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
anlarsen@calca.connectionsacademy.or
AnaLysa Larsen Elementary Multiple Subject 1
g
Mentor Email School/District Date
California Connections
Katelynn Schneringer kschneringer@californiaops.org 10/8/2023
Academy
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.
CST
Element Initial Rating Description Goal Rating Description
P
T- Facilitates student self- reflection and ongoing improvement
of the caring community based on respect, fairness, and the
Promote social Teacher - Reinforces positive, responsible, and respectful student interactions.
value of all members.
development and Assists students to resolve conflicts, Incorporates cultural awareness to develop a
responsibility within a positive classroom climate.
T and S- T and S S- take leadership in resolving conflict and creating a fair and
2.1 caring community where
each student is treated
Exploring
Students- take responsibility resolving conflicts and maintaining a caring classroom
community. Students Promote respect and appreciation for differences.
Innovating respectful classroom community where student’s home culture
fairly and respectfully is included and valued. Students communicate with empathy
and understanding in interactions with one another.

Integrates knowledge of English language development, English

Address the needs of learners’ strengths and assessed needs into English language
English learners and
Is aware of students primary language and English language proficiencies based on and content instruction.
students with special
3.6 needs to provide
Emerging available assessment data. Provides adapted materials to help English learners
access content.
Integrating
Develops and adapts instruction to provide a wide range of
equitable access to the
scaffolded support for language and content for the range of
content
English learners.

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
How will integrating Students will demonstrate understanding in a
Nearpod – Lesson Fact Families
gamified form of an assessment with visuals to help Mathematics – Fact Families –
technology help EL Students in Addition and Subtraction
English Language Learners demonstrate Addition and Subtraction
to better demonstrate https://app.nearpod.com/?pin=
understanding instead of just verbal or written strategies within 20
7USNQ
understanding? assessments.
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
Student is high performing and
Student participates in class, but is Student is very engaged in lessons, but answers aloud in class before
hesitant to answer questions aloud. often answers incorrectly in class. other students are able to think
Performance Formal assessments yields positive results, Student may not fully understand and compute math problems.
Data but I have been unable to assess informally lessons with verbal communication Student performs well on and
and check for understanding in lessons and generally responds better to quickly on formal assessments
due to lack of participation on screen. interactive games and videos. and seems to understand
content quickly.
Student will be able to do
self-paced lesson and
Student will be able to do self-paced
Student will be able to do self-paced assessment and be able to
lesson and assessment and be able to
lesson and assessment and be able to easily refer back to videos and
Expected Results easily refer back to videos and
easily refer back to videos and activities to activities to assist in recalling
activities to assist in recalling
assist in recalling strategies. strategies. Student will able to
strategies.
answer without giving answer
to classmates .
Inquiry Lesson Implementation Plan
Directions: that Semester 3 requires a lesson that focuses on use of technology to support teaching and learning.
Administer Discuss Results with
Administer Pre-Assessment Deliver Lesson(s) Analyze Results
Post-Assessment Mentor
Identify dates for activities.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
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Provide 1-2 sentence
This lesson will engage and explore what fact families are for the first part, explain and elaborate, and finally
summary of your lesson
plan. evaluate for student understanding.

Summarize process for Students will take a pre-test to show what they might already know about addition/subtraction strategies and
administering and how they relate to one another. Students will given a number and asked to find 2 numbers that can make a fact
analyzing pre- and family with the given number. Post assessment will have students fill out a fact family triangle and have them
post-assessments.
identify the related facts.
Semester 3 Only: Identify
the specific technology
tools, applications, links, Nearpod – Lesson Fact Families in Addition and Subtraction
and/or devices to be https://app.nearpod.com/?pin=7USNQ
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.)
2.1
https://www.ldonline.org/ld-topics/classroom-management/teachers-role-devel https://www.pecentral.org/adapted/adaptedactivities.html
“
oping-social-skills The teacher must constantly search for Differentiating Instruction for Students with
opportunities to promote and encourage appropriate social Disabilities
interactions for the socially inept child”
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)

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
ISTE 1.1c: Students use technology to seek feedback that Students will demonstrate understanding of
informs and improves their practice and to demonstrate fact families by filling in a graphic organizer on
their learning in a variety of ways. Nearpod.com.
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
After the lesson, the same assessment was given to the
Overall, students came into the lesson with no conceptual understanding
three focus students. All students demonstrated
of how fact families worked. Nearly half of the students were able to
understanding of the concepts. One student who I feel will
understand and correctly analyze fact families for the second given
be identified as Gifted and Talented completed the
question, and 15 students were unable to identify how fact families could
pre-assessment within a few minutes and completed the
be used to solve addition/subtraction problems.
post-assessment in just over a minute after the lessons
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
T–
thinking through Teacher asked questions of analysis and evaluation. increase complexity of task beyond a single lesson so
Applying T – Integrating
1.5 inquiry, problem Students answered questions that included all levels of Bloom’s. that there are continuing opportunities for students to
S– S - Integrating
solving, and Students created their own math problems. engage in inquiry in complex problem. How could you
Exploring
reflection extend lesson into PBL?

I can facilitate student self-

Teacher - Reinforces positive,
reflection and ongoing
responsible, and respectful student
improvement of the caring
interactions. Assists students to
Promote social community based on respect,
development and resolve conflicts, Incorporates
responsibility fairness, and the value of all
within a caring T and S- cultural awareness to develop a
2.1 community
Exploring T and S Integrating members by providing time
where each positive classroom climate. Teacher
student is treated and spaces for self-reflection.
fairly and provided detailed instruction with
respectfully Students take leadership in
scaffolding to accommodate student
resolving conflict and creating
need and labels/images to enhance
a fair and respectful classroom
learning for EL and IEP Students.
community where student’s
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
 Students- take responsibility
resolving conflicts and maintaining a
caring classroom community.
Students Promote respect and
appreciation for differences.
home culture is included and
valued. Students communicate
with empathy and
understanding in interactions
with one another by assigning
roles and responsibilities to
students.

I can better engage English

learners in assessments of
their progress in English
language development and in
meeting content standards.
Supports students to establish
and monitor language and
content goals by setting aside
tutor times and providing
Is aware of students primary written communication in
Address the
needs of English language and English language family languages.
learners and
students with proficiencies based on available I can be resourceful and
3.6 special needs to Emerging T and S Integrating
provide equitable assessment data. Provides adapted flexible in the design,
access to the
content materials to help English learners adjustment, and elimination of
access content. scaffolds based on English
learners’ proficiencies,
knowledge, and skills in the
content in being attentive to
their submissions and better
communicating with learning
team on successful and
evidence-based practices.

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
Students enjoyed the opportunity to play the gamified lesson and were
How to access data and results from online learning
competitive with one another and myself. They did repeated practice and
platforms to drive data-driven instruction.
performed higher on the end of lesson assessment.
Action Items
For curriculum design, Incorporate at least 1 online (real-time) practice with students each week to monitor attention and to see how
lesson planning, instruction is impacting students.
assessment planning Research new curricula and their resources to provide instruction for upcoming school year.
Incorporate real-time communication tools (class poll pods, nearpod collaboration boards, etc) to check in on
For classroom practice
students and progress.
For teaching English
learners, students with Utilize translation services for outside correspondence with families.
special needs, and students bi-weekly check in with SPED case managers
with other instructional progress monitor supplemental instructional programs
challenges
For future professional
development
Research new curricula and utilize their asynchronous lessons to better implement in classes.

For future inquiry/ILP

For next POP cycle

● Incorporate at least 1 online (real-time) practice with students each week to monitor attention and to
Semester 3 Only:
see how instruction is impacting students.
For future use of
technology ● Incorporate real-time communication tools (class poll pods, nearpod collaboration boards, etc) to
check in on students and progress.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 5
 ● Research new curricula and utilize their asynchronous lessons to better implement in classes.

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

AnaLysa Larsen anlarsen@californiaops.org Math 1

Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Average score 93%, 31/36 students understood the concept
Average - 34 %, 1/9 had understanding at this point, 17/36 after lesson, 1 student did not do any of the assessment and
understood after 1 question what was expected. was completely disengaged for lesson, and 4 students were able
to correctly analyze 1 of the 2 problems.
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL 0/2 2/2 LC assistance
2. Focus Student: 504/IEP 0/2 2/2 LC Assistance
3. Focus Student: Teacher Choice 2/2 2/2 completed in 70 seconds
4. 4921998 1/2 2/2
5. 4814983 1/2 2/2
6. 4784653 1/2 2/2
7. 4691219 0/2 2/2 LC Assistance
8. 4879025 0/2 2/2
9. 4905311 0/2 1/2 RTI
10. 4876077 0/2 2/2 LC Assistance
11. 5325693 0/2 2/2 LC Assistance
12. 4871354 1/2 2/2
13. 4876455 0/2 1/2 RTI
14. 4818673 0/2 0/2 ST was disengaged for lesson
15. 4947513 2/2 2/2
16. 4818360 2/2 2/2
17. 4919655 1/2 2/2
18. 4828422 1/2 2/2
19. 5319862 1/2 2/2
20. 5294610 1/2 2/2
21. 4914867 1/2 2/2
22. 4765306 1/2 2/2
23. 5003696 0/2 2/2
24. 4939014 1/2 2/2
25. 5019467 1/2 2/2
26. 5250057 0/2 1/2
27. 4785088 2/2 2/2
28. 4921512 0/2 1/2

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 5
 29. 4824301 1/2 2/2
30. 4813920 1/2 2/2
31. 5010943 1/2 2/2
32. 5544315 0/2 2/2 LC Assistance
33. 4822447 0/2 2/2
34. 5260676 0/2 2/2 LC Assistance
35. 4753178 1/2 2/2
36. 4753153 1/2 2/2
910111213141516

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 5