EIP 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
Mikaela Holland Mikaela.holland@gmail.com Multiple Subject st
1 Grade
Induction Mentor Email School/District Induction Date
Michele Armanino Michele.armanino@saintphili St. Philip School July 2023
pschool.org
Mentor Match Date Credential Type (MS, SS, ES) Grade Level/Subject Assignment Tentative Induction Completion
Date
May 2023 MS 1st Grade May 2024
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 inquiries 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.
5.6 Using available Applying Uses technology to design and implement assessments, record Integrating Integrates a variety of technologies into the development,
technologies to assist in and analyze results, and communicate about student learning implementation, analysis of assessments, and communication of
assessment, analysis, and with administration, colleagues, families, and students. Ensure student learning to all audiences.
communication of student that communications are received by those who lack access to
learning technology
5.5 Involving all students in Exploring Begins to encourage students to establish learning goals Integrating Implements structures for students to self-assess and set learning
self-assessment, goal- through single lessons or sequence of lessons that include goal goals related to content, academic language, and individual skills.
setting, and progress setting exercises.
monitoring Integrates student self-assessment, goal setting, and progress
Provides students with opportunities in single lessons or monitoring across the curriculum.
sequence of lessons to monitor their own progress toward class
or individual goals.
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
Will assessments of my students on Kahoot! I hypothesize that most data will correlate, but Animal and Plant Survival Needs The teacher will compare the data collected from
Correlate to or contradict my informal that there will be 2-3 students who I had the informal clipboard assessment, the written
assessment and observations of my students’ previously not identified as not having a firm activity and the Kahoot! Assessment to see
content knowledge, particularly in the domains grasp on the subject matter, as well as 2-3 who where the data aligns and where it demonstrates
of science and social studies? will surprise me by having more mastery of the contradictions in student mastery.
material than they demonstrate in class
discussions.
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 in quiry 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 you r 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 M: Student M speaks and understands minimal
Student J: Student J has severe dyslexia and dysgraphia. Student C: Student C doesn’t have any diagnosed
Performance English. He has not mastered his letter sounds and can
He enjoys subjects like science, but is hampered by how learning difference and is not an EL student, however he
Data only write simple VC or CVC words with support.
self-conscious he is of his skills as a reader and writer. hasn’t mastered his letter sounds and generally chooses
not to engage with learning.
I expect this student will have some knowledge gaps on I expect this student will enjoy the opportunity to show My expectation is that he will not score high on the
his knowledge without having to pick up a pencil. I Kahoot assessment.
Expected Results the Kahoot assessment due to content he didn’t fully
grasp since he has limited English vocabulary. expect he will score better on Kahoot than in a traditional
pencil and paper activity.
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
10/4/2023 10/5/23 10/17/23 10/20/23 10/30/23
Identify dates for activities. 10/10/23
10/12/23
Pre-assessment: informal teacher clipboard assessment of student mastery of the 1st grade science domain of animal and plant survival needs and structures.
Provide 1-2 sentence Lesson 1: Students will investigate breathing and eating structures on another human (a classmate) using their 5 senses and then investigate
summary of your lesson plan. structures animals and plants use to meet their survival needs by watching videos of a turtle breathing, a plant getting water, and an elephant drinking water.
Lesson 2: Students will participate in partner reading about animal and plant structures including those used for defense.
Lesson 3: Students will participate in a “survival game” about plant and animal defenses and then complete a written activity involving writing and
drawing to show what they know about how animals and plants use their structures to meet their 4 survival needs.
Post-assessment: Students will participate in a Kahoot! Assessment of the same content covered in lesson 5.
The teacher will compare the data collected from the informal clipboard assessment, the written activity and the Kahoot! Assessment to see where the data
Summarize process for aligns and where it demonstrates contradictions in student mastery.
administering and analyzing
pre- and post-assessments.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 6
 Semester 3 Only: Identify the Kahoot!
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.)

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 6
 https://www.niallmcnulty.com/2021/06/formal-informal-assessment/ https://www.techlearning.com/how-to/what-is-kahoot-and-how-does-it-work-for-teachers
Which is better and why? Formal or informal assessment? By Niall McNulty What is Kahoot! and How Does it Work for Teachers? Tips and Tricks

In the article McNulty notes that informal assessments are less time consuming than formal Kahoot! is a free web based tool that allows teachers to administer either teacher-made or pre-
assessments, but can also be less accurate. Formal assessments are reliable and measure evidence made quizzes to students. It is a way to gamify learning to make content engaging. It also offers
of student learning as well as giving consistent results over time. Informal assessments are options to reach students at different levels of ability. It is an ideal format to regularly collect data
typically more measures of progress than mastery. My takeaway was that it would be lovely if on student progress and understanding of material. “Teachers can also review results and run
there was a way to have a quick informal assessment that still had the pros of a formal assessment; analytics from game reports for formative assessments so as to better judge progress being made in
reliable and measuring evidence of student learning. With some further research, Kahoot floated to class.”
the foreground as a possible option.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
The 2nd grade teacher does pre-assessments in science and social studies using a KWL chart. After One of my colleagues who teaches middle school social studies uses Google Forms as exit slips,
teaching a unit she gives a written assignment which she evaluates as evidence of student learning. providing a quick snapshot of student knowledge. This allows him to see what students understand
She doesn’t choose to use a technology tool in the assessment process. about the content without being hampered by their writing skills. It also allows him to not just rely
on his observations of what students comprehend in discussions, but provides a hard data point for
him to correlate.

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 informs and improves their practice and Students will use Kahoot! To demonstrate their learning in a different way than through their
to demonstrate their learning in a variety of ways. written work.

ISTE 2.2.b Advocate for equitable access to educational technology, digital content and learning Teacher will investigate educational technologies new to her that will allow for a more clear
opportunities to meet the diverse needs of all students. assessment of students’ knowledge of content regardless of their language abilities in writing,
speaking, or reading, to better meet the diverse needs of all students.
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
I found that in general, my pre and post assessment data did align. Of 21 students, my clipboard Student M demonstrated confusion during the clipboard assessment. She wasn’t able to answer any
assessment findings for 15 of them was supported by the Kahoot! data. For 6 students, there were questions.
large discrepancies. Of these six students, three I suspect to be neurodivergent in ways that would
make understanding a new system like Kahoot! challenging the first few times. I suspect that these
students would score higher once they became more familiar with the platform. One that scored
much higher on the app than the clipboard assessment loves iPads, but struggles with social
situations, which supports that he scored much higher on the Kahoot! One additional student who
did much better on the Kahoot! is an EL student. I suspect that the use of visual aids in the Kahoot!
supported her higher performance in this setting than the purely verbal setting.
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
solving, and reflection Students created their own math problems. complex problem. How could you extend lesson into PBL?
5.6 Using available Applying Integrating The use of Kahoot! allowed all students to see their Teacher will print Kahoot! reports and include them in
technologies to assist scores instantly allowing them to use the technology for classroom data binder as well as sending them home to
in assessment, goal setting. Teacher is using Kahoot! regularly to parents as evidence of growth.
analysis, and collect student data and analyze it alongside other data
communication of from apps like Freckle.
student learning
5.5 Involving all Exploring Applying The use of Kahoot! allowed all students to see their Create a graphic organizer for students to keep in their
students in self- scores instantly. The teacher met with students desks to track and monitor the goals set with the teacher.
assessment, goal- individually to review their scores, and set a goal for the Beginning in January when 1st grade has more language
setting, and progress content that they needed to improve upon or master. skills, integrate a SMART goals graphic organizer for
monitoring students to create and track their learning goals.
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
The students enjoyed the instant feedback they received using Kahoot! It was meaningful for them It was meaningful for me to have more raw data to work with in order to gauge student learning
to be able to demonstrate their learning using technology as well. For some students, this was a versus just my own observations during class and on written assignments. I did feel that it was hard
much easier way for them to show their knowledge, while for others, this format was a hindrance to get the kids set up to take the Kahoot! because of their age, but with continued use, I think this
because of the timer and competitive nature of the activity. would be a meaningful addition to my practice.
Action Items
Use more technology such as Kahoot! to continue collecting hard data to support lesson planning and for assessment planning. Continue to work on integrating
For curriculum design, lesson more modalities into assessments such as visual and auditory to support EL students.
planning, assessment
planning
Make sure to continue walking around the classroom while teaching to check in on individual students while delivering lessons. Pull small groups of
For classroom practice consistently struggling students for targeted instruction in subjects besides language.

For teaching English learners, Emphasize use of cognates to EL students particularly in domain specific vocabulary where EL students struggle most. Continue integrating more modalities
students with special needs, into assessments such as visual and auditory to support EL students.
and students with other Repeated instructions 1:1 for special needs students with attention and language processing challenges.
instructional challenges
Take a course on Slinglerland multisensory education to support EL students and those with language learning differences. Find a class on executive
For future professional functioning skills.
development
Integrate technology specifically related to supporting EL students in developing vocabulary in English and accessing that vocabulary in domain specific
For future inquiry/ILP subjects such as social studies and science.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 6
 Integrate technology specifically related to supporting EL students in developing vocabulary in English and accessing that vocabulary in domain specific
For next POP cycle subjects such as social studies and science.

Integrate technology specifically related to supporting EL students in developing vocabulary in English and accessing that vocabulary in domain specific
Semester 3 Only: subjects such as social studies and science.
For future use of technology

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 6
 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
Mikaela Holland Mikaela.holland@gmail.com Multisubject 1st Grade

Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Range: Range:
N – Not meeting standard 2/7 – 7/7
M/E – Meeting standard/Exceeding Standard
Average – 5/7
Average – M (Meeting Standard)
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL N 5/7

2. Focus Student: 504/IEP M/E 4/7

3. Focus Student: Teacher Choice W 4/7

4. WB M 7/7

5. MB M 6/7

6. SC M 4/7

7. EC M 5/7

8. RC M/E 7/7

9. PC M 6/7

10. AC N 3/7

11. AK M/E 5/7

12. RL W 6/7

13. FL W 4/7

14. LM M 6/7

15. FN M 3/7

16. AO M 5/7

17. EP W 5/7

18. MP W 2/7

19. NR W 5/7

20. RS M 5/7

21. PS M 6/7

22.
23.
Pre-assessment Description:
Informal teacher clipboard assessment of
student mastery of the 1st grade science
domain of animal and plant survival needs
and structures. Students discussed an
informational book about animals in pairs
while the teacher came around and asked
questions to each student about animal and
plant survival needs.

See blow for post-assessment:

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