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 E Subject Area Grade Level
ma
il
Taylor Miller Taylormiller0627@gmail Mathematics Kindergarten
.com
Mentor E School/District Date
ma
il
Cindy Snyder Cindy.snyder@heritageo Heritage Oak Private School 10/3/22
ak.org
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 -‐ 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 S – T – Innovating S -‐
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
Exploring 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.

6.3 Collaborating Applying Collaborates with colleagues to Integrating Collaborates with colleagues to
with colleagues improve student learning and expand impact on teacher and
and the broader reflect on teaching practice at the student learning within grade or
professional classroom level. department and school and district
community to levels.
support teacher Interacts with members of the
and student broader professional community Engages with members of the
learning to access resources that support broader professional community
teacher effectiveness and student to access resources and a wide
learning. range of supports for teaching the
full range of learners.
Plans instruction using a wide
Incorporates differentiated
range of strategies to address
instructional strategies into
Planning learning styles and meet students’
ongoing planning that addresses
instruction that assessed language and learning
culturally responsive pedagogy,
incorporates needs. Provides appropriate
students’ diverse language, and
appropriate support and challenges for
4.4 Applying learning needs and styles. Integrating
strategies to students.
meet the
Uses assessments of students’
learning needs Integrates results from a broad
learning and language needs to
of all students range of assessments into planning
inform planning differentiated
to meet students’ diverse learning
instruction.
and language needs.
Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments to ILP)
Inquiry Focus Inquiry question Pre-‐Assessment Post-‐Assessment Expected Results
Based on your selected CSTP elements, Pose measurable and observable question
What will you use as your baseline What will you use as your final How do you expect student performance
identify a focus of inquiry (e.g., group in terms of students (e.g., what impact
assessment of student assessment of student to change? Use percentages to describe
discussion, differentiation, will strategy X have on student
motivation…) actions/performance? actions/performance? anticipated growth.
performance
as measured by Y?)
What impact will increased use of higher-‐order
There will be a 20% increase in the average exam
Use of analysis, synthesis, and evaluation questions (teacher talk, worksheet, and student
Previous examination scores New chapter exam score for students who participated in class and
questions + student problem generation problem generation) have on student performance
successfully completed the worksheet.
as measured by chapter exam?

Will planning Will the lessons I I will give a Pre- I will give a Post- By planning a lesson
instruction that provide for my students Assessment to see Assessment at the end that integrates
incorporates using differentiated my students’ of the lessons. Then technology and
appropriate strategies teaching, using knowledge on track the results of differentiated teaching
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 8
 to meet the learning manipulatives, and comparing numbers students’ performance into my comparing
needs of all students integrating technology coming in, using a through a comparing numbers lessons, I will
provide students with meet the learning needs topic worksheet. numbers test. be able to meet the
a better understanding of all my students and learning needs of all my
of the lesson topic. thus my students will students and thus my
understand the lesson students will understand
objective and 90% of the lesson objective and
my students score an 90% of my students
85% or better on their score an 85% or better
post assessment? on their post assessment.

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 2: Student with
Focus Student 1: English Learner Focus Student 3: Your Choice
ILP/504
Performance My English Language Learner has While I do not have a student with
Data an IEP/504 this year, I do have a
trouble expressing ideas in the
appropriate way and he tends to focus student that fits into this area. This focus student excels
have a difficult time communicating This focus student struggles with academically in math. He is a very
to others what he is trying to say. focusing. This has led him to smart boy who excels academically. I
His family at home does not speak become academically behind. He will be including this student in the
English and he is still learning. The tends to try and get out of his seat whole group lesson being taught.
use of explained vocabulary, a video often. He is also in one-on-one This will include the pair share,
clip, hands on manipulatives, and tutoring twice a week. He tends to vocabulary, lesson content, and
technology in this comparing respond well to the use of hands-on assessments. I will differentiate his
numbers lesson will be helpful for activities and being seated in the lesson when I pull him into small
him to understand the lesson front of the classroom. Having a group. I will take his learning one
content. This lesson will be guided lesson, scaffolding, the use step further and expand his
interactive and full of visuals. I will of manipulatives, and technology- knowledge on comparing numbers.
work with him in small group and based activities will allow him to Based on how well he does in small
when he is using his iPad to make engage with the lesson and help group, I will also differentiae his
sure he fully understands the him focus. In addition, I will work assigned homework to reflect the
directions and what is expected of with him at the lesson table to challenge work learned.
him. make sure he fully understands the
concepts being taught.
Expected Results I expect for this student to improve
I expect for this student to improve I expect for this student to improve
from pre-assessment to post
from pre-assessment to post from pre-assessment to post
assessment but not necessarily to
assessment but not necessarily to hit assessment and hitting well above the
hit the objective of an 85% or
the objective of an 85% or higher on lesson objective of an 85% or higher
higher on the post assessment. I do
the post assessment. I do believe the on the post assessment. I feel the use
believe the use of technology,
use of explained vocabulary and of technology will help this student
small group learning, and extra
visuals will help this student to stay engaged on the lesson topic and
time will help this student to
understand the concept of providing challenging work will help
understand the concept of
comparing numbers. this student excel even further.
comparing numbers.
Inquiry Lesson Implementation Plan
Administer Post-‐
Administer Pre-‐Assessment Deliver Lesson(s) Analyze Results Discuss Results with Mentor
Assessment
Identify dates for activities.
10/24/22 10/24/22- 10/28/22 11/2/22 11/3/22
10/28/22
Provide 1-‐2 sentence The students will demonstrate their ability to compare numbers. This will be done through
summary of your lesson plan.
lesson observations, written lesson assignments, and a post assessment. The students will
demonstrate their understanding of comparing numbers using technology. This will be done
using a Seesaw independent lesson as well as using their ipad camera and hands on

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 8
 manipulatives.

Summarize process for The students will be given a comparing numbers worksheet as a pre-assessment so I can see
administering and analyzing
pre-‐ and post-‐assessments. their understanding before we begin the topic. I will then use this data to help guide my
lessons and differentiate for students that need extra help or challenge assignments. The post-
assessment will be a comparing numbers test that the students will take after the lessons for
the week. I will analyze data and see if we can move on to the next lesson or if a reteach of
the lesson topic is needed.
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.)
The first article I found is an article on using technology in The second article I found is an article on using
the classroom. The article talks about how to use differentiated instruction and technology in the
technology in the classroom for Kindergarteners. classroom.
 https://www.naeyc.org/resources/topics/  https://link.springer.com/article/10.1007/s12564-
technology-and-media/preschoolers-and- 014-9337-6#citeas
kindergartners  Reference:
 Reference:  Cha, H.J., Ahn, M.L. Development of design
 National Association for the Education of Young guidelines for tools to promote differentiated
Children. Effective Classroom Practice: instruction in classroom teaching. Asia Pacific
Preschoolers and Kindergarteners. Retrieved from Educ. Rev. 15, 511–523 (2014). Retrieved from
https://www.naeyc.org/resources/topics/technology https://link.springer.com/article/10.1007/s12564-
-and-media/preschoolers-and-kindergartners 014-9337-6#citeas

The main points I took away from this article and The main points I took away from this article
plan to use in my lesson plans for teaching and plan to use in my lesson plans for teaching
comparing numbers are: comparing numbers are:

 They are exploring their ability to create and
communicate using a variety of media (crayons,
felt-tip markers, paints and other art materials,
blocks, dramatic play materials, miniature life
figures) and through creative movement, singing,
dancing, and using their bodies to represent ideas
and experiences.
 Digital technologies provide one more outlet for
them to demonstrate their creativity and learning.
 Capture photos of block buildings or artwork that
children have created; videotape dramatic play to
replay for children.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
My Mentor – Kindergarten Teacher – Multiple
Subjects
In talking with my mentor teacher, she talked about using
an app. called Kahoot and using technology in the
classroom. I took away from this is that Kahoot is a fun
and competitive way for students to review lesson content.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
 By integrating technology into the classroom,
differentiated learning has been proposed as a
practical framework to reduce barriers to
instruction. This will intern provide appropriate
accommodation, support, and challenge, and to
maintain high achievement expectations for all
students.
 The flexibility and additional support through
technology might make it possible for students
with lower learning levels and different learning
styles to have more accessible opportunities
toward learning. It is also beneficial to design
the curriculum for all students’ needs, so that
accessible methods, materials, and assessment
are suggested for all.
Kindergarten Team - Three Kindergarten Teachers
– Multiple Subjects
In talking with my Kindergarten team, they shared
many ways they differentiated lessons to fit the learning
needs of all students in their class through using
technology. I took away from our discussion that the
Page 3 of 8

Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus
4. INNOVATIVE DESIGNER: As a student, I use a
variety of technologies within a design process to identify
and solve problems by creating new, useful or imaginative
solutions.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
use of Sessaw is a great way to make the lessons
interactive and fun for the students to learn. That using
Seesaw you can also assign different lessons based on
student learning levels.
How Special Emphasis will be Incorporated
The camera is on the student Ipads. This will be used
for the students to become an innovative designer. To
use technology and become apart of the design process.
They will use the camera to create their own questions
and answers showing understanding of the lesson
concepts.
Page 4 of 8
 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
Pre-Assessment Data – El Student - I was very proud of this students growth
13 Students – A 90%-100% from a 80% to a 85%. Having this lesson with a great
5 Students – B 80% hook, explain vocabulary fully at the start, using
2 Students – C- 70% technology, and fun activity share outs helped this
student fully achieve lesson objectives.
I feel these score are pretty accurate to my students this
year. Many are higher and had a previous knowledge of 504/IEP Student - I was very proud of this student’s
comparing numbers. There are also just a few that are growth from a 70% to an 80%. This student did not get
lower because this was a pre assessment and was given an 85% or higher on the post assessment but they still
before being taught this concept. did well. Having this lesson with a great hook, explain
vocabulary fully at the start, using technology, and fun
hands on activities helped this student achieve lesson
Post Assessment Data- objectives. Sitting in the front of the room kept their
12 Students – A 95%-100% concentration on the lesson. Giving more time for
6 Student – B 80%-85% independent work allowed for this student to understand
2 Students – C- 75% lesson objectives.

I was very please overall with these post assessment Gifted Student - This student fully understood lesson
scores. This shows the students understood the lesson objectives. They received 100% on pre and post
objectives and concepts taught. The two that were lower assessments.
were retaught lesson concept.
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?

6.3 Collaborati Applyin Integrating Collaborates with colleagues to Moving forward I can facilitate
ng with g expand impact on teacher and collaboration with colleagues on
colleagues student learning within grade or the next lesson. I can also
and the department and school and develop professional learning
broader district levels. opportunities with the broader
professional professional community focused
community I was able to converse and on student achievement.
to support collaborate with my
teacher and Kindergarten team and mentor
student on my lesson. This allowed me
learning to bounce my lesson ideas off
my colleagues.
4.4 Planning Applyin Integrating In my lesson I planned Moving forward I can facilitate
instruction g instruction using a wide range of opportunities for students to
that strategies to address learning reflect on their learning and the
incorporates styles and meet students’ impact of instructional strategies
appropriate assessed language and learning to meet their learning and
strategies to needs. Provides appropriate language needs.
meet the support and challenges for
learning students.
needs of all
students
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

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 8
 My special emphasis was 4. INNOVATIVE DESIGNER: What I learned from this is that many students learn by
As a student, I use a variety of technologies within a design doing or being apart of the design process. I feel this
process to identify and solve problems by creating new, part of the lesson they had so much fun using
useful or imaginative solutions. In the lesson the students technology, manipulatives, and it gave me a chance to
used technology and became apart of the design process. see first hand if they were understanding the concept
They used the camera to create their own example showing taught.
understanding of comparing numbers. I feel this part of the
lesson went very well. It was a hands on way for the
students to become very engaged in the lesson. They really
loved being and innovative designer. It was very successful!

For curriculum design, lesson
planning, assessment
planning
For classroom practice
Action Items
I felt overall the lessons went very well. I think being very prepared and having though out, well-
constructed lessons helped student to achieve understanding lesson objectives. I believe having a
positive learning environment and behavior management plan allowed for minimal classroom
disruption and optimum learning outcomes. I felt I had great pre and post assessments. I felt
designing a lesson with using technology, small group differentiation, and hands on learning were key
for student success.
Positive Learning Environment: To maintain a positive learning environment with a welcoming
climate of caring, respect, and fairness, I will randomly select students using popsicle sticks to answer
lesson questions. This will be a fair way to choose participants, since we probably won’t have enough
time for every student to get a turn to answer a question. However, every student will get an equal
amount of time in independent work and using their iPads.

Classroom Procedures: I will also use positive reinforcement to display my expectations to my

For teaching English
learners, students with
special needs, and
students with other
instructional challenges
For future professional
development
For future inquiry/ILP
students. To prevent and redirect challenging behaviors, I will be using a digital point system to
reward students for appropriate behavior. I will also use my success plan to give a consequence to
students who are not displaying the appropriate behavior during the lesson.
During the independent practice time, I will monitor my students and check for understanding. In
small group, I will have differentiated instruction. I will have additional resources on hand for
students who need to be challenged. I will also have a reteach lesson for students that are not
understanding the concepts. I will use visuals, explain vocabulary, and use technology.
In Kindergarten we primarily use Seesaw via one to one ipad. I would like to inquire about other
applications that can be used on the ipad for Kindergarten that would enhance and engage their
learning experience.
I would like to find more ways to help EL students learn.

I would like to integrate more group work into the lesson.

For next POP cycle

Other
None at this time.

Other Notes
None at this time.

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 6 of 8
 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
Taylor Miller Taylormiller0627@gmail.c Mathematics Kindergarten
om
Pre-‐Assessment Data Range and Average Post-‐Assessment Data Range and Average
13 Students – A 90%-100% 12 Students – A 95%-100%
5 Students – B 80% 6 Student – B 80%-85%
2 Students – C- 70% 2 Students – C- 75%

I feel these score are pretty accurate to my students this year.
Many are higher and had a previous knowledge of comparing
numbers. There are also just a few that are lower because this
was a pre assessment and was given before being taught this
concept.
I was very please overall with these post assessment scores.
This shows the students understood the lesson objectives and
concepts taught. The two that were lower were retaught
lesson concept.

PRE-‐/POST-‐ ASSESSMENT DATA TABLE

Student Pre-‐Assessment Score Post-‐Assessment Score Comments

1. Focus Student: EL LL 8/10 80% 17/20 85% I was very proud of this students
growth from a 80% to a 85%. Having
this lesson with a great hook, explain
vocabulary fully at the start, using
technology, and fun activity share outs
helped this student fully achieve lesson
objectives.
2. Focus Student: 504/IEP 7/10 70% 16/20 80% I was very proud of this students
AL growth from a 70% to an 80%. This
student did not get an 85% or higher
on the post assessment but they still
did well. Having this lesson with a
great hook, explain vocabulary fully at
the start, using technology, and fun
hands on activities helped this student
achieve lesson objectives. Sitting in
the front of the room kept their
concentration on the lesson. Giving
more time for independent work
allowed for this student to understand
lesson objectives.
3. Focus Student: Teacher 10/10 100% 20/20 100% This student fully understood lesson
Choice DC objectives.
4.CF 8/10 80% 17/20 85%
5. ArL 10/10 100% 19/20 95%
6.MT 10/10 100% 20/20 100%
7.SS 9/10 90% 19/20 95%
8.EZ 10/10 100% 20/20 100%
9.LO 10/10 100% 19/20 95%
10.EL 7/10 70% 15/20 75% This student is new to our school. As
we teach a grade level ahead. I can tell
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 7 of 8
 she struggles at times with such a high
curriculum.
11.BL 9/10 90% 20/20 100%
12.TF 10/10 100% 18/20 90%
13.KG 10/10 100% 20/20 100%
14.AA 8/10 80% 17/20 85%
15.SP 10/10 100% 20/20 100%
16.AL 8/10 80% 20/20 100%
17.WM 9/10 90% 20/20 100%
18.EW 8/10 80% 17/20 85%
19.CH 10/10 100% 15/20 75% Recently found out she struggles with
dyslexia.
20.MH 10/10 100% 17/20 85%
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 8 of 8