Ilp - Semester 3

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
Briana Valdez bvaldez@gabri.org Multiple Subject 2
Mentor Email School/District Date
Almarosa Ulloa aulloa@gabri.org Gabriella Charter School 10/6/2023
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.
CST
Element Initial Rating Description Goal Rating Description
P
Promoting critical T- Includes questions in single lessons that require T – Supports students to initiate critical thinking
thinking through students to recall, interpret, and think critically. T –Integrating through independently developing questions, posing
T- Exploring
1.5 inquiry, problem S - Exploring S- Students respond to varied questions or tasks S-Integrating problems and reflecting on multiple perspectives.
solving, and designed to promote comprehension and critical S – Students pose problems and construct questions
reflection thinking in single lessons or a sequence of lessons. of their own to support inquiries into content.
Using a variety of
T- Utilizes a variety of strategies including culturally T – Creates, adapts, and integrates a broad range of
instructional
responsive pedagogy, resources, and, technologies strategies, resources, and technologies into
strategies,
during ongoing instruction to meet students’ diverse instruction designed to meet students’ diverse
resources, and T- Applying T – Integrating
1.4 S - Applying learning needs S - Integrating
learning needs.
technologies to
S- Students participate in instruction using strategies, S – Students actively engage in instruction and make
meet students’
resources, and technologies matched to their use of a variety of targeted strategies, resources, and
diverse learning
learning needs. technologies to meet their individual student needs.
needs.
T - Paces instruction with students to provide

T - Paces instruction to include ongoing assessment
adequate time for instruction, checking for
Promoting critical of student learning. Supports students in the
understanding, completion of learning activities,
thinking through T-Applying
T- monitoring of instructional time.
and closure.
2.7 inquiry, problem S-Applying Integrating
S - Integrating
solving, and S - Students participate and complete a variety of S - Students use their instructional time to engage in
reflection. learning activities in the time allotted with options and complete learning activities and are prepared for
for extension and review. the next sequence of instruction.
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
The use of Padlet, iReady Math, and

How can the use of Padlet, iReady Students will look at information
classroom iPads will improve
Math and classroom iPads help presented in the form of tape
learning outcomes by providing
students set personal learning diagrams. They will represent and Section C Checkpoint
students access to reflection,
goals, develop strategies, and solve compare problems with
promoting critical thinking skills,
reflect on their learning to unknowns in all positions within
and identifying areas of personal
improve learning outcomes? 100.
growth and achievement.
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 2: Student with ILP/504
Focus Student 1: English Learner (JL) Focus Student 3: Your Choice (LUM)
(RO)
Performance JL is a hard-working student who is RO is a hands-on learner who is the LUM often avoids completing
Data
focused, completes work, and who most focused when activities are individual and group work in math.
collaborates well with others. She framed as games. He is more focused She relies heavily on her math group
needs assistance building Tier 3 during center activities that use when they are solving problems as a
vocabulary in math. She has addition games to reinforce skills that are team. She struggles to comprehend
and subtraction fluency with numbers learned in class. When presented word problems, and needs help
1-20. She often struggles with how with a page of questions to answer, building Tier 2 and Tier 3 vocabulary
the curriculum phrases math RO struggles to complete work in math. She enjoys using
questions. According to iReady data, independently, and struggles to whiteboards when practicing
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 6
contribute to activities that involve
group work. He is still building addition and subtraction fluency
fluency when adding and subtracting within 20, and uses a variety of
number 1-20. According to iReady strategies to help her add and
JL is one grade level below in math. JL data, RO is 2 grade levels below in subtract. According to iReady data
will need explicit instruction of Tier 2 math. RO will benefit from modified LUM is 2 grade levels below in math.
and 3 language and will benefit from problems (e.g. only solves 1-2 LUM would benefit from explicit Tier
explicit teaching of key words to look problems instead of 3-4 problems to 2 and 3 vocabulary instruction and
for in story problems. help maintain attention span and explicit teaching of key phrases in
increase quality of work). RO will questions to look for. LUM will work
work with me in a small group to with me in a small group to target
target key skills he needs help skills she needs help building.
building.
RO will be able to use tape diagrams
JL will do well using visuals like tape LUM will be able to interpret data
to interpret data, but he may
diagrams to solve change unknown using tape diagrams, but she may
Expected Results struggle to explain his reasoning
problems, but she might struggle with struggle to find the answers to
thoroughly when solving a tape
some of the word problems. change unknown problems.
diagram word problem.
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.

10/9 10/10-10/31 10/20 10/20 11/3
The lesson will begin whole group as students engage in a number talk to discuss what they notice and
wonder about a tape diagram. Then, students will get into their math groups to begin working through the
Provide 1-2 sentence
problems, and then we will come together at the end to synthesize the lesson. During this time, students will
summary of your lesson
plan. complete a self-assessment on Padlet to determine how confident they are after completing the lesson, and
then students will independently complete an iReady lesson to continue using change unknown to solve
problems.
Summarize process for The pre-assessment of the section is the Section C Checkpoint of the unit. Students will complete it at the
administering and analyzing start of the new section. After the section is complete, students will take the assessment again and I can
pre- and post-assessments. compare who has made improvement since the beginning of the section.
Semester 3 Only: Identify
the specific technology Students will use classroom iPads and will use Padlet as a self-assessment tool. When using Padlet, students
tools, applications, links, will scan a QR code to get to the proper webpage. At the completion of lessons, they will use iReady math to
and/or devices to be continue practicing the skills they are learning from the section in math. The lesson they are completing are
incorporated into the
assigned to them by me, so I can ensure they are all practicing change unknown problems.
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.)
Effective Technology Use in Math Class: Ensuring that the technology we
Metacognitive Ability and Autonomous Learning Strategy in Improving bring into math classes foster active engagement is key by Gina Picha
Learning Outcome by Juliaans Eliezer Rulland Maranttika
Link to Article Here
Link to Article
In order to use technology effectively in the classroom, teachers must
Self-assessment builds metacognitive skills and helps students become have pedagogical content knowledge and think about how technology
responsible for their own learning. There is a positive relationship can intersect with content to create meaningful integration of
between metacognitive knowledge and learning outcomes which leads to technology into classroom instruction. When using technology in
autonomous learning that enables students to develop as creative critical mathematics, the applications used need to be content-specific and the
thinkers. Metacognitive skills need to be taught explicitly to students in use of virtual manipulatives have been proven to be highly effective in
order for it to benefit them, but it is an extremely valuable skill for mathematical instruction. Moreover, bringing real-world problem solving
students to learn. skills into math and using content-specific apps and websites that gives
them opportunities to build critical thinking skills.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
A 1st grade teacher who teaches multiple subjects uses self-assessments in A 3rd grade teacher who teaches math and science at my school has
writing instruction. Students are guided through a checklist of elements students complete iReady Math lessons after they turn in their math exit
they need to include in their writing. After reading each element, students tickets. During their time on iReady they are completing differentiated
need to determine if they have included each element in their writing, and lessons that target specific skills they are still refining. The app is
if they did not, they must find a way to add it in. designed to have students interact with the content as they use various
kinds of math manipulatives to solve a wide-array of problem sets and
lessons. It also collects data for the teacher to use to modify instruction
and to see skills students have mastered compared to skills students are
still improving in.
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 1.1a Students articulate and set personal learning goals, develop In the beginning of the new section, students will use Padlet to self-
strategies leveraging technology to achieve them and reflect on the assess themselves and to create one learning goal they have by the end
learning process itself to improve learning outcomes. of the section. After the post-assessment, students will assess
themselves again to determine if they met their goal.
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
Most students struggled with the initial pre-assessment. Students
did a better job during the post-assessment, specifically with the
During the pre-assessment, all focus students struggled to answer
portion that included interpreting data and answering questions
the questions. However, by the post assessment, everyone made
with bar graphs. Many students are struggling to identify which
improvements. There are skills that still need to be worked on,
tape diagrams will help them to solve a problem, and some still
but there was growth over all.
need support comprehending what word problems are asking
them to solve.
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
Using a variety
of instructional Teacher made various resources and strategy
strategies, available for student use, including: manipulatives,
T- Applying To move to innovating: Provide students with
resources, and number lines, tape diagram demonstrations, and
S - Applying T - Integrating various opportunities to build skills through
1.4 technologies to
S - Integrating
iReady lessons to reinforce concepts.
different activities, providing them with the tools
meet students’ Students participated in various parts of instruction,
they need to be successful.
diverse learning through turn and talks, group work, and
needs. independent work.
Promoting
critical thinking
Teacher asked questions about how to strategize
through To move to integrating: Ask students questions that
solving word problems.
inquiry, T- Exploring T - Applying help them to develop metacognitive skills. Provide
1.5 problem S -Exploring S - Applying
Students discussed helpful strategies that help
students with opportunity to partake in productive
them determine the strategy for identifying the
solving, and struggles.
different types of word problems.
reflection
Promoting
critical
thinking Teacher allots enough time for warm up and
T-Applying practice problems, with room to address the class To move to innovating: Teach students how to
through T - Integrating
2.7 inquiry, S-Applying S - Integrating
about misconceptions. manage time with timers and reinforcing behaviors
Students continue to be engaged throughout the of students focused on the activities.
problem various aspects of the lesson.
solving, and
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
I think Padlet would better serve as an exit ticket that allows
students to respond to a question more thoughtfully, as opposed
Students used Padlet to self assess how they felt after the pre-
to using it as a rubric to assess how they feel after an assessment.
assessment and the post-assessment. On the reflection, they also
I am hoping to find a better way for students to assess
indicated a problem number they wanted to improve at. Students
themselves with a rubric in the future. For now, I would like to
were able to complete the self-assessment.
find ways to meaningfully engage students in the use of Padlet,
using more reflection that requires them to expand on an idea.
Action Items
For curriculum design,
For some of the assessments, I will differentiate by providing simplified story problems and directions so
lesson planning, assessment
planning students can better understand what is being asked of them.
I need to spend more time in small group instructions with struggling students to build the background
For classroom practice
knowledge or skills they are missing as indicated by the assessments.
For teaching English
learners, students with
I need to spend more time discussing academic vocabulary, and provide time and space for them to develop
special needs, and students
with other instructional the academic vocabulary. I also can differentiate by simplifying the language in directions and word problems.
challenges
For future professional
development
I need to continue looking into differentiation strategies to teach math more effectively. .
I need to improve the current method for having students reflect so it can become a more consistent part of
For future inquiry/ILP
the learning process for students.
How can I use the information provided by the pre and post assessment to improve my next POP cycle as I
For next POP cycle
continue to reflect on better, more effective teaching practices.
Semester 3 Only: I need to think of ways to better implement technology to help students build any math skills they might still
For future use of technology be missing.
Other Notes
There are still many elements of the lesson that students need to improve on, including the use of tape diagrams and how to accurately
represent numbers using tape diagrams.
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
Briana Valdez bvaldez@gabri.org Multiple Subject 2
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
10-9-23 10-31-23
PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
Can analyze a graph to answer questions about
it. Needs additional support to understand how
1. Focus Student: E -L JL 50% 75%
tape diagrams can help to solve comparing
problems
Can analyze data from a graph to answer
2. Focus Student: 504/IEP - RO 50% 90% questions, successfully used a tape diagram to
solve a comparison word problem.
3. Focus Student: Teacher
50% 95% questions, successfully used a tape diagram to
Choice- LUM
4. PC 50% 90% questions, successfully used a tape diagram to
5. DE 50% 95% questions, successfully used a tape diagram to
6. SH 50% 80%
problems
7. HM 90% 95% questions, successfully used a tape diagram to
Struggled to understand what the questions
8. LO 60% 60% were asking. Needs additional practice to
identify strategies for word problems.
9. RC 50% 65% Struggled to understand what the questions
were asking. Needs additional practice to
10. JT 50% 50% were asking. Needs additional practice to
11. AD 60% 85%
problems
12. AV 75% 80%
problems
13. MA 50% 50% were asking. Needs additional practice to
14. EB 50% 75%
problems
15. NC 50% 85%
problems
16. PC 50% 80%
problems
17. RF 50% 75%
problems
18. MG 50% 65% were asking. Needs additional practice to
19. KI 50% 60% were asking. Needs additional practice to
20. GM 50% 50% were asking. Needs additional practice to
21. NM 50% 70%
problems
22. AR 50% 60% were asking. Needs additional practice to
23. MR 50% 50% were asking. Needs additional practice to
24. LT 50% 75%
problems
25.
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Ilp - Semester 3

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Ilp - Semester 3

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Fullerton Online Teacher Induction Program

Individualized Learning Plan (ILP)

T - Paces instruction with students to provide

The use of Padlet, iReady Math, and

Identify dates for activities.

Fullerton Online Teacher Induction Program

PRE-/POST- ASSESSMENT DATA TABLE

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