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
Nicole Kolb nikkikolb@gmail.com Mathematics 6th Grade Math
Mentor Email School/District Date
Huntington Christian
Joshua Aaron jaaron@huntingtonchristian.com October 7th, 2023
School
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
posing/solving problems, and reflection on issues in content.
Promoting critical thinking through T – Applying T – Innovating problems.
1.5 S - Students respond to varied questions or tasks designed to promote
inquiry, problem solving, and reflection S – Exploring S - Innovating S - Students pose and answer a wide-range of complex
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- Integrates connections from

T- Explore using additional real-life
subject matter to meaningful,
connections to subject matter in single
T- real-life contexts, including those
Connecting subject lessons or sequence of lessons to support
T-Exploring Applying specific to students’ family and
1.3 matter to meaningful, understanding.
S- Exploring S- community.
real-life contexts S- Students make use of real-life
Applying S- Students utilize real-life
connections provided in single lessons to
connections regularly to develop
support understanding of subject matter.
understandings of subject matter.
T- Selects and adapts a variety of T- Integrates instructional
Utilizing instructional instructional strategies to ensure student strategies appropriate to subject
strategies that are understanding of academic language matter to meet students’ diverse
appropriate to the appropriate to subject matter and that T- learning, to ensure student
3.4 T- Applying
subject matter addresses students’ diverse learning Integrating understanding of academic
needs. language, and guide student in
understanding connections within
and across subject matter.
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
How can the use of Google
The use of technology,
Slides, group work, and real-
specifically Google Slides, can Informal assessment of
world application activities help
help students communicate reviewing students’
strengthen students’ Application of Operations with Fractions
and work together on an responses to activity
knowledge on operations with
engaging real-world questions.
fractions?
application activity.
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
This student is a 6th grade boy who This student is a 6th grade girl
This student is a 6th grade girl who loves her
loves to play video games, read, and who loves dance, drawing,
family, Taekwondo, and K-pop. She is fluent in
spend time with his family. He has makeup, and spending time
Spanish and speaks the language with her family
been diagnosed with autism spectrum with her dog. She was
at home. She is at the bridging level as an English
Performance disorder and ADHD. He does not diagnosed with ADHD and
Data
Language Learner. She is very shy and prefers to
currently have the best relationship has a 504 plan. This student
work alone in a quiet space. Her favorite subject
with math. He sometimes gets has a hard time staying on
in school is History. She believes that she is okay
frustrated with math, which task during instructional and
at math, but benefits from extra help. As of right
occasionally leads to verbal outbursts independent work. She does
now, she is performing well in my class. She has
in the classroom. Even though he has however love to work on

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
 a B average on her Tests and an A average in her this relationship with math, he does
assignments. perform better with extra love and
positive encouragement. He has
difficulty understanding and applying
social skills. He also struggles with
multi-step directions. As of right now,
he is performing very well on his
homework assignments, but is scoring
below average on his tests.
This activity will allow this student to
make connections with other students
through collaboration and
communication. Since he thrives on
positive encouragement, I will make
sure to check on him regularly in his
This activity in this lesson plan incorporates
group. I believe he will really enjoy
group work for all students. This will take this
applying math skills to a real-world
student out of her comfort zone and push her to
scenario to show its usefulness in real
collaborate with her peers. This will give her a
life. This will encourage him and
chance to work on her collaboration and
engage him in the material, leaving
communication skills, while also working on her
him to hopefully better understand
Expected Results math application.
the math concepts.
In this lesson, if the student is struggling, I will
In this lesson, I will make sure to
make sure to spend time with her one-on-one to
check-in with this student often. I will
make sure she understands what is needed of
continue to remind him to remain
her. I will give verbal and written directions to
focused on the assignment and guide
help her understand the assignment.
him back on track. If he is struggling, I
will work with him one-on-one and use
his group members as a helpful way to
help him understand. I will allow him
to take breaks if needed.
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
Identify dates for activities.
11/7 11/8 11/14
assignments with partners.
She struggles with math,
especially when it comes to
multi-step math problems.
She sometimes has a hard
time turning in her work on
time. As of right now, she has
been struggling on some of
her homework assignments
and is scoring below average
on her tests.
I can see this activity
benefiting her. She will be
very happy to work with
others on this assignment,
since she thrives in small
group work. Since she does
struggle in multi-step
problems, she will be able to
receive support from her
group members. Also, I
foresee her being very
interested in the real-world
scenario of picnic
preparation, which will help
her be more engaged in her
learning.
In this lesson, I will pair her
up with a helpful friend of
hers to help her remain on
track. I will also check on her
regularly throughout the
activity. I will give her extra
time if needed to finish the
assignment.
Discuss Results with
Analyze Results
Mentor
11/8 - 11/14 11/15

The lesson has students applying their knowledge on operations with fractions to a real-world scenario. The
students will be planning a picnic with guided questions. They will answer questions about picnic location,
Provide 1-2 sentence summary of
your lesson plan.
picnic decor, side dishes, sweets and treats, fun and games, and family shirts. This will show the students
how fractions can be used in their everyday lives. Here is a copy of the activity they are completing:
https://docs.google.com/presentation/d/1J_Px1t5FWzE1ugxuNHN5BVIVSNGs-
6W3fDjpqeKN5c8/edit?usp=sharing

Before this lesson, I will be teaching students how to add, subtract, multiply, and divide fractions and mixed
numbers. After teaching them these topics, I will give them an informal low-stakes quiz on an online
platform called IXL to see where their progress currently stands. Then, as they complete this lesson, I will
Summarize process for
walk around the room and informally assess their conversations with their peers. I will also be grading their
administering and analyzing pre-
and post-assessments. online results on their Google Slides to check for understanding. After this lesson, they will be given a formal
assessment including operations with fractions questions and questions applied to real world situations. I
can assess how well the students now understand operations with fractions and see if this activity helped
improve their understanding.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
Semester 3 Only: Identify the
specific technology tools,
applications, links, and/or devices to
be incorporated into the lesson.
The main technology platform that students will use Google Slides for this activity. They will work as a group
on Google Slides to present their project results. I will also be assigning my students a low-stakes informal
quiz as a pre-assessment on IXL.

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.)

Incorporating Technology into Project-Based Learning

Instructional Benefits to Integrating Google Docs and Google Slides
This article discusses the different ways to incorporate technology into Project
This article describes the many benefits of using Google Slides as a tool in
Based Learning. There are two ways they list that specifically relate to the
the classroom. For example, the teacher can look at the google slides and
technology usage I chose for this lesson. First, the article states that the use of
look back at the version history. This will lay out which student
technology can display student progress. As the teacher, I can log on to my
completed what, so you could see if everyone did a fair amount of work.
students’ projects and view their progress as they are working. Also, the
Also, it is a great way for students to work together on the same project
students can present their findings with the class in presentation mode.
in real time at the same time, or even at different times at home. In
Second, the use of technology can help teachers assess the students’ work.
addition, there are great accessibility features that can be used on
Since I can view the students’ projects as they are working in real time, I am
Google Slides to accommodate specific students.
able to assess their understanding and intervene if needed.

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

8th Grade Spanish Teacher 7th Grade Science Teacher

This teacher uses Google Slides in her classroom to give students a space
to work together in groups and present their work to the class. For
example, the students were required to pick a place they would like to
visit that speaks the Spanish language. They would research facts about
the place, such as the foods they eat, the events they host, and the
popular places to visit. They need to complete the Google Slides using
Spanish only, with pictures to represent what they talk about. They then
present their findings with the class. This helped the students learn about
different Spanish speaking countries while practicing writing in Spanish.
This teacher uses Google Slides in her classroom to extend students’ learning
on important life science topics. For example, she taught her students about
the characteristics of life. They then were required to work in groups on Google
Slides. They picked a living organism for each characteristic of life and
explained what food they would eat and what energy it would give the
organism. The students presented their group work on Google Slides to the
class. This activity applied the characteristics of life to living things they see in
their lives. This engaged the students and extended their curiosities on the
topic.

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

The students will work together in groups for this assignment. They will
be all using their Chromebooks and be logged on to Google Slides to
Student Standard 1.7.c Project Teams Students contribute
access the assignment. They will work together, each having a specific
constructively to project teams, assuming various roles and
role, to complete the assignment on Google Slides while all being able
responsibilities to work effectively toward a common goal.
to collaborate. Their common goal is to complete the assignment
successfully and accurately.

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
All three of my focused students improved on their post assessments!
The accommodations that I implemented, as well as the Google Slides
On average, the entire class performed better on their post
real world activity, did help them tremendously. Focus student 1 went
assessment compared to their pre-assessment scores. There were
from a 25% to an 88%. The collaboration with her group really helped
only two students who scored lower on their post assessments,
her improve on her operations with fractions. She went from a poor
but they barely decreased and still received a passing score. The
understanding to an above average understanding. Focus student 2
extra practice and real-world application really helped the
went from an 80% to a 91.5%. His biggest improvement was his math
students practice the fraction operations and helped them give a
confidence. While taking his pre-assessment, he was having a hard
purpose to the math.
time focusing and he was getting upset because he would forget what
to do. When it was time for the post assessment, he was extremely
confident that he was going to perform well on his test, and he did just
that. I was very happy that the extra practice and positive
reinforcement I would give him helped him perform better on his post
assessment. Focus student 3 went from a 25% to a 65%. This student
thrived when working with a group. She loved working with friends on
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 5
 the assignment, and they helped her work on the common mistakes
she was making. It also helped that I was able to give her automatic
feedback while working on the assignment. She would make small
mistakes due to her struggle with multi-step math problems. We were
able to improve on most of her small mistakes she would make.
Evidence/Rational for Rating
CSTP Element Initial Rating Revised Rating Suggestions for Moving Forward
(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?

I connected the math topic to a

Moving forward, I will
real-world scenario that could
continue to give my students
relate to their personal lives.
Connecting many opportunities to
Planning a picnic is something they
subject matter to T-Exploring T- Applying connect math topics to real-
1.3 can do with their own family.
meaningful, real- S- Exploring S- Applying world scenarios. This will
Students will continue to take part
life contexts help engage students and
in real-world applications to
give a purpose to their
develop their understanding of the
learning.
math topics at hand.
I used many different instructional
Moving forward, I will be
strategies that were appropriate to
incorporating more
the subject matter and that
instructional strategies that
benefitted student learning. I
Utilizing will be appropriate to meet
incorporated group work to give
instructional my students’ diverse learning
the students the opportunity to
strategies that needs. These instructional
3.4 T- Applying T- Integrating work together and learn from one
are appropriate strategies seemed to work
another. I incorporated technology
to the subject really well at helping my
into the lesson to assist their
matter different learners succeed,
participation in their groups. The
but I still will continue to
technology also allowed me to give
throw in different ways to
automatic feedback to the students
assist everyone.
on their progress.
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
With the implementation of Google Slides in this assignment, the
students were able to easily work together as groups. They were
able to each work on the assignment while collaborating aloud.
I learned how helpful it was to use Google Slides for group work
The students were very engaged. They were also able to check
because it really made it easy for the students to work together at the
each other’s work and assist one another when they were stuck.
same time on an assignment. They also really benefitted by my
In addition, it was very easy for me to see how they were doing
automatic feedback I would give them. I will definitely be using Google
because I was able to pull up their Google Slides on my personal
Slides again.
computer and check their progress very quickly. I was also
walking around and assisting the students after I had noticed that
they answered a question incorrectly.
Action Items
I will be incorporating real world scenarios that apply to the math curriculum a lot more often since I was
For curriculum design, lesson able to see how beneficial it was for my students. I will give pre and post assessments again to see if the
planning, assessment planning assignments I create are just as effective as this one. Also, I will make sure to give my students a lot of
opportunities to work in groups to support one another and learn from each other.
I want to continue to work on ways to keep the students engaged in the activity the entire time. I want to
make sure that I have plans on what to do when I notice students are starting to lose interest in the activity
For classroom practice
at hand. This can be planned questions, planned jobs for specific students, and more that I will continue to
brainstorm.
For teaching English learners, The instructional strategies that I incorporated to benefit my English learners, students with special needs,
students with special needs, and
students with other instructional
and students with other instructional strategies worked well. One thing I will continue to work on are ways
challenges to keep them engaged during the entire instructional time.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 5
 In the future, I will be doing more research on ways to connect the math curriculum I teach to real world
For future professional
development
scenarios. I will also continue to do research on different technology platforms that I can use to benefit
group work and student engagement.
In my future ILP, I will want to continue to incorporate group work because of its benefits I have seen. Also, I
For future inquiry/ILP
will be incorporating technology again.

For next POP cycle No action needed for this item.

I will be using Google Slides again in my classroom. It was a great tool to help my students work together on
Semester 3 Only:
For future use of technology
an online activity. I want to do more research on different technology platforms that can help with group
work as well.
Other Notes

I am just excited to continue to grow from this point forward.

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

Nicole Kolb nkolb@huntingtonchristian.com Mathematics 6th Grade

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

Range: 70% Average: 67% Range: 35% Average: 89%

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL 25% 88% Score increased
2. Focus Student: 504/IEP 80% 91.5% Score increased
3. Focus Student: Teacher Choice 25% 65% Score increased
4. Student 4 85% 96% Score increased
5. Student 5 85% 97.5% Score increased
6. Student 6 85% 87% Score increased
7. Student 7 85% 86.5% Score increased
8. Student 8 75% 95.5% Score increased
9. Student 9 55% 94.5% Score increased
10. Student 10 45% 88% Score increased
11. Student 11 45% 78% Score increased
12. Student 12 35% 72% Score increased
13. Student 13 70% 98% Score increased
14. Student 14 65% 100% Score increased
15. Student 15 95% 93.5% Score slightly decreased
16. Student 16 95% 96% Score increased
17. Student 17 65% 100% Score increased
18. Student 18 60% 86% Score increased
19. Student 19 75% 87% Score increased
20. Student 20 75% 94% Score increased
21. Student 21 55% 82% Score increased
22. Student 22 75% 88% Score increased
23. Student 23 95% 84.5% Score decreased slightly
910111 21314 1516

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 5
© IXL Learning Name:

1.
Subtract.

10 3
– =
11 7

2.
Add.

6 1
+ =
7 2

3.
Add.

1 1
+ =
8 4

4.
Add. Write your answer as a fraction or as a whole or mixed number.

2 1
7 + =
3 2

5.

Page 1 of 4 - www.ixl.com
 Add. Write your answer as a fraction or as a whole or mixed number.

4
4 + 4 =
7

6.
Subtract. Write your answer as a fraction or as a whole or mixed number.

5
7 − =
12

7.
Subtract. Write your answer as a fraction or as a whole or mixed number.

4
12 − 6 =
5

8.
Subtract. Write your answer as a fraction or as a whole or mixed number.

1 1
12 − 7 =
2 10

9.
Add. Write your answer as a fraction or as a whole or mixed number.

1 1
2 + 4 =
2 4

10.
Multiply. Write your answer as a fraction or as a whole or mixed number.

1 3
9 × 5 =
2 5

11.
Page 2 of 4 - www.ixl.com
 Multiply. Write your answer as a fraction or as a whole or mixed number.

3
9 × 3 =
5

12.
Multiply. Write your answer as a fraction or as a whole or mixed number.

4 1
× 7 =
5 5

13.
Divide.

1
÷4=
5

14.
Divide.

1
4÷ =
2

15.
Multiply. Write your answer as a fraction or as a whole or mixed number.

2
3 × =
3

16.
Multiply.

1 1
× =
10 3

17.
Divide.

3 1 Page 3 of 4 - www.ixl.com
 3 1
÷ 1 =
4 2

18.
Divide.

2
5 ÷ 2 =
3

19.
Divide.

1 5
3 ÷ 3 =
4 7

20.
Divide.

1
÷ 1 =
14 10

Page 4 of 4 - www.ixl.com
Name __________________________________ Date _______________

Operations with Fractions

↳ TESTTest
PRACTICE
1. What do you need before you can add or subtract fractions?

2. What do you have to do first when multiplying mixed numbers?

3. How do you change a mixed number into an improper fraction?

4. How do you divide fractions?

DIRECTIONS: Simplify all the way. Show all work! Box your answer.
5. 6.
3 7 5 3
+ −
4 4 16 16

7. 8.
2 7 2 1
+ 7 +3
5 9 3 4
9. 10.
7 1 2
3 −1
3
− 5 4
12 4

11. 12.
5 2 7
11 − 2 ∙
9 5 9

13. 14.
1 3 1
∙ 75 2 ∙2
5 4 3
15. 16.
5 7 1
÷ 21 ÷
18 9 2

17. 18.
2 1 3 5
3 ÷2 +1
3 2 4 9

19. 20.
2
3 −1
3 1 1
5 4 1 ∙2
5 2
21.
3 2
÷ ÷4
5 9
23. There are 10 ½ cookies left. If 3
children split the cookies evenly, how
many cookies will each child receive?
25. Jackson walks 2/3 miles to school
every day. How many miles does he
walk after 10 school days?
22.
1
3
24. Victor played 5 1/3 hours of video
games the first week of Christmas
break. The second week he played 3 ½
hours. How many more hours did he
play the first week?
26. Lucy drank 8 ½ cups of water and
Bella drank 5 3/8 cups. How much did
they drink altogether?