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
brittany.batterton1
Brittany Batterton ELA/Math 2nd-4th
@gmail.com
Mentor Email School/District Semester/year
Kim Thorsen kthorsen@bousd.us Brea Olinda Unified School District 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.
CST
Element Initial Rating Description Goal Rating Description
P
T - Facilitates systematic opportunities for
Promoting T - Guide students to think critically
students to apply critical thinking by
critical through use of questioning strategies,
designing structured inquiries into complex
thinking T– posing/solving problems, and reflection T–
problems.
through Applying on issues in content. Innovating
1.5 S - Students pose and answer a
inquiry, S– S - Students respond to varied S-
wide-range of complex questions and
problem Exploring questions or tasks designed to promote Innovating
problems, reflect, and communicate
solving, and comprehension and critical thinking in
understandings based on in depth analysis
reflection single lessons or a sequence of lessons.
of content learning.
Reviewing
data, both T- teachers regularly monitor and assess
individually student learning using multiple methods T- T - identify student strengths, areas for
and tools improvement, and instructional adjustments
and with T- applying innovating
5.3 needed to support student progress
colleagues, S- exploring S-
S - analyze assessment data both
to monitor innovating
individually and collaboratively with S - gain insight to student progress
student colleagues
learning
Using
assessment
data to
establish T - Teachers use the identified learning T-
T - plan, differentiate, and modify instruction
learning T- applying goals to plan instruction innovating
5.4 S - create a responsive and effective learning
goals and to S- exploring S - teachers establish clear, specific learning S-
environment
plan, goals innovating
differentiate,
and modify
instruction
Section 3: Inquiry Focus and Planning
(Attach Pre/Post Assessments and Data Collection Tools)

Inquiry Focus Inquiry Question Pre-Assessment Post-Assessment Expected Results

Adapted from FOTIP 2017 Page 1 of 6

 Based on your selected
Pose measurable and
CSTP elements, identify a
observable questions in What will you use as What will you use as
focus of inquiry (e.g., How do you expect
terms of students (e.g., your baseline your post/final
group discussion, student performance to
what impact will assessment of student assessment of student
differentiation, change?
strategy X have on performance? performance?
motivation…)
student achievement?)
1) How effectively are
students demonstrating
mastery of the learning
objectives through
differentiated
differentiation assignments?
Formative assessments Formative assessments Content knowledge
2) What impact does
differentiation have on
student motivation,
self-efficacy, and attitudes
toward learning?
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 Center rotations during ELA and math

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 learner Focus Student 2: Student with Focus Student 3: Your choice
ILP/504 plan
Performance Data phonemic awareness phonemic awareness subtraction
Expected Result reading words with vowel teams reading CVC words subtraction with regrouping
Inquiry Implementation Plan
Discuss Results
Administer Administer Analyze Results
Deliver lesson with Mentor
Identify name and pre-assessment post-assessment
date for activities.
entry ticket exit ticket
3/4/24 3/7/24 3/8/24
3/4/24 3/7/24
Provide 1-2
When introducing multiplication tables, we will have a whole class discussion introducing the concept, I do, we do, you do and then a,
sentence summary hands-on activity like flash cards for students to practice.
of your lesson plan

Adapted from FOTIP 2017 Page 2 of 6

 Summarize
process for
When I administer assessment, I can provide extra time and prompting to meet students' needs. I will provide formative assessments and
administering and grade assessment to monitor student understanding.
analyzing
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
https://www.readingrockets.org/topics/differentiated-instr Teachers can differentiate at least four classroom elements…
uction/articles/what-differentiated-instruction 1) content –what the student needs to learn or how they will access it
2) process –activities in which the student engages with the material
3) products –multiple modes of representing what students learn
4) learning environment –the way the classroom works and feels
https://www.edweek.org/teaching-learning/opinion-what-
does-successful-differentiated-instruction-look-like-in-the-c
lassroom/2023/11 “Differentiation is tailoring instruction to give each student what they need.”
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.
Alexa shared with me the importance of getting buy-in from students. This includes building rapport,
getting to know your students, and getting them involved/ excited about what they’re going to learn.
Alexa Redman, 5-6th grade SDC, ELA & Math
Holly taught me about utilizing centers/stations when giving instruction. It’s important with our students
Holly Lee, 1-3rd grade SDC, ELA & Math
because they get individualized instruction through working in a small group where their understanding
and progress can be closely monitored.
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

Initial Revised
CSTP Element Evidence/Rationale for Rating Suggestions for Moving Forward
Rating Rating
Promoting
To move to INNOVATING level:
critical
T– Consider how to increase complexity
thinking Teacher asked questions of analysis and
T– Integratin of tasks beyond a single lesson so
through evaluation.
Applying g that there are continuing
1.5 inquiry, Students answered questions that included all
S– S- opportunities for students to engage
problem levels of Bloom’s. Students created their own
Exploring Integratin in inquiry in complex problems.
solving, math problems.
g How could you extend the lesson
and
into PBL?
reflection
Reviewing
data, both Teacher collaborates with colleagues and To move to INNOVATING level: How
individually
instructional coach to be introduced to new to analyze the data collected and
and with T- applying T- emerging
5.3 ideas/concepts. use it to plan for future lessons. How
colleagues, S- exploring S-Integrating
to monitor Students are exposed to new concepts and can I use data to plan for future
student engage in more hands-on activities. lessons and projects?
learning
Adapted from FOTIP 2017 Page 3 of 6
 Using
assessment
data to Teacher uses assessment data to create IEP To move to INNOVATING level:
establish goals, apply in class instruction, and After analyzing data, I can plan
learning
T- applying T - emerging accommodate student assignments/projects. instruction using assessment results
5.4 goals and
S- exploring S- Integrating Students are informed of assessment scores, and create a visual representation
to plan,
differentiat what we’re doing well, and where we can (graph) of where we are and what
e, and improve. we are aiming to achieve.
modify
instruction

Special Emphasis Instructional Strategy

Results of Incorporation into Lesson Key learnings or new skills developed by teacher

Student engagement, teacher-student communication of results Adapting to student needs

Action Items (some may not be applicable)

For curriculum
design, lesson
planning, Lesson planning includes: 1) lesson objectives & standards 2) materials 3) time 4 )application 5) assessment
assessment
planning
Whole group–introduce the topic
For classroom
Small group–intensive instruction
practice
Independent work–practice & implement
For teaching
English learners,
students with
EL’ & Students with special needs–breaking down steps, check ins for understanding, scaffolding, intensive
special needs, and
instruction, drill and practice
students with
other instructional
challenges
For future
professional Attending PD’s, summer PD’s, grade-level collaboration days, SPED PLC’s, and SPED PD
development
For supporting
others/departmen
t/
school/district

Other

Other Notes and Comments

Adapted from FOTIP 2017 Page 4 of 6

 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
Brittany Harnetiaux brittany.harnetiaux@bousd.us ELA & math 2nd-4th

Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Baseline: 0 Focus Student 1) 6/10
Focus Student 2) 10/20
Focus Student 3) 7/10
PRE-/POST- ASSESSMENT DATA
TABLE
Student Pre-Assessment Post-Assessment Comments
Score Score
1. Focus Student: EL Baseline: 0 6/10 (Vowel teams) Student has improved from previous baseline of zero and
Adapted from FOTIP 2017 Page 5 of 6
 has learned vowel team (ea: beam, lead, seal) Trial ¼
student could accurately read 6 out 10 words with the
given vowel team.
2. Focus Student: 504/IEP Baseline: 4/20 10/20 (CVC) Student has improved from segmenting to blending CVC
words. Previous baseline shows student could read 4 out
Student can segment, but has of 20 CVC words. Trial 2/4 student could accurately read
difficulty blending words 10 out of 20 CVC words (e.g. cat, wig, mop)
3. Focus Student: Teacher Baseline: 0 7/10 subtraction problems with Student has improved from subtracting two-two digit
Choice regrouping numbers without regrouping to Trial ¾ solving 7 out of 10
Student can however subtract subtraction problems with regrouping.
two-two digit numbers without
regrouping
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Adapted from FOTIP 2017 Page 6 of 6