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
Zoe Grisenti Grisentiz@csu.fullerton.edu Multiple Kindergarten
Mentor Email School/District Date
Angela Brown Abrown@irvineia.org Irvine International Academy 2/16/23
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 strategies, posing/solving problems, and T - Facilitates systematic opportunities for students to apply critical thinking by designing
Promoting critical thinking through
T – Applying reflection on issues in content. T – Innovating structured inquires into complex problems.
1.5 inquiry, problem solving, and
S – Exploring S - Students respond to varied questions or tasks designed to promote comprehension and critical S - Innovating S - Students pose and answer a wide-range of complex questions and problems, reflect, and
reflection
thinking in single lessons or a sequence of lessons. communicate understandings based on in depth analysis of content learning.

I- Plans instruction using a wide range of

strategies to address learning styles and meet
A- Incorporates differentiated instructional strategies
students’ assessed language and learning needs.
into ongoing planning that addresses culturally
Planning instruction Provides appropriate support and challenges for
that incorporates responsive pedagogy, students’ diverse language, and
students.
4.4 appropriate strategies A-Applying learning needs and styles. I-Integrating
to meet the learning
needs of all students Integrates results from a broad range of
Uses assessments of students’ learning and language
assessments into planning to meet students’
needs to inform planning differentiated instruction
diverse learning and language needs.

Collecting and I- Infuses assessments strategically and systematically I- Infuses assessments strategically and systematically
analyzing assessment throughout instruction to collect ongoing assessment data throughout instruction to collect ongoing assessment data
data from a variety of appropriate for the range of learner needs. I- innovating
appropriate for the range of learner needs.
5.2 sources to inform I- innovating
instruction. Uses results of ongoing data analysis to plan and differentiate Uses results of ongoing data analysis to plan and
instruction for maximum academic success differentiate instruction for maximum academic success

E-
A- Models and scaffolds student self-assessment
Begins to encourage students to establish learning
and goal setting processes for learning content
Using assessment goals through single lessons or sequence of lessons
data to establish and academic language development.
E- Exploring
that include goal setting exercises.
5.4 learning goals and to A- Applying
plan, differentiate, Guides students to monitor and reflect on
and modify instruction Provides students with opportunities in single lessons
progress on a regular basis.
or sequence of lessons to monitor their own progress
toward class or individual goals
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

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 7
 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
What do I need to change about my I plan to change my teaching style and Addition- Different strategies for addition in Informal assessments during the
teaching strategies to better meet the strategies in order to meet the needs of my Kindergarten lessons on addition
needs of my students? students. This will help my students become
more successful with addition. I believe this is
achievable by formally assessing data halfway K.OA.1 Formal assessments after each
through the addition unit. I will be able to see K.OA.2 chapter
where the students need extra help, and which
lessons they could not grasp. I can then K.OA.3
reteach certain lessons, so they are more K.OA.4 After the first formal assessment,
successful with addition. K.OA.5 I will look through the data and
see which lesson the students
understood and which lesson was
not understood.

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
Student who was out of the country for 3 months
Student with difficulty seeing due to albinism. He tends
performance Data
out of this school year. This student is behind on Student who was progressing and no longer
to make mistakes on his papers due to his lack of
all the foundational skills we taught leading up to is due to lack of motivation.
eyesight.
these chapters.
She will learn to become motivated with
This student will grasp some of the concepts and
He will be given extra time on assignments, and I will my help. I plan to reteach her in a small
not fall too far behind through differentiation
Expected Results
check with him multiple times to make sure he knows group setting some of the foundational
such as learning centers where I am able to go
what is on the paper. This will help him so he can skills for addition. This way, she is extra
back and teach the foundational concepts to him
produce the correct answers. confident and will find her love for learning
and other struggling students.
again.
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

Preassessment 1:
2/13/23-2/17/23(multiple
worksheets) 3/16/23
Identify dates for activities. Preassessment 2: (Test given by curriculum
3/8/23 3/16/23-3/22/23 3/16/23-3/22/23
3/3/23(Test given by that goes along with the
curriculum that goes along chapters I just taught)
with one of the chapters on
addition)

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 7
 Provide 1-2 sentence summary of I plan to have the students play a dice game. They will be given dice that they will be instructed to roll and record the numbers in a number
your lesson plan. sentence. Then, they will complete the number sentence by writing the sum of the two numbers rolled.
The first preassessment was done before we started teaching addition. We taught number bonds and did some lead in assignments where we
assessed how the students were able to transfer their knowledge of number bonds into a number sentence for addition. Most students showed
an understanding of the connection between number bonds and addition.
Summarize process for
administering and analyzing pre- The next preassessment will be after the first chapter on addition. I will give them a test to see how much they learned and which lessons they
and post-assessments. grasped more easily.

The post assessment will be after the second chapter on addition. This will show how the changes to my teaching strategies worked for the
students.
Semester 3 Only: Identify the
specific 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.)
Tomlinson, C. A. (2014). The Differentiated Classroom (2nd ed.). : ASCD. Brownlie, F., Feniak, C., Schnellert, L. (2006). Student Diversity (2nd ed.). : Pembroke Publishers
https://books.google.com/books?hl=en&lr=&id=CLigAwAAQBAJ&oi=fnd&pg=PP1&dq=+What+do+I Limited.
+need+to+change+about+my+teaching+strategies+to+better+meet+the+needs+of+my+students%3 https://books.google.com/books?hl=en&lr=&id=hL6Hw9q9IbMC&oi=fnd&pg=PA1&dq=+What+do+I+
F&ots=AgqqnOjfqu&sig=ki4h60N7j need+to+change+about+my+teaching+strategies+to+better+meet+the+needs+of+my+students%3F
This book is all about what differentiation looks like, and how it can be achieved. It gives strategies &ots=beGsN5pvck&sig=rcFpEajt2
for how to do this in your own classroom with ease. I plan to try and implement the learning centers This book caught my eye because it had ideas on how to use the data from the assessments to shift
idea I was able to read about. This book gives many examples o f learning centers that are working your instruction. This was my first thought about how to answer my Teacher Inquiry Question. This
and explains why they work. This will help me figure out my own differentiating strategies. resource will be very helpful in my education on how to use assessments to plan my instruction.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Kindergarten, Mandarin
Students in this class all have various levels of Mandarin abilities. This teacher uses learning 4th, ELA/Math
centers to give small group instruction at different levels. This way her students who are This teacher will instruct the whole group and then have the students work independently on an assignment. Then she will meet with students

advanced in Mandarin are given a challenge, while the students whose Mandarin abilities are she has identified through assessments who might need extra help. This allows her students who understand this topic to move on quicker to an

much lower, are given the essential practice they need to gain the skills to speak, read, and write earlier finisher activity, while also allowing time for 1 to 1 instruction for some struggling students.

this language.
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

Section 5: Results and Reflection

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 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
The Preassessment was a formal assessment from our curriculum. Most of the class
was in the middle. Most students received a B overall grade for this assignment. This
shows they understand addition, but have room for improvement. My EL student missed 4 out of the 14. He will be in a small group for some extra
practice. Overall he is doing well and seems to have improved from his preassessment.
Most of the class seems to really understand Addition. The results included most
students passing the post assessment with a 100%. My student with an IEP is doing great. He went from missing some addition questions
on the preassessment to none on the post assessment.
The post assessment was 14 spaces to fill in with numbers rolled from dice.
Out of 26 students , 17 students got 100%, 6 missed 1-3 problems, and 3 students My third focus student did poorly on her preassessment. She did not pass this
missed 4 problems. No one failed the assignment or showed a need for a major assessment. On the Post assessment, however, she passed. She will still be in the
small group for extra practice, but she has improved a lot.
reteach.

I will form a small group of the 3 students who missed 4 problems and do some extra
practice for them.
Evidence/Rational for Rating
CSTP Element Initial Rating Revised Rating Suggestions for Moving Forward
(Summarize from POP Section 3)
Promoting critical To move to INNOVATING level: Consider how to increase complexity of
Teacher asked questions of analysis and evaluation .
thinking through T – Applying T – Integrating task beyond a single lesson so that there are continuing opportunities for
1.5 Students answered questions that included all levels of Bloom’s. Students created their own math
inquiry, problem S – Exploring S - Integrating students to engage in inquiry in complex problem. How could you extend
problems.
solving, and reflection lesson into PBL?

Planning Teacher was able to predict problems students

instruction that may have had. There were demonstrations for To move to innovating- I plan to create
incorporates students on what to di if they ran into more small group instruction after each
appropriate A-Applying problems(I.e- Counting on fingers or using the assessment. This way, I am able to give
4.4 strategies to I- Integrating
meet the number lines on their name tags) instruction that meets the specific needs
learning needs of each student. I also plan to group
of all students
The teacher also walked around to help all students in their seating based on their
students.
Teacher checked for understanding with thumbs
Collecting and
up/thumbs down before starting independent work To stay at innovating- I plan to continue
analyzing time. She also gathered information prior to lesson to look for different types of
assessment in order to know who to support.
data from a assessments and try them in my
5.2 I-Innovating I- Innovating
variety of classroom. This way, I am continually
sources to Students were able to show their understanding of
assessing without just formal
inform the topic during the lesson by saying the answers as
instruction
well as showing the correct answers on their assessments.
worksheets.
Using
assessment Teacher was able to use the worksheets the students To move to innovating- I plan to try to
E-Exploring A- Applying
5.4 data to were currently working on in order to determine modify lessons during the lesson. I am
establish A-Applying I- Integrating
who might need extra help immediately. She was looking in PDs where I can learn how to
learning goals

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 and to plan, also able to see which students will need more do this properly so I can make the
differentiate,
and modify instruction on the topic. necessary adjustments during the lesson.
instruction

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

Action Items

For curriculum design, lesson I plan to run some lessons for my reteach by my mentor teacher. I am hoping that she can find any issues and help me fix them prior to me
planning, assessment planning teaching the lesson. I also will be taking her feedback from the lesson she observed and applying it to future lessons.
I will be changing my classroom structure to plan more small group time. I think my students will benefit greatly from this so I plan to do two
For classroom practice days a week just doing small groups. This will help my students who are more advanced be more challenged, while my students who may be
struggling will be given a chance to be more successful.
For teaching English learners,
students with special needs, and In my class I have a lot of English learners. For these students, I plan to do a lot of small group instruction while front loading the vocabulary with
students with other instructional visual vocabular cards I will make. I believe that these students struggled due to lack of knowledge in English, not the assessed standard.
challenges
For future professional I plan to attend a PD on how to better teach common core math. I was never taught common core math, so I am still figuring this out. I think a
development PD on how to teach this will be very beneficial.
For the next ILP I plan to ask something similar, but more along the lines of how do I connect to every student my lessons. I realized what I
For future inquiry/ILP needed to change for my teaching style, but I feel like my lessons afterwards have left some students disconnecte d. I plan to start this inquiry
now, and hopefully have some solutions.
For next POP cycle
In the next POP Cycle, I plan to focus on different elements so I can improve elsewhere. I feel like I really improved in both of my focus elements
for the POP Cycle, so I am interested in focusing my efforts elsewhere to improve in more areas.
Semester 3 Only:
For future use of technology

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.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 7
 New Teacher Email Subject Area Grade Level

Zoe Grisenti Grisentiz@csu.fullerton.edu Math Kindergarten

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

1-4 45%-100% 3-4 80%-100%

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
This student showed huge improvements. I
1. Focus Student: EL 2 C- 3B frontloaded a lot of vocabulary throughout my
lessons after the pre-assessment.
This student already showed that they were on
grade level for the standards, but because of
his sight issue, I wanted to focus on them so
2. Focus Student: 504/IEP 3B 4 A+ they could show their true potential. I made
sure that the post assessment has large spaces
and was very clear and easy to s e. His IEP is
for his poor eyesight.
This student made huge improvements. I
wanted to focus on her so I could figure out
what had happened. She started the year as
one of my top students and then started to fail
3. Focus Student: Teacher Choice 1F 3B almost every assignment. I have been working
with her a lot more one on one. I also took
some suggestions from my mentor teacher
before the post assessment and I believe they
worked.
4. Preassessment: Formal
Blank Formal Assessment for Addition
assessment from curriculum
5. Post Assessment: Dice game Dice Game blank worksheet
created by me
6.
7.
8.
9.
10.
11.
12.
13.
14.

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 15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
910111213141516

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