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
Saida Kerkhoff Saida.kerkhoff@sjcharter.com Math 3rd
Mentor Email School/District Date
Donna Hale Donna.hale@sjcharter.com San Jose Charter Academy 10/30/2023
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 T - Facilitates systematic opportunities for students to apply critical
Promoting critical thinking strategies, posing/solving problems, and reflection on issues in content. thinking 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.
S- Students will make connections to the
S- Students use real world materials to identify
subtraction by showing how they can use it in
Connecting subject S- Exploring similarities and differences in mass. S-
their life.
matter to T- Exploring Integrating
1.3 meaningful, real- T- I integrate real world issue into math and have T-
T-I will guide students to critically think about
life contexts. students compare and contrast to their Integrating
how they can use subtraction strategies to solve
understanding.
problems.
S-Students participate in lessons monthly to
express their interests. They complete all about S- Students will write all they know about
me activity. They choose on which platform to tornadoes and what they want to know. After
Connecting
complete the assignment. Students can get watching videos of the tornadoes here in
learning to
creative on how they express who they are with S- California they will compare the difference
students’ prior S- Exploring their favorite foods, places, people, and what Integrating between tornadoes in the mid-west.
1.2 knowledge, T- Exploring makes them unique. T-
backgrounds, life
T-I utilize “getting to know me” activities to Integrating T-I will assess what students know with a KWL
experiences, and
understand students’ culture, interest, and chart. I will then ask critical questions to help
interests
knowledge. From this I implement celebrations refer to last year’s tornados here in California.
every month that include all cultures in our What do they remember?
classroom.
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
Students will learn various Pre-assessment is given prior to
Students will be able to use count up
How can using subtraction help you in strategies for 2-3 digit subtraction any knowledge of the concepts. A
subtraction on a number line by following
life? with trade and borrowing post assessment is given to
specific steps.
strategies. measure proficiency.
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
(Jacob) This student has major
testing anxiety. He sat at the
(Gracie) This student is on a 504
back of class and struggled
(Vivian) This student currently 85% in plan. She needs constant
understanding math lesson
Math. She struggles understanding affirmation so that her anxiety stays
Performance however we have implemented
Data
foundational concepts. On exit slips she under control. She misses many
manipulative to help him grasp
does well however assessments do not assignments and I will be sitting with
concepts. I had a meeting with
grade well. parents to help keep her
mom and discussed what has
accountable at home.
worked at home to help him
understand math.
Gracie will understand how to use Jacob will be able to round
Vivian will be able to use a number line
Expected Results the counting up subtraction strategy numbers to close to numbers and
and use close to numbers.
by using close to numbers. use them on a number line.
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

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 Identify dates for activities. 10/12/23 10/23/23-10/27/23 10/26/23 10/27/23 10/30/23

Provide 1-2 sentence

Students will learn the counting up subtraction strategy. They will round numbers and use them on a
summary of your lesson
plan. number line.
Summarize process for
administering and analyzing Prior to beginning students will review rounding and estimating.
pre- and post-assessments.
Semester 3 Only: Identify
the specific technology
tools, applications, links, Students will use their iPads to locate their digital resources such as braining camp and everyday math
and/or devices to be games.
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.)
Medium Maine Department of Education
5 Subtraction Strategies to Help Students with Mental Maths Subtraction Strategies Progression
Website Link Website link
Students need to master subitizing basic facts to obtain skip counting and Showing students various tangible ways to utilize subtraction will
master counting up. help them choose 1 they feel confident in.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Mrs. Hottmann, 3rd Grade, Math
Mrs. Stanley, 3rd Grade, Math
Her class needs movement and, in the past, having students use
She has a check sheet that tracks students who still need help with concepts
digital games such as prodigy, blooket, and Everyday Math games
as we progress through lessons.
has helped students familiarize themselves with content.
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
2.4 Collaborator 1.3.d Explore Real-World Issues
Educators dedicate time to collaborate with both colleagues and Students build knowledge by actively exploring real-world
students to improve practice, discover and share resources and ideas, issues and problems, developing ideas and theories, and
and solve problems. pursuing answers and solutions.
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
My EL Student benefits from writing notes in her journal.
Through formative assessment data analysis I gathered that these My 504 Student achieve proficiency with affirmations that
students need one on one support to achieve proficiency. she is on the right track.
My Choice Student needs manipulatives to use strategies.
Evidence/Rational for Rating
CSTP Element Initial Rating Revised Rating Suggestions for Moving Forward
(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
 Ms. Kerkhoff allows adequate time for
students to think about their answers and
give them the option to not come up to the
board if they are unsure of their responses
Monitoring (none declined). My goal is to continue to reflect on practice so
student learning T- applying T – Integrating  Ms. Kerkhoff assessed students both with that it benefits students understanding and
proficiency. Adjusting my practice will not only
1.6 and adjusting individual, whole group, sharing of answers
instruction while S - exploring S - Integrating throughout the entire lesson and adjusts help me grow as an educator but it will also
teaching lessons accordingly. benefit my students to help meet their needs.
 Ms. Kerkhoff spent individual time to make
sure her English learner is understanding the
math problem and how to solve it prior to
whole class share out
1.4  Ms. Kerkhoff uses a variety of instructional My goal is to tie in new and tried and true
Using a variety
of instructional
T – applying T – Integrating activities during a lesson (Whole Group, strategies to help all learners find something
strategies, S - exploring S - Integrating you’re your partner, small group, individual that works for them.
resources, and practice.
technologies to  She also encourages the students to share the
meet students’ different methods they used to solve the
diverse learning problems and asks them to share their
needs strategies with the whole class
 Students are given several ways to

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 demonstrate their learning
 Materials are stored safely in the classroom
Establishing and (scissors, other share objects, chemicals,
maintaining backpacks…)
learning
 Teacher models and teaches constructive
environments
that are T – Applying ways to agree and disagree(Thumbs Up) My goal is to nurture a social and emotional
2.3
physically, T - Integrating  Students feel safe to take risks and to be healthy community where students thrive
creative; students offer opinions during a because they are not afraid to make mistakes.
intellectually,
and emotionally class discussion and other students listen
safe respectfully.
 Students feel included in all class activities;

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 skills I want students to be exposed to for the first time is for
I learned the value of a written routine.
students to be able to use a number line.
Action Items
For curriculum design,
lesson planning, assessment I plan to continue to use goals and address what I would change in lesson as a reflective practice.
planning

For classroom practice

For teaching English

learners, students with
special needs, and students
with other instructional
challenges
For future professional I have professional developments scheduled through Everyday Math and tutor.com to help continual growth
development of my practice.

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
Saida Kerkhoff Saida.kerkhoff@sjcharter.com Math 3
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Exit Slip 3.6
88.12 % class average

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
This student was absent for 3 lessons leading
1. Focus Student: EL - Vivian 83% 73%
up to the test.
2. Focus Student: 504 - Gracie 100% 100%
This student is growing in understanding
3. Focus Student: Teacher Choice
83% 93% utilizing manipulatives and asking more
– Jacob
questions during lessons.

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