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 Email Subject Area Grade Level
YSYI@CSU.FULLERTON.EDU
YE SEUL ESTHER YI MATH 7
EYI@COVSCHOOL.ORG
Mentor Email School/District Date
COVENANT CHRISTIAN
TYSON BEHRNS TBEHRNS@COVSCHOOL.ORG MARCH 20, 2022
SCHOOL
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 - Facilitates systematic opportunities for students to apply
T - Guide students to think critically through use of questioning
critical thinking by designing structured inquires into complex
Promoting critical thinking through strategies, posing/solving problems, and reflection on issues in content.
T – Applying T – Innovating problems.
1.5 inquiry, problem solving, and S - Students respond to varied questions or tasks designed to promote
S – Exploring S - Innovating S - Students pose and answer a wide-range of complex questions
reflection comprehension and critical thinking in single lessons or a sequence of
and problems, reflect, and communicate understandings based on
lessons.
in depth analysis of content learning.

Provides systematic opportunities

T- Informs students about learning for student self-assessment, goal
INVOLVING ALL
T- objectives, outcomes, and summative T- setting, and progress monitoring.
STUDENTS IN SELF-
Emerging assessment results. Recognizes the Innovating
ASSESSMENT,
5.5 need for individual learning goals.
GOAL-SETTING, Develops students’ meta-cognitive
S- S-
AND PROGRESS skills for analyzing progress and
Emerging S- Monitors progress using available Innovating
MONITORING refining goals towards high levels of
tools for recording.
academic achievement.
Plans instruction incorporating a
repertoire of strategies specifically
PLANNING Selects strategies for single lessons or meet students’ diverse language
INSTRUCTION THAT sequence of lessons that respond to
T- T- and learning needs and styles to
INCORPORATES students’ diverse learning needs.
Exploring Innovating advance learning for all.
APPROPRIATE
4.4
STRATEGIES TO
S- Uses assessments of students’ learning S- Facilitates opportunities for
MEET THE
Applying and language needs to inform planning Innovating students to reflect on their
LEARNING NEEDS
differentiated instruction. learning and the impact of
OF ALL STUDENTS
instructional strategies to meet
their learning 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
Pose measurable and observable question in How do you expect student
Based on your selected CSTP elements, What will you use as your baseline What will you use as your final
terms of students (e.g., what impact will performance to change? Use
identify a focus of inquiry (e.g., group assessment of student assessment of student
strategy X have on student performance as percentages to describe anticipated
discussion, differentiation, motivation…) actions/performance? actions/performance?
measured by Y?) growth.
What impact will increased use of higher-order There will be a 20% increase in the average
Use of analysis, synthesis, and evaluation questions + questions (teacher talk, worksheet, and student exam score for students who participated
Previous examination scores New chapter exam
student problem generation problem generation) have on student performance as in class and successfully completed the
measured by chapter exam? worksheet.

If students are presented

with the results of their I will give students a
formative assessments and Students will draw 4
paper assessment
the holes in their learning, angles using a
SETTING GOALS AND where students have There will be a 30%
will students master the protractor given 4
PROGRESS MONITORING to draw 4 angles increase in mastery
content more efficiently by different degree
THROUGH GOOGLE using a protractor of content per
forming their own learning measurements at the
CLASSROOM given 4 different student.
materials that addresses end of their guided
degree
those needs? notes.
measurements.

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 Focus Student 3: Your Choice
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 6
 ILP/504
Student D just enrolled in our school 3
weeks ago so he has yet to take the
diagnostic test on IXL. Currently, student Student A is a bright student
Student C is an above average
D has not tested out of ELPAC even with an IEP that focuses on her
student who has a very strong work
though he has been consistently inattentiveness stemming from
ethic. He almost always has his
identified as ELL since kindergarten. He Other Health Issues. She
homework finished, he will stay on
seems to struggle with reading struggles with staying motivated
task without prompting, and he asks
comprehension, but is generally fluent in her studies and will generally
Performance Data questions if he needs help with the
when in conversation. pick up her work habits when
content. I chose this student
I have chosen this student because he her parents threaten to take her
because I want to see if he is also
has shown that he struggles to phone away. I want to see if my
intrinsically motivated to master the
comprehend in the core subjects that I inquiry will help her to be more
content with a visual representation
teach, yet thinks that he is at a level in intrinsically motivated to master
of his progress.
which he is approaching mastery. I think the content.
that setting goals will help him to visually
see his current skills
Student A has consistently
Student D is generally quiet and does not
shown that she will only put in Considering his work ethic, I expect
ask questions. He seems to also have a
effort when her parents Student C to do his best to hit all the
weaker work ethic when it comes to
Expected Results threaten to take her phone standards to some degree, without
academics. I hope that he will strive to
away. I hope to see her meet an extra push from me or his
meet content standards by an increase of
content standards by an parents.
30%.
increase of 30%.
Inquiry Lesson Implementation Plan
Administer Post- Discuss Results with
Administer Pre-Assessment Deliver Lesson(s) Analyze Results
Assessment Mentor
Identify dates for activities.
March 28 March 31-April 1 April 6 April 8 April 11
Students will learn to use the protractor to draw specific angles and measure the angles. I will use the
Provide 1-2 sentence summary of
your lesson plan.
projector and document camera to demonstrate proper use of the protractor. Also, students will learn
the vocabulary
Summarize process for Students will draw 4 angles using a protractor given 4 different angle measurements. Then I will teach
administering and analyzing pre- the lesson and after teaching the lesson, students will draw another 4 angles using a protractor given 4
and post-assessments. different angle measurements
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.)
"Tackling the Motivation Crisis" by Mike Anderson "Self-Regulation through Goal Setting" by
(2021) Dale Schunk (2001) 
The book states that extrinsic motivation will only last so long and that Having a visual goal with goal charts will help student
students will not perform without the extrinsic motivation dangling in front of regulate themselves for achievement. It also motivates
them. Instead, creating lessons and planning so that students have more competitive students who like to excel against other
autonomy and choice will be more intrinsically motivating, as stated by the students, and is useful as long as it is a friendly respectful
author. competition.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Our coach who teaches PE for all of K-8 in our school teaches
students to be motivated and persevere through setting goals,
I have a colleague who works in a special program in which the class is not a
which he lists on a white board in the gym. Through the goal
class of a single grade, but rather a self-contained multi-grade class (grade 4-6).
setting, he coaches his students to regulate their emotions,
To facilitate learning through a multi-grade classroom, students do their
focus on the task at hand, and celebrate in meeting the little
learning largely through Voice and Choice. Through Voice and Choice, students
goals that is listed on the white board. Once those goals are
pick what they want to learn, outline why they want to learn it, and decide on
met, everyone reconvenes to set new goals. Through this
how they will show their learning. It requires students to be self-directed and
process of goal setting, he coaches students to be mindful of
engages students more in learning.
their schedules, the reality of the situation, and control their
actions to meet those goals.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
Students will use their arms to create angles. Students will
Learning types. Physical learners also play a version of Simon Says where they have to turn
to the left or right in 90, 180, 270, 360 degrees.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 6

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
Students knew about angles but didn’t know how to use the protractor
to draw them. Students also knew that when a person does an about
face, that it is a 180 degree turn and that a 360 degree turn would bring
a person back to the same position. Students also generally knew obtuse
and acute angles in relation to 90 degrees. In pre-assessment, it showed
that students just didn’t know how to use the protractor to draw or
measure angles but had the background knowledge that supported
learning to use a protractor. In post-assessment, majority of students
showed they knew how to use the protractor when drawing acute
angles, but a significant number of students also showed that when
using the protractor, they neglected to using their logical reasoning to
check their answers. For example, a 165 degree angle should be drawn
so that it is visually obvious that it is an obtuse angle. However, students
focused on the numbers of the protractor so much so that students
drew a 15 degree angle using the wrong side of the protractor.
Initial
CSTP Element
Rating
Promoting critical thinking
T – Applying
1.5 through inquiry, problem
S – Exploring
solving, and reflection
Section 5: Results and Reflection
Pre/Post Assessment Data Analysis Findings for Three Focus
Students
Student C performed as expected in post-assessment. He
asked questions, checked his answers with me, and then
moved on to get to the next standard/task. In pre-
assessment, he did not know how to use the protractor.
He also looked visibly stressed about understanding the
task and drawing out angles. He was not able to draw any
of the angles correctly because of his lack of knowledge in
protractor use.
Student A in pre-assessment and in post-assessment
looked aloof as is her usually demeanor. She also did not
know how to draw the angles due to her lack of
knowledge in protractor use. However, in post-
assessment, despite her aloofness, she was able to draw
all four of the angles correctly. Although she correctly
drew the angles the first time, she was not motivated to
move on to the next task. Student A seems to only comply
when it is absolutely necessary of her.
Student D in pre-assessment was not able to draw any of
the angles. He also had trouble drawing the angles in post-
assessment; he drew only one angle correctly and made
similar mistakes in drawing the obtuse angles as its acute
counterparts. Student D had to correct his post-
assessment after being re-taught but his motivation to get
it done correctly and then moving on to the next task was
encouraging to see and I would rate his response as being
more motivated to check off the standards than before.
Evidence/Rational for Rating
Revised Rating Suggestions for Moving Forward
(Summarize from POP Section 3)
To move to INNOVATING level: Consider how to
Teacher asked questions of analysis and evaluation. increase complexity of task beyond a single lesson so
T – Integrating
Students answered questions that included all levels of Bloom’s. that there are continuing opportunities for students to
S - Integrating
Students created their own math problems. engage in inquiry in complex problem. How could you
extend lesson into PBL?

Teacher asked students to write

down the steps to drawing angles I want to give students choice
using protractors. Students used boards in which they have to
INVOLVING ALL
their written step by step set weekly goals for finishing
STUDENTS IN T-
instructions to draw angles and certain activities within the
SELF- Emerging T-Emerging
monitored their learning by week. That way students are
5.5 ASSESSMENT,
checking their work against the managing their time by
GOAL-SETTING, S- S- Emerging
instructions they wrote down. planning out their week with
AND PROGRESS Emerging
Students checked their answers and goals in mind and monitor
MONITORING
checked it against their neighbors their progress within the
to assess whether they were choice board.
drawing correctly.
4.4 PLANNING T- T-Exploring All students participated by forming Better classroom management
INSTRUCTION Exploring the three types of angles with their and build routines to
THAT S- Applying arms. Students who struggle with incorporate small group time
INCORPORATES S- learning were supported by having in order to meet the learning
APPROPRIATE Applying been provided step by step needs of all students.
STRATEGIES TO instructions for drawing angles.
MEET THE
LEARNING
NEEDS OF ALL
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 6
 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

Students enjoyed reviewing their degree turns after the lesson. It was fun Students are able to draw angles using protractors.
in using angles in a game. Students are able to measure angles using protractors.

Action Items

For curriculum design, lesson For the next school, I want to look into supplementing the math curriculum more so that we do not
planning, assessment planning always have to follow the curriculum’s methods.

Students who finish ahead of others need more enrichment. Perhaps an art project incorporating angles
For classroom practice
would be interesting and worthwhile.
For teaching English learners, Step by step written instructions for students with special needs seem to be helpful to English learners
students with special needs, and
students with other instructional
and students with special needs. It gives them a reference tool to keep them on track to completing a
challenges task or problem correctly
I want to continue to use a standards check off list in order for students to visually see their
For future professional
development
achievement. Additionally, I want to assess students’ content mastery by giving students a choice as to
how they can show their mastery.

For future inquiry/ILP Flipped Classroom

For next POP cycle Flipped classroom

Other

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.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 6
 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
YE SEUL ESTHER YI YSYI53@GMAIL.COM MATH 7
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average

RANGE 25-100 AVERAGE

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL
25 25
Student 19
2. Focus Student: 504/IEP
25 100
Student 2
3. Focus Student: Teacher Choice
25 100
Student 18
4. Student 1 25 50
5. Student 3 25 75
6. Student 4 25 25
7. Student 5 25 25
8. Student 6 25 50
9. Student 7 100 100
10. Student 8 100 100
11. Student 9 100 100
12. Student 10 100 100
Student was absent on the day of post
13. Student 11 25
assessment
14. Student 12 0 50
15. Student 13 25 100
16. Student 14 0 25
17. Student 15 0 100
18. Student 16 25 Student has not turned it in
19. Student 17 100 100
20. Student 20 25 25
910111213141516

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 6
 Post-Assessment
Student C Student D

Student A

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 6 of 6