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
Corina Soukup csoukup@calva.org General Education Fifth
Mentor Email School/District Date
April Gregg apcregg@caliva.org CAVA 8/11/2023
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.

T- Uses comprehensive knowledge of

T – Gathers additional data to learn students to make ongoing adjustments
Using knowledge T– about individual students. T– and accommodations in instruction.
of students to Exploring S – Students engage in single lessons innovating S- Students take ownership of their
1.1
engage them in S- or sequence of lessons that include S- learning by choosing from a wide range
learning Exploring some adjustments based on Innovating of methods to further their learning
assessments. that are responsive to their learning
needs.
Using knowledge
of students’ T – Plans single lessons or sequencing
academic of lessons using additional assessment T – plans differentiated instruction that
readiness, information on student academic provides systematic opportunities for
T- T–
language readiness, language, cultural supporting and extending student
Exploring innovating
4.1 proficiency, background, and individual learning based on comprehensive
S- S-
cultural development. information on students.
Exploring Innovating
background, and S - Becomes aware of potential areas S- Engages students in analysis of bias,
individual of bias and seeks to learn responsive stereotyping, and assumptions.
development to pedagogy.
plan 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
Will incorporating the use of Kahoot with math questions
I will use the data collected from the assessment in
improve student learning? Students will successfully complete the assessment. Using instructional time to optimize student learning.
Classkick.

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
Focus student 1 is an English learner Focus student 3 is a student that
Focus student 2 is a student with an
who has been getting 70% overall has a hard time staying focused.
IEP who has been getting 50% overall
Performance Data average for his semester math grade. She has been getting a 60% overall
on his math grade. Student received
Student 1 received a 40% on the in math. Student received a 20%
a 10% on the assessment for math.
assessment. on the assessment.
Student will receive an 80% or higher Student will receive an 80% or higher Student will receive an 80% or
Expected Results
on the assessment. on the assessment. higher on the assessment.
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.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
 Provide 1-2 sentence summary
of your lesson plan. My inquiry will be focused on a 1 week math unit on adding fractions. Standard that will be covered is

Summarize process for

A pre-assessment will be given the day before the math unit. The post-assessment will be given the day
administering and analyzing
pre- and post-assessments. after the last lesson.

Semester 3 Only: Identify the

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.)
https://www.edutopia.org/blog/smart-goal-setting-with-students-
maurice-elias
SMART Goal Setting with your Students
20 Critical Practices for Anti-bias Education:
https://www.tolerance.org/magazine/publications/critical-practices-for-
antibias-education
In the article “SMART Goal Setting with Your Students” talks
about the importance of learning how to frame SMART goals and
being willing to adjust them. This is especially important for
students as their goals may change and we need to set goals
that are attainable. If we need to adjust them, we can. Having a
SMART goal entails having an action plan or benchmarks.
The article “20 Critical Practices for Anti-bias Education” provides
valuable advice for implementing culturally responsive pedagogy
and describes how teachers can bring anti-bias values to life

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
At a department level we are required to work with students to set
goals for every quarter.
Department
A colleague of mine send a weekly newsletter that addresses what
Colleague
they are doing in the classroom and also posts their weekly progress
for students and families to review.
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

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
Class average for pre-assessment was 55% and the class average
All three focus students scored higher than their
for the post assessment was 80%. The class was successful in
pre=assessment. All three focus students also scored 80%.
meeting the math learning objective.
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
Students created their own math problems.
solving, and reflection complex problem. How could you extend lesson into PBL?

Planning
I asked students to rate their level In order to move on to the
instruction
of understanding at the end of each innovating level, I will work on
that
lesson, so I could get an learning the various strategies
incorporates T-
understanding of how they felt. This that I can use to meet the needs
appropriate Exploring T-Exploring
4.4 would drive my instruction and of all learners in my class. I will
strategies to S- S-Exploring
support those that needed it. make a list of strategies I can use
meet the Exploring
Students were being supported for my struggling students. I will
learning
through differentiated instruction also compile a list of resources for
need of all
by providing visuals. my students to use.
students.
Using T- T-Exploring During online instruction students In order to move on to the
5.4
assessment Emerging S-Exploring used the polling tool to indicate innovating levelI will work on
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
 data to S- their level of understanding. I used using a wide range of sets of data
establish Emerging the data from the pre-assessment from various areas of assessment
learning to establish the learning goals and to establish learning goals and
goals and to drive my small group instruction. effective lesson plans to meet the
plan need of all my students.
differentiate,
and modify
instruction.

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

Action Items

For curriculum design, lesson In order to further my expertise on curriculum design, lesson planning, and assessment planning I will be
planning, assessment planning more intentional in planning my lesson.

For classroom practice
For teaching English learners,
students with special needs,
and students with other
instructional challenges
For future professional
development
For future inquiry/ILP
I want to create a culture of safe learning and, make sure all the students participate in classroom
participation. Possibly using break out rooms would help differentiate my lesson.
In order to help meet the needs of my English learners I will continue to use visuals and scaffold all lessons
to meet their needs. I will remember that they need extra time. I will continue to make anchor charts,
notes, and use visuals for new concepts. I will keep supporting all my students with IEPS. I will continue to
keep track of all of my student’s data.
I will continue to use online resources and explore new apps provided by more seasoned teachers at my
school to help me gain knowledge of the different strategies that I can implement in my classroom to be
an effective teacher. I will take any opportunity that I find to further my skills and expertise.
For future inquiry/ILP assignments, I want to focus on using different strategies to get students to be
constantly engaged in lessons.

For next POP cycle I want to create a lesson where I can implement new apps I learn about.

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

Corina Soukup Corilove1@msn.com 5

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

Range 0-76% 40% 35-100% Average 65%

PRE-/POST- ASSESSMENT DATA TABLE

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 5
 Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL 25% 45%
2. Focus Student: 504/IEP 30% 50%
3. Focus Student: Teacher Choice 40% 60%
4. Student 4 35% 60%
5. Student 5 35% 59%
6. Student 6 35% 75%
7. Student 7 50% 75%
8. Student 8 40% 60%
9. Student 9 60% 60%
10. Student 9 35% 55%
11. Student 10 35% 50%
12. Student 11 40% 78%
13. Student 12 40% 80%
14. Student 13 40% 85%
15. Student 14 40% 65%
16. Student 15 40% 60%
17. Student 16 35% 60%
18. Student 17 60% 60%
19. Student 18 60% 60%
20. Student 19 30% 60%
21. Student 20 30% 55%
22. Student 21 40% 40%
23. Student 22 60% 75%
24. Student 23 55% 75%
25.
26.
27.

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