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
kyliemhoover@gmail.com OR
Kylie Hoover Language Arts 4th Grade
khoover@californiaops.org
Mentor Email School/District Date
Deborah Angulo dangulo@californiaops.org California Connections Academy 10/07/2023

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
critical thinking by designing structured inquires into complex
Promoting critical T - Guide students to think critically through use of questioning strategies, T–
problems.
thinking through inquiry, T – Applying posing/solving problems, and reflection on issues in content. Innovating
1.5 S - Students pose and answer a wide-range of complex
problem solving, and S – Exploring S - Students respond to varied questions or tasks designed to promote S-
questions and problems, reflect, and communicate
reflection comprehension and critical thinking in single lessons or a sequence of lessons. Innovating
understandings based on in depth analysis of content
learning.
Establishes and articulates learning goals to students that
Establish and articulate Establishes and shares learning goals for skill development with students in single
4.2 Exploring Integrating integrate content standards with students’ strengths,
goals for student learning lessons and sequence of lessons.
interests, and learning needs.
T - Develops and systematically uses extensive information
Connect learning to T - Uses school resources and family contacts to expand understanding of
T– regarding students’ cultural backgrounds, prior knowledge,
students’ prior students’ prior knowledge, cultural backgrounds, life experiences, and interests to
T – Applying Innovating life experiences, and interests.
1.2 knowledge, backgrounds, connect to student learning.
S – Exploring S– S - Students are actively engaged in curriculum, which relates
life experiences, and S - Students participate in single lessons or sequences of lessons related to their
Integrating their prior knowledge, experiences, and interests within and
interests interests and experiences.
across learning activities.
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
Students will engage in a series of book
How can I promote critical thinking By helping students learn how to think critically, study lessons that will occur weekly. Each Students' engagement in the book
through the use of Padlet to help students students will be engaged in the learning experience via week students will read/listen to a chapter study & ability to connect the novel
engage in a book study and connect the Padlet. Additionally, students will be able to connect a from the novel. Students will use critical to their backgrounds will be tracked
novel to their own personal backgrounds, novel to their prior knowledge, backgrounds, life thinking to engage in comprehension through Padlet responses, writing
life experiences, and interests? experiences, and interests. questions, literary analysis, vocabulary, prompts, and survey.
writing, etc.
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
The student scored low (1st & 2nd grade) in i- The student is always off topic, not
The student is scoring at the 3rd grade level
Ready for reading comprehension focused and distracted during
Performance in reading based on i-Ready diagnostic
Data
(literature) & vocabulary. The student is class. He scored low in i-Ready
results. The student is very shy and does not
brave & participates, but often gives Reading assessments (Grade 2
engage or share a lot.
answers that are off topic and/or vague. overall).
The student will be able to answer critical The student will be more engaged
Student will feel more comfortable sharing thinking comprehension questions and in class & focused on the
Expected Results and engaging with her peers and classmates. improve in vocabulary. Additionally, the topic/book study. The student will
She will be brave to share out. student will provide more explicit/less engage in the Padlet and show
vague answers. interest in the novel.
Inquiry Lesson Implementation Plan
Directions: that Semester 3 requires a lesson that focuses on use of technology to support teaching and learning.
Discuss Results with
Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results
Mentor

Identify dates for activities. 10/06-11/30/23 (First 8 Week 8/Chapter 6

Week 2/Chapter 2 of Book
weeks of book study/7 of Book Study 11/30-12/05/23 12/05/23
Study (10/12/23)
chapters out of 13) (11/30/23)
Students will engage in a book study through the book Bridge to Terabithia. During this time, students will learn how to
Provide 1-2 sentence
summary of your lesson think critically about a novel, practice comprehension, vocabulary, etc. Students will engage in a class Padlet to share
plan. ideas and answers questions.

Summarize process for Students will be given a critical thinking question at the end of each chapter to answer. These questions will be assessed
administering and via a rubric. Students will also be given a survey to show how they feel about answering critical thinking questions and
analyzing pre- and post- engaging in the book study. This will be analyzed by seeing the overall results of survey from the beginning to the end,
assessments. looking to see that students are more confident in their abilities to critically think about stories.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
 Semester 3 Only: Identify
the specific technology
Being that our school is virtual, students consistently use Zoom Class as a tool to access our LiveClasses. Students will use
tools, applications, links,
and/or devices to be
Zoom Class to attend and participate in our book study lessons. Other than Zoom Class, students will use Padlet to engage
incorporated into the in critical thinking questions. Additionally, students will use Nearpod to complete survey/poll questions.
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.)
The Effectiveness of Using Padlet in Collaborative Writing Based
USING COOPERATIVE LEARNING IN TEACHING CRITICAL THINKING IN on Students’ Perceptions (Ramadhani, Dewi, Syahnaz, & Kihwele,
READING (Devi, Musthafa, & Gustine, 2015) 2023)
URL HERE URL/DOI HERE
This academic journal article helps me understand and see how cooperative This article discusses the effectiveness of using Padlet as a resource
learning can promote critical thinking in reading. It provides a variety of ways in elementary school classrooms (Grade 4 & 5). This study showed
in which a teacher can use cooperative learning to promote critical thinking in that Padlet was in fact an effective resource. Padlet was found to be
the classroom environment. The article also “gave evidence that students’ appealing to the majority of students, increased confidence in
critical reading abilities improved during the teaching learning process in the writing, and more. Most students (69%) found Padlet to be “very
classroom.” fun.” This article shows how effective Padlet can be in an
elementary school classroom.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
4th Grade Teachers – Multiple Subject 3rd Grade Teacher – Multiple Subject
th
I have seen multiple of my 4 grade teacher colleagues use a variety of This teacher provides opportunities for “Writing Wednesdays.” She
technology resources to promote critical thinking in our virtual classroom. A has students do a variety of different writing types to help engage
couple ways I have seen this done is by using Nearpod Collaborate Boards, students in their own personal backgrounds, interests, and life
Padlets, Discussion Board Forums, & more. This allows students to collaborate experiences. As the year progresses, she turns these prompts into
and think critically about questions. Additionally, it allows students the more critical thinking questions. This allows her to help her
opportunity to engage with one another in conversation. students to be engaged in critical thinking opportunities.
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
Students will be actively engaged in the reading by using
ISTE Student Standard 1.3 Knowledge Constructor: Students critically Padlet to answer and respond to critical thinking questions
curate a variety of resources using digital tools to construct about the story and how they can relate/connect it to their
knowledge, produce creative artifacts and make meaningful learning own lives. Through this book study, students will use a
experiences for themselves and others. variety of resources, including Padlet to create meaningful
learning experiences for themselves and others.
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
Overall, I saw more engagement in Padlet & more confidence in
reading skills. While I would have liked to see more participation from
my students, the ones who did engage & participate in the lesson Unfortunately, these students did not engage in the Padlet
content made improvement. Students who participated in Padlet questions as expected. Students occasionally attended novel
responses engaged more with students & wrote out more complete study LiveClasses, but not frequently enough to assess or
responses to Padlet questions. Students who participated in the analyze their improvement. Students did not show
survey showed that they felt more confident in their reading skills consistent participation in the survey either. Overall, I do not
from the time we started the novel (beginning of October to now). have enough data to analyze these results; therefore, I
Padlet proved to be a good engagement tool for students if they chose cannot address how Padlet impacted my focus students.
to participate and be engaged. Next time, I would like to find more
ways to encourage engagement in the Padlet activities.
Initial Evidence/Rational for Rating
CSTP Element Revised Rating Suggestions for Moving Forward
Rating (Summarize from POP Section 3)
This inquiry assignment really pushed me to help my students
think more critically. By using Padlet & comprehension My next step for this area is to further facilitate
questions, I encouraged and supported my students in their systematic opportunities for students to apply
Promoting critical critical thinking skills. I supported students in engaging in critical thinking by creating and developing more
thinking through critical thinking by asking follow up questions to my complex questions that touch on higher levels of
T – Applying T – Integrating
1.5 inquiry, problem comprehension questions and having students engage in critical thinking. Additionally, for my students, I
S – Exploring S – Applying
solving, and Padlet activities. Students were able to respond to questions want them to be able to begin posing their own
reflection and problems posed by me and were able to begin thinking questions and inquires. This can be done by
and posing their own questions. We did this through continuing to teach critical thinking skills and
discussion following each chapter & Padlet question encouraging students to ask questions.
responses.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
 I have been incorporating this more into my lessons more
My next steps in this area are to ensure that
often this year & in this inquiry assignment. In this area, I
learning goals are integrated to meet students'
Establish and have included goals for each lesson. These goals have been
strengths & interests, as well as creating short and
articulate goals well established and communicated to students so that they
4.2 Exploring Integrating long-term goals for students. Furthermore, I want
for student know the learning goals set before them. These goals address
to be able to further assist my students in
learning students’ diverse learning needs & content standards.
articulating and monitoring the learning goals set
Students have opportunities to reflect on learning goals via
before them.
exit tickets & thumbs up/down reflections.
My next steps are to move towards the
Connect learning Throughout this inquiry assignment I worked to integrate the
“innovating” rating. I want to try and further
to students’ prior knowledge of my students’ backgrounds and experiences to
develop and systematically use extensive
knowledge, T – Applying T – Integrating create critical thinking questions and guide my instruction. I
1.2 information of my students’ cultural backgrounds
backgrounds, life S – Exploring S – Integrating allowed opportunities for students to actively engage in the
to inform my teaching. I can do this by providing
experiences, and curriculum, relating the novel to their own experiences and
more activities to get to know my students & their
interests backgrounds.
background deeper & more intentionally.
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
For this inquiry, I implemented the use of Padlet into my LiveClass lessons.
I learned how to implement Padlet successfully within lessons.
During our Bridge to Terabithia book study, I used Padlet at the end of each
Before these lessons, I had not used Padlet as a teacher in a class
chapter. At the end of each chapter, students were asked to complete a short
setting (I had used it as a college student, employee, & as a parent
answer comprehension/critical thinking question about the chapter &
resource). These lessons helped me learn how to set up and create
respond to a peer on Padlet. Since our LiveClasses are optional & students do
Padlet activities for students to engage in content. I got to explore
not receive grades for LiveClass assignments, I encouraged Padlet
through the different settings in Padlet to allow student
participation using Class Dojo points as an incentive. Students seemed to
participation etc. I spent time exploring different set ups and
enjoy the Padlet. They called it a “book club” and enjoyed getting to read
organization of Padlet boards. Learning more about this resource
other responses and respond to one another. I was hoping for more
has made me more confident in using it in my lessons. I am looking
participation and use; however, the participation I did have was excellent and
forward to finding other ways to implement Padlet in our classroom
students seemed to be very engaged, taking the time to respond to peers and
lessons.
write well written responses.
Action Items
For curriculum design,
Throughout this school year, I want to find other ways to implement Padlet into our LiveClass lessons. Since students
lesson planning,
assessment planning seemed to enjoy the use of Padlet, I am curious to find other ways to use this program to support learning.

For classroom practice I already use Padlet as part of our classroom practice. I will continue to use Padlet for our “Hoover Hub” resource center.

For teaching English

learners, students with
special needs, and students
with other instructional
challenges
For future professional
development
Similar to above, I want to learn how to use this resource to support all students. I would love to look more into how I can
use Padlet intentionally to support the teaching of English learners, students with special needs, and students with other
instructional challenges.
I will be able to use Padlet for a variety of different professional development opportunities. One idea I have is to use a
Padlet as a place to house resources for our 4th grade team. This would be a great place for people to add different
resources and lessons they have to share. It would be a place to keep everything together & well organized.

For future inquiry/ILP I may be able to use Padlet as a way to further my teaching practices in future inquiry & ILPs.

For next POP cycle N/A

Semester 3 Only: As a virtual school, we are always trying to find more ways to make content easily accessible to students. Padlet may be a
For future use of great way to do this in the future. I also like the idea of continuing to use Padlet as an engagement tool in class & to
technology encourage discourse between students.
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
kyliemhoover@gmail.com OR
Kylie Hoover (Warther) khoover@californiaops.org
Language Arts 4th Grade
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 5
 NOTE: Being an independent study school, data for all students was hard to
collect. My students are only required to attend LiveClasses at least once per
week, meaning they do not have to attend all classes. This means I often had
students absent and/or not present in LiveClass.

For my post-assessment on Padlet responses, the majority of

my students that attended & participated in the pre-
assessment lesson scored at a 2 or 3 for their Padlet
NOTE: Being an independent study school, data for all students was hard to collect. My students are only
response. This means most of my students made
required to attend LiveClasses at least once per week, meaning they do not have to attend all classes. This improvement in their writing responses and/or discussion
means I often had students absent and/or not present in LiveClass. with peers. I would have liked to see more participation, but
overall, I saw an improvement in the responses and
For my pre-assessment on Padlet responses, the majority of my students that
attended & participated in the pre-assessment lesson scored at a 1 or 2 for their participation of those students who did choose to participate.
Padlet response. This means a majority of my students did not answer the question
fully and/or did not respond to a classmate. For my initial Nearpod survey on how students feel about
reading and reading skills, I saw the following results (17
For my initial Nearpod survey on how students feel about reading and reading skills, students participated):
I saw the following results (20 students participated): 1. “I really enjoy reading.” 29% strongly agree, 53%
1. “I really enjoy reading.” 15% strongly agree, 35% agree, 10% disagree, 0% agree, 6% disagree, 6% strongly disagree, & 6% no
strongly disagree, & 40% no answer answer
2. “I am confident in answering questions about books/stories 2. “I am confident in answering questions about
(comprehension questions).” 20% strongly agree, 55% agree, 5% disagree, books/stories (comprehension questions).” 29%
0% strongly disagree, & 20% no answer strongly agree, 59% agree, 6% disagree, 0% strongly
3. “I can think critically about stories (analyze & evaluate).” 20% strongly disagree, & 6% no answer
agree, 25% agree, 45% disagree, 0% strongly disagree, & 10% no answer 3. “I can think critically about stories (analyze &
4. “I can relate stories to my own personal life, backgrounds, knowledge, evaluate).” 24% strongly agree, 59% agree, 12%
etc.) 30% strongly agree, 45% agree, 25% disagree, 0% strongly disagree, disagree, 0% strongly disagree, & 6% no answer
& 0% no answer 4. “I can relate stories to my own personal life,
backgrounds, knowledge, etc.) 41% strongly agree,
47% agree, 12% disagree, 0% strongly disagree, &
0% no answer
Overall, the percentage of students who feel confident
(strongly agree & agree) went up, while the percentages for
those who do not feel confident (disagree & strongly
disagree) went down.

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
Student never participated in the Padlet
Student was not present for Pre-
Focus Student: EL
Assessment: 0
0 discussion as asked. Student attended
novel lessons occasionally.
Student never participated in the Padlet
discussion as asked. Student attended
Student was not present for Pre- novel lessons frequently & would raise
Focus Student: 504/IEP
Assessment: 0
0
her hand to participate in verbal
discussions of critical thinking and
comprehension questions.
Student never participated in the Padlet
discussion as asked. Student attended
Student was not present for Pre- Student was not present for
Focus Student: Teacher Choice
Assessment: 0 Post-Assessment: 0
novel lessons occasionally & would
sometimes participate in verbal
discussions.
Student was not present for Pre- Student was not present for
Nathan
Assessment: 0 Post-Assessment: 0
Responded to 0/0 Chapter Questions
Student was not present for Pre-
Imani
Assessment: 0
0 Responded to 0/0 Chapter Questions
Student was not present for Pre-
Theron 0
Assessment: 0
Responded to 0/0 Chapter Questions
Aaron 3 3 Responded to 5/7 Chapter Questions
Aliyah 0 0 Responded to 7/7 Chapter Questions
Sophia 3 3 Responded to 0/0 Chapter Questions
Student was not present for Pre- Student was not present for Pre-
Jayden Responded to 0/0 Chapter Questions
Assessment: 0 Assessment: 0
Damian 3 3 Responded to 3/7 Chapter Questions
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 5
 Kaitlynn 1 0 Responded to 1/7 Chapter Questions
Lea 1 3 Responded to 5/7 Chapter Questions
Student was not present for Pre-
Rumour 1
Assessment: 0
Responded to 1/7 Chapter Questions
Student was not present for Pre- Student was not present for Pre-
Giovanni
Assessment: 0 Assessment: 0
Responded to 0/0 Chapter Questions
Brooklyn 2 0 Responded to 2/7 Chapter Questions
Jaxson 1 0 Responded to 1/7 Chapter Questions
Student was not present for Pre- Student was not present for Pre-
Prentice
Assessment: 0 Assessment: 0
Responded to 0/0 Chapter Questions
Student was not present for Pre-
Ezraiel 0
Assessment: 0
Responded to 0/0 Chapter Questions
Student was not present for Pre-
Charlotte 3
Assessment: 0
Responded to 6/7 Chapter Questions
Angel 0 0 Responded to 0/0 Chapter Questions
Jayden 0 0 Responded to 0/0 Chapter Questions
Jazzlyn 0 0 Responded to 2/7 Chapter Questions
Xavier 0 2 Responded to 2/7 Chapter Questions
Student was not present for Pre- Student was not present for Pre-
Alicia Responded to 0/0 Chapter Questions
Assessment: 0 Assessment: 0
Student was not present for Pre- Student was not present for Pre-
Theodore
Assessment: 0 Assessment: 0
Responded to 0/0 Chapter Questions
Student was not present for Pre- No longer enrolled at our
Mason Responded to 0/0 Chapter Questions
Assessment: 0 school.
Student was not present for Pre- Student was not present for Pre-
Cristina Responded to 0/0 Chapter Questions
Assessment: 0 Assessment: 0
Hunter 3 3 Responded to 7/7 Chapter Questions
Student was not present for Pre- Student was not present for Pre-
Tristan
Assessment: 0 Assessment: 0
Responded to 0/0 Chapter Questions
Aiden 0 0 Responded to 0/0 Chapter Questions
Ricardo 0 0 Responded to 0/0 Chapter Questions
Chance 2 3 Responded to 5/7 Chapter Questions
Austin 2 2 Responded to 5/7 Chapter Questions
Hadassah 0 3 Responded to 3/7 Chapter Questions
Student was not present for Pre- Student was not present for Pre-
Seth
Assessment: 0 Assessment: 0
Responded to 0/0 Chapter Questions
Student was not present for Pre-
Kaylobe 0
Assessment: 0
Responded to 0/0 Chapter Questions
Student was not present for Pre- Student was not present for Pre-
Klyde
Assessment: 0 Assessment: 0
Responded to 0/0 Chapter Questions
Student was not present for Pre- Student was not present for Pre-
Ian
Assessment: 0 Assessment: 0
Responded to 0/0 Chapter Questions
910111 21314 1516

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