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Fullerton

 Online  Teacher  Induction  Program  


Individualized  Learning  Plan  (ILP)  
  Revised  12.1.17  
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  
Multiple  Subject-­‐  General  
Elizabeth  Schutz   betsy.schutz@gmail.com   Kindergarten  
Education  
Mentor   Email   School/District   Date  
Mission  Viejo  Christian  Preschool  
Vicki  Zoradi   Vicki.zoradi@svusd.org   February  27,  2018  
and  Kindergarten/  Private  School  
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   T  -­‐  Facilitates  systematic  opportunities  for  students  to  apply  critical  
Promoting  critical  thinking   strategies,  posing/solving  problems,  and  reflection  on  issues  in  content.   thinking  by  designing  structured  inquires  into  complex  problems.  
1.5   through  inquiry,  problem  
T  –  Applying  
  S  -­‐  Students  respond  to  varied  questions  or  tasks  designed  to  promote  
T  –  Innovating  
S  -­‐  Students  pose  and  answer  a  wide-­‐range  of  complex  questions  and  
solving,  and  reflection   S  –  Exploring
comprehension  and  critical  thinking  in  single  lessons  or  a  sequence  of  
S  -­‐  Innovating  
problems,  reflect,  and  communicate  understandings  based  on  in  depth  
lessons.   analysis  of  content  learning.  

Establishes  and  articulates  learning  


Establishing  and  
Establishes  and  shares  learning  goals   goals  to  students  that  integrate  
articulating  goals  
4.2   Exploring   for  skill  development  with  students  in   Integrating   content  standards  with  students’  
for  student  
single  lessons  and  sequence  of  lessons.     strengths,  interests,  and  learning  
learning.  
needs.    
Implements  structures  for  students  to  
Involving  all   Informs  students  about  learning  
self-­‐assess  and  set  learning  goals  
students  in  self-­‐ objectives,  outcomes,  and  summative  
related  to  content,  academic  language,  
assessment,   assessment  results.  Recognizes  the  
5.5   Emerging   Integrating   and  individual  skills.    
goal-­‐setting,  and   need  for  individual  learning  goals.    
Integrates  student  self-­‐assessment,  
progress   Monitors  progress  using  available  tools  
goal  setting,  and  progress  monitoring  
monitoring.     for  recording.    
across  the  curriculum.    
Section  3:  Inquiry  Focus  and  Planning  (Attach  Pre/Post  Assessments  and  Data  Collection  Tools)  
Inquiry  Question   Hypothesis   Lesson  Series  Topic   Assessments/Data  Collection  
Pre/Post  Assessment  with  math  
How  will  using  goal  setting  improve   Students  will  increase  their  math  facts  
1  Week  Unit  on  Addition  up  to  10   facts  up  to  10  
outcome  of  student  achievement?   achievements  by  at  least  3  problems.    
Goal-­‐Setting  Chart  for  Students  
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  
In  the  beginning  of  the  school  year  my  
My  third  focus  student  is  one  who  
English  Language  Learner  really  
My  second  focus  student  struggles   has  been  tested  and  does  not  
struggled  with  math.  Throughout  the  
academically  and  with  focusing.  He   need  an  ILP  but  who  struggles  
year  though  he  has  been  improving  
receives  a  lot  of  one-­‐on-­‐one   with  focusing  and  staying  in  their  
especially  with  the  use  of  visuals.  With  
instruction  from  me  because  he  is   seat.  He  loses  focus  during  lessons  
this  unit,  I  think  the  fact  that  we  will  be  
Performance  Data   academically  behind,  especially  in   and  is  always  moving  around  with  
using  manipulatives  will  help  him  
regards  to  math.  When  he  works   his  hands.  He  doesn’t  struggle  
succeed.  I  do  wonder  if  he  will  
whole  group,  he  is  not  confident,   academically,  however  he  often  
understand  setting  realistic  goals  for  
gets  behind,  and  then  cannot   gets  academic  work  incorrect  
himself,  however  I  think  with  guidance  
understand  the  concepts.     because  he  doesn’t  focus  during  
from  me  he  should  be  able  to  
explanations  of  what  is  expected.      
understand.    
I  expect  that  this  student  will  struggle  
to  memorize  addition  facts,  but  when   I  expect  that  he  will  make  the  goal  
I  expect  that  through  practice  of  the   completing  partner  work  with   that  he  sets  for  himself.  I  think  
math  facts  through  this  unit,  my  EL   manipulatives,  he  will  do  well.  With   throughout  the  unit  he  will  
Expected  Results  
student  will  be  able  to  meet  the  goal   the  hypothesis  I  think  he  will   struggle  with  focusing  but  in  the  
and  increase  his  math  facts.     improve,  however  on  the  post-­‐ end  he  will  be  able  to  achieve  the  
assessment  I  question  whether  or   goal  that  is  decided.    
not  he  will  achieve  his  goal.    
Inquiry  Lesson  Implementation  Plan  
Administer  Pre-­‐Assessment   Deliver  Lesson(s)   Administer  Post-­‐Assessment   Analyze  Results   Discuss  Results  with  Mentor  
Individualized  Learning  Plan,  Fullerton  Online  Teacher  Induction  Program  (FOTIP),  2017           Page 1 of 5  
Administer  Pre-­‐Assessment   Deliver  Lesson(s)   Administer  Post-­‐Assessment   Analyze  Results   Discuss  Results  with  Mentor  
Identify  dates  for  activities.  
April  9,  2018   April  9-­‐12,  2018   April  13,  2018   April  14,  2018   April  17,  2018  

Provide  1-­‐2  sentence  summary   There  will  be  a  1-­‐week,  daily  unit  on  addition  facts  and  each  lesson  will  have  the  use  of  manipulatives  such  
of  your  lesson  plan.       as  dominoes,  blocks,  counters,  and  dice.    
At  the  beginning  of  the  unit,  a  pre-­‐assessment  will  take  place  with  students  completing  addition  facts  in  
Summarize  process  for   less  than  10  minutes  (enough  time  to  not  rush  them  but  to  make  sure  they  stay  focused).  Students  will  
administering  and  analyzing   look  at  the  pre-­‐assessment  and  set  a  goal  of  how  many  more  they  think  they  can  get  correct  after  the  
pre-­‐  and  post-­‐assessments.   lessons  on  the  post-­‐assessment.  At  the  end  of  the  unit  a  post-­‐assessment  will  then  take  place  to  find  out  if  
students  were  able  to  achieve  their  goal.    
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.)  
Self-­‐Motivation  for  Academic  Attainment:  The  Role  of  Self-­‐Efficacy  
Beliefs  and  Personal  Goal  Setting  
Goal  Setting  and  Student  Achievement:  A  Longitudinal  Study  
Zimmerman,  B.  J.,  Bandura,  A.,  &  Martinez-­‐Pons,  M.  (1992).  Self-­‐Motivation  for  
Moeller,  A.  J.,  Theiler,  J.  M.,  &  Wu,  C.  (2011,  December  5).  Goal  Setting  and  Student  
Academic  Attainment:  The  Role  of  Self-­‐Efficacy  Beliefs  and  Personal  
Achievement:  A  Longitudinal  Study  [Electronic  version].  Modern  
Goal  Setting.  American  Educational  Research  Journal,  29(3),  663-­‐
Language  Journal,  96(2),  153-­‐169.  doi:10.1111/j.1540-­‐4781.2011.01231.x  
676.  doi:10.2307/1163261  
In  this  article,  the  researchers  did  a  study  on  the  relationship  between  goal-­‐
In  this  article,  they  studied  student  academic  self-­‐regulation  and  the  
setting  and  student  achievement  in  high  school  Spanish  language  classes.  
role  that  plays  in  their  education  when  making  personal  goals.  Student  
What  was  discovered  was  that  goal  setting  and  language  achievement  was  
goals  and  self-­‐efficacy  contributed  to  higher  academic  achievement  
linked  and  had  positive  outcomes  when  goals  were  high  quality,  student-­‐
and  achievement  of  grades  set  by  goals.  The  study  also  found  that  
teacher  agreed  upon,  or  students  had  a  positive  learning  environment.  
when  students  create  goals  and  aspirations,  it  is  better  than  when  
goals  and  aspirations  are  given  to  them.  
Colleagues  (Summarize  how  two  colleagues  have  addressed  this  issue  in  their  classroom.  Identify  grade  level,  subject,  and  summary  of  ideas.)  
Jeff  Towning   Jeannine  Tovar  
th
TK-­‐5  grade  Physical  Education   Kindergarten  
He  has  noticed  that  his  kindergarteners  have  a  tough  time  of  understanding   She  suggested  that  I  include  both  whole  group  and  small  group  
the  idea  of  creating  a  realistic  goal.  He  suggested  that  I  involve  the  parents   instruction  during  this  unit.  Whole  group  would  be  beneficial  for  
in  the  lessons,  goals  and  the  post-­‐assessment.  Students  usually  get  excited   making  sure  students  get  the  content  but  small  groups  would  help  
and  involved  when  they  can  share  the  work  with  their  parents  when   with  differentiation  and  modification  for  students  that  need  help  or  
they’ve  met  the  goal.     students  who  can  be  challenged  more.    
Special  Emphasis:  Instructional  Strategy,  ISTE  Standards,  NBPTS  Core  Propositions  
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  Whole  Class   Pre/Post  Assessment  Data  Analysis  Findings  for  Three  Focus  Students  
Two  out  of  my  three  focus  students  achieved  the  goal  they  set  
out  for  themselves.  I  was  correct  on  my  expected  results  of  the  
8  out  of  12  students  were  able  to  achieve  their  goal;  66%  of  
students  because  my  one  student  that  did  not  achieve  his  goal  
students  achieved  it.  The  students  were  all  invested  in  their  goals  
was  my  ILP  student.  I  found  that  the  three  focus  student  were  
and  were  excited  to  keep  working  towards  meeting  their  goal.  I  
very  interested  in  creating  their  own  goals  and  were  actually  
learned  that  the  students  are  able  to  create  their  own  goals  when  
most  excited  out  of  all  my  students.  By  being  able  to  have  
given  direction  and  then  they  are  more  invested  in  the  work  
something  they  were  working  towards,  they  knew  what  they  
because  they  felt  ownership  towards  it.    
needed  to  accomplish.  I  also  used  manipulatives  for  them,  
which  helped  them  all  work  towards  their  goals.    
Initial   Evidence/Rational  for  Rating    
CSTP   Element   Revised  Rating   Suggestions  for  Moving  Forward  
Rating     (Summarize  from  POP  Section  3)  
Promoting  critical   To  m ove  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  m ath  problems.  
solving,  and  reflection   complex  problem.    How  could  you  extend  lesson  into  PBL?  

I  articulated  the  goals  to  students  at   To  move  to  Innovating  level  I  
Establishing  
the  beginning  of  the  lesson  and  then   need  to  focus  more  on  creating  
and  
I  incorporated  activities  that   long-­‐term  learning  goals.  I  can  
articulating  
4.2   Exploring   Integrating   students  would  enjoy  into  the  lesson   ask  students  in  the  beginning  of  
goals  for  
plans  that  went  with  the  content   the  year  their  goals  and  ask  them  
student  
standards.     throughout  the  year  how  they  are  
learning.  
  doing  on  their  goals.    

Individualized  Learning  Plan,  Fullerton  Online  Teacher  Induction  Program  (FOTIP),  2017           Page 2 of 5  
Using  
assessment   Throughout  the  lesson,  I  used  
data  to   assessment  data  to  create  learning   To  move  to  the  Innovating  level,  I  
establish   goals  for  the  students  and  then  I   can  start  entering  data  into  charts  
learning   created  lessons  that  would  go  with   and  graphs  so  that  I  can  
5.4   Exploring   Integrating  
goals  and  to   those  lessons.  I  also  modified  the   continuously  use  the  data  to  
plan,   instruction  with  students  who   modify  instruction  for  all  
differentiate,   needed  to  be  challenged  and  with   students.    
and  modify   students  who  needed  extra  support.    
instruction    
To  move  to  the  Integrating  level  I  
Involving  all  
need  to  be  more  consistent  in  
students  in  
I  led  the  students  in  creating  their   involving  the  students  in  goal-­‐
self-­‐
own  goals,  working  towards  their   setting  throughout  the  
5.5   assessment,   Emerging   Applying  
goals,  and  I  kept  them  updated  on   curriculum.  I  can  also  start  
goal-­‐setting,  
their  goals  for  the  unit.     incorporating  teacher/student  
and  progress  
chats  to  spend  one-­‐on-­‐one  time  
monitoring.    
with  students  about  their  goals.  
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  
   
Action  Items    
For  this  lesson,  I  want  to  continue  doing  addition.  I  want  to  create  more  opportunities  for  students  to  show  
their  fluency  and  to  challenge  students  who  already  were  able  to  do  this  lesson.  I  want  to  give  more  
For  curriculum  design,  lesson   support  for  the  students  who  were  not  able  to  achieve  their  goals  and  re-­‐test  my  one  student  who  had  a  
planning,  assessment  planning   headache  the  day  of  the  post-­‐assessment.    
For  future  lessons,  I  want  to  be  more  intentional  in  my  lesson  planning.  I  want  to  state  a  goal  that  I  give,  do  
a  pre-­‐assessment,  have  students  create  their  own  goals,  plan  the  lesson,  and  then  do  a  post-­‐assessment.    
In  classroom,  I  want  to  continue  to  involve  the  students  in  goal-­‐setting.  I  learned  that  when  they  created  
their  own  goals  that  they  rose  to  the  occasion  to  try  to  achieve  the  goal  they  set  for  themselves.  When  I  
For  classroom  practice   create  goals  for  them,  it  doesn’t  mean  as  much  because  they  don’t  necessarily  take  ownership  in  it.  
Therefore,  I  want  to  work  on  creating  different  opportunities  for  students  to  create  their  own  goals  and  to  
make  this  into  habit.      
For  the  students  with  special  needs,  I  need  to  go  back  and  re-­‐teach  them  in  small  groups  and  help  them  
when  they  don’t  understand.  I  had  one  student  who  did  the  addition  problems  great  when  they  were  
For  teaching  English  learners,   horizontal,  but  in  the  assessment  they  were  vertical  and  she  struggled.  I  need  to  go  back  to  her  and  
students  with  special  needs,  
and  students  with  other  
reassess  her  with  a  horizontal  assessment  to  see  whether  or  not  she  didn’t  understand  because  of  the  way  
instructional  challenges   the  problems  were  written.  I  also  want  to  make  sure  I  challenge  students  who  fully  understood  so  that  
they  do  not  get  bored  in  their  learning.  This  assessment  was  addition  up  to  10,  but  for  students  who  
completed  all  the  problems  with  90%,  I  can  challenge  them  with  addition  up  to  12.    
For  future  professional   One  thing  my  mentor  and  I  talked  about  was  taking  time  to  go  to  a  goal-­‐setting  workshop.  This  would  be  a  
development   place  where  I  could  learn  more  about  teaching  students  to  set  goals  and  talking  to  them  about  goals.    
For  future  ILPs,  I  want  to  focus  on  differentiation  for  each  student.    I  want  to  look  at  how  differentiation  
For  future  inquiry/ILP   benefits  students.  I  tried  to  do  that  a  little  in  this  lesson,  however  I  want  to  look  into  it  further  and  see  how  
doing  so  helps  students  grow  in  their  learning.    
For  the  next  POP  Cycle,  I  want  to  make  sure  that  I  spend  time  individually  with  my  focus  students.  I  want  to  
For  next  POP  cycle   be  more  aware  of  how  they  understand  the  lesson  and  support  them  so  that  they  can  achieve  the  lesson  
objectives.    

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.  
 

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Pre-­‐Assessment  

 
Post-­‐Assessment  
 

 
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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  
Multiple  Subject-­‐General  Education  
Betsy  Schutz   betsy.schutz@gmail.com   Mathematics  
Kindergarten  
Pre-­‐Assessment  Data  Range  and  Average   Post-­‐Assessment  Data  Range  and  Average  
Numbers  range  from  4-­‐48   Numbers  range  from  5-­‐49  
Range:  44   Range:  44  
Average:  27   Average:  35  
PRE-­‐/POST-­‐  ASSESSMENT  DATA  TABLE  
Student   Pre-­‐Assessment  Score   Post-­‐Assessment  Score   Comments  
1. Focus  Student:  EL   22   30   Goal  Met  (4  more)  
2. Focus  Student:  504/IEP   12   9   Goal  NOT  met  (5  more)  
3. Focus  Student:  Teacher  Choice   24   47   Goal  Met  (10  more)  
4. G.A   39   48   Goal  Met  (6  more)  
5. J.B   4   5   Goal  NOT  met  (10  more)  
6. K.C   13   35   Goal  Met  (10  more)  
7. K.K   48   48   Goal  Met  (whole  page)  
8. J.L.   29   46   Goal  Met  (7  more)  
9. L.S   39   49   Goal  Met  (10  more)  
10. N.S   43   44   Goal  NOT  met  (6  more)  
Goal  NOT  met  (8  more)  
11. I.T   33   28   Had  a  headache  the  day  of  the  post-­‐
assessment  
12. D.M   18   33   Goal  Met  (3  more)  
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Individualized  Learning  Plan,  Fullerton  Online  Teacher  Induction  Program  (FOTIP),  2017           Page 5 of 5