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
ahickey@calca.connectionsaademy.o
Amy Hickey 3rd Grade Multisubject 3rd
rg
Mentor Email School/District Date
baltilano@calca.connectionsacademy Connections
Brandi Altilano 10/7/2021
.org Academy/Ripon
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–
T - Facilitates systematic opportunities for students to apply critical
Promoting critical T - Guide students to think critically through use of questioning strategies, Innovatin
thinking by designing structured inquires into complex problems.
thinking through inquiry, T – Applying posing/solving problems, and reflection on issues in content. g
1.5 S - Students pose and answer a wide-range of complex questions
problem solving, and S – Exploring S - Students respond to varied questions or tasks designed to promote S-
and problems, reflect, and communicate understandings based on
reflection comprehension and critical thinking in single lessons or a sequence of lessons. Innovatin
in depth analysis of content learning.
g
T - Incorporates differentiated instructional strategies into ongoing T - Plans instruction using a wide range of strategies to address
Planning instruction that planning that addresses culturally responsive pedagogy, students’ learning styles and meet students’ assessed language and learning
diverse language and learning needs and styles. T- needs. Provides appropriate support and challenges for students
incorporates appropriate
T – Applying Integrating
4.4 strategies to meet the
S- Applying S-
learning needs of all
students. Integrating
S – Uses assessments of students’ learning and language needs to inform S - Integrates results from a broad range of assessments into planning
to meet students’ diverse learning and language needs.
planning differentiated instruction.
T - Designs and integrates an assessment plan that provides formal
Collecting and analyzing T– and informal assessment data on student learning.
T - Collects a variety of formal and informal assessment data on student learning.
assessment data from a T – Applying Integrating
5.2
variety of sources to inform S - Applying S- S - Uses data analysis of a broad range of assessments to provide
S - Uses analysis of a variety of data to inform planning and differentiation of instruction.
instruction. Integrating comprehensive information to guide planning and differentiation of
instruction.

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.
Lesson Series
Inquiry Question Hypothesis Assessments/Data Collection
Topic
A preassessment will be conducted prior to
How can the use of iReady enrich By having students that are in urgent need of starting the intervention group. Progress
instruction to improve literacy of intervention participate in reading iReady instruction monitoring will be conducted every two
nonreaders? three times a week, students’ CVC reading fluency will Short vowel CVC weeks to monitor iReady completion and
show 30% improvement based on pre/post words performance. A post assessment will be
assessment data. conducted at the end of 6 weeks to track
progress and see if intervention is still
neded.
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
Identified several letter
Unable to read a second grade passage. Could not identify letter names and
Performance names and sounds but
Data
Was unable to read any CVC when being scored a kinder level on diagnostic
without consistency. Was
screened for fluency. reading assessment.
unable to read CVC words.
At least 70% on post
Expected Results At least 70% on post assessment At least 70% on post assessment
assessment
Inquiry Lesson Implementation Plan
Directions: that Semester 3 requires a lesson that focuses on use of technology to support teaching and learning.
Discuss Results with
Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results
Mentor
Identify dates for
activities. Week of
Week of 18th Week of 25th Week of 12/02 10/28
12/02
Provide 1-2 sentence
Students will practice the short vowel sound isolated and in a CVC word. Students will both read and write the
summary of your lesson
plan. vowel.
Summarize process for
administering and Students will meet with me individually in my zoom live lesson room to take the pre/post assessment and be
analyzing pre- and post- given a score based on performance.
assessments.
Semester 3 Only: Identify
the specific technology
Students will be assigned iReady lessons specific to the concepts being taught in our intervention live lessons.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 tools, applications, links,
and/or devices to be They will access iReady at home with their learning coach on their computer. Students will work in iReady 3
incorporated into the times a week for 30 minutes each day.
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.)

https://www.curriculumassociates.com/research-and-efficacy https://files.eric.ed.gov/fulltext/ED604747.pdf
This research shows how iReady instruction has improved the outcome and state This article focused on the math component of iReady but it
testing scores in each state. It showed statistics for each state and explained the also discussed how iReady as a whole is able to have a big
research behind the outcomes. impact of student performance in math and reading.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
A teacher in 1st grade said that she had her students below
A teacher in 2nd grade gave her students flashcards and resources for learning
grade level in reading work in a program called Reading Eggs.
coaches to print and practice at home. She felt like it helped their reading because
This program practiced basic phonics skills and she progress
it helped bridge gaps from things missed in previous grade levels.
monitored to make sure those students were working in it.
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
I believe that by using technology to help support my teaching on
ISTE Standard 7b, “Use technology to design and implement a variety iReady, I will be able to effectively collect data and be able to use it to
of formative and summative assessments that accommodate learner needs, provide timely drive my instruction and know what my students’ needs are. iReady
feedback to students and inform instruction.”  will be able to provide feedback and make adjustments to instruction
based on individual student performance.

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
I found that all students in the RTI group saw growth during the 6 weeks of 2/3 of my focus students reached their goal of at least a
instruction. I noticed that the students that had lower scores on the 70% on the post assessment. I suspect that the student
preassessment saw more growth than students that had higher scores on that did not reach the goal had his growth greatly
the preassessment. impacted by his poor attendance.
Evidence/Rational for Rating Suggestions for Moving
CSTP Element Initial Rating Revised Rating
(Summarize from POP Section 3) Forward
Promoting critical To move to INNOVATING level: Consider how to
thinking through Teacher asked questions of analysis and evaluation. increase complexity of task beyond a single lesson
T – Applying T – Integrating
1.5 inquiry, problem Students answered questions that included all levels of Bloom’s. so that there are continuing opportunities for
S – Exploring S - Integrating
solving, and Students created their own math problems. students to engage in inquiry in complex problem.
reflection How could you extend lesson into PBL?

Planning
I used many methods of instruction based on To elevate my instruction I can
instruction that what students’ needs were and what would be continue to seek out
incorporates
4.4
appropriate T – Applying T – Integrating most effective for the purpose of the lesson. I opportunities to learn about
strategies to meet
the learning S- Applying S - Integrating used Google Slides to deliver individualized, different technology that can
needs of all effective instruction based on what the make my lessons more
students.
assessment data showed as an area of need. differentiated and engaging.
My next step would be to find
opportunities for my students to
By utilizing i-Ready, Google Slides, and other
Collecting and take ownership over their
analyzing methods of informal assessments I am able to
assessment data T – Applying T – Integrating assessment data. By having them
5.2
from a variety of collect thorough and informative data that helps
S - Applying S - Integrating be aware of their assessment
sources to inform me confidently plan my lessons to meet my
instruction. data they will be able to track
students’ needs.
their progress and celebrate the
things they learn!
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
By incorporating my special emphasis I was able to see growth in my I learned that timely feedback is essential for having
students’ understanding of the content. i-Ready served as a great avenue students learn from answers they got wrong during
of skill practice, checking for understanding while also providing valuable their practice. By utilizing programs that provide that
data. feedback, students are able to maximize their learning.
Action Items
For curriculum design,
I will continue to implement practice that provides timely feedback so students are able to maximize their
lesson planning,
assessment planning understanding.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 RTI reading groups are very effective for seeing growth from students with high needs. I will continue to
For classroom practice
regularly implement them.
For teaching English
learners, students with
I will make sure to continually differentiate for my students with unique instructional challenges so they can
special needs, and
students with other have their needs met.
instructional challenges
For future professional I will regularly seek out professional development opportunities so I can stay up to date with what technology
development can be used for effective instruction.
As I continue my teaching career I will continue to reassess what areas of a teaching I need to improve on and
For future inquiry/ILP
learn from.

For next POP cycle For my next POP cycle I would like to explore a whole group instructional POP cycle.
Semester 3 Only:
I will continue to implement the practice of introducing new programs and help develop my students’
For future use of
technology technology literacy.
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
Amy Hickey ahickey@calca.connectionsacademy.org 3rd Grade Reading 3rd grade
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average

Range: 30%-65% Average: 48% Range: 60% - 95% Average: 73%

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL 50% 70%
2. Focus Student: 504/IEP 30% 60%
3. Focus Student: Teacher Choice 50% 75%
4. Student 4 65% 95%
5. Student 5 45% 70%
6. Student 6 50% 70%
CLICK HERE TO SEE PRE-ASSESSMENT. Preassessment and post assessment was identical to show growth on the same skills.
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