Fullerton Online Teacher Induction Program

Individualized Learning Plan (ILP)

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.
New Teacher
Maeve Brigantino
Mentor
Kristia Lengyel-Leahu
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
Promoting critical thinking
1.5 through inquiry, problem
solving, and reflection
Organizing curriculum to
facilitate student
3.3 understanding of
the subject matter
Using assessment data to
establish learning goals and to
5.4 plan, differentiate, and modify
instruction
Revised 11.5.18
Section 1: New Teacher Information
Email Subject Area Grade Level
maevebrigantino@gmail.com Multiple Subject 1st
Email School/District Date
Old Mission School/ Diocese of
klleahu@fullerton.edu October, 2021
Monterey
Section 2: CSTP Areas of Inquiry
Initial Rating Description Goal Rating Description
T - Facilitates systematic opportunities for students to apply critical thinking by
T - Guide students to think critically through use of questioning strategies,
designing structured inquires into complex problems.
T – Applying posing/solving problems, and reflection on issues in content. T – Innovating
S - Students pose and answer a wide-range of complex questions and problems,
S – Exploring S - Students respond to varied questions or tasks designed to promote S - Innovating
reflect, and communicate understandings based on in depth analysis of content
comprehension and critical thinking in single lessons or a sequence of lessons.
learning.
T- organizing new curriculum units (specifically in writing) that facilitate
T- Complete creation and implementation of new writing units to facilitate
T- Applying student success in each subject area and domain. Re-organizing some units to T- Integrating
S- Exploring better meet student needs. S- Integrating
student success in each domain of writing
S- participate in and succeed at completing new writing curriculum units
S- participating in and completing curriculum units.
T- Currently, student assessment data is collected and minimal feedback is T- Student data from formative assessments will be used to form small groups
given. However, assessment data is not always used to inform future of students who need intervention in a given subject area, in order to facilitate
T- Exploring T- Integrating
S- Exploring
instruction.
S- Integrating
student understanding of the material and success for formative assessments
S- students are given minimal assessment data feedback, but are not given S- students will participate in targeted instruction based on the results and
opportunities to use this to inform learning. data of formative assessments.

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
When students are given targeted, small group math
intervention and instruction based on the results of Bridges Combinations to 10
Will targeted small group instruction, based on data
formative assessments, they will develop a better
collected from formative assessments, increase
understanding of the subject area and will become
Math- Adding and subtracting to 10. Checkpoint
student understanding and success in math?
more successful, as measured by formative Bridges Unit 3 Assessment
assessments.
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
AA- This student’s family primarily
speaks Spanish and Italian at home. DM- This student is new to our school JB- This student scored just below
She scored below grade level in both this year. He scored below grade level grade level on our math and reading
reading and math standards on the on both the reading and math assessments at the beginning of the
beginning of the year benchmark benchmarks. He is receiving year. She works with me in small
assessments. She is currently working specialized instruction from our group settings on certain focus
with a tutor 3 days a week for school’s resource specialist. standards.
targeted instruction.
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.

Provide 1-2 sentence
summary of your lesson plan.
Summarize process for
administering and analyzing
pre- and post-assessments.
November 1 November 1-19 November 19 November 20-24 November 24-25
As a whole group, students will learn addition and subtraction strategies, including the use of multiple
manipulatives, and play games to facilitate the use of these strategies. Based on data from the pre-assessment,
I will work with a small group of students 3-4 times a week to target addition and subtraction strategies that
they need to focus on.
I will give the “Numbers to 10 Checkpoint” at the beginning of this unit, and analyze data in the following 2-3
days. I will use this assessment data to create small groups of students who have similar needs. I will then
meet with these students to target these needs, focusing on addition and subtraction strategies that they may
struggle with. I will then administer the post-assessment (whole group) at the end of hte unit.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 3
 Semester 3 Only: Identify the
specific technology tools,
applications, links, and/or
devices to be incorporated
into the lesson.
Many of the addition and subtraction games that are played throughout this unit will be played using an online
platform that our Bridges curriculum has created. We will use a combination of digital and physical
manipulatives to allow students to interact with the material in a variety of ways.

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.corelearn.com/small-group-instruction-blog/ https://fuelgreatminds.com/3-benefits-of-small-group-instruction-in-the
-math-classroom/
This article provides great information on what exactly works best when This article talks about the idea that small group instruction can really
implementing small group instruction. It shares about the importance of benefit students in many ways. This type of instruction can help build
ensuring that instruction is targeted, topics are retaught and feedback is student confidence (giving them ways to show their learning and growth in
given regularly. These are all things I wish to do while implementing small smaller settings), close the achievement gap within a group of students
group math instruction. and accelerate student learning.

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
2b- I advocate for equitable access to educational technology,
2b- I will use the technology tools I incorporate in this unit to assist
digital content and learning opportunities to meet the diverse
all students in being successful and mastering the addition and
needs of all students.
subtraction strategies we are learning.
3a- I plan and employ effective research strategies to locate
3a- As I am planning this unit, I will research information about all
information and other resources for my intellectual or creative
of the potential technology tools that may assist my students (math
pursuits.
manipulatives, etc.).
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
Focus student 1 completed the post-assessment with 93%
accuracy. She struggled to complete the word problem on the
post-assessment, and will need more focus and re-teaching on
word-problems.

Based on the unit post-assessment, 96% of students (24 of 25) met Focus student 2 met the lesson objective with 90% accuracy on the
the lesson objective with at least 80% accuracy, while 4% (1 of 25) post-assessment. He struggled with making combinations to 10 in
did not. equation form.

Focus student 3 struggled to meet the lesson objective, and

received a 77% on the post-assessment. She will need more time
practicing making combinations to 10 as well as word-problems.

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?

Teacher organized materials from To move forward, continue to allow

Organizing curriculum to
facilitate student
3.3 understanding of
the subject matter
Using assessment data to
establish learning goals and to
5.4 plan, differentiate, and modify
instruction
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
the math curriculum in a way that consistent opportunities to review
T- Applying T- Integrating supported student learning and material with students who score
S- Exploring
T- Applying growth, and provided opportunities low on pre and informal
for reteaching and small group assessments or who show a need for
work. more targeted practice.
Teacher used the data from the To move forward, assessments will
T- Exploring T- Applying
S- Exploring informal assessments give to be graded within 3 days of when
S- Applying
determine who would need target they are given, and data will be used
Page 2 of 3
 reteaching. However, teacher did to plan future lessons and small
not reflect as quickly on data from group work time.
the post-assessment to reteach
again.
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
I was able to incorporate an online version of the game that I
As a teacher, I was able to learn the use of new technological
played with students during my math lessons. This was great
resources to help my students reach their goals. We used online
because it incorporated the use of online learning along with
math manipulatives, which I think allow students to think about
physical manipulatives. I also used online software for data analysis
and learn math in a new way.
of the assessment results.
Action Items
For curriculum design, lesson
Design lesson units with added time for small group instruction and reteaching. Do not move on to new units
planning, assessment
planning too quickly in the material has not been mastered.

Ensure that students are prepared and able to work independently while others are working with the teacher
For classroom practice
in a small group setting.
For teaching English learners,
students with special needs, Ensure that mathematical terms are well defined for ELLs as well as students who may not have encountered
and students with other them before.
instructional challenges
Work closely with other teachers as well as with the designers of the curriculum being used to learn about and
For future professional
development
implement any new tools available for the use of this curriculum. Use new technology tools provided by the
curriculum.

For future inquiry/ILP Continue collecting data based on pre and post assessments.

For next POP cycle Try these same skills (small group work) in other subject areas such as ELA or Science.

Semester 3 Only: Continue to introduce new online tools to my students for use within the context of Math (such as online math
For future use of technology manipulatives).
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

Maeve Brigantino maevebrigantino@gmail.com Math First

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

10% to 100%, average: 84% 65% to 100%, average: 92%

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
1.
2.
910111213141516

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