activities. I would provide
communication Applying down the words into syllables and digraphs using
of student two different digital tools. additional digital resources and activities
learning for my early finishers to complete.

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
I focused on ISTE: 5b for this lesson. I wanted to make sure I incorporated
This lesson was a great reminder that I need to provide additional
technology that would help the students become engaged in the material. The
assistance to my English learner. It was not until I was sitting with him
students had so much fun playing the sorting game and blending the digraph
that I realized he was struggling to understand how to complete the
sounds and figuring out how many syllables were in each word. The students
worksheet. I also was reminded that I need to have other projects or
were interacting with the material and I was able to determine the students’
activities ready for my early finishers.
prior knowledge.

Action Items
Review ISTE and CSTPs, create my lesson, prepare the materials, and analyze data

For curriculum design, I will use my iPad and display the activity on the board for all the students to see. I will complete the first example of
lesson planning, decoding words with the specific digraphs and then use popsicle sticks to call on volunteers. We are going to read the story
assessment planning Thump Thump Helps Out. I will explain as we read we are going to be looking out for the digraphs (th, sh, and ch). I will have
the book displayed on the board. After the students turn in the worksheet, we will review the answers to provide immediate
feedback and help them determine how they did.

Students will follow along as I complete an example and actively participate while the volunteers go up to the board. The
For classroom practice students will all sound out the words together and then blend them out loud. The students called on will use the iPad to
complete the activity. Students will demonstrate understanding by completing and informal assessment worksheet.

The students will do a picture walk as pre-reading for those who have difficulty reading or comprehending information from a
text. This strategy can help familiarize the students with the story. This was primarily for the English Learners and students
who struggle with reading, but it can benefit all students.

For teaching English

Focus Student #2: This student tends to work ahead and complete his work before the other students. My goal is to help him
learners, students with
slow down and double-check his work for accuracy. While we echo read, I will stand near him to ensure he follows along and
special needs, and
participates with the class. If he finished early, I would have him make a list of words that he can think of that contain the
students with other digraphs th, ch, and sh.
instructional challenges
EL (focus student #1) and student with potential learning differences (focus student #3): As the students fill out the
worksheet, I will walk around the classroom to make sure the students answer the questions with complete sentences. I will
assist with my EL and my focus student to make sure they are on task, and I will do a couple of example problems one-on-one.

For future professional In the future, I would like to talk to my PLC team about how we can incorporate technology better into our classroom and
development how we can support our English learners in various ways.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
Page 3 of 6

ti
ti
ti
ti
ti

ti

ti
ti

 In the future I will plan my pre-assessment to show more tangible results that I can analyze. For this lesson, I had an over
For future inquiry/ILP view of what my students knew, but I did not have hard data that gave me explicit evidence of the students’ understanding or
struggle, prior to the main lesson.

For next POP cycle For the next POP cycle, I will implement more technology and focus more on collecting data.

Other Notes

I will make sure to manage my time better in future POP lessons. I went over time for my last lesson, because of a couple technical difficulties and
efficiency of passing out the materials.

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.

Pre-Assessment: Informal whole class assessment

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
Page 4 of 6





Post Assessment

Student with IEP : 100%

EL Student : 72%

Teacher Choice : 81%

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
Page 5 of 6

 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

Ericka Brown ebrown@ccschool.org Multiple Subjects 1st Grade

Pre-Assessment Data Range and Average Post-Assessment Data Range and Average

Whole Class 76% Whole Class 86%

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
This student had difficulty completing the work
1. Focus Student: EL 76% 72% and needs additional assistance and explanation.

This student was the first one to complete his work

2. Focus Student: 504/IEP 76% 100% and did not need additional assistance.

3. Focus Student: Teacher This student got a bit distracted and needed
76% 81%
Choice redirecting. I helped him catch a couple mistakes.

910111213141516

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
Page 6 of 6