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
Courtney Marquez cemarquez@csu.fullerton.edu Math TK/Kindergarten
Mentor Email School/District Date
Andrea Lunow Andrea.lunow@svusd.org Trabuco Elementary/SVUSD 9/25/21
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.
CST
Element Initial Rating Description Goal Rating Description
P
T - Guide students to think critically through use of questioning strategies, T - Facilitates systematic opportunities for students to apply critical
Promoting critical thinking 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- Integrates connections to meaningful,
T- Integrates connections from subject
real-life contexts in planning subject
matter to meaningful, real-life contexts,
matter instruction and is responsive
Connecting subject T- including those specific to students’ family T-
during instruction to engage students in
matter to Applying and community. Innovating
1.3 relating to subject matter.
meaningful, real- S- S- Students utilize real-life connections S-
life contexts Applying regularly to develop understandings of Innovating S- Students actively engage in making and
subject matter.
using real-life connections to subject matter
to extend their understanding.
T- Develops shared responsibility with
students for resolving conflict and creating
Promoting social T- Reinforces positive, responsible, and and maintaining a caring classroom
Development and respectful student interactions. Assists community.  
responsibility students to resolve conflicts. Supports students in taking leadership in
T- T-
within a caring Incorporates cultural awareness to developing a caring community that is
Applying Innovating
2.1 community where develop a positive classroom climate. responsive to the diverse cultural norms
each student is S- S- of identities of all students.
treated fairly and Applying S- Students demonstrate efforts to be Innovating
respectfully positive, accepting, and respectful of S- Students take responsibility resolving
differences. conflicts and maintaining a caring classroom
community. Students promote respect and
appreciation for differences.
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
To what degree did students use
Seesaw to help apply their Math- learning the different
Students will use Seesaw and apply
understanding of a shape’s components and characteristics
their recognize of shapes in the real
different components? How can I of shape including visual
world by using our classroom space Student work submissions in
model and nurture creativity and appearance of the shapes, word
to find shapes and be able to the Seesaw app
creative expression to form of the shapes, and verbal
identify similarities and differences
communicate ideas, knowledge or description of how many sides
connections while facilitating between these shapes.
the shape as.
learning with technology?
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
Performance Data This student is proficient in English but This student has possible ADD and This student appears to be possible
her home language is Farsi at home at tends to get distracted easily and slow processing. She is very timid
times. She does seem to show becomes unengaged while learning and slow or hesitant to respond.
preference for her home language new content. He appears to absorb She seems to have a difficult time
because she is often quiet while information well once he is engaged, absorbing new information and
learning in English but at drop off and but it is challenging to get him more often needs repetition and visuals
pick up time she is talkative in Farsi to involved and participating to do so. to support her success in learning
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
 her family. She has some preschool
experience in English which places her
new content.
in an average position in my
TK/Kindergarten class.
With one on one support and With one-on-one support and
With small group and/or individual accountability as well as breaks, I small group learning as well as
Expected Results support, this student will succeed and expect this student to complete his extra time as needed, I expect this
complete her work. work as assigned and believe he will student to complete her work as
be successful. assigned.
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

Identify dates for activities.

10/7/21 10/15/21 10/19/21 10/22/21 10/29/21

Provide 1-2 sentence Students will discover and learn the different components of shapes and use the Seesaw app to support
summary of your lesson plan. and apply their learning.
In pre-assessment, students will trace different shapes and then try to draw them on their own using a
Summarize process for pencil and I will check their accuracy. In post-assessment, students will have submitted their
administering and analyzing documentation in the Seesaw app and I will be checking for the photos of the shapes around the
pre- and post-assessments. classroom, the short video verbal description of each shape, the word form of the shape written in the app,
and drawing replica of the shapes.
Semester 3 Only: Identify the
specific technology tools,
applications, links, and/or Seesaw app on iPads
devices to be incorporated
into the lesson.
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.)
Cultivating Creativity in Standard Based Classrooms
https://www.edutopia.org/blog/cultivating-creativity-standards-based-
classrooms-marilyn-price-mitchell
5 Ways to Help Students Become Innovative Designers
https://www.iste.org/explore/ISTE-Standards-in-Action/5-ways-to-help- I learned that there are 5 core atti tudes of creati ve people:
students-become-innovative-designers
I learned that allowing students to engage in different roles while using 1. Self-discipline
technology supports their creative expression and nurtures their creative 2. Openness to experience
thinking. 3. Risk taking
4. Tolerance for ambiguity
5. Group trust

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
TK/Kindergarten, all subjects- My colleague has used TK/Kindergarten
appropriate short video clips and books to model and nurture creativity Kindergarten/1st grade, all subjects- My colleague has integrated art
and creative expression to communicate ideas, knowledge or and technology to support creative expression and creativity such as
connections while facilitating learning with technology. These tools by having students represent what they learned in a drawing after a
have shown child-like characters modeling appropriate behavior while lesson is complete.
learning with technology.
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
6d. I model and nurture creativity and creative expression to - I will incorporate this educator emphasis by allowing
communicate ideas, knowledge or connections. students opportunities to apply their understanding of
6c. I communicate complex ideas clearly and effectively by different shapes in a variety of ways including drawing
creating/using digital objects such as visualizations, models or a replica model of the shape on Seesaw, describing the
stimulations. shape verbally in a short video clip, and taking a photo
of the shape using the camera in Seesaw.
- I will incorporate this student emphasis by allowing
students to work in small groups in working towards
the common goal of understanding the different
elements of different shapes in the real world within
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
 our classroom.
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
My focus students did well and completed this lesson activity
The Whole Class overall was successful in this lesson activity and
with prompting and support in a one-on-one or small group
objectives. The average score was 91%.
setting.
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?

T- uses summative assessments,

Planning informal assessments, and formal
instruction assessments to gather information To move forward to innovating
that about my students’ learning styles level, I must facilitate
incorporates T- and retained knowledge and opportunities for students to
appropriate Applying T- Integrating understanding of content material reflect on their learning and the
4.4
strategies to S- S- Integrating and academic concepts. impact of instructional strategies
meet the Applying S- applied and answered given to meet their learning and
learning questions in relation to the lesson language needs.
needs of all objectives by using the tools in the
students. Seesaw app.

T- I am always exploring new ways

to assess the students throughout
Collecting
the day that can be more beneficial.
and
This is something that I implement
analyzing To move forward to innovating
T- but I do not feel is one of my
assessment level, I must use results of ongoing
Applying T- Integrating strongest areas. Google Classroom
5.2 data from a data analysis to plan and
S- S- Integrating has been helpful in organizing this
variety of differentiate instruction for
Applying information.
sources to maximum academic success.
S- engaged in informal and formal
inform
assessments as well as a self-
instruction.
assessment by completing a self-
assessment exit ticket.
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
Students were engaged in the lesson activity due to the dynamic
Students learned to apply their learning using a variety of
tools within Seesaw. They appeared to enjoy using the tools in the
technology tools within the Seesaw app.
app and stayed on task in completing the lesson objectives.
Action Items

For curriculum design, lesson Use subject integration to enhance student learning and creativity such as by integrating science with
planning, assessment planning technology.

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
Students will incorporate some form of technology each day to enhance their understanding of different
tool patterns.
One-on-one teaching time and small group work and daily use of think-pair-shares to support these
students learning and success.
Online seminar about challenging behaviors, seamless transitions, building positive relationships with
parents/guardians, and strategies to reach all learners.
I strive to integrate technology in my daily curriculum to help my students recognize the learning benefits
of using technology.

For next POP cycle I will incorporate a new form of technology to support and enhance my students’ learning and interests.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 5
 Semester 3 Only:
For future use of technology
I am interested in using different technology platforms such as FlipGrid, Kahoot!, Ziplet, and Coding Games.
Other Notes

Students enjoyed this lesson and are interested and engaged when using technology.

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
Courtney Marquez cemarquez@csu.fullerton.edu Math TK/Kindergarten
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average

78% 91%

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL 5/10 7/10 Needed one-on-one support
2. Focus Student: 504/IEP 6/10 7/10 Small group support
3. Focus Student: Teacher Choice 7/10 8/10 Needed more time
4. Student A 8/20 9/10
5. Student B 7/10 8/10
6. Student C 7/10 8/10
7. Student D 8/10 9/10
8. Student E 9/10 10/10
9. Student F 6/10 8/10 Moved seats temporarily
10. Student G 7/10 8/10
11. Student H 8/10 9/10
12. Student I 8/10 10/10
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 5
 32.
33.
34.
35.
36.
910111213141516

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