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
Steven Knepper sknepper@csu.fullerton.edu Single Subject 6-12
Mentor Email School/District Date
The Charter School of San
Heather Long hlong@altusschools.net Spring 2023
Diego
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 - Guide students to think critically through use of questioning T - Facilitates systematic opportunities for students to apply critical
Promoting critical thinking strategies, 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- Plans instruction using a wide

range of strategies to address
Planning T- Selects strategies for single learning styles and meet students’
instruction that lessons or sequence of lessons that assessed language and learning
incorporates T- respond to students’ diverse T-
needs. Provides appropriate
Exploring Integrating
appropriate learning needs. support and challenges for
4.4
strategies to T- T- students.
meet the Exploring T- Seeks to learn about students’ Integrating
learning needs diverse learning and language T- Integrates results from a broad
of all students needs beyond basic data. range of assessments into planning
to meet students’ diverse learning
and language needs.

T- Reflects on data continuously to

T- Uses data from available make ongoing refinements to
Using
assessments to establish content- learning goals for content and
assessment
based learning goals for class and academic language for the fill
data to T- T-
individual students in single lessons range of students.
establish Exploring Innovating
or sequences of lessons.
5.4 learning goals
T- T- T- Uses data systematically to
and to plan,
Exploring T- Plans adjustments in instruction Innovating refine planning, differentiate
differentiate,
to address learning needs of instruction, and make ongoing
and modify
individual students. adjustments to match the evolving
instruction
learning needs of individuals and
groups.

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
Students will create
How can I use student data to personalized goals based on Series of mathematics Desmos Activity
make informed instructional their progress and lessons focused on
decisions to differentiate achievement levels and self- Smarter Balanced Target F Desmos Activity 2
student learning and create assess their achievement of focusing on functional
personalized goals? these goals. relationships in graphing. Practice summative
Smarter Balanced
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 8
 Assessment (SBA)
practice problems
1. Item 183603
2. Item 183587
Students’ proficiency in
mathematics will increase as
Student goal creation
a result of using Desmos sheet/self-assessment
mathematics tools and other
lesson resources as an
Quizizz Assessment
intervention strategy.
Excel Workbook for data
collection -Sample

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
Performance Data This student’s ELPAC score is level 3.
This student needs support in
developing academic language in the
content area. This student struggles
with understanding complex
terminology, forming sentences with
supports, and reflecting on what was
learned.
This student currently has a C- in math,
and struggles with passing
assessments, comprehending
procedural and conceptual knowledge,
comprehending vocabulary, and
participating. This student’s
assessment data on NWEA math
assessments indicate a low
performance for same-aged peers.
I selected this student because they
will benefit from this intervention
series of lessons that will improve
classroom, school-wide, and state-wide
assessments. This student will benefit
from having a smaller group setting to
work in and to create personalized
goals that could aid this student in
other areas of academics. Instruction
will be adjusted for this student based
on assessment results and informal
monitoring to ensure equitable access
to vocabulary content through direct
instruction, modeling, sentence stems,
images, videos, and a vocabulary sheet
guide.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
Focus Student 2: Student with ILP/504
This student’s identified learning
challenge is Specific Learning
Disability and their IEP goals in math
focus on computation,
interpretation, and scoring proficient
on assessments. This student needs
support in understanding complex
mathematical concepts and
processes. This student struggles
with computation, fluency, word
problems, procedural knowledge,
and conceptual knowledge.
This student currently has a C in
math, and struggles with complex
word problems, graphing, and
connecting math to real-world
situations. This student’s NWEA
math assessments indicate
challenges with word problems,
multi-step problems, and this
student struggles to use available
tools to solve problems.
I selected this student because they
will benefit from this intervention
series of lessons that will improve
their course grade and scores on
statewide assessments. This student
tends to work well in small groups
and through technology, so this
lesson will be appropriate to meeting
IEP goals, along with meeting critical
state standards in mathematics.
Instruction will be adjusted for this
student based on assessment results
and informal monitoring to ensure
equitable access to content through
accommodations and built-in
Focus Student 3: Your Choice
This student has been identified
as gifted or GATE. This student
needs support in understanding
practical applications, extending
learning, and being motivated
through challenging content. In
addition, this student could use
assistance in alternative pacing to
keep them on task.
This student currently has a B in
math, but struggles with
motivation and making consistent
progress. This student’s class
assessment scores are strong, but
this student struggles with the
advanced mathematical tasks
required on Smarter Balanced
assessments and performance
tasks. This student’s NWEA math
assessment scores are low, but
this could be the result of rapid
guessing and a lack of motivation,
rather than ability.
I selected this student because
they will benefit from this
intervention series of lessons that
will improve their motivation,
understanding of real-world
applications, and knowledge of
how to construct a strong
response on SBA testing
performance tasks. This student
tends to work well with
differentiated pacing, which is
present in these lessons.
Instruction will be adjusted for
this student based on prior
Page 2 of 8
 knowledge, pacing needs,
supports throughout the lesson such
collaborative opportunities, and
as visuals, captioning, hands-on
motivation by allowing this
opportunities, and peer
student to adjust pacing and to
collaboration.
expand on the content.
I anticipate that this student will I anticipate that this student will
I anticipate that this student will
improve in their mathematical improve in multi-step math
be more motivated in future math
vocabulary knowledge and skills in problems through the provided tools
courses and content, will learn
Expected Results successfully completing math word and supports. I anticipate this
how to set appropriate goals, and
problems. I anticipate that this student student’s assessment scores in math
will improve their performance on
will successfully participate in group will improve as a result of this
SBA performance tasks.
conversations. intervention.
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.
3/20 3/20 - 3/24 4/3 4/5 4/11
This lesson plan will require students to engage in a series of lessons on Desmos to be prepared for SBA
middle school math Target F, which focuses on functional relationships and graphing. The students will set
personalized goals that help them develop critical operational skills to track their mathematics
performance over a period of time.
In terms of the pre-assessment, I will administer an assessment that gauges students’ content-specific
knowledge before lesson instruction begins. Specifically, at the beginning of this lesson series, I will use
Smarter Balanced Assessment (SBA) practice questions to gauge students’ initial comprehension and skills
in the content. Collecting this critical data at the beginning of the lesson will allow me to determine
students’ current levels, compare students’ abilities to grade-level standards, and determine how to
differentiate instruction based on students’ current levels, strengths, and areas of growth. This data will be
compared between students to determine score outliers and averages in assessment performance to
determine whole group and individual student needs. I will analyze this data through a traditional,
multiple-choice format that provides me with concrete, quantitative data. The students will then, in
collaboration with me, create personalized goals that focus on content acquisition and assessment
performance.

Summarize process for

administering and analyzing
pre- and post-assessments.
In terms of the post-assessment, I will administer a series of assessments that gauge students’ content
knowledge, content-specific vocabulary comprehension and usage, and goal setting progress. Specifically,
at the conclusion of this lesson series, I will administer a post-assessment of the SBA practice questions
that gauge their performance and achievement of the learning standards and objectives. I will also provide
students with an assessment on Quizizz, to determine if students are prepared for interim and summative
SBA testing. This brief quiz will provide critical data regarding individual students’ achievement of and
progress toward the learning goals and standards. Both of these forms of data will be compared to the
initial data collected during the pre-assessment for individual students and the whole group to determine
what progress has been made. This data will be analyzed through a traditional, multiple-choice format that
provides me with concrete, quantitative data. Additionally, at the conclusion of this lesson series, I will
administer a self-assessment to students that will allow them to determine if they met their goals that
were created earlier in the lesson series. This post-assessment will be analyzed through a student rating
scale, that measures students’ reflections of achieving the learning goals and making adequate progress.

Semester 3 Only: Identify the

specific technology tools,
applications, links, and/or
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.)

Datnow, A., & Hubbard, L. (2015). Teachers’ use of assessment Martin, A. J. (2015). Growth approaches to academic
data to inform instruction: Lessons from the past and prospects for development: Research into academic trajectories and
the future. Teachers College Record, 117(4), 1–26. https://doi- growth assessment, goals, and mindsets. British Journal of
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 8
 org.lib-proxy.fullerton.edu/10.1177/016146811511700408
This article focuses on using data-driven decision making to inform
instruction. I learned that there are so many different forms of data
that we collect daily, weekly, monthly, and yearly to better
understand our students and to determine how to inform
instruction. For example, we use standardized, benchmark data
from numerous formal assessments at the school, local, state, and
federal levels to measure student progress and achievement.
Teachers also use formative assessment data to inform instruction
in-the-moment. However, there is variability in the use of data,
since many teachers collect data but struggle to use it effectively.
Teachers must develop skills in analysis of assessment items and
tasks to help them with data accessing, organization, analysis,
reflection, and action. Teachers must also think critically about the
goals of assessments, strengths and weaknesses, and how to
differentiate different types of assessments based on individual
students’ goals. Lastly, I learned that the administration and analysis
of assessments can be an issue of equity, since many teachers focus
growth on their struggling students, while often ignoring their
highest performing students.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
One colleague who teaches all subjects in grades 6-12 in an
independent study setting has used assessment data for years to
inform instructional decision-making. This colleague has taught
professional development meetings on utilizing assessment data
from a variety of sources to enact a personalized educational plan
for students and to inform curriculum development. This teacher
uses a clearly formatted Excel spreadsheet with critical data that
demonstrates students’ performance over time. Students are color
coded based on their achievement of grade-level standards. This
teacher then adjusts instruction based on these students’ current
levels and where they need to be. This careful analysis allows for
easy differentiation in assessments and learning goals to meet the
needs of each student.
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
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
According to the data, the class average score rose 24% from 48% to
72% when comparing the pre-assessment data and the post-
assessment data. As a result of analyzing this data, each student in
the whole class received a passing score of 60% or higher. However,
4 (26%) students’ scores did not improve between the pre-
assessment and post-assessment, suggesting that some students in
the whole class did not improve academically. Alternatively, 11
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
Educational Psychology, 85(2), 133–137. https://doi-org.lib-
proxy.fullerton.edu/10.1111/bjep.12071
This article focuses on the interaction between assessments,
goals, and growth mindsets. I learned that data-driven
instruction should focus on individual student growth, not
comparisons between peers, to ensure that we are focusing on
students’ inner growth. I also learned that learning-oriented
goal setting impacts educational outcomes and may increase
student motivation. In terms of goal setting, students need
input on goals creation with proper guidance from their
teacher. These goals should focus on data and realistic
progression that allows students to take actionable steps to
make educational progress. The most important thing that I
learned through my analysis of this research article is that goal
setting, growth mindsets, motivation, self-reflection, and
assessments are inextricably linked when teachers guide
students’ goal creation and monitoring. 
Another colleague who teaches all subjects in grades 6-12 in an
independent study setting has used assessment data to help
students create personalized goals. This colleague helps each
student construct a goal for each course, and has students
track their goals achievement over time. Students are provided
with some easy-to-use assessment data that allows them to
create a personalized, appropriate goal that is based on data.
This teacher then holds students accountable for meeting
these goals, and helps students adjust their goals when
expectations are not met. This teacher has found that
collaboratively creating goals with students based on
assessment data has resulted in increased student motivation,
advanced operational skills, and improved assessment results.
How Special Emphasis will be Incorporated
Pre/Post Assessment Data Analysis Findings for Three Focus
Students
Focus Student 1 (English Learner): This student’s assessment
scores rose 20% between the pre-assessment and post-
assessment. This student earned a 70% on the post-
assessment, suggesting that this student should perform
proficiently on the summative SBA assessments. This student’s
EL goal in comprehending complicated vocabulary was
achieved through this lesson series, as evidenced by this
Page 4 of 8
 student’s improved comprehension of mathematical
terminology found on the post-assessment.

Focus Student 2 (IEP): This student’s assessment scores rose

30% between the pre-assessment and post-assessment. This
student earned a 70% on the post-assessment, suggesting that
this student should perform proficiently on the summative SBA
assessments. This student’s IEP goals in completing world
(73%) students’ scores did improve between the assessments,
problems and multi-step problems in math was achieved
suggesting the overall effectiveness of this lesson series. While there
through this lesson series, as evidenced by this student’s
is no primary identifiable factor that improved student success, it
improved assessment scores that involved multi-step word
can be deduced that the combination of factors (assessments,
problems.
instruction, goal setting, etc.) contributed to the overall success of
the whole class when exposed to this lesson series.
Focus Student 3 (GATE): This student’s assessment scores rose
30% between the pre-assessment and post-assessment. This
student earned a 90% on the post-assessment, suggesting that
this student should perform very well on the summative SBA
assessments. This student’s GATE goal to improve advanced
mathematical processes was achieved through this lesson
series, as evidenced by this student’s improved assessment
scores that involved advanced mathematical concepts.

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?

To move to the Innovating level,

there needs to be further
consideration of students’
individual needs to determine
Teacher planned a variety of exactly what types of
strategies to meet all students’ instructional strategies will meet
learning styles and linguistic needs students’ diverse learning needs.
throughout the lesson series. Instead of trying to adapt
Planning instructional strategies to
instruction Teacher effectively provided students, there should be a clear
that support and challenges for all plan and selection rationale for
T-
incorporates students through differentiation to the instructional strategies in the
Exploring T- Integrating
appropriate ensure equitable access to content, first place, to ensure that
4.4
strategies to process, and products of the lesson differentiation and
T- T- Integrating
meet the series. accommodations are at the
Exploring
learning forefront of planning, rather than
needs of all Teacher utilized assessment data as an added thought later in the
students from a variety of sources to help creation of lessons. Also, to move
plan instruction. Teacher then used toward the innovating level,
this information to help students students should continue to
create their personal goals for the progress in their goals creation,
lesson series. along with having more
opportunities to engage in
reflection on how their learning
and language needs were met
throughout the lesson series.
5.4 Using T- T- Innovating Teacher continuously reflected on To continue to be at the
assessment Exploring data collected throughout the Innovating level, data reflection
data to T- Innovating lesson series to make target must continue to occur to refine
establish T- instructional adjustments. learning goals for students. Using
learning Exploring Adjustments included content and this data with students at the
goals and to linguistic adjustments for focus beginning of goals creation, in
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 8
 students and all other students with
IEPs, 504 Plans, and EL goals. This
data led to instructional
adjustments in-the-moment, as well
as planned, to provide students
with different modalities.
plan,
Teacher effectively used data to
differentiate,
inform planning, differentiation, and
and modify
instructional adjustments. The
instruction
continuous collection and analysis
of data allowed the teacher to
ensure that each student was
progressing throughout the lesson
series, and would perform well on
the summative assessments.
addition to reviewing data at the
conclusion of a lesson series, will
ensure that students are
provided with continuous
reflection on their progress
toward the learning goals.
However, there must be
continued systematic reflection
on data, not just collection and
surface analysis. Instead, to
remain at the innovating level of
this CSTP element, there must be
meticulous and intentional
processes for using data
effectively to meet the evolving
needs of all students and the
whole class.

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

Action Items

For curriculum design, lesson
planning, assessment planning
In terms of curriculum design, lesson planning, and assessment planning, my action items include
continuing to have students construct goals in lessons. In particular, I will continue to model appropriate
goal setting, assist my students with goals creation, and continue to have my students assess their progress
toward their goals. I will have my students track their growth over time to help them determine how they
can make targeted improvements to their study habits to reach these goals. This use of self-reflection will
be critical to ensuring that my students feel connected to the lessons and their overall progress. In terms
of assessment planning, I will continue to use a variety of formative and summative assessments to ensure
my students are being assess fairly and effectively.

In terms of classroom practice, I will continue to improve on data collection and analysis to ensure that I
am using a systematic process in my classroom practice. Also, I will continue to incorporate goal setting
each day, or at least periodically, to ensure that my students continue to make progress not only in the
For classroom practice content, but also in their goal-setting and reflection skills. Furthermore, in terms of classroom practice, I
will ensure that students know their progress toward their goals by providing them with updated data. For
example, I will be sure to constantly check-in with my students to help them see how their goals or actions
could be adjusted to find success.

For teaching English learners,
students with special needs,
and students with other
instructional challenges
In terms of teaching English Learners, students with special needs, and students with other instructional
challenges, I will continue to include explicit vocabulary instruction into my classroom to ensure all
students can access the language components of each lesson. I will continue to use goal setting with my
special populations to help them become more involved in their education by helping them develop critical
skills in self-reflection, monitoring, and goal-setting. Additionally, I will continue to use a variety of
instructional strategies that seem to work well for these student populations. I will continue to research
and try new strategies that will help maximize student learning for all subgroups. Furthermore, I will
continue to offer extension activities and more hands-on tasks for my diverse learners to ensure they are
provided with a variety of tasks that further engage them.

For future professional

development In terms of future professional development, I will continue to attend my school’s professional
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 6 of 8
 development sessions that deal with data and goal setting, such as Illuminate, Achieve 3000, NWEA, social-
emotional learning, and math content and instructional sessions. Also, I intend to read more about topics
that deal with student data and goal setting, whether that be journal articles, news articles, or information
that my school sends to teachers.

In terms of future inquiry and the ILP, I will look more into how I can improve student goal setting, using
varied instructional strategies, and using data to inform instruction. Although this ILP process has shown
For future inquiry/ILP that I have achieved the higher levels of these CSTP elements, I know that I can continue to improve my
practice in these areas to become a more effective educator. I will reflect back on my strengths and
weaknesses in these CSTP elements to continue to improve my teaching skills.

For the next POP cycle, I will be sure to include what worked well from this semester into future
semesters. I will also determine the areas that did not go well, and reflect on how I can either improve in
these areas, or how I can further refine my practice to avoid these weaknesses, flaws, and challenges in
For next POP cycle instruction. Also, for the next POP cycle, I will continue to provide my students with self-reflection
opportunities, such as the goal setting activities that were conducted in this POP cycle. Furthermore, in the
next POP cycle, I will be sure to reflect on how this cycle could have been further enhanced with
educational technology, in order to meet the ISTE standards that are required of the next POP cycle.

Semester 3 Only:
For future use of technology
Other Notes

Overall, there are clearly many action items that must be addressed, enacted, and reflected upon in subsequent POP cycles and ILPs.
These action items reflect the many strengths and weaknesses of this lesson series and my overall emphasis on data analysis,
instructional strategies, and self-reflection opportunities for students.

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
Steven Knepper sknepper@csu.fullerton.edu Single Subject 6-12
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Class average: 48% Class average: 72%
100%: 0 100%: 1
90%: 2 90%: 1
80%: 2 80%: 3
70%: 1 70%: 5
60%: 1 60%: 5
50%: 2 50%: 0
40%: 1 40%: 0
30%: 3 30%: 0
20%: 0 20%: 0
10%: 2 10%: 0
0%: 1 0%: 0
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL 5/10 (50%) 7/10 (70%) GROWTH
2. Focus Student: 504/IEP 4/10 (40%) 7/10 (70%) GROWTH
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 7 of 8
 3. Focus Student: Teacher Choice 6/10 (60%) 9/10 (90%) GROWTH
4. SAMPLE 8/10 (80%) 8/10 (80%) NO GROWTH
5. SAMPLE 3/10 (30%) 7/10 (70%) GROWTH
6. SAMPLE 1/10 (10%) 7/10 (70%) GROWTH
7. SAMPLE 8/10 (80%) 10/10 (100%) GROWTH
8. SAMPLE 5/10 (50%) 6/10 (60%) GROWTH
9. SAMPLE 3/10 (30%) 6/10 (60%) GROWTH
10. SAMPLE 9/10 (90%) 8/10 (80%) NO GROWTH
11. SAMPLE 7/10 (70%) 7/10 (70%) NO GROWTH
12. SAMPLE 3/10 (30%) 6/10 (60%) GROWTH
13. SAMPLE 0/10 (0%) 6/10 (60%) GROWTH
14. SAMPLE 1/10 (10%) 6/10 (60%) GROWTH
15. SAMPLE 9/10 (90%) 8/10 (80%) NO GROWTH
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36. 91011121314151

Attached pre/post-assessments:

Student goal creation sheet/self-assessment

Quizizz Assessment

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