Fullerton Online Teacher Induc on Program

Individualized Learning Plan (ILP)

Revised 11.5.18

Direc ons: The ILP should be completed with Mentor input. Complete blue cells prior to classroom implementa on. Complete orange cells a er POP Cycle is completed. Cells
will expand as needed. When submi ng completed ILP to instructor, please include copies/images of pre/post assessments/direc ons and the Pre/Post Assessment Data
Table.

Sec on 1: New Teacher Informa on

New Teacher Email Subject Area Grade Level

Mary Armas marmas@bousd.us Science/ ELA TK

Mentor Email School/District Date

Rachel Fessler rfessler@bousd.us Mariposa / Brea Olinda 3.3.2023

Sec on 2: CSTP Areas of Inquiry

Direc ons: Iden fy 2-3 CSTP elements for ILP focus. Use most recent CSTP Assessment for Ini al Ra ng. Iden fy both teacher and student ra ng for CSTP 1 and 2. See
example.

CST
Element Ini al Ra ng Descrip on Goal Ra ng Descrip on
P
T - Guide students to think cri cally through use of ques oning
T - Facilitates systema c opportuni es for students to apply cri cal
strategies, posing/solving problems, and re ec on on issues in T–
Promo ng cri cal thinking T – Applying thinking by designing structured inquires into complex problems.
content. Innova ng
1.5 through inquiry, problem S– S - Students pose and answer a wide-range of complex ques ons and
S - Students respond to varied ques ons or tasks designed to promote S-
solving, and re ec on Exploring problems, re ect, and communicate understandings based on in depth
comprehension and cri cal thinking in single lessons or a sequence of Innova ng
analysis of content learning.
lessons.

PLANNING
INSTRUCTION Plans instruc on using a wide range of
TAHT strategies to address learning styles
INCORPORATE and meet students’ assessed language
S Selects strategies for single lesson or and learning needs.Provides
Explor Integr
4.4 APPROPRIATE sequence of lessons that responds to appropriate support and challenges for
ing a ng
STRATEGIES students diverse needs students.Integrates results from a
TO MEET THE broad range of assessments into
LEARNING planning to meet students’ diverse
NEEDS OF ALL learning
STUDENTS
5.4 Using
assessment Uses data from available assessments
data to to establish content- based learning Uses a variety of assessment data
establish goals for class and individual students to set student learning goals or
Explor in single lesson Applyi content and academic language
learning goals
5.4 Plans adjustments in modifications to
and to plan, ing ng instruction to meet
instruction to address
di eren ate,
learning needs of Individual students’ diverse learning needs
and modify students
instruc on

Sec on 3: Inquiry Focus and Planning (A ach Pre/Post Assessments and Data Collec on Tools)

Direc ons: Your inquiry ques on should be concise and likely no more than 8-10 words. Your hypothesis should indicate what you expect students to be able to do a er the
lesson, and it should be able to be evaluated based on your assessment plan. Note that Semester 3 requires an inquiry ques on that focuses on use of technology to support
teaching and learning.

Inquiry Ques on Hypothesis Lesson Series Topic Assessments/Data Collec on

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I plan to implement more
student centered
How can I meet the differentiated learning
individual learning centers in order to meet
needs of all of my individual learning needs
students? of my students. Students
will progress in their
understanding of living
things, be able to predict
reasonable outcomes.
The standards I will be
assessing are Preschool
Learning Foundations
Content Standards:
Scientific Inquiry 1.0, 2.0
and Changes in living
things: 2.0. These For my pre assement
standards address students data I will be using
ability to observe, predict, the Desired Results
communicate and document DRDP
changes in living things. We Comprehensive form.
will be focusing on plant life I will uses domain
during this unit. We will results COG 8-11 for
identify the parts of plants,
my formal
compare seeds leaves and
flowers, and observe how assessment.
plants grow. During this unit Throughout the
we will be planting several lessons will collect
items including wax beans. their prediction
Over several weeks we will journals and
observe, measure and dictations as part of
predict what will happen to my post assessments.
the seeds. We will have
several samples to compare
and we will have a least
three specimens that will be
growing in different
materials.

Focus Students
Direc ons: Iden fy three focus students for your inquiry. Iden fy special characteris cs 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 accommoda on.
The third is your choice, but please iden fy someone that poses an instruc onal challenge.) Iden fy expected results for each focus student.

Focus Student 2: Student with ILP/

Focus Student 1: English Learner Focus Student 3: Your Choice
504

I currently do not have any

My English Language learner
came in the middle of the school
year. She is at level one on her
ELPAC scores and her primary
language is Tamil. However she
has been doing great in the
Performance classroom and is a very bright
Data
student. She has excellent ne
motor skills and knows her
alphabet and the sounds of all of
the le ers. She struggled with
classroom rou nes, and social
situa ons at the beginning but
she has come a long way.
students with a IEP or 504 but we
are working on ge ng one
Behavioral concern- This student is
student assessed so I am using him
extremely bright and very capable.
as my focus student. My student
However he is going through some
was originally a kindergartener,
family changes and is exhibi ng
(DOB 5/2017) but we all agreed it
problema c behaviors at school.
was best for him to be moved to
Many days he refuses to do any
TK based on his academics,
classwork and will avoid non-
maturity, and speech delay. When
preferred tasks. He also expresses
he rst came to my class his
that he does not want to come to
language was unintelligible and
school any more and doesn’t like
struggled with language
to do any classwork “work”. He
acquisi on and oral
will shut down with non-pro ered
communica on. Now he is able to
ac vi es and starts to become
repeat words and is steadily
agressive toward peers.
building his vocabulary. He is able
to write most of his le ers through
modeling and with visuals.

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I expect her to struggle with
being able to communicate her
predic ons orally, but because
Expected
Results she has such excellent ne motor
I believe she will be able to show
her knowledge through her
drawings and wri ng.
Inquiry Lesson Implementa on Plan
Direc ons: that Semester 3 requires a lesson that focuses on use of technology to support teaching and learning.
Since most of this lesson is a more
I expect him to struggle with
of a hands on ac vity I predict he
communica ng his predic ons and
will be excited to par cipate.
observa ons to me. Since his ne
However I imagine he will be less
motor skills are s ll progressing I
willing to do the observa on
will be giving him visual cards for
drawings and journaling. I will give
him to be able to predict what
him If and then incen ves to
may happen next.
encourage him.

Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results Discuss Results with Mentor
Iden fy dates for
ac vi es. March 14th- 24th-28th Last
April 10th April 24th DRDP May 1st
DRDP week of April

The standards I will be assessing are Preschool Learning Foundations Content

Standards: Scienti c Inquiry 1.0, 2.0 and Changes in living things: 2.0. These standards
address students ability to observe, predict, communicate and document changes in
living things. We will be focusing on plant life during this unit. We will identify the parts of
Provide 1-2 sentence plants, compare seeds leaves and owers, and observe how plants grow. During this unit
summary of your lesson we will be planting several items including wax beans. Over several weeks we will
plan. observe, measure and predict what will happen to the seeds. We will have several
samples to compare and we will have a least three specimens that will be growing in
di erent materials.

I plan on using the DRDP or Desired Results Domain COG 8-11 for my formal pre and
Summarize process for
post formative assessment. I will also be conducting informal assessments throughout
administering and
analyzing pre- and post- the unit including dictating responses of students, and student’s observation and
assessments. recording sheets.

Semester 3 Only: Iden fy

the speci c technology
tools, applica ons, links,
and/or devices to be
incorporated into the
lesson.

Sec on 4: Inquiry Research and Explora on

Research/Professional Learning (Iden fy two ar cles that have informed inquiry focus. Provide tle, URL or cita on, and statement of what was
learned.)

Tomlinson, C. A. (2017). How to Di erentiate Hamand, D. j. (2019). The Use of Learning Centers in
Instruction in an Academically Diverse the Kindergarten Classroom (Master's thesis).
Classroom (3rdrd ed.). : ASCD. https:// 14December https://nwcommons.nwciowa.edu/cgi/
books.google.com/books?id=rIl2DgAAQBAJ&lr= viewcontent.cgi?
article=1179&context=education_masters
Links to an external site.
This was a textbook I used a lot during my teaching Links to an external site.
program. It has great strategies and teaches best This article discusses the importance of implementing
practices to engage students in their learning. She developmentally appropriate play based learning
writes about di erentiating for content, process, and centers in an early childhood setting.The author talks
product. She also talks about ways to plan groups, about the bene ts of the learning centers and hands on
lessons, and how to manage the di erent groups. learning and students becoming active participants in
their education.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Iden fy grade level, subject, and summary of ideas.)

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 Fessler Kindergarten/ All Subjects Maurer Kindergarten/All Subjects
Mrs. Fessler discussed mostly behavioral and Language Mrs. Maurer and I talked about EL strategies including sentence
strategies to work on. She men oned that having frames for dicta on and for oral communica on as well as visuals.
di eren ated center op ons is a good way to ensure that each She also men oned di eren a on for centers and integra ng
child is mee ng their more personalized learning goals. For their personal learning styles for example using art as a medium,
example a Le er recogni on center could include visual aides, manipula ve for kinesthe c learners, or music or rhymes to teach
sensory op ons such as shaving cream or sand drawing. auditory learners.
Special Emphasis: ISTE Standards (Semester 3 only)
Direc ons: Iden fy 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

Sec on 5: Results and Re ec on

Direc ons: Record Pre- and post- assessment data into Pre/Post Assessment Data Table (see end of document). Include copies/images of pre/post assessments/direc ons
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

16 of my 22 students meet both goals

6 of 22 students did not meet 1 por on of the goals.
22 TK students DRDP COG 11
Pre Assessment
12 students -Building middle
6 students -Building later
4 students -Building earlier
1 student- Integra ng earlier
1 student- Exploring Later
Pre- Assessment
DRDP Cog 10
My three focus students exceeded my expecta ons especially
16 Students Building earlier
my focus student 2. By the end of the unit lesson focus
2 students Exploring later
student 2 was at building middle (COG 11) which is two steps
3 students building later
above what their ini al assessment was at. My EL student
1 Student exploring earlier
assessed at one level higher for Cog 10 and two levels for Cog
11. She was able to draw and correctly label parts of the
Post Assessment
plant and predict and document how her plant would grow.
COG 11
Focus student three also made signi cant growth and
6 Integra ng Earlier
assessed at levels higher for both elements.
10 Building later
3 Building middle
2 Building earlier

Post Assessment
Cog 10
3 Integra ng Earlier
14 Building later
3 Building middle
2 Building earlier

Ini al Evidence/Ra onal for Ra ng

CSTP Element Revised Ra ng Sugges ons for Moving Forward
Ra ng (Summarize from POP Sec on 3)

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 Promo ng cri cal T– To move to INNOVATING level: Consider how to increase
Teacher asked ques ons of analysis and evalua on.
thinking through Applying T – Integra ng complexity of task beyond a single lesson so that there are
1.5 Students answered ques ons that included all levels of Bloom’s.
inquiry, problem S– S - Integra ng con nuing opportuni es for students to engage in inquiry in
Students created their own math problems.
solving, and re ec on Exploring complex problem. How could you extend lesson into PBL?

I was very intentional about

providing individualized support
PLANNING to each student based on their
INSTRUCT needs.
ION THAT I provided additional support to To move to integrating level I
INCORPO students who needed more need to plan my differentiated
RATES guidance, while also centers to be better
APPROPRI challenging those who were scaffolded so that the centers
ATE S- ready to take on more complex can be more independently
4.4 STRATEGI Explo T-Integrating tasks. driven. I also need to
ES TO ring I liked the idea of having the sequence my lessons more
MEET THE numbered support for the craft effectively so there is more
LEARNING life cycle. It helped me to time for students to engage
NEEDS OF differentiate for my students. I with their peers in their hands
ALL did create a center based on on learning.
STUDENT my student with behavioral
S concerns which was much
more independent and hands-
on.

From KWL I was able to

assess and used questions to
check for understanding .
5.4 Using Students did a great job on
assessmen identifying the stages of the To process in this element I
t data to life cycle both verbally and need to utilize different
establish visually on the craft activity. assessments that can help
learning One stage was more difficult
s- me plan for more effective
goals and to determine from others
5.4 Explo Applying instructional opportunities.
to plan, which caused some confusion
ring The DRDP is effective but
differentiate but they were easily corrected extremely time intensive and
, and when we talked it through. I not conducive to this type of
modify would change the images to lesson.
instruction better assist in this. The follow
up prediction and observation
documentation was also how I
assessed their knowledge.

Special Emphasis ISTE-Educator and ISTE-Student Standards (Semester 3 only)

Results of Incorpora on into Lesson Key Learnings and New Skills/Knowledge Developed by Teacher

Ac on Items
For curriculum design,
lesson planning,
assessment planning

For classroom prac ce

For teaching English

learners, students with
special needs, and
students with other
instruc onal challenges

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 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/direc ons and the Pre/Post Assessment Data Table with submission.

Fullerton Online Teacher Induc on Program

Individualized Learning Plan (ILP)
Revised 5.1.17

Direc ons: Record student pre and post scores in this table. Do not use student’s actual names.

New Teacher Email Subject Area Grade Level

Mary Armas marmas@bousd.us Science Plant observa on TK

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

DRDP Cog 11-Average Building Middle
DRDP Cog 10 Average -Building Earlier
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score
Cog 11 Building Earlier
1. Focus Student: EL
Cog 10 Exploring later
Cog 11 Exploring later
2. Focus Student: 504/IEP
Cog 10 Exploring earlier
3. Focus Student: Teacher Cog 11 Building Later
Choice Cog 10 Building middle
Cog 11 Building Middle
1. AH
Cog 10 Building Earlier
Cog 11 Building later
1. EY
Cog 10 Building Earlier
Cog 11 Building Middle
1. ES
Cog 10 Building Earlier
DRDP Post Average : Building Later- This does show an
increase in content knowledge.
Post-Assessment Score Comments
Goal Met
Cog 11 Building later
Accurately labeled parts of plant, predicted
Cog 10 Building earlier
and documented plants growth
Goal Met
Cog 11 Building Middle
Maintained a en on span during hands on
Cog 10 Building Earlier
ac vi es.
Goal Met -Exceeded
Cog 11 Integra ng Earlier
Student asked to be the plant monitor and
Cog 10 Integra ng Earlier
water plants weekly to ensure they grew.
Cog 11 Building later
Goal met
Cog 10 Building Later
Cog 11 Integra ng Earlier
Goal met
Cog 10 Integra ng Earlier
Cog 11 Building later
Cog 10 Building Middle Goal met

Cog 11 Building Middle Cog 11 Building later

1. PS
Cog 10 Building Earlier
Cog 11 Building Later
1. AR
Cog 10 Building Earlier
Goal met
Cog 10 Building Later
Cog 11 Building later P1. Stayed the same
Cog 10 Building Later P. Met

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Cog 11 Integra ng
1. LT Earlier
Cog 10 Building Later
Cog 11 Building Middle
1. CR
Cog 10 Building later
Cog 11 Building Middle
1. RA Cog 10 Building Earlier
Cog 11 Building Middle
1. ZA
Cog 10 Building Earlier
Cog 11 Building Earlier
1. LZ
Cog 10 Building Earlier
Cog 11 Building Middle
1. LR
Cog 10 Building Earlier
Cog 11 Building later
1. AH
Cog 10 Building Earlier
Cog 11 Building Later
1. LQ
Cog 10 Building Earlier
Cog 11 Building Middle
1. MK
Cog 10 Building Earlier
Cog 11 Building Middle
1. SF
Cog 10 Building Earlier
Cog 11 Building Middle
1. AP
Cog 10 Building Earlier
Cog 11 Building Earlier
1. GR
Cog 10 Building Earlier
Cog 10 Building Earlier
1. JK
Cog 10 Exploring later
Cog 11 Building later
1. MP
Cog 10 Building later
910111213141516
Individualized Learning Plan, Fullerton Online Teacher Induc on Program (FOTIP), 2017
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Cog 11 Integra ng earlier-
Moving on to next
developmental level Goal met
Cog 10 Cog 10 Integra ng
Earlier
Cog 11 Integra ng Earlier pt.1 Goal met
Cog 10 Building Later pt.2 stayed same
Cog 11 Building later
Goal met
Cog 10 Building Later
Cog 11 Building Middle
Goal met
Cog 10 Building Later
Cog 11 Building Earlier
p.1 Not met
Cog 10 Building Middle
P.2 goal met
Cog 11 Building Middle
Goal met
Cog 10 Building Later
Cog 11 Integra ng Earlier
Goal met
Cog 10 Building Later
Cog 11 Building later
Goal met
Cog 10 Building Later
Cog 11 Building later
Cog 10 Building Middle Goal met
Cog 11 Building later
Goal met
Cog 10 Building Later
Cog 11 Building later
Goal met
Cog 10 Building Later
Cog 11 Building Middle Pt1. Met
Cog 10 Building Earlier Pt. 2 not met
Cog 11 Building Earlier p.1 Not Met
Cog 10 Building earlier P.2 goal met
Cog 11 Integra ng Earlier p.1 Goal met
Cog 10 Building Later P.2 not met
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