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

Kaitlyn April kapril@bousd.us Multiple Subjects/Elementary 3rd

Mentor Email School/District Date

Shari Bithell sbithell@bousd.us Brea Olinda Unified SD 2/16/21

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 Initi Rating Description Goal Rating Description

P al

5.2 Collecting and T- T - Explores collecting additional data T- T - Collects a variety of formal and informal
analyzing Exp using supplemental assessments. App. assessment data on student learning.
assessment .
data from a Make adjustments in planning for Uses analysis of a variety of data to inform
variety of single lessons or sequence of planning and differentiation of instruction.
sources to lessons based on analysis of
inform assessment data.
instruction.

4.4 Planning T- T - Selects strategies for single T- T - Incorporates differentiated instructional

instruction that Exp lessons or sequence of lessons that App. strategies into ongoing planning that addresses
incorporates . respond to students’ diverse learning culturally responsive pedagogy, students’ diverse
appropriate needs. language, and learning needs and styles.
strategies to
meet the Seeks to learn about students’ Uses assessments of students’ learning and
learning needs diverse learning and language needs language needs to inform planning differentiated
of all students beyond basic data. instruction.

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

o How can I use my Using exit tickets after Novel study of “The BFG” Pre-Assessment Plan
current classroom instruction, I will be able to o Lessons include creative § I will utilize short quick writes or
activities to fully see the use this data to better see vocabulary, figurative language, conversation starters to introduce
needs of my students? my student’s area of need and collaborative writing the topic of the lesson and see
o What other formal and and help with further o I will use comprehension understanding of the topic before
informal methods of instruction. checks to check for student we begin.
assessment can I utilize to understanding, as well as exit
further see student growth Using our digital tickets. Post-Assessment Plan
and areas of weakness? whiteboard, Pear Deck, § I will utilize exit tickets and
o How can I use my and breakout groups, I will comprehension checks to check
current classroom be able to see student work understanding, see if there are
activities to measure in real time and help questions about the content, and
student comprehension? students individually and which topics need to be reviewed.
pin-point areas of need. § I will use my current classroom
activities (digital whiteboard, Pear
Deck, etc.) to look back on student
work and see areas of growth and
areas of need to help further
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. (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 Focus Student 2: Student with Focus Student 3: Your Choice
Learner ILP/504

Performance Although I do not have any I do not have any students with an This student is a good student, but has
Data English Learners in my class, IEP or 504 plan that pertains to the major internet connection issues. Because
we recently had diagnostic learning of this lesson. I am choosing we are online all year, this has been
testing done for both reading a student that does have some something we have struggled with since
and math, and I am choosing behavioral issues that have been the beginning of the school year. She
my student that tested the addressed. This student has difficulty comes to my office hours everyday to
lowest out of the class for with paying attention, remaining on make sure she is correctly doing
reading. He tested at a Grade task, and completing homework. He assignments, but sometimes her classwork
2 level for reading, which is an currently has a B- in Reading due to suffers because she either loses
improvement from the missing assignment and poor scores connection, sound, or both. I would like to
beginning of the year where he on comprehension tests. I would like focus on the progress of this student to
tested at a Grade 1 level. I to put this student with other see if utilizing different types of
would like to focus on him and students that are performing at the assessment data will give me an accurate
see how working in breakout same level as him with gage for this student, despite the
groups with other students that comprehension. In the past I have technology issues we face in class.
are grade level readers will put him with his friends because they
affect him and his own reading keep him focused better, but they are
level. at a higher level than he is and I
think he is not learning as much
because they might be helping him
too much.

Expected I am hoping that this student I hope to see better comprehension I hope that this student can possibly work
Results will improve in their reading, from this student based on exit on her family's home computer for the
vocabulary, and figurative tickets and seeing his work in lessons and will be able to join in with
language skills while working real-time using our digital using our different types of technology and
with peers at a slightly higher whiteboard. I also think that working group work. If her internet cooperates,
reading level. with other people will help his skills then I think that this student will be able to
improve because he will have to have better comprehension of our novel.
think more to help out the group,
instead of being fed the answers
from his peers.

Inquiry Lesson Implementation Plan

Directions: that Semester 3 requires a lesson that focuses on use of technology to support teaching and learning.

Identify dates for Administer Deliver Lesson(s) Administer Analyze Results Discuss Results with Mentor
Pre-Assessment Post-Assessment
activities.

Will have small 3/8, 3/15, 3/19 After each lesson After each lesson 3/16, 3/22
assessments and
discussions at
the beginning of
each lesson

Provide 1-2 sentence *For all lessons, I will be starting with extracts from our novel “The BFG” to get our lesson started.
summary of your lesson
plan. The first lesson will talk about the differences between appearance and personality. How can we use words
to describe someone on the inside and outside, and do those two things need to match? Students will
create their own character where the appearance does not match the personality. At the end, I will have an
exit ticket for the student to complete.

For the second lesson, we will be discussing synonyms. Students will then complete a worksheet together
in groups to separate more words. For differentiation, my higher level student will move on to figuring out if
those words fall into other categories of nouns, verbs, or adjectives. At the end, I will have an exit ticket for
the student to complete.

For the third lesson, students will be learning different forms of figurative language. They will then take their
made up character from the first lesson and re-describe that character, this time using similes and/or
metaphors. At the end, I will have an exit ticket for the student to complete.

*Focus students 1, 2, and 3 will be focused on during breakout groups and during individual work time.
There will be a focus on their comprehension checks and exit tickets to help inform instruction.

Summarize process for The pre-assessment process will be discussions. During discussions with the student, and
administering and student-to-student discussions, I will be able to see what their understanding is before the lessons start.
analyzing pre- and The post-assessments will be through class work and exit tickets. I will also be looking at grades and other
post-assessments.
previous work done by students to compare their progress.

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.)

Harlin, R., & Lipa, S. (1990, April 1). Emergent Literacy: A Santamaria, L. J. (n.d.). Culturally Responsive Differentiated Instruction:
Comparison of Formal and Informal Assessment Methods. In Narrowing Gaps Between Best Pedagogical Practices Benefiting All Learners.
Reading Horizons: Journal of Literacy and Language Arts. Retrieved from
Retrieved from file:///Users/kaitlyn/Downloads/culturally_responsive_differentiated_instruction-_n
https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=166 arrowing_gaps_between_best_pedagogical_practices_benefiting_all_learners.pdf
9&context=reading_horizons

Even though this article was written quite a while ago, I believe I found this PDF that discusses the importance of differentiated instruction and
that the information still stands today. It talks about how we how to utilize it in a general education classroom. The article mentioned that DI is
cannot keep using the same methods of assessments for very popular in special education settings, but should also be used in general
different ages and different types of language development. My education classrooms. There is a part of the article that breaks down the elements
inquiry question is about how I can use my current classroom of DI and the guidelines for implementing DI. It goes through the content, process,
activities in more of an informal and formal way of assessing and product and breaks down how to use DI to reach all levels of learning in your
their knowledge and comprehension of our reading material. I classroom.
need to make sure that I take into account all my students
reading levels and group students accordingly. This will make
their results of any assessment a better tool for me to plan
instruction because they will be working with students at their
own level.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of
ideas.)

Mentor Teacher, TOSA (elementary background) 2nd Grade, Multiple Subjects

My mentor teacher loves to use Pear Deck to see A teacher that works at my school has her students use a variety of
student’s work in real time. She likes to use this tool sources to help her assess them and help her inform her instruction. She
because it can show you who is comprehending and who uses exit tickets, comprehension quizzes, Flipgrid or writing response,
isn’t right away. You can also leave feedback for each and Boom Cards. She can see their work and areas of need for each
student and help them in real-time while teaching the student. This helps her know what concepts to possibly reteach or if she
lesson. She says it is a great informal assessment tool can extend her lesson and build on the concepts they already know.
and will inform you on how to set out your future lessons.

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

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 Pre/Post Assessment Data Analysis Findings for Three Focus
Whole Class Students

Since these lessons did not have FS 1 - I am extremely proud of this student. He was in
individual grades given at the end of each a group with other students that are above his reading
lesson, most of my assessment data is level, but he worked so well with them. When I was in
based on previous comprehension and his breakout room, he was consistently talking and
grammar test scores. I have a few making suggestions and adding information. Last
students that still struggle with trimester he received a B- in reading, but I think he will
comprehension, especially when they have a B+ or higher this trimester.
have to write it down verses explaining it
aloud. As for grammar quizzes and tests, FS 2 - This students grades have dropped over the
most of my students do well, while some course of the year due to incomplete work and not
others are around B’s and C’s. paying attention in class. I wanted to try putting him in
a group without his friends this time, which did not go
After these lessons, I could see their so well. He did very little work throughout the lesson
comprehension skills have increased. I and had very poor participation. I wanted to give his
had students fill out a google form for friends a break from having to work with him because
every two chapters we read in the book, they are at a higher level than FS2 and usually can
and discuss with each other before work faster than him. For these lessons, this student’s
answering the comprehension questions. I grades are low. I know he will be okay overall, but was
think that took away some anxiety and disappointed with his involvement. This is something
allowed students to talk through what that I will continue to work with him on.
happened in the chapters before
answering specific questions. As a whole FS 3 - I was so happy when this student’s internet was
class, their grammar grades have having a good day. She was able to come to class
increased as well. Throughout the lessons, online and actually work and participate with her
we discussed affixes and figurative breakout group. She completed her work for the
language. Their quiz scores were the best lesson and didn’t have very many questions. It was
they have been all year, moving some nice being able to see her fully interact with her
students grades up for this trimester. classmates, which is rare due to her connectivity
issues. Her reading grade was a C+ last trimester,
which has already increased to a B this trimester. She
is completing more work on time as well, which has
helped her grade improve.

CSTP Element Initi Revised Rating Evidence/Rational for Rating Suggestions for Moving Forward
al (Summarize from POP Section 3)
Rati
ng

1.5 Promoting critical T– T – Integrating Teacher asked questions of analysis and evaluation. To move to INNOVATING level: Consider how to increase
thinking through Applyi S - Integrating Students answered questions that included all levels of complexity of task beyond a single lesson so that there are
inquiry, problem ng Bloom’s. Students created their own math problems. continuing opportunities for students to engage in inquiry in
solving, and S– complex problem. How could you extend lesson into PBL?
reflection Explor
ing

5.2 Collecting T- T - Applying Teacher used a variety of I want to work more on building
and Exp sources for the student to show off of previous lessons. It feels like
analyzing their work, Jamboard and we do one thing, but don’t come
assessme Whiteboard.chat. Teacher was back to it fast enough to build on
nt data
able to see student work in real top of those skills. Using
from a
time and inform instruction assessment data will help and to
variety of
sources to based on work shown. Teacher be more consistent about it.
inform had multiple activities planned
instruction for when students finished.

4.4 Planning T- T - Applying Teacher instructions were clear. I am constantly looking for more
instruction Exp Good use of materials used and ideas about technology and ways
that making sure that students were to use it and incorporate it into my
incorporat on track. Teacher used a variety lessons. I want to make sure that I
es
of tools to meet all students am meeting the needs of all my
appropriat
learning need. students at all times throughout
e
strategies the lesson.
to meet
the
learning
needs of
all
students

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, I plan to continue searching for more ways of seeing student work in real time for virtual
lesson planning,
learning. I want to incorporate more assessments into my lesson plans to really follow student
assessment planning
progress better.

For classroom practice Having students work in groups more and switch up the groups more often.

For teaching English For future ELs, having time with them to fully understand the roots of words and why they help
learners, students with
us within a word. Giving extra time and more attention to my students with extra needs and
special needs, and
students with other partnering them up with helpful students.
instructional challenges

For future professional Finding more PDs about technology, classroom management, and lesson design. I would love
development
for a PD to be about how to better help students with special needs within a general education
setting, especially online.

For future inquiry/ILP I would like to better connect with families and have their involvement in their student’s work,
within reason. Maybe have a project sometime in the year that helps bring them together to work
on something. Connecting with families has been a bit of struggle working online all year.

For next POP cycle I would like to choose either social studies or science. I have now done ELA and math for the
first two. I would like to take some of the strategies that I use for those subjects and incorporate
them into the other subjects.

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.

New Teacher Email Subject Area Grade Level

Kaitlyn April kapril@bousd.us ELA 3rd

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

Class Average: A Class Average: A

Total As: 15 Total As: 19
Total Bs: 5 Total Bs: 4
Total Cs: 4 Total Cs: 1

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Post-Assessment Comments

Score Score

1. Focus Student: B- B+
EL

2. Focus Student: C C
504/IEP

3. Focus Student: C B+
Teacher Choice

4. A A

5. A A

6. A A

7. A A

8. A A

9. A A

10. A A

11. A A

12. A A

13. A A

14. A A

15. A A

16. A A

17. A A

18. A A

19. B A
 20. B A

21. B A

22. B B

23. C B

24. C B

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

910111213141516