Fullerton Online Teacher Induction Program

Individualized Learning Plan (ILP) –

Semester 2
Updated Dec 2023
Directions:
● The ILP should be completed with Mentor input.
● Cells will expand as needed.
● When submitting completed ILP to instructor, please include copies of all instructional resources,
including Google Survey used for assessment of audience satisfaction.
Section 1: New Teacher Information
New Teacher Email Subject Area Grade Level
draygozaherrera@
Daisy Raygoza Herrera Algebra Foundations 2A 11/12
fjuhsd.org
Mentor Email School/District Semester/year
James Yee jyee@fjuhsd.org La Vista High School/ FJUHSD Spring 2024
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
Promoting T - Facilitates systematic opportunities for
through use of questioning
critical students to apply critical thinking by
strategies, posing/solving problems,
thinking T– designing structured inquiries into complex
T – Applying and reflection on issues in content.
through Innovating problems.
1.5 S– S - Students respond to varied
inquiry, S- S - Students pose and answer a wide-range
Exploring questions or tasks designed to
problem Innovating of complex questions and problems, reflect,
promote comprehension and critical
solving, and and communicate understandings based on
thinking in single lessons or a
reflection in depth analysis of content learning.
sequence of lessons.
Using a
variety of
instructiona T-Using technology and guided
T-Creates, adapts, and integrates a broad
l strategies, practices to support every student
range of strategies, resources, and
resources, S-Students have been using
T-Integratin technologies designed to meet students
and T- Exploring highlighters provided for notes.
1.4 g diverse learning needs
technologie S- Emerging Guided notes need annotations, and
S-Exploring S-Students participates in single lessons or
s to meet we are working on students creating
sequence of lessons related to their
students’ their own annotations in addition to
interests and experiences
diverse teacher annotations
learning
needs
Paces T-Lessons are planned so that every
instruction student has adequate time to
T-paces instruction with students to
with some complete lessons. Pacing is adjusted
provide adequate time for instruction,
consideratio based on student progress during the
checking for understanding, completion of
n of lesson activity
T- Exploring T-Applying learning activities and closure.
2.7 type, S-Students understand they need to
S-Exploring S-Applying S-Students participate and complete a
adjustments be productive during the assignment.
variety of learning activities in the time
for Meaning that they can take time on
allotted with options for extension and
sufficient the activity as needed. Students are
review.
student on different levels and need different
work time types of support.
Adapted from FOTIP 2017 Page 1 of 7
 and
transitions
to optimize
learning
Section 3: Inquiry Focus and Planning
(Attach Pre/Post Assessments and Data Collection Tools)

Expected
Inquiry Focus Inquiry Question Pre-Assessment Post-Assessment
Results
Pose measurable
Based on your selected
and observable How do you
CSTP elements, identify
question in terms expect
a focus of inquiry (e.g., What will you use as your What will you use as your post/final
of students (e.g., student
group discussion, baseline assessment of assessment of student
what impact will performanc
differentiation, student performance? performance?
strategy X have on e to
motivation…)
student change?
achievement?)
The self-check digital There
assignment is a practice should be
How can real-life What impact will a
assignment where students an increase
applications of quadratic self-check digital
practice factoring quadratic The Unit test will show how well the in success
functions allow students assignment have
functions with ‘a’ value equal students understand quadratic from the
to identify and apply on student
to or greater than 1. This will function both graphing and graphing. baseline
different methods for success?
allow me to see where the assessment
factoring quadratic
students are prior to the Unit to the unit
functions?
test. test.
Special Emphasis- Instructional Strategy
Directions:
● Identify at least one instructional strategy you will incorporate into lesson (e.g., differentiated
instruction, small groups…)
● Explain how this strategy will be incorporated.
Special Emphasis Focus How Special Emphasis will be Incorporated

Small groups are assigned for

students who have an IEP and need
special instruction. I provide small Students are given additional instruction in a small group where they can ask questions.
group instruction during They are given extra time and support with an instructional aide.
independent work time and have
scaffolded instruction.

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.
● 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 language Focus Student 2: Student with ILP/504 Focus Student 3: Your
learner plan choice
Performance Student shows mastery of Student struggles with procedural Student shows
Data
procedural fluency after fluency after practice problems. mastery of
Adapted from FOTIP 2017 Page 2 of 7
 practice problems. Has not shown conceptual
procedural fluency
Understands math concepts understanding. and conceptual
and will ask questions for understanding.
clarification in Spanish. Student helps other
students in class.
Expected Result Student will show procedural Student will show procedural Students will show
fluency and with language fluency on problems if they are conceptual
support can explain the similar to the practice problems. understanding and
connection of factoring with Will not understand the connection will understand the
graphing. of factoring and graphing. connection of
graphing and
factoring in real-life
scenarios.
Inquiry Implementation Plan
Discu
ss
Resul
Administer Administer Analyze Results ts
Deliver lesson
pre-assessment post-assessment with
Identify name and Ment
date for activities. or

Factoring
Factoring all types
Self-Check Digital
worksheet and jeopardy Unit 3 Test (3/8) Reflection 3/11 3/12
Assignment
(3/4-3/5)
(2/29-3/1)
Students will have all their factoring and graphing notes from previous weeks to guide themselves through
Provide 1-2
the self-check assignment. The self-check assignment will allow students the opportunity to reevaluate
sentence
their work and practice factoring. Factoring all types of quadratics worksheet will be preparation for the
summary of your
jeopardy review we will do as a class. Gamification of lessons has shown to be helpful based off previous
lesson plan
testing data.
Summarize
Self-check assignment data is for students to evaluate their work. Jeopardy data will be used to determine
process for
if the class requires additional lessons for review. Unit assessment provides data on the different factoring
administering and
problems students learned and which concepts were understood and where there might have been
analyzing
possible misconceptions.
assessments
Section 4: Inquiry Research and Exploration
Directions:
● Locate and read two research articles that have informed inquiry focus.
● In first box, provide title, URL or citation,
● In second box describe what you learned and how it applies to your inquiry project

Benson-O'Connor, Carol D., Christina

- The use of math journals provides a structured approach to promoting
McDaniel, and Jason Carr. "Bringing
mathematical understanding. By encouraging students to articulate their
Math to Life: Provide Students
thoughts, engage in metacognitive thinking, reflect on their problem-solving
Opportunities to Connect Their Lives
processes, connect math to real-life situations, and share their work with
to Math." Networks: An Online
peers, educators can help students develop a deeper and more meaningful
Journal for Teacher Research 21.2
understanding of mathematical concepts. Students use their real life
(2019): 3.
application of mathematics to make connections of the procedural factoring
with the quadratic graphs
Crowe, Robert. Developing Student
- When students take ownership of learning they are more likely to make
Ownership: Supporting Students to
connections with the mathematical concepts. Forming these connections
Own Their Learning Through the Use
students are able to apply their knowledge to solve problems. This is
of Strategic Learning Practices.
Adapted from FOTIP 2017 Page 3 of 7
 Learning Sciences International, applicable in our class because students will use this notes, and practice
2018. worksheets with the upcoming gamified lessons.

Directions:
● Talk to two colleagues about how they have addressed similar issues.
● In first box, list their names, grade level/content area, …
● In second box, summarize the conversation and what you learned.

Both teachers have seen students struggle to take ownership of their learning. The way
in which they have tackled this is through students working in groups and leading group
Al Rabanera, 11/12/ Geometry projects. Students are able to show procedural fluency and work independently. The
James Yee, 10/11/ Algebra teachers have noticed that they have shown more success through gamified lessons
Foundations and group projects in comparison to only completing assignments independently. As
students support each other they are demonstrating ownership of their learning and
actively work together to support each other and learn.
Section 5: Results and Reflection
Directions:
● Record Pre- and post- assessment data into Pre/Post Assessment Data Table at end of document
● Include copies/images of pre/post assessments/directions and the Pre/Post Assessment Data
Table with submission.
● Discuss the findings of your data analysis for whole class and focus students
● Revise the rating for the CSTP inquiry focus, explain the revised rating, and share some ideas for
continued growth.

Post Data analysis findings for whole class Post Data analysis findings for focus students

Revis
Elem Initial ed Suggestions for Moving
CSTP Evidence/Rationale for Rating
ent Rating Ratin Forward
g
Prom
oting
critic
al
thinki To move to INNOVATING level:
T–
ng Consider how to increase
Integ
throu complexity of tasks beyond a
T– ratin
gh Teacher asked questions of analysis and evaluation. single lesson so that there are
Applying g
1.5 inquir Students answered questions that included all levels of continuing opportunities for
S– S-
y, Bloom’s. Students created their own math problems. students to engage in inquiry
Exploring Integ
probl in complex problems. How
ratin
em could you extend the lesson
g
solvin into PBL?
g,
and
reflec
tion

Special Emphasis Instructional Strategy

Adapted from FOTIP 2017 Page 4 of 7
 Results of Incorporation into Lesson Key learnings or new skills developed by teacher

Action Items (some may not be applicable)

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
For supporting
others/departmen
t/
school/district

Other

Other Notes and Comments

Adapted from FOTIP 2017 Page 5 of 7

 Fullerton Online Teacher Induction
Program
Individualized Learning Plan (ILP)

ASSESSMENT DATA
Updated Dec.2023

Directions:
● Record student pre and post scores in this table.
● Do not use student’s actual names.
New Emai Subject Area Grade Level
Teacher l

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

PRE-/POST- ASSESSMENT DATA

TABLE
Student Pre-Assessment Post-Assessment Comments
Score Score
1. Focus Student: EL
2. Focus Student: 504/IEP
3. Focus Student: Teacher
Choice
4.
5.
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10.
Adapted from FOTIP 2017 Page 6 of 7
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Adapted from FOTIP 2017 Page 7 of 7