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
Lawrence Reyes lreyes@sandi.net Multiple Subject 5th
Mentor Email School/District Date
Leah Allen lallen@sandi.net San Diego Unified 10/14/18
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 T - Facilitates systematic opportunities for students to apply critical
Promoting critical
strategies, posing/solving problems, and reflection on issues in content. thinking by designing structured inquires into complex problems.
thinking through inquiry, T – Applying T – Innovating
1.5 S - Students respond to varied questions or tasks designed to promote S - Students pose and answer a wide-range of complex questions and
problem solving, and S – Exploring S - Innovating
comprehension and critical thinking in single lessons or a sequence of problems, reflect, and communicate understandings based on in depth
reflection
lessons. analysis of content learning.

Use Plans differentiated instruction based

knowledge of on knowledge of students’ academic
students’ Plans single lessons or sequence of
lessons using additional assessment readiness, academic language, diverse
academic cultural backgrounds, and individual
readiness, information on student academic
readiness, language, cultural cognitive, social, emotional, and
language physical development to meet their
T background, and individual T
proficiency, individual needs.
Exploring development. Applying
4.1 cultural
S S
background,
Exploring Becomes aware of potential areas of Applying Examines potential sources of bias and
and
bias and seeks to learn about stereotyping when planning lessons.
individual
culturally responsive pedagogy. Uses culturally responsive pedagogy in
development
planning.
to plan
instruction

Use available Uses technology to design and
technologies Explores use of additional implement assessments, record and
to assist in technologies to implement individual analyze results, and communicate
assessment, assessments, record results, and T about student learning with
T Exploring
analysis, and communicate with administration, Applying administration, colleagues, families,
5.6 communicati S and students. Ensure that
colleagues, and families about student S
on of student Exploring communications are received by those
learning. Applying
learning who lack access to technology.

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

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

There will be a one to two level increase in

Use of assessment data to synthesis How will differentiated instruction using technology affect
Previous Lexile and DRA scores Post Lexile and DRA scores reading ability for students who participated in
differentiated instruction. student learning outcomes?
class and at home.

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
IEP/504
Student is currently reading at a 3rd Student is currently reading Student is currently reading at a 3rd
Performance Data grade level. His Lexile and DRA scores and writing at a 4rd grade grade level. Student is new to the
showed difficulty in understanding level. Her initial writing and district and school. Student has no IEP or
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 6
 grade level reading. Student struggles reading assessment at the 504 plan in place. Student is far below
with academic vocabulary and beginning of the year were at grade level in ELA and math. This
inferential comprehension of the text. the 4thgrade level. Her student is an at risk student who may
Student was selected for being far current writing samples show have not been identified as having an
below grade level in a critical area. that she is missing key educational need.
Teacher has implemented a SST components in writing
meeting for this student to address his structure, grammar,
academic needs for the year. Teacher punctuation, and story
would like to see this student reach elements. Student was
grade level proficiency. selected because of her
behavioral issues that have
impeded her academic ability.
Student will reach grade level
Student will reach grade level
proficiency by the end of 2nd Student will reach 4th grade level
Expected Results proficiency by the end of the 2nd
quarter for 5th grade reading proficiency in reading.
quarter for 4th grade reading ability.
ability.
Inquiry Lesson Implementation Plan
Administer Post-
Administer Pre-Assessment Deliver Lesson(s) Analyze Results Discuss Results with Mentor
Assessment
Identify dates for
activities. 09/10/18 10/22/18 10/23/18 10/24/18 10/24/18
Provide 1-2 sentence I will conduct a series of lessons focused on analyzing story elements. Students will participate in whole group
summary of your lesson discussion discussing a mentor text and using at home online resources to improve their reading and
plan. comprehension skills.
Summarize process for Pre-assessment data was collected on student Lexile and DRA scores at the beginning of the year. A follow up
administering and
analyzing pre- and post-
assessment after the sequenced lessons have been given follow up assessments for Lexile and DRA will be
assessments. administered and data analyzed for results.
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.)
McKenna, Michael C. “Literacy Instruction in the Brave
Conradi, Kristin. “Tapping Technology's Potential to Motivate New World of Technology.” The Phi Delta Kappan, vol. 96,
Readers.” The Phi Delta Kappan, vol. 96, no. 3, 2014, pp. 54– no. 3, 2014, pp. 8–13. JSTOR, JSTOR,
57. JSTOR, JSTOR, www.jstor.org/stable/24375944 www.jstor.org/stable/24375936.

This article was great at highlighting how technology can motivate This article focused not only on the necessity of technology
young readers. With the change in society to be interconnected in the classroom but also the benefit it has on struggling
with technology it is important to acknowledge its necessary role readers. With online resources such as Achieve3000 and
in education. This article delved into how using online resources Raz Kids students can receive support with their reading.
and technology not only helps students understand and learn For example, they can use audio supports to read texts to
more but allows them to work at their level in an unintimidating them or have help prompts to guide them. This is a
way. valuable tool for students of second languages or those
with no one at home to aid them.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Colleague B taught 5th grade prior, but now teaches 3rd both grades
Colleague A teaches 4th grade. She is a multiple subject teacher who has a
being multiple subject. This colleague said there were a wide range
number of students performing below grade level. The way she has helped
of teaching strategies that could be implemented. Some focused on
further develop her students reading ability is through book clubs and
creating visuals such as note books or graphic organizers to keep
whole group mentor texts. By using a model for discussion students apply
thoughts and ideas. Leveled group reading. Finding the students
this in small group reading and acquire the reading skills they need.
appropriate reading level and books of interest.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
Students will participate in whole group discussion and hear not only
students model their thinking but also the teachers. Focus students
will be able to experience how strong readers think when talking Special emphasis will be incorporated in whole group
about their reading. Students will also write about their reading while discussion, teacher direct instruction, and at home practice.
focusing on one particular story element or comprehension question. Students will learn key skills and strategies strong readers use
Students will also focus on developing their reading and to read and analyze a given text.
comprehension skills at home by accessing online resources for
reading.
Section 5: Results and Reflection
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 6
 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 Three Focus
Pre/Post Assessment Data Analysis Findings for Whole Class
Students
Pre-test assessments were comprised of four sources: Prior year Post data results showed growth for almost all students with a
data, Informal teacher observations, written responses, and digital few outliers. Post assessment data is comprised of formal and
assessments (FAST/Achieve3000) data. Prior year data was used to informal assessments and updated Lexile scores. A mentor
inform current student abilities from the prior year. Teacher text assessment addressing story elements, Choice boards,
observations were made during whole class discussion to identify and informal assessment notes were collected. For a majority
students with apparent difficulties when discussing current topics. of the class assessments showed growth in identifying and
Online assessments measured students current abilities in reading discussing story elements. Students enjoyed the choice board
and writing and used to compare against prior years data. In options to demonstrate their knowledge. Reading data
addition, the new reading level scores were compared against grade showed growth for 87% of the class with a few outliers
level reading level readiness. Pre-assessment focused on what requiring retesting. Focus student had a mild to moderate
students knew about story elements and discussing their relevancy increase in Lexile and more detailed written responses to
during whole group discussions and writings. mentor assessment.
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
Teacher asked questions of analysis and evaluation.
thinking through inquiry, 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.
problem solving, and S – Exploring S - Integrating continuing opportunities for students to engage in inquiry in
Students created their own math problems.
reflection complex problem. How could you extend lesson into PBL?
Teacher engaged students in their learning
goals for each lesson. Teacher engaged Moving forward to innovating level for
students knowledge of story elements and myself will require me to further develop
built on prior lessons. During the lessons learning opportunities that allows my
Use knowledge
teacher engaged students in conversation, students to demonstrate their knowledge
of students’
leading conversation, posing questions, during assessment-based tasks. Students
academic
developing ideas, and clarifying have gotten comfortable talking and
readiness,
misconceptions. sharing their thoughts, however some still
language
T-Exploring T-Integrating have issues bringing their thoughts to
4.1 proficiency,
cultural S-Exploring S-Integrating Students activated their prior knowledge at paper. This is the area I would like to work
the launch of each lesson. Students on to reach that next level.
background, and
contributed to their learning by engaging in
individual
group discussion and listening to teachers Students need to be able to take their good
development to
instruction. Student participation was good thoughts and apply it to their assessments.
plan instruction.
and all students discussed what they Keeping them motivated and on task will
thought the connection of story elements help us all to reach our goal of innovating
were to the mentor text when introduced in for this CSTP.
the lesson.
Teacher created and used a variety of
assessments that were technology based to
inform his instruction. These included
Google Forms, Achieve3000, Choice Boards,
Use available and district assessments. These sources of I hope to continue learning more about the
technologies to data allowed me to plan my future assessments that I have available. I also
assist in instruction to meet the needs of my want to build up enough teacher created
assessment, students. activities to reduce the time spent on
T-Exploring T-Integrating
5.6 analysis, and making them. I would also like to have met
communication S-Exploring S-Integrating Students engaged in a variety of with my grade level team to come to a
of student assessments to complete task and consensus on what assessments we are
learning. demonstrate proficiency in their learning going to use as a team and come
goals. They completed a variety of determine our baseline proficiencies.
technology based assessments such as
Achieve3000, FAST, and teacher created Exit
Slips through Google Forms in addition to
written responses.

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
The new skills that I developed as an educator after this
The results of this lesson were that students were better able to
assignment was the importance and value of imbedding
identify story elements with an emphasis on theme. This knowledge
technology into my lessons as much as possible. Using
helps students understand better their reading and leads to an overall
technology-based assessment has greatly sped up my
better understanding of author craft. Students also develop their
understanding of my student’s needs. In addition, by
inferential understanding of fictional stories by discussing and
creating assignments that have a technology component
analyzing themes found in multiple texts.
students are more engaged in their work.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 6

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 future inquiry/ILP
For next POP cycle
Action Items
For future lessons I want to utilize my flip charts and improve upon them. I also would like to create a
notebook of the charts for student quick access. I also plan to create chapter exit slips for my mentor texts to
get more data using google forms for quick processing.
I will continue to lead whole group discussions with my students as that really helped them get comfortable
with sharing and talking about story elements and our mentor texts. I will also ensure that students utilize my
website to access choice menus, exit slips, and important resources.
I will continue to provide small group instruction, modified assignments on needs based basis, and front load
difficult or uncommon vocabulary for the whole class to ease student anxiety and clear up any misconceptions
about the reading.
For future professional development I will continue to attend professional developments offered by my
district to improve my teaching practices. In addition, I will seek the help of my colleagues to review and
advise on my teaching practices.
In my final ILP I would like to see how I can incorporate a writers workshop where students receive feedback
from a virtual posting of their work where their peers post opinions, ways to improve, or ask questions to
their work.
For my next POP Cycle I would like to further develop my students writing ability, especially peer review. I
want to create a system either through a shared google doc or other hosting site.

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.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 6

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
th
Lawrence Reyes lreyes@sandi.net Multiple Subject 5 Grade
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
23 Students Lexile Reading Level: BB:10, B:3, P:0, A:10
23 Students Lexile Reading Level: BB:10, B:3, P:3, A:7
83% class reading level increase.
735 Average Lexile
761 Average Lexile
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
Student showed good reading progress for his
level of proficiency since beginning the school
year. His written responses to the assessment
1. Focus Student: EL Below Basic/445 Below Basic/460
should that he attempted all four questions
and gave lengthy and appropriate responses.
Lexile 445<460
This students responses were very good. Her
2. Focus Student: 504/IEP Below Basic/672 Below Basic/695 Lexile rose from 672<695 still remains below
grade level but is making progress
Student made reading has made some
progress since beginning the school year. His
3. Focus Student: Teacher Choice Below Basic/400 Below Basic/450 written responses showed more understanding
of story elements.
Lexile 400<450
Student showed mild growth in lexile. Does not
4. Student 4 BB/580 BB/582
read at home according to parents. 580<582
Student made moderate growth and showed
5. Student 5 B/730 B745
good responses on assignments. 730<745
Student made sufficient growth to move from
6. Student 6 P/930 A/943 proficient to advanced. Should good
understanding about story elements.
Student is high academic achiever with a
7. Student 7 A/1025 A/1068
1025<1068 lexile average.
8. Student 8 A/980 A/980 Lexile 980 same
Some growth but still below grade level. Will
9. Student 9 BB/632 BB/644
continue small group instruction
Some growth still below grade level, small
10. Student 10 BB/640 BB/668
group instruction will continue
Student made small progress but is getting
11. Student 11 B/791 B/806
closer to being proficient.
12. Student 12 A/1032 A/1047 GATE Student with high academic ability
Some growth. Student is proficient in all other
13. Student 13 A/971 A/981
areas.
No growth. Student has EIP will continue
14. Student 14 BB/668 BB/668
instructional accommodations.
15. Student 15 P/923 A/952 Student moved up to Advanced.
Huge jump in progress for this student. Parents
16. Student 16 A/923 A/1025 have implemented at home suggestions to
improve reading ability.
Student had a small recalibration to Lexile.
17. Student 17 A/1018 A/998 Overall work is very good. Has been absent
frequently.
18. Student 18 P/924 A/951 Student moved to advanced.
Lexile adjusted. Struggling with inferential
19. Student 19 BB/695 BB/677 comprehension. Learning three languages:
Farsi, English, mandarin.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 6
 Large reading growth. Student makes good
20. Student 20 BB/598 BB/680 contributions to class discuss but has difficulty
adding their thoughts to paper.
Some growth will continue small group
21. Student 21 BB/672 BB/690
instruction. Student has IEP
No IEP/504. SST has been started again for
22. Student 22 BB/675 BB/695
student.
23. Student 23 A/1027 A/1037 GATE student.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
9101112131415 16

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