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
Gayle Cervantes Gaylecervantes20@gmail.com Early Childhood TK
Mentor Email School/District Date
Jen Svoboda j.svoboda@bonita.k12.ca.us Grace Miller Elementary 10/5/2023
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 - Creates, adapts, and integrates a

broad range of strategies, resources,
Using a variety of T- Explores additional instructional and technologies into instruction
instructional strategies, resources, and technologies designed to meet students’ diverse
strategies, T- in single lessons or sequence of lessons T- learning needs.
resources, and Applying to meet students’ diverse learning Integrating
1.4
technologies to S- needs S-
meet students’ Applying S- Students participate in single lessons Integrating S -Students actively engage in
diverse learning or sequence of lessons related to their instruction and make use of a variety
needs interests and experiences. of targeted strategies, resources, and
technologies to meet their individual
students needs.
Using and
T- Selects, adapts, and utilizes
adapting
appropriate instructional materials, T - Integrates a wide range of adapted
resources,
resources, and technologies for resources, technologies, and
technologies, and
concept and skill development in instructional materials to meet
standards-aligned
T- subject matter. Resources reflect the T- identified student needs and make
instructional
Applying diversity of the classroom and support Integrating subject matter accessible to students.
3.5 materials,
S- differentiated learning of subject S-
including
Applying matter. Integrating S - Assists student with equitable
adopted
S- Guides students to use available access to materials, resources, and
materials, to
print, electronic, and online subject technologies. Seeks outside resources
make subject
matter resources based on individual and support.
matter accessible
needs.
to 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
Introduction to Jiji the penguin
Students will learn to navigate logging in with their key
code
Will the use of ST Math on iPads improve the students ST Math will help improve the students understanding of math ST Math will collect the data and the teacher will be
Students will engage in lesson and move forward on their
understandings on math concepts? concepts by 20% able to see if students are understanding the concepts.
own pace.
ST math will move the students on as they comprehend the
concepts.

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
I chose Student XX because his primary
I chose ZZ, a general education
language at home is Spanish. Parents I chose student YY because she has
Performance Data student, to compare the results to
are fluent in both English and Spanish IEP goals to recognize shapes.
my other students.
but prefer to speak Spanish at home.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
 I expect this student to improve at
Expected Results I expect this student to improve 20% I expect this student to improve 10%
least 20%.
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. 10/13/23 and

10/1/23 12/1/23 12/6/23 12/7/23
10/18/23
Students will be introduced to Jiji in whole group during circle time. Student will also learn how to log into
their accounts. The games will be played as a whole lesson picking on a few students to help answer
Provide 1-2 sentence summary
of your lesson plan.
questions. When broken into groups, student will be able to go through the lessons at their own pace.
Teacher will assist with practicing logging to ensure students have enough time on ST math.

Summarize process for

administering and analyzing A pre-assessment will be done individually to see if students can recognize the shapes, colors, numbers.
pre- and post-assessments.

Semester 3 Only: Identify the

specific technology tools,
Whole group: Smart boards, ST Math, computer
applications, links, and/or
devices to be incorporated into Small group: iPads, ST Math
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.)
Grant children unrestricted access to touch displays brimming with a
diverse array of interactive media experiences that are thoughtfully Touchscreen technologies have the potential to enable all students
crafted to foster a sense of accomplishment and are suitable for their to engage in identical instructional activities without requiring
developmental stage. advanced fine motor skills.

Mission, values and beliefs, & strategic governance. (n.d.). Technology and young Faculty Login. (2022, November 4). Technology in the preschool classroom?
children: Preschoolers and kindergartners. NAEYC. Retrieved October 8, 2023, from Yes, it can (and should) be done! Post University.
https://www.naeyc.org/resources/topics/technology-and-media/preschoolers-and- https://post.edu/blog/impact-of-technology-preschool-classroom/
kindergartners

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Another TK teacher uses iPads as a center rotation. The iPads have
A preschool teacher uses an interactive program during whole
educational apps and students can choose which apps they would like to
group. Students enjoy interacting with the activities. This has
play with. Teacher says there is decrease in behaviors since students have
increased the time the students are able to sit independently.
equal time and opportunities to play with iPad.
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-Educator – The whole TK team collaborates when setting
up a lesson to share ideas, resources and solve problems.
ISTE-Educator: 2.4.a Collaborate with Colleagues
ISTE-Student – Students will be taught how to properly log-in
ISTE-Student: 1.2.a Digital Footprint
to their accounts and learn how to manage their identity
online.
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
Student can find their name and most can log-in successfully. XX scores improved by 8%
Students are engaged with ST math. Results are logged into the YY scores improved by 10%
system and teacher can easily access the information. ZZ scores improved by 20%
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?

1.4 Using a T- T-Integrating Students were able to explore the Families can be used to help
variety of Applying S-Integrating shapes and find them throughout transform the knowledge of
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
 instructional
strategies,
resources,
and shape to finding them at home.
the classroom. Students could point
technologies S- Parents play a pivotal role and
to objects, verbalize them, or hold
to meet Applying can help extend the knowledge
them and share them.
students’ for the student.
diverse
learning
needs
Using and
adapting
resources,
technologies,
and
standards-
ST math incorporates iPad Others apps can be added onto
aligned T-
knowledge. Students were implicitly the ipad for pre-writing, science,
instructional Applying T-Integrating
3.5 taught the way to use iPad so they history and English. These other
materials, S- S-Integrating
can successfully log-in and attain the apps can add to the enrichment
including Applying
place ST math is at. of the lessons.
adopted
materials, to
make subject
matter
accessible to
all students
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
1.1 Impowered learner I learned that adding technology into the lessons got he
We incorporated the use of technology into the classroom to students excited to learn. They were playing games and
expose the students to different ways of learning. Students learning at the same time. Students stayed engaged for a
learned how to use ipads responsibly. longer period of time.
Action Items

For curriculum design, lesson Charging ipads, creating a lesson to incorporate ST math. This had to be done in a whole group and then
planning, assessment planning broken down to small groups.

Incorporating ST math into the weekly centers. This gives the students a consistent way to practice using
For classroom practice
ST math.
For teaching English learners,
students with special needs,
and students with other
Visuals were used to help students ask for help when using ipads.
instructional challenges
For future professional Professional development days to learn more about jiji and ST math. This will help with increase
development knowledge on how to use the program and the reporting.
Look at the results and see how we can get the students who fell behind caught up with the rest of the
For future inquiry/ILP
class. Did absences affect their delay.

For next POP cycle Using Bloom’s Taxonomy to ask the students higher order thinking questions.

Semester 3 Only: Add other apps onto the iPad to keep the students engaged in other curriculum. Using google slides to
For future use of technology introduce new concepts.
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.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 5
 Fullerton Online Teacher Induction Program
Individualized Learning Plan (ILP)
Revised 5.1.17

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 5
 Directions: Record student pre and post scores in this table. Do not use student’s actual names.
New Teacher Email Subject Area Grade Level
Gayle Cervantes g.cervantes@bonita.k12.ca.us ECSE TK
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
The class average was 8 shapes. The range was 10, as the low was The class average is 10 shapes. .The range was 8, as the low was
2 and the highest was 12. 4, and the highest was 12.
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL 4 5 Increase in 8%
2. Focus Student: 504/IEP 2 3 Increase in 10%
3. Focus Student: Teacher Choice 8 11 Increase in 20%
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
910111213141516

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