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
Paige (DeEncio) Kitching pkitching@[Link] Math 1st
Mentor Email School/District Date
Jennifer Green jgreen@[Link] The Pegasus School 10/3/23
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 - Facilitates systematic opportunities for students to apply
T - Guide students to think critically through use of questioning strategies,
critical thinking by designing structured inquires into complex
Promoting critical thinking through posing/solving problems, and reflection on issues in content.
T – Applying T – Innovating problems.
1.5 inquiry, problem solving, and S - Students respond to varied questions or tasks designed to promote
S – Exploring S - Innovating S - Students pose and answer a wide-range of complex questions
reflection comprehension and critical thinking in single lessons or a sequence of
and problems, reflect, and communicate understandings based on
lessons.
in depth analysis of content learning.

3.5 Using and

adapting Engages students in identifying
resources, and adapting resources,
technologies, Selects, adapts, and utilizes technologies, and standards-
and standards- appropriate instructional materials, aligned instructional materials to
aligned resources, and technologies for extend student understanding and
instructional concept and skill development in critical thinking about subject
T: T:
3.5 materials subject matter. Resources reflect the matter.
Applying Innovating
including diversity of the classroom and support
adopted differentiated learning of subject Ensures that student is able to
materials, to matter. obtain equitable access to a wide
make subject range of technologies through
matter ongoing links to outside resources
accessible to all and support.
students
Plans instruction incorporating a
repertoire of strategies specifically
4.4 Planning meet students’ diverse language
Incorporates differentiated
instruction that and learning needs and styles to
instructional strategies into ongoing
incorporates advance learning for all.
planning that addresses culturally
appropriate T: T:
4.4 responsive pedagogy, students’ diverse
strategies to Applying Innovating Facilitates opportunities for
language, and learning needs and
meet the students to reflect on their
styles.
learning needs of learning and the impact of
all students instructional strategies to meet
their learning and language needs.

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
If students create a video
explaining how they created
their own math story problem
and show how they solved the Math: Tell put together with
given problem, will students be Students will have a deeper result unknown, add to with Assessments will include:
able to self-reflect and understanding of number bonds result Number bond, math story
demonstrate a deeper when they are able to explain their unknown, and add to with problem, and completion
understanding of representing thinking out loud. change unknown stories of Seesaw video.
and solving problems involving from equations.
addition?

Focus Students
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
 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
This student has trouble with impulse
Gifted student: Instead of
control and will need to be in an area
This student is still learning English. I having student complete a
Performance where he will not get distracted. I
will provide sentence frames to assist him number bond within 10, I will
Data will provide Opportunities to work in
in creating a story problem. let this student choose a larger
a quiet area in order to successfully
number for a challenge.
complete activity.
With the help of sentence frames, I Students will meet expectations
Expected Student will meet expectations when
believe this student will meet and show success in activity
Results accommodations are met.
expectations on assignment. with larger numbers.
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 10/9-10/13 10/16 10/16 10/17
Students will create a story problem and solve using a number bond. Students will use chart paper
and manipulatives of their choice (counting bears, unifix cubes, etc.). Students will write fact
Provide 1-2 sentence summary families to match their number bond. Students will record themselves on seesaw and explain their
of your lesson plan. story problem and how they solved the problem. Last, early finishers will complete a math IXL
activity.

Pre-Assessment: Students complete a word problem with a number bond and write out their answer.
Summarize process for Post Assessment: scoring guide will include points for completion of a Seesaw video
administering and analyzing pre- Scoring guide will include points for number bond, creating a math story problem, and completion of
and post-assessments. seesaw video explaining their thinking.

Semester 3 Only: Identify the

specific technology tools,
applications, links, and/or Included in lesson plan series: iPads, Seesaw, IXL
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.)

Özdemir, E. (2018). Investigation of Prospective Math

Teachers' Perceptions about the Use of Technology in
Mathematics Teaching. Educational Research and
Rapp, W. H. (2009). Avoiding Math Taboos: Effective Math Strategies
Reviews, 13(19), 674-687.
for Visual-Spatial Learners. Teaching Exceptional Children Plus, 6(2),
n2.
In order to prepare students for the future and help them
learn how to think, learn, and gain different perspectives,
“Visual-spatial learners will visualize different problems in different
technology has to be integrated into the classroom.
ways, so one type of manipulative will not be optimal for all learners or
Technology is constantly changing; the need for school
all tasks.”
systems to create effective technology integration into the
classroom requires that teachers be adequately trained. In
this respect, it has become crucial to equip prospective
teachers with combined knowledge on technology, content
knowledge and pedagogical knowledge
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
First Grade teacher: Kindergarten Teacher:
She said the use of technology is beneficial to a wide range of learners Values the use of technology and utilizes multiple technology
especially because all students have different ways they interpret tools in their classroom. This teacher said that she is fortunate to
information. In her classroom, she said that on Fridays, she would ask the have a technology coach to assist with new programs. Recently
students to either take a picture or video of something they enjoyed learning they installed Clevertouch’s in Kindergarten classrooms.
the past week. This teacher was able to hear from all of her students and was Technology is always changing and she is happy and open to
always able to hear a variety of answers that supported the many ways learning the newest approaches.
students learn. She said it was a great way to reflect on the week while This teacher said she would love to have her students reflect on
allowing parents/families to see these journal entries at the end of each their learning and explain their thinking and feels that recording
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
 week. videos is a great way to show deeper understanding of material.
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 Student standard: Create communicator
1.6a Choose platforms or tools: Students choose the appropriate
platforms and tools for meeting the desired objectives of their
Students can choose how they want to film and record their
creation or communication.
learning on Seesaw. Some students might choose to take a
ISTE Educator Standard:
picture of their number bond and then explain their thinking,
2.6a Foster Student Ownership of Learning: Foster a culture where
other students may choose to film and talk at the same time.
students take ownership of their learning goals and outcomes in both
I am also allowing students to choose their own math story
independent and group settings.
problem to create and then solve.

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

Pre-Assessment: Students all achieved learning goal.

Post assessment: All three students passed the post
Pre- Assessment Data Findings: assessment. My EL student struggled to record their
Post Assessment Data Findings: 86% of the class passed the post thinking. I should have given full credit and understanding
assessment. Passing score was a 7/9. that explaining his thinking could be harder because he is
an English learner. I should have provided him with an
additional sentence frame to help guide his thinking when
recording.
Initial Evidence/Rational for Rating
CSTP Element Revised Rating Suggestions for Moving Forward
Rating (Summarize from POP Section 3)
To move to INNOVATING level: Consider how to
Promoting critical thinking Teacher asked questions of analysis and evaluation. increase complexity of task beyond a single lesson so
T – Applying T – Integrating
1.5 through inquiry, problem Students answered questions that included all levels of Bloom’s. that there are continuing opportunities for students to
S – Exploring S - Integrating
solving, and reflection Students created their own math problems. engage in inquiry in complex problem. How could you
extend lesson into PBL?

3.5 Using
and adapting
resources,
technologies,
and The lesson sequence helped
standards- students put together all of their
aligned knowledge of adding, number
To move to innovating:
instructional bonds, and explaining their
T: continue to look for additional
3.5 materials T: Integrating thinking. This activity was a good
Applying resources to support all
including way to conclude the module and
students.
adopted help students with next steps of
materials, to adding larger numbers.
make
subject
matter
accessible to
all students
4.4 Planning
instruction I was able to model activity and
that wrote a detailed list of what they
incorporates To move to innovating: Look
needed to complete. I gave
appropriate T: for ways to incorporate DEIJ in
4.4 T: Integrating students the option for a challenge
strategies to Applying lessons to support diversity of
and supported students who
meet the students learning.
needed sentence frames for their
learning
needs of all word problem.
students
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 5
 Students were engaged throughout
the lesson. The checklist was
5.5 Involving helpful so students always knew
all students To move to integrating: Create
what to do. Some students
in self- goal setting chart for students
T: struggled in choosing sums that
5.5 assessment, T: Applying as well as a self-assessment
Applying were larger than 10, and did not
goal-setting, checklist for recording on
count correctly in the end.
and progress Seesaw.
monitoring However, most students were able
to correctly add their numbers and
show their work.
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 learned that teaching students how to submit assignments
on Seesaw, take pictures, and record themselves speaking
My goal was to incorporate technology in order for students to explain
are all skills that develop over time. When students
their thinking to show a deeper understanding of the content. All
practiced this skill during this lesson, it was one of the first
students successfully submitted their assignment on Seesaw (an online
times recording on Seesaw. At this point in the year, my
platform) however, the explanation part of the assignment was tricky
students are much more comfortable using this tool and
for some students.
are able to do it independently. With any new skill, it just
takes time before students are comfortable with it.
Action Items
I am going to continue to use technology when I can in my lessons. I have learned so much about using
For curriculum design, lesson
planning, assessment planning
technology to enhance many parts of lesson planning. I will continue to look for unique ways to plan
assessments to enable all students to show what they know in different ways.
In the classroom, it is important for me to manage time spent on the carpet. I need to encourage
For classroom practice
students
For teaching English learners, I have been working very hard with my English learners and always looking for new ways to support
students with special needs, and them. In my classroom, I have found that sentence starters and sentence frames have helped these
students with other instructional students succeed. In the future, I will look for additional ways to support these learners the best that I
challenges
can.
My mentor suggested that with my knowledge of technology, and how I have incorporated it in my
For future professional
development
classroom, that I should share my ideas with colleagues and collaborate with other teachers to build
bridges between other classes.
My future ILP will be focused on assessments for both me and my students. I would love to focus on
For future inquiry/ILP
student goal setting and self-assessment next semester.
My next POP cycle will be focused on language arts. I want to make sure that during my program I have
For next POP cycle
been able to successfully shown that I can grow in all academic areas that I teach in.
Semester 3 Only: I am going to continue to incorporate technology in my classroom. I will continue my weekly Seesaw
For future use of technology reflections and look for other ways to use technology regularly.
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
Paige Kitching pkitching@[Link] Math 1
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Score was “Met expectation’s” or “Did not meet expectation’s” Student scores ranged from 3/9 (33%) to 9/9 (100%). 86% of
Students were asked to independently complete a word problem class met learning goal for post assessment. Average score
with a number bond and write their answer. Met expectations were was 7.9.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 5
 (3/3) and any missing points did not meet expectations because parts
were missing. 17/21 students met learning goal. 81% met learning
goal.

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
Did not explain in words, but equation and
1. Focus Student: EL (CQ) Met Expectations 8/9
picture were correct
2. Focus Student: 504/IEP (RR) Met Expectations 9/9 Completed assignment
3. Focus Student: Teacher Choice
Met Expectations 9/9 Completed everything- used doubles
(AL)
4. SA Met Expectations 6/9 Missing completed number bond on Seesaw
5. KB Met Expectations 7/9 Incorrect number bond using manipulatives
6. CC Met Expectations 9/9 Completed each part of assessment
7. ED Met Expectations 7/9 Word problem did not make sense
8. PF Met Expectations 9/9 Completed each part of assessment
9. CG Met Expectations 9/9 Completed each part of assessment
Number bond missing on seesaw, but was
10. MH Met Expectations 8/9
correct in journal
11. SH Did not meet expectations 3/9 Did not complete
12. OJ Met Expectations 9/9 Completed each part of assessment
13. RK Met Expectations 9/9 Completed each part of assessment
14. LL Did not meet expectations 8/9 Organization
15. RL Met Expectations 9/9 Completed each part of assessment
16. WM Met Expectations 9/9 Completed each part of assessment
17. LM Met Expectations 7/9 Numbers were not correct
Missing word problem question. Just wrote a
18. KM Met Expectations 6/9
statement and solved.
Completed each part of assessment but
19. CN Did not meet expectations 8/9
organization was hard to follow
20. LN Did not meet expectations 9/9 Completed each part of assessment
21. PP Met Expectations 7/9 Numbers did not match (15+14)
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
910111213141516

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