Fullerton Online Teacher Induction Program

Individualized Learning Plan (ILP)

Revised 6.1.17
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
Audrey Sun asun@alvernols.org Mathematics Kindergarten
Mentor Email School/District Date
Jennifer Jukic jjukic@alvernols.org Alverno Heights Academy/Private 2/25/2022

Section 2: CSTP Areas of Inquiry

Directions: Identify 2-‐3 CSTP elements for ILP focus, including at least one as required: Semester 2 – CSTP 1/2/3; Semester 3 – CSTP 4/5/6; Semester 4 -‐all. 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 strategies, T -‐ Facilitates systematic opportunities for students to apply critical thinking
Promoting critical thinking posing/solving problems, and reflection on issues in content. 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.
1.6 Monitoring student learning T – Emerging T - Implements lessons following curriculum guidelines. T – Innovating T - Makes adjustments to extend learning opportunities and provide
and adjusting instruction assistance to students in mastering the concepts flexibly and
while teaching. S - Emerging S - Some students receive individual assistance during instruction. S – Innovating effectively.

S - Students monitor their progress in learning and provide

information to teacher that informs adjustments in instruction.
2.4 Creating a rigorous learning T – Exploring T - Strives for a rigorous learning environment that includes T – Innovating T - Facilitates a rigorous learning environment in which students take
environment with high accuracy, understanding, and the importance of meeting targeted leadership in learning. Fosters extended studies, research, analysis,
expectations and appropriate S - Exploring learning goals. Works to maintain high expectations for students S – Innovating and purposeful use of learning. Supports students to utilize an
support for all students while becoming aware of achievement patterns for individuals and extensive repertoire of differentiated strategies to meet high
groups of students expectations.

S - Some individuals and groups of students work with the teacher S - Students take responsibility to fully utilize teacher and peer
to support accuracy and comprehension in their learning. support, to achieve consistently high levels of factual and analytical
learning.

Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments to ILP)

Inquiry Focus Inquiry question Pre-‐Assessment Post-‐Assessment Expected Results
Based on your selected CSTP elements, Pose measurable and observable question
What will you use as your baseline What will you use as your final How do you expect student performance
identify a focus of inquiry (e.g., group in terms of students (e.g., what impact will
assessment of student assessment of student to change? Use percentages to describe
discussion, differentiation, strategy X have on student performance
actions/performance? actions/performance? anticipated growth.
motivation…) as measured by Y?)
What impact will increased use of higher-‐order
There will be a 20% increase in the average exam
Use of analysis, synthesis, and evaluation questions (teacher talk, worksheet, and student
Previous examination scores New chapter exam score for students who participated in class and
questions + student problem generation problem generation) have on student performance
successfully completed the worksheet.
as measured by chapter exam?

Differentiation and whole group How can students benefit from data- Pre-assessment of student skill before Post-assessment which includes data There will be 80% growth in student
evaluation. centered mini-lessons? lesson planning that includes new data. from lessons that were centered achievement in weak areas. Students will
towards students’ weaknesses. show academic growth from the pre-
assessment to the post-assessment.
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 2: Student with
Focus Student 1: English Learner Focus Student 3: Your Choice
ILP/504
This student is shy and rarely speaks up in class. He does not This student is a new student who has never been in a normal school
Performance
like to join in with the class during group work and prefers to This student requires constant redirection and setting until January 2022, he had been homeschooled up until that
Data work 1-1 with me or my TA. I chose this student because I additional support. I selected this student because point. I selected him because this student still has trouble learning
want to see how his whole group interaction is based on his he really benefits from differentiation and 1-1 how to act and behave in a classroom setting that is not in the
learning style. attention. comfort of his own home.

The expected result for this student is moderate academic The expected result for this student is high personal The expected result for this student is moderate to high academic
Expected Results growth. growth and academic growth. growth.

Inquiry Lesson Implementation Plan

Administer Post-‐
Administer Pre-‐Assessment Deliver Lesson(s) Analyze Results Discuss Results with Mentor
Assessment
Identify dates for activities. 3/10/22 3/14/22-3/16/22 3/24/22 3/28/22 3/30/22

Provide 1-‐2 sentence My lesson will focus on composing and decomposing numbers and showing them through number bonds. Students will be able to complete number bonds on their own
and fill in missing numbers in existing number bonds.
summary of your lesson plan.

Summarize process for For the pre-assessment, students will be tested on their basic addition and subtraction knowledge through normal equations (5+2, 7-3, etc.). This information will give me
an understanding on their addition and subtraction knowledge, as number bonds directly pertain to addition and subtraction knowledge. The post-assessment will be
administering and analyzing after the number bonds lessons that I will be going over with the students. The post-assessment will have students completing number bonds independently to show
pre-‐ and post-‐assessments. their personal and academic growth.

Section 4: Inquiry Research and Exploration

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 3
 Research/Professional Learning (Identify two articles that have informed inquiry focus. Provide title, URL or citation, and statement of what was learned.)

The first article stated that planned mini lessons benefit children in whole groups and small groups. The second article states that the mini lessons can be helpful during writer's workshops. It can benefit
Regularly using mini lessons reported increased self-efficacy among students and all students benefit. individual students when using qualitative data-centered mini-lessons.

Pauley, G., Taylor, K., Moore, P., & Jackson, A. (2017). English Language Arts Menu of Best Practices and Galligan, G. (2011). Collaborative Inquiry, Teacher Efficacy, and Writing Achievement At Lake Shore
Strategies (pp. 39-49). N.p.: Amy Thierry. Retrieved Elementary School (pp. 1-24). N.p.: Arizona State University. Retrieved from
from http://www.ncesd.org/wp-content/uploads/2017/03/ELA-Menu-of-Best-Practices.pdf#page=39 https://www.proquest.com/openview/57bbea84e1f8ff0720cb69bc9cb3d688/1?pq-
origsite=gscholar&cbl=18750

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
1st grade, English Language Arts: 3rd grade, Writer’s Workshop:
The 3rd grade teacher at my school also uses data-centered mini lessons, but during his writing
The 1st grade teacher at my school informed me that she uses mini lessons particularly during reader’s workshops. He splits his class into different groups, and they do small groups during writing workshop.
workshop. She assesses her students’ progress from the early year, mid-year, and end of the year. She uses He assesses them based on a beginning of the year free writing prompt. He then gives each small
data and information from each assessment to plan her small groups and to help with students’ group a different writing skill to work on during that writer’s workshop. Every group works on
weaknesses. something different each day so that at the end of the week, the whole class will have mastered
different writing skills to compose in their new writings.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
My special emphasis focus will be to use academic language when introducing number bonds. When I will be using the words, part and whole, when describing how to fill in number bonds, and going in
teaching to younger children in kindergarten, I have to be cautious of the language that I use and use depth on how two parts make up a whole. I will be using the academic language as much as possible
simplified terms that they will understand because it will be a completely new academic topic for them. and have the students use the language as well so they can also practice hearing it and saying it.

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
My data analysis for my pre assessment determined that most of the class was able to distinguish Focus Student 1 and Focus Student 2 had similar pre-assessment data results and also similar
addition from subtraction. Some students had to be reminded but most were able to complete the post-assessment data results. Both students had confused addition with subtraction, and vice
pre-assessment with no problems. versa, and both needed to be reminded to read through the math equations carefully before
they started their work. When they were unprompted, they would confuse the equations and
The post-assessment data showed me that the students were able to grasp the concept of number add instead of subtracting, however when they were prompted to look at the mathematical
bonds and seeing addition and subtraction in a different mathematical way. This was a completely symbol, they were quick to fix their errors.
new concept to them, number bonds, and most students were able to complete the bonds Focus Student 3 did excellent in both the pre-assessment and the post-assessment. Although
independently without any support or tips. jumpy and distracted, he was able to complete both assessments quickly without hesitation or
prompting and complete both correctly.
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?
1.6 Monitoring student T – Emerging T- Exploring Teacher was able to adjust instruction during the lesson Something that I could do to extend this into a follow
learning and adjusting based on students’ questions and understanding of the up lesson is to split the class into small groups. The
instruction while S - Emerging S- Exploring concept. Students were able to respond to teacher groups would be split based upon student performance
teaching. questions or ask questions when needed for clarification. so that the students who are struggling who get more
attention and support and the students who are
succeeding could help the struggling students or be
challenged with complex problems by me or my TA.
2.4 Creating a rigorous T – Exploring T- Applying Teacher gave clear expectations of expected student To continue with this unit and extend into a follow up
learning environment outcomes and objectives. Teacher explained the goals that lesson, I could propose harder and more complex math
with high S – Exploring S- Applying students should be able to achieve and how to achieve number bonds to further challenge the students. Some
expectations and them independently. The students were able to achieve students may be beyond the expected level of
appropriate support some of the goals and objectives expected, together as a achievement and for these students, challenging them
for all students group and independently on their own during individual
and giving them harder expectations could benefit
work time.
them academically and personally.
Special Emphasis (Skills, Themes, ISTE Standards·∙Teachers, NBPTS Core Propositions (if applicable)
Results of Incorporation into Lesson Key Learnings and New Skills/Knowledge Developed by Teacher
One of the key things that I learned is that at this age, some students will still forget how
Students should all be held to high expectations and objectives. The results of my lesson proved that addition and subtraction work and may mix them up in their minds. They can solve an
all students can be challenged, some just require more support to get there on their own. Working example problem (5-2) as addition and get the answer (7). They will continue to do this for
with students 1-1 is still the best and most effective way to ensure student success but having a full each problem they see until I remind them to look over the problem carefully to see whether
class of 23 students makes it tricky. This lesson was excellent because it showed me which students or not it is adding or subtracting. Once they read it over one more time, they all have the
can thrive on their own and which students need to be pulled aside by me or my TA during small same reaction and go “OH!” After the realization, they fix all their mistakes and solve all
groups time so that they may also succeed, but with more support. problems correctly on their own now. This key finding is interesting because I found that
students need to be reminded to read the problem again, otherwise they would continue to
solve every problem the same way, no matter what mathematical symbol was shown.
Action Items
Clear objectives and goals need to be set. Objectives should be measurable and met by students in a timely manner. Students should also be able to reach
For curriculum design, lesson
these objectives and goals on their own eventually by the mid or end of the unit. Self-reflection is also important during this time because I can reflect on
planning, assessment things that went well, things that didn’t, and what I can improve upon next time.
planning
Students will be given guided practice, group practice, and individual practice. All of these workshops are important for student success because students get
For classroom practice to see how the problems are solved correctly by a teacher. They get to practice along with the whole class, and then they get to try it out on their own for
retention and personal objectives and goals.
For teaching English learners, For these students, it is important that they receive the necessary support they need to succeed. It is also important that they receive 1-1 time with the
students with special needs, teacher or teacher’s assistant to ensure their academic success. These students may thrive better in a 1-1 setting so giving them this time can help to benefit
and students with other them. Whereas they might be shy or uncomfortable being vocal in a group setting, a small group and 1-1 time may be easier for them to participate.
Instructional challenges
The teacher can attend workshops or seminars that teach us about how to reach students who aren’t quite grasping concepts easily or how to implement
For future professional
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 3
 ideas in a different way through a variety of multimedia technology and resources. Sometimes using a different format, like technology, can help students to
development learn better.
I can think of a different inquiry question that helps boost my teaching practice and skill. Self-reflection is a key part of lesson planning and looking back at
For future inquiry/ILP previous lessons can help me to be successful in future lessons for my students.
The next POP cycle can cover a different subject. My first one in Semester 1 covered phonics/reading, this current semester my POP cycle was in
For next POP cycle mathematics. My next POP cycle in Semester 3 could cover writing with a focus on writer’s workshop, or social studies/our community.

Other
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
Audrey Sun asun@alvernols.org Mathematics Kindergarten

Pre-‐Assessment Data Range and Average Post-‐Assessment Data Range and Average
Range: 18-9=9 Range: 18-13=5
Average: 339/23=14 Average: 385/23=16

PRE-‐/POST-‐ ASSESSMENT DATA TABLE

Student Pre-‐Assessment Score Post-‐Assessment Score Comments
1. Focus Student: EL 9/18 correct 15/18 correct Mixed up the + sign with the – sign and vice versa

2. Focus Student: 504/IEP 9/18 correct 13/18 correct Mixed up the + sign with the – sign and vice versa

3. Focus Student: Teacher Choice 18/18 correct 18/18 correct Easily distracted but knows how to solve each problem

4. R.B. 16/18 correct 18/18 correct No hesitation but took a long time to solve problems

5. E.R. 17/18 correct 16/18 correct Little hesitant but was able to solve problems
independently
6. A.F.S. 18/18 correct 18/18 correct No hesitation but took a long time to solve problems

7. E.L. 16/18 correct 15/18 correct Took longer to solve problems because student wrote all
of their numbers backwards and had go back to fix them
8. E.W. 12/18 correct 14/18 correct Mixed up the + sign with the – sign and vice versa

9. J.R. 18/18 correct 18/18 correct Little hesitant and needed reassurance

10. S.D. 16/18 correct 18/18 correct No hesitation and didn’t need reassurance

11. A.T. 10/18 correct 18/18 correct Mixed up the + sign with the – sign and vice versa

12. S.O. 18/18 correct 18/18 correct No hesitation and didn’t need reassurance

13. A.R. 18/18 correct 18/18 correct No hesitation and didn’t need reassurance

14. L.S. 18/18 correct 17/18 correct Little hesitant but was able to solve problems
independently
15. J.W. 13/18 correct 18/18 correct No hesitation and didn’t need reassurance

16. D.H. 11/18 correct 16/18 correct Little hesitant and not confident with their answers

17. D.M. 9/18 correct 15/18 correct Mixed up the + sign with the – sign and vice versa

18. J.S. 18/18 correct 18/18 correct No hesitation and didn’t need reassurance

19. R.U. 18/18 correct 18/18 correct No hesitation and didn’t need reassurance

20. M.D. 18/18 correct 18/18 correct No hesitation and didn’t need reassurance

21. L.S. 12/18 correct 17/18 correct Mixed up the + sign with the – sign and vice versa

22. S.S. 14/18 correct 16/18 correct Little hesitant and not confident with their answers

23. J.B. 13/18 correct 15/18 correct Mixed up the + sign with the – sign and vice versa
910111213141516

Pre-Assessment Page 1

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Pre-Assessment Page 2

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Post-Assessment Page 1

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Post-Assessment Page 2

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