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
Grades 1-3: SDC
Derrick Oliver Derrick.oliver@cvesd.org ELA
Moderate/Severe
Mentor Email School/District Date
Chula Vista 10/18/2023;
Summer Sweeney Summer.sweeney@cvesd.org Elementary School 11/27/2023;
District 12/01/2023
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 - 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 posing/solving problems, and reflection on issues in content. problems.
T – Applying T – Innovating
1.5 through inquiry, problem solving, S - Students respond to varied questions or tasks designed to promote S - Students pose and answer a wide-range of complex
S – Exploring S - Innovating
and reflection comprehension and critical thinking in single lessons or a sequence of questions and problems, reflect, and communicate
lessons. understandings based on in depth analysis of content
learning.

T- Performs formal/informal
assessments and uses this data to
gain more information about
T- Gathers information provided by students. Chooses
school/district (ie: IEPs, CUM file, learning/behavior strategies
Using student Behavior Plans, formal assessments) T- based on this data to meet the
knowledge to T-Exploring S- Students participate in single Applying diverse learning needs of
1.1
engage them in S- Emerging lessons/series of lessons that are S- students.
learning created with Exploring S- Students engage in learning
augmentations/accommodations based
through the use of
off of these assessments.
adjustments/differentiated
instruction to meet their
needs.
T- Anticipates and reduces
T-Recognizes and addresses safety
risks to physical, intellectual,
issues regarding materials, student
and emotional safety using
interactions, and the organization of
multiple strategies that
the learning environments. For
include examining biases in
example, identifying any
the learning environment and
Establishing and shelves/desk/seating
curriculum. Models and
maintaining arrangement/materials that might
T- provides instruction on skills
learning pose a hazard for students or hinder
T- Exploring Applying that develop resiliency and
2.3 environments that their learning Explores strategies to
S-Emerging S- support intellectual and
are physically, establish intellectual and emotional Emerging emotional safety. Anticipates
intellectually, and safety in the classroom. Explores
emotionally safe and reduces risks of student
strategies to de-escalate student
escalation by matching adult
behaviors.
response to the student’s
S- Students are aware of required
learning and behavior levels.
safety procedures and the school
S-Students follow teacher
and classroom rationale for
guidance regarding potential
maintaining safety.
safety issues for self or others
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

To what degree did the student Student will be able to correctly Literacy: Pretest/post-test
use context clues and decoding answer WH questions and sight Decoding skills before lesson of sight
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 6

skills to read sight
words/vocabulary words and
answer WH questions
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.
Performance Data
Expected Results
Directions: that Semester 3 requires a lesson that focuses on use of technology to support teaching and learning.
Identify dates for activities.
Provide 1-2 sentence summary of
your lesson plan.
Summarize process for
administering and analyzing pre-
and post-assessments.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
word identification
either verbally,
gesturally, or
choosing the word
from a field of 4.
words/vocab words using and reading
differentiated instruction. comprehension WH questions (during
lesson) using
interactive
book/repetitive
text/visual icons
Focus Students
Focus Student 2: Student with
Focus Student 1: English Learner Focus Student 3: Your Choice
ILP/504
FS1 is a non-verbal second-grade student that FS2 is a second needs further
sits and attends to task for 5 minutes with support with time on task. Use Student is a 2nd grader, non-
moderate/maximal prompting (physical, of First/Then visuals, choice verbal with an IEP. Because
gestural, visual, verbal). He is learning to board with preferred items, my class is a combination 1-3
imitate pressing icons on his communication visual timer, and opportunity to grade level, students that
device and placing items in a designated area. request for breaks will be made either test above learning
H needs further support with academic available. Student will work in level of others will be
vocabulary, so will make sure to frontload a 1:1 setting or small group provided modified work
student during the lesson with visuals of sight setting. This focus group based on their
words and highlighted vocabulary during the contains my entire class roster, ELA/Math/Behavior baseline
lesson at the work station. Will work 1:1 or as I work in an SDC levels. Student can identify
small group. He is mainly learning via errorless Moderate/Severe Grade 1-3 50/100 sight words from
learning. classroom.
Student has an attention to task goal for sitting
and attending to academic tabletop task for 8
minutes by the end of the school year.
Inquiry Lesson Implementation Plan
Administer Post-
Administer Pre-Assessment Deliver Lesson(s) Analyze Results Discuss Results with Mentor
Assessment
11/15/2023,
11/16/2023,
11/15/2023 11/27/2023 11/27/2023 12/1/2023
11/17/2023
11/27/2023
-Identify Sight Words in and out of context
-Use context clues from repetitive text and visuals to answer WH questions about story.
The interactive books make use of repetitive text and text with pictures to give the
student more hands-on reading that requires action, rather than just passive listening. It
also assists those that are non-verbal, but possess the motor skills to point at the correct
response or make use of a communication device. Key vocabulary are demonstrated
with picture icons with text and students can complete sentences by gluing the correct
icon in the icon box to complete sentences. This format can be augmented for
differentiated instruction to accommodate various levels.
Student will asked to read sight words/vocab words before the lesson begins in real time. Student will
be asked WH questions throughout the lesson with the opportunity to choose the correct
corresponding icon in real-time. Student will be asked to read sight words post-lesson
Page 2 of 6
 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.)

What is Inquiry-Based Learning: 7 Benefits & Strategies You Need to

Know

URL: https://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/imce/ Making Inquiry Accessible For Students With

documents/ABI-complete-2010.pdf Disabilities

URL: https://www.nsta.org/science-teacher/science-
Inquiry-based learning is a way for students to actively participate by
teacher-mayjune-2022/making-inquiry-accessible-
asking questions and incorporating real-life experiences. According to students-disabilities
the article, the 7 benefits of this evidence-based practice, include:
1. Reinforces Curriculum Content According to the article, inquiry-based
2. “Warms Up” the Brain for Learning learning is often not part of the curriculum
3. Promotes a Deeper Understanding of Content in special educator preparation. The article
4. Helps Make Learning Rewarding focuses on the presentation of inquiry-based
5. Build Initiative and Self-Direction learning to students with special needs
6. Works in Almost Any Classroom regarding science instruction. It is
7. Offers Differentiated Instruction important to make learning accessible to
students. The overall phases of the
inquiry learning process are:
Module: Antecedent-Based Intervention Orientation, conceptualization,
One behavior-based evidence-based practice (EBP) used with students investigation, conclusion, and
with autism spectrum disorder (ASD) is Antecedent-Based discussion.
Interventions. The practice is used to target interfering/on-task
behaviors. The majority of the research shows that the practice can be I found this article very helpful in
used to decrease stereotypical, self-stimulatory, repetitive, and self- presenting lessons to my students, basing
injurious behavior. It can also be used effectively to address augmentations to lesson from the Universal
engagement and on-task behavior. Design of Learning. Some the
augmentations and supports suggest include
Ways Antecedent-Based Interventions can be implemented: constantly review expectations, frequent
1) Increase interest level reinforcement, frequent check-ins,
2) Changing the schedule/routine audio/visual cues, multiple ways of
3) implementing pre-activity interventions (e.g., providing a responding, and scaffolding questions.
warning about the next activity, providing information about
schedule changes), As all my students require additional
4) ) offering choices, support because I work within an SDC
5) 5) altering the manner in which instruction is provided, Moderate/Severe special education
6) 6) enriching the environment so that learners with ASD have classroom, it is important to present a
access to sensory stimuli that serve the same function as the variety of different ways to address the
interfering behavior (e.g., clay to play with during class, learning levels and communication level for
toys/objects that require motor manipulation). my students. Differentiated instruction is
very important to making the learning
process accessible to my students.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 6
 My mentor teacher suggested having
audio/visual cues and visual schedules for the
students to help designate all aspects of the
One of my colleagues who teachers the lower SDC moderate/severe day to help with transitions to and from work
classroom (TK-1) suggested using Realia as a means of utilizing inquiry- time. I could also have a graphic of the
based learning. Having tangible real-life items that relate to the lesson agenda of the lesson to help set expectation
can be good starting points for the lesson to get the students engaged of the work time. Visual timers could be used
initially. For example, if I present the lesson with a picnic basket again, I to provide the visual/audio cue of the
could have an actual picnic basket with items inside. I can have guiding beginning/end of a work session. In addition,
questions for students about the real-life items. providing multiple ways of responding and
different levels of response is critical for
students within a special education
moderate/severe setting.
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 Three
Pre/Post Assessment Data Analysis Findings for Whole Class
Focus Students

Evidence/Rational for Rating Suggestions for Moving

CSTP Element Initial Rating
Promoting critical
thinking through
1.5
inquiry, problem
solving, and reflection
Revised Rating
(Summarize from POP Section 3) Forward
To move to INNOVATING level: Consider how to
Teacher asked questions of analysis and evaluation. increase complexity of task beyond a single lesson so
T – Applying T – Integrating
Students answered questions that included all levels of that there are continuing opportunities for students
S – Exploring S - Integrating
Bloom’s. Students created their own math problems. to engage in inquiry in complex problem. How could
you extend lesson into PBL?

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

planning, assessment planning

For classroom practice

For teaching English learners,

students with special needs, and
students with other instructional
challenges
For future professional
development

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 6
 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

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

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL
2. Focus Student: 504/IEP
3. Focus Student: Teacher Choice
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 6
 28.
29.
30.
31.
32.
33.
34.
35.
36.
910111213141516

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