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
th
Sophia Popovich sophia.popovich@savsd.org Multiple Subjects 5
Mentor Email School/District Date
Suzanne Mattson Suzanne.Mattson@savsd.org Savanna School District 8/10/2023
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 strategies, T - Facilitates systematic opportunities for students to apply critical thinking
Promoting critical thinking posing/solving problems, and reflection on issues in content. 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 - Incorporates differentiated instructional strategies into T - Plans instruction incorporating a repertoire of strategies
Plan instruction that T– T–
ongoing planning that addresses culturally responsive specifically meet students’ diverse language and learning
incorporates Applying Innovating
pedagogy, students’ diverse language, and learning needs needs and styles to advance learning for all.
4.4 appropriate strategies
and styles. T - Facilitates opportunities for students to reflect on their
to meet the learning T– T–
T - Uses assessments of students’ learning and language learning and the impact of instructional strategies to meet
needs of all students Applying Innovating
needs to inform planning differentiated instruction. their learning and language needs.
T - Integrates instructional strategies appropriate to
Utilize instructional T - Uses an extensive repertoire of instructional strategies to
subject matter to meet students’ diverse learning, to
strategies that are T– T– develop enthusiasm, meta-cognitive abilities, and support
3.4 ensure student understanding of academic language, and
appropriate to the Integrating Innovating and challenge the full range of students towards a deep
guide students in understanding connections within and
subject matter knowledge of subject matter.
across subject matter.
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
Before the lesson series begins, I will
provide a pre-assessment titled “Show
Students’ understanding of the place value
What You Know” that checks students’
system will increase with the use of
basic understanding of place value. I will
technology-based math manipulatives.
How will utilizing virtual math manipulatives then use data from this pre-assessment to
Students will recognize the 10 to 1
impact the development of students’ Number and Operations in Base Ten: Place guide the lesson series and instructional
relationship among place-value positions.
understanding of place value? Value differentiation. I will provide a post-
Students will use a basic fact and a pattern to
assessment at the end of the lesson series
multiply mentally by multiples of 10, 100, and
to gauge the effectiveness of using
1,000. Students will be able to read, write,
technology-based math manipulatives in
and compare decimals.
developing students’ understanding of the
place value system.
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
Performance
Data

Expected Results

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.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 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.)
Title: Technology in Teaching and Learning Mathematics: A Position of the Title: Using Virtual Manipulatives to Teach Math
National Council of Teachers of Mathematics
URL:
URL: https://powerupwhatworks.org/sites/default/files/Using%20Virtual%20Manipula
https://www.nctm.org/uploadedFiles/Standards_and_Positions/Position_Stateme tives%20to%20Teach%20Mathematics.pdf
nts/Technology_%28with references 2011%29.pdf
Statement: In this article, the authors discuss the many benefits of using virtual
Statement: In this article, the National Council of Teachers of Mathematics manipulatives in mathematics instruction, how to choose an appropriate virtual
outlines the position of the professional organization on using technology to manipulative to achieve your intended instructional outcome, and the research
improve teaching and learning within the subject matter. It highlights that behind the practice. It highlights how virtual manipulatives can assist students in
students’ understanding of and proficiency in mathematics increases with understanding abstract mathematical concepts, as well as guide them to richer
teachers’ strategic implementation of technology in mathematics instruction. and more complex understandings.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Teacher: Nora McGinnis Teacher: Carlos Cedano
Grade: 5th Grade General Education Grade: 6th Grade General Education

In her 5th-grade general education classroom, Mrs. McGinnis uses physical and In his 6th-grade general education classroom, Mr. Cedano uses technology to
technology-based math manipulatives during math instruction. She has found that support instruction, differentiate lessons, and extend subject matter content. He
while physical manipulatives help develop student understanding of abstract uses programs like BrainPOP and i-Ready to fill gaps in student understanding.
concepts, they are can only be used during small groups due to limited supply and Additionally, he has found that because these programs adapt to student
are often impractical due to being lost or damaged. However, she has found that assessment data, they help provide students with resources that meet their
with virtual manipulatives, all students have access to a multitude of different diverse needs. He also uses programs like Khan Academy to extend and challenge
manipulatives at all times. student learning beyond curriculum materials.
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

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

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
thinking through Teacher asked questions of analysis and evaluation.
T – Applying T – Integrating complexity of task beyond a single lesson so that there are
1.5 inquiry, problem Students answered questions that included all levels of Bloom’s.
S – Exploring S - Integrating continuing opportunities for students to engage in inquiry in
solving, and Students created their own math problems.
complex problem. How could you extend lesson into PBL?
reflection

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
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 For classroom practice

For teaching English learners,

students with special needs,
and students with other
instructional challenges
For future professional
development

For future inquiry/ILP

For next POP cycle

Semester 3 Only:
For future use of technology

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

Sophia Popovich Sophia.popovich@savsd.org Multiple Subjects 5th

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

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL
2. Focus Student: 504/IEP
3. Focus Student: Teacher Choice
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 4
 20.
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 4 of 4