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
Lydia Rogers Rogers@csu.fullerton.edu Math 4
Mentor Email School/District Date
Peterann Kay pekay@caliva.org California Virtual Academy-Maricopa 10/8/2023
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
Promoting critical T– strategies, posing/solving problems, and reflection on issues in T - Facilitates systematic opportunities for students to apply critical thinking by
thinking through Applying content. T – Innovating designing structured inquiries into complex problems.
1.5
inquiry, problem S– S - Students respond to varied questions or tasks designed to S - Innovating S - Students pose and answer a wide-range of complex questions and problems, reflect,
solving, and reflection Exploring promote comprehension and critical thinking in single lessons or a and communicate understandings based on in depth analysis of content learning.
sequence of lessons.
Using a variety of T-Explores additional instructional strategies, resources, and
instructional technologies in single lessons or sequences of lessons to meet T-Creates, adapts, and integrates a broad range of strategies, resources, and
T-Explorin
strategies, resources, students’ diverse learning needs. technologies into instruction designed to meet students’ diverse learning needs.
g T-Integrating
1.4 and technologies to
S- S-Integrating
meet students’ S-Students participate in single lessons or sequence of lessons S-Students actively engage in instruction and make use of a variety of targeted
Exploring
diverse learning related to their interests and experiences. strategies, resources, and technologies to meet their individual needs.
needs.
Planning instruction
that incorporates
T-Explorin T-Integrating
appropriate T-Plans lessons using expanded understanding of curriculum, T-Plans lessons using a broad range of strategies to differentiate instruction as
4.4 g
strategies to meet related materials and resources, and assessments. informed by multiple assessments.
the learning needs of
all students.
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
Pre and post-assessments will be in ClassKick. Students
will demonstrate their understanding of how to divide by
I can divide by 1-digit with a reminder (Division by a a 1-digit divisor by solving division problems that show
Did graph square manipulatives in Students will demonstrate how to solve 1-digit divisor with a remainder 4.OA.A 2-3; 4.NBT.B.6). both the equation and model similar to the
Toytheater.com help students gain an division by a 1-digit divisor with a remainder Timeline: October 23 Pre Assessment; October 23-24 manipulatives/models they used when practicing on
understanding of dividing by a 1-digit divisor using the graph square manipulative in Direct instruction and student practice using ToyTheater.com.
with remainders? Toytheater.com. ToyTheater.com graph square manipulative; October Pre-assessment-10/23
26-Post Assessment. Post assessment-10/26
Assessment scores from 10/23 and 10/26 will be
compared to determine students’ learning.
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
J. receives the accommodation of a scribe, W. receives the accommodation of behavior
N. is still developing additional time to complete assignments support and additional time to complete
comprehension and memorization and behavior support. He is approaching assignments. He also requires that information
of multiplication facts which can proficiency in multiplication which will be repeated and be presented in various ways
Performance
impede her progress in division. support his understanding of division. for processing. He can multiply but has
Data
STAR math beginning of the year STAR math beginning of the year difficulty with short and long-term memory.
assessment scale score-766; assessment scaled score-932; NBT.6-ranked STAR math beginning of the year assessment
NBT.6-ranked 2% proficiency. 23% proficiency. scaled score-918; NBT.6-ranked 19%
proficiency.
The student will demonstrate some The student will demonstrate some The student will demonstrate some
understanding of problem-solving understanding of division by 1-digit and will understanding of problem-solving and will
Expected Results
and will score less than 65% on the score 75-80% on post-assessment. score less than 65-70%.
post-assessment.
Inquiry Lesson Implementation Plan
Directions: that Semester 3 requires a lesson that focuses on use of technology to support teaching and learning.
Administer Administer Discuss Results with
Deliver Lesson(s) Analyze Results
Identify dates for Pre-Assessment Post-Assessment Mentor
activities.
10/23/2023 10/24-10/26/2023 10/27/2023 10/30/23 10/31/23

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
 Provide 1-2 sentence Students will practice solving division with a 1-digit divisor using a ToyTheater.com manipulative, Graph Square Manipulative.
summary of your They will then complete an exit ticket in ClassKick to demonstrate their understanding.
lesson plan.
10/23-Students will be given a pre-assessment of 1-digit division of 1–2-digit numbers with remainders in ClassKick.
Summarize process for
10/23-24-Teacher will direct instruct on 1-digit division of 1–2-digit numbers with remainders and use ToyTheater.com
administering and
manipulatives for demonstration and student practice. The teacher will conduct formative assessments with exit tickets.
analyzing pre- and
post-assessments. 10/26-Students will complete post-assessment in ClassKick to demonstrate understanding of 1-digit division of 1–2-digit
numbers with remainders.
Semester 3 Only: ClassKick.com -Used for pre and post assessments, and formative assessments.
Identify the specific
ToyTheater.com https://toytheater.com/graph-square/-Math manipulative
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.)
“In order to make meaning with one’s learning, it is important to visualize the
According to an article from Walden University, the use of
connection among concepts and ideas”, is the basis of this report, Learning by Doing
technology in the classroom can “turn traditionally dull subjects
by Sameer Abuzandah, who discusses the constructivist approach to
into interactive and fun activities” for students. It can boost
instruction. An approach that promotes students’ in-depth engagement in the
student engagement, leading to a boost in learning and
curriculum through inquiry and independent exploration.
improve the teacher’s connection to the students as well.
Research Gate, Learning by Doing.
Top 5 Benefits of Technology in the Classroom, Top 5 Benefits,
https://www.researchgate.net/publication/344576822_LEARNING_BY_DOIN
Walden University
G
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Colleague #1, Grade 4 ELA-Uses online reading materials and Colleague #2, Grade 4, Math-Uses multiple gamified sites to engage students in
programs to instruct phonemic awareness. However, students learning and provides manipulatives for practice. Data is generalized, such as the
are guided through live instruction. She works in small groups percentages of students with understanding, and is anonymous unless the teacher
and can capture data through observation and students’ has a subscription that enables her to create a roster to identify individual student’s
hands-on responses to the worksheets. The students are data.
engaged and able to see their progress through immediate
feedback.
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 1.5b b-Students- develop and employ strategies for Students will use the online manipulative of graph squares in Toytheater.com to
understanding and solving problems in ways that leverage the model division equations and be able to visualize solving with a remainder. Students
power of technological methods to develop and test solutions. will have the option of using the online manipulative to practice solving problems.

ISTE 2.5.a. Teacher-Use technology to create, adapt, and The teacher will model solving division equations using the online manipulative of
personalize learning experiences that foster independent graph squares in Toytheater.com, showing how to solve division with remainders.
learning and accommodate learner differences and needs.

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
Pre Assessment Average 1.42;35% proficiency Pre Assessment Average 1.67; 41% proficiency
Post Assessment Average 2.56; 64% proficiency Post Assessment Average 2; 50% proficiency

Initial Evidence/Rational for Rating

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

Using a Teacher provided direct instruction

variety of and modeling to solve division with
instructional Moving forward, consider asking the
strategies, T-Explorin remainders with an online
resources, g T-Integrating students to develop their own equations,
1.4
and S- manipulative. Students were guided,
S-Integrating and then demonstrating them in the
technologies Exploring step-by-step, to solve equations. The
to meet them in the models.
students’ teacher checked for understanding by
diverse
questioning students’ reasoning for
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
 learning
needs
the way they grouped the squares and
answered questions.

Students modeled after the teacher,

completing one equation at a time
with the online manipulative.
Students answered questions about
their reasoning and asked questions.
Teacher is encouraging students to use
Planning multiplication charts to support
instruction
that
practicing division. During assessments Keep test questions clear. Have no
incorporates and instruction, students are provided ambiguity. Make sure that the models
appropriate T-Explorin
4.4
strategies to g T-Integrating performance tasks that include models help. Discuss with students what the
meet the
learning
and standard algorithms. calculator provides versus using their
needs of all Teacher is using online platforms to thinking when it comes to remainders.
students.
instruct, assess, and reinforce the
learning target.

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
Students were able to address misunderstandings about Students need multiple opportunities to exercise their learning. Technology
division by using the manipulatives and practicing can meet their area of interest and improve engagement. Additionally, it
multiple times. can be useful to provide immediate feedback.
Action Items
For curriculum design, Determine what I want the students to show and the best way for them to demonstrate it. Develop a pre and
lesson planning, post assessment and formative assessment(s). Evaluate if the chosen technology will add to the students’
assessment planning learning and provide useful data and address the students’ learning needs.

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
Assume that students do not know and be explicit in speaking and modeling my expectations.
Build student engagement. Evaluate what types of questions are asked. Try questions that are not right or wrong,
opinions, pulse checks, and points of interest.
Continue participation in CAVA’s professional development workshops and training provided by instructional
coaches. Identify learning opportunities that are offered in the education field.
Consider areas where I would like to see personal/professional growth. They could be aligned with the school’s
ongoing mission to address low performing areas but that have ongoing professional development that will
support my journey.

For next POP cycle

For the next POP cycle, I will consider ELA content and address students’ comparing and contrasting details in a
literary nonfiction piece with an informational nonfiction piece.
Semester 3 Only:
I intend to increasingly use technology in my lessons and want to do more with student design, showing them
For future use of
technology how to publish their work through written, video, and audio.
Other Notes

NA

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

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 5
 Lydia Rogers lrogers@caliva.org Math 4
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average

Range: 1-4; Average 1.42 Range: 1-4; Average 2.56

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
The student had difficulty understanding the
connection between using the arrays and
1. Focus Student: EL 1 1
division. This is likely due to her being below
grade level in multiplication.
The student grasped the concept of using arrays
2. Focus Student: 504/IEP 3 4 to solve division and demonstrated proficiency
during the lesson.
The student had difficulty focusing on the
3. Focus Student: Teacher Choice 1 1 lesson and did not participate in the instruction
activities.
Pre-Assessment: Student did not show his
4. J 1 1
work or the remainder for the array.
Pre-assessment: Did not understand how to
accurately use the array nor to divide. More
5. S 1 1
multiplication knowledge would have helped
with understanding standard algorithms.
Post Assessment: Student showed her work
when solving the standard algorithms and used
6. J 2 4
the array accurately, plus wrote the equation it
represented.
Post Assessment: Improvement shown in
7. A 3 4
finding the correct factor to use for dividing.
Pre Assessment: Student attempted 1 problem
8. N 1 NA and showed lack of understanding using the
array for division.
Pre Assessment: Inaccurate factor used. Post
9. L 3 2.5 Assessment: Did not show work and inaccurate
factors used.
Post Assessment: Improvement with standard
10. J 1 2 algorithms but inaccurate factors used with the
array.
Post assessment: Did well with standard
11. M 4 2
algorithm but inaccuracies with the array.
Pre and Post Assessments: Student need
12. J 1 1 increased knowledge of multiplication to
identify factors to use for dividing.
Post Assessment: Demonstrated improved
13. M 1 3 understanding of accurately identifying factors
to use for dividing and aligning digits.
Post assessment: Student gaining
14. Z 1 4 understanding of dividing. Previously used the
equation to multiply.
Post Assessment: Needs understanding on the
15. E NA 1
quotient.
16. T NA NA Student not present for assessments
Did not show work on either assessment.
However, did improve in identifying the correct
17. P 1 1
whole number quotient on the post
assessment.
18. R NA NA Student not present for assessments
Pre Assessment: Student struggled using the
array and writing the equation. Post
19. A 1 4
assessment: Demonstrated mastery with
standard algorithm and array.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 5
 Pre-assessment: Did not identify remainders:
20. C 1 4 Post-assessment: Mastered division with
remainders.
Student improved by dividing into the entire
21. E 1 4
dividend.
Student’s pre-assessment was incomplete.
22. C 1 4
Demonstrated mastery of the post-assessment.
The student improved her understanding of
23. H 1 4 identifying the multiplication factor to divide
and identifying the remainder.
24. A 1 1 Did not complete the pre or post-assessments.
25. S NA 2 Difficult representing the equation in the array.
Incomplete pre-assessment and did not identity
26. E 1 NA
the remainder.
Incomplete assessments. Used a calculator for
27. D 1 1
the post-assessment array question.
28. R 1 3.5 Improved in identifying the remainder.
29. K NA NA Student not present for assessments
30. L NA NA Student not present for assessments
31.
32.
33.
34.
35.
36.
910111213141516

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