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
Elizabeth Schutz betsy.schutz@gmail.com Multiple Subject-General Education Kindergarten
Mentor Email School/District Date
Mission Viejo Christian
Peggy Aungst peggy.aungst@svusd.org October 1, 2018
Kindergarten/Private
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 thinking strategies, posing/solving problems, and reflection on issues in content. thinking by designing structured inquires into complex problems.
1.5 through inquiry, problem solving,
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
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.

Using and
Selects, adapts, and utilizes
adapting
appropriate instructional materials, Integrates a wide range of adapted
resources,
resources, and technologies for resources, technologies, and
technologies, and
concept and skill development in instructional materials to meet
standards-aligned
subject matter. Resources reflect the identified student needs and make
instructional
3.5 Applying diversity of the classroom and support Integrating subject matter accessible to students.
materials
differentiated learning of subject Assists student with equitable access
including adopted
matter. to materials, resources, and
materials, to
Guides students to use available print, technologies. Seeks outside resources
make all subject
electronic, and online subject matter and support.
matter accessible
resources based on individual needs.
to all students.
Plans instruction using a wide range of
Incorporates differentiated
strategies to address learning styles
Planning instructional strategies into ongoing
and meet students’ assessed language
instruction that planning that addresses culturally
and learning needs. Provides
incorporates responsive pedagogy, students’ diverse
appropriate support and challenges
4.4 appropriate Applying language, and learning needs and Integrating
for students.
strategies to meet styles.
Integrates results from a broad range
the learning needs Uses assessments of students’ learning
of assessments into planning to meet
of all students. and language needs to inform planning
students’ diverse learning and
differentiated instruction.
language needs.
Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments to ILP)
Inquiry Focus Inquiry question Pre-Assessment Post-Assessment Expected Results
Pose measurable and observable question How do you expect student
Based on your selected CSTP elements, What will you use as your baseline What will you use as your final
in terms of students (e.g., what impact will performance to change? Use
identify a focus of inquiry (e.g., group assessment of student assessment of student
strategy X have on student performance as percentages to describe anticipated
discussion, differentiation, motivation…) actions/performance? actions/performance?
measured by Y?) growth.
What impact will increased use of higher-order There will be a 20% increase in the average
Use of analysis, synthesis, and evaluation questions questions (teacher talk, worksheet, and student exam score for students who participated in
Previous examination scores New chapter exam
+ student problem generation problem generation) have on student performance class and successfully completed the
as measured by chapter exam? worksheet.

How will using technology 80% of students will be able

Rubric grade for writing
engage, motivate, and provide Rubric for the students’ to write an opinion sentence
Using technology to motivate and drawing pictures
authentic assessment for my opinion sentence season and reason about their
and include in writing process about their favorite
students as measured by our writing after the lessons. favorite season and improve
season.
writing unit on seasons? their rubric score by 1 level.
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
ILP/504
My ELL, although most comfortable My second student struggles a My third focus student is attending
Performance
Data
with Chinese, is actually pretty good little bit academically, mostly in school for the first time this year. He
with English. He has been in America for phonics. However, this all stems has a rough family background and
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 6
 3 years, however since he was so young, from not being able to focus. He doesn’t get a lot of help academically
his English speaking and comprehension does get excited whenever at home. He struggles academically
is good. He loves drawing and does technology is involved, so I think with letter-sounds. I have noticed that
much better with visuals, so I think he this may help him during this there will be times when the student
will feel most comfortable drawing unit. feels he cannot do anything and he
pictures of the seasons rather than will just sit instead of asking for help.
using writing.
I expect that my ELL will be able to do I expect that this student will Although I hope I’m wrong, I expect
the majority of this lesson, but will feel struggle to focus during the that this student will struggle to
the most comfortable with drawing lesson. He may struggle during improve by 1 rubric score. When he
Expected Results
pictures instead of writing. I do think he the lessons, but I think he will be feels he cannot do something he shuts
will be able to improve his rubric score able to improve his rubric total down and that is something I could
by at least 1. at the end of the unit. see happening here.
Inquiry Lesson Implementation Plan
Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results Discuss Results with Mentor
Identify dates for activities.
Nov. 6, 2018 Nov. 5- 13, 2018 Nov. 13, 2018 Nov. 14, 2018 Nov. 16, 2018
There will be a one-week, daily unit on seasons for science and opinion writing in language arts. Each
Provide 1-2 sentence summary lesson will work towards having students know about seasons and how to write opinion sentences.
of your lesson plan. Students will use technology throughout the unit for assessment with Kahoot games and to share their
writing sentence by recording a partner showing their sentence on the SeeSaw app.
At the beginning of the unit, I will do a pre-assessment and just have the students write and draw pictures
of their favorite season. I will grade them on a rubric and give them a score of 1-4. I will then teach
Summarize process for
lessons on seasons in science and on opinion writing in language arts. At the end of the unit I will give
administering and analyzing
pre- and post-assessments. them another chance to write and draw pictures on their favorite season. They will be graded on the
same rubric as the pre-assessment in hopes that students will improve on their writing skills and their
knowledge of seasons.
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.)
Digital Photography and Journals in a Kindergarten-First-Grade Classroom:
Toward Meaningful Technology Integration in Early Childhood Education. Motivating Children to Learn: The Role of Technology Education
Cynthia Carter Ching , X. Christine Wang , Mei-Li Shih & Yore Kedem (2006) Digital Campbell, Coral, and Beverely Jane. "Motivating children to learn: the role of
Photography and Journals in a Kindergarten-First-Grade Classroom: Toward technology education." International Journal of Technology and
Meaningful Technology Integration in Early Childhood Education, Early Design Education, vol. 22, no. 1, Feb. 2012, pp. 1-11, doi:https://doi-
Education and Development, 17:3,347-371, DOI: org.lib-proxy.fullerton.edu/10.1007/s10798-010-9134-4.
10.1207/s15566935eed1703_3 This study sought to find what was the role of motivation to engage
In this article, students used digital cameras to document their work in class, students in technology. The findings were that students wanted to
which is what my students will be doing. By doing this, children were using gain personal satisfaction over just having fun when using
meaningful technology and it was effective in promoting student technology. Students also appreciated the opportunity to work
empowerment. Having students be in control of their photo documentation together as a team rather than just working by his or herself.
allowed them to engage in more sophisticated interactions with their peers.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Nana Yang
th th Jennifer Rios
9 -11 grade Chinese th
7 grade English
She suggested using technology as a tool so that learning could be fun for
She gave me different suggestions on ways to incorporate
students. In her classes she uses Quizlet and Kahoot to engage, motivate, and
technology in this lesson for my classroom. She suggested using an
assess students. With those digital tools, students can compete against each
art tool on the tablets to allow students the opportunity to have a
other in groups and have fun while working together as a team towards
drawing go with their writing.
learning the concept.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
During this lesson, one thing my students will do is use
ISTE Standards for Students
technology to film their writing. They will get in partners and
Empowered Learner
use SeeSaw on the Kindle Fire to film their writing when they
1b. I build networks and customize my learning environments in ways
are done writing it. This will be a way for them to incorporate
that support the learning process.
technology and get used to using the app SeeSaw.
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 Three Focus
Pre/Post Assessment Data Analysis Findings for Whole Class
Students

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 6
 Two out of three of my focus students improved their writing
score by 1 point. I was correct in my expected results for
these students. My EL student and ILP student were able to
12 out of 14 students were able to improve their writing score by 1
improve their score by 1 however my third focus student
point; 85% of students improved. All students were excited by their
received the same score on the pre- and post-assessment. My
writing and the chance to use technology to film themselves. They
EL learner and ILP student were excited about using
were motivated and engaged through all the lessons and were then
technology with writing and that motivated them to write.
motivated to write and share their writings through SeeSaw.
Like I expected, Focus Student 3 shut down when he noticed
he had to write on his own and he decided to only draw a
picture.
Initial Evidence/Rational for Rating
CSTP Element Revised Rating Suggestions for Moving Forward
Rating (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?

Using and
adapting
resources,
technologies,
and To move to the Innovating level,
standards- I incorporated technology I need to have students use
aligned throughout the lessons in different technology in more lessons and
instructional ways. I had students play Kahoot to using more critical thinking with
3.5 materials Applying Integrating learn more about the different the technology. I need to talk to
including seasons and then we used SeeSaw colleagues and other teachers
adopted for students to share their writing about ways they get their
materials, to with a video recording. kindergarteners to think critically
make all with technology.
subject
matter
accessible to
all students.
I incorporated different strategies by
teaching some lessons with our
science notebook, some lessons with
Planning
writing, and then other lessons with
instruction
technologies. I also differentiated
that To move to the Innovating level,
learning by giving students options
incorporates I want to incorporate student
on what they wanted to write. I
appropriate self-evaluations after lessons.
4.4 Applying Integrating explained to students that they could
strategies to This would give students an
simply draw a picture, write a word
meet the opportunity to reflect on their
with their picture, write multiple
learning learning and learning needs.
words with their picture, or write a
needs of all
whole sentence. Students then felt
students.
like they would be able to complete
the assignment because they could
do what they felt comfortable with.
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 main way that ISTE 1b was incorporated into this lesson was While incorporating technology into my lessons, I’ve learned
through the use of Kahoot in the learning process and through using how students learn in different ways. I have a few students
the SeeSaw app after the writing for students to share their voice and who are visual learners and through the use of technology,
their work. Using technology in these ways helped motivate and they were motivated to do better on their work in the post-
engage my students throughout the lessons of this unit. Through their assessment. I want to continue to incorporate technology
motivation, they were able to better learn about writing and the into my teaching because I have seen the motivation and
seasons and then improve in their writing. engagement it gives to my students.
Action Items

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 6
 For future lessons, curriculum, and assessment I want to continue to incorporate technology because I
For curriculum design, lesson see the benefits of how it helps motivate and engage my students. I want to take time to talk to my
planning, assessment planning colleagues, look at our curriculum, and think of different ways we can incorporate technology into the
curriculum we already have in place.
In the classroom, I want to be sure to include technology in different ways. The students were excited by
For classroom practice technology so I want to use Kahoot more in the class and use the camera on our Kindles to give students
more of a voice when they do writing assignments.
For teaching English learners, This lesson and ILP was really beneficial for my El students and students with instructional challenges. I
students with special needs, think with these students I want to spend more time working with them in small groups rather than
and students with other whole group instruction. I think a few of my students would have really benefited from some of the
instructional challenges
instruction in small groups.
My mentor and I have talked about going to workshops on how to incorporate technology into the
For future professional
development
classroom. One thing she said would be beneficial would be to get Google certified. This would help give
me different ideas on ways that I can enhance my lessons with technology.
For my next ILP, I want to look into using more small groups. I want to see how differentiating students
For future inquiry/ILP
into small groups and teaching them at their levels will help improve their learning.
For my next POP Cycle, I also want to continue to incorporate different centers for different learning
styles. I want try to plan different centers that students can work at with me being at one center to help
For next POP cycle
students. Planning centers has been challenging in my classroom because I have a smaller classroom and I
tend to do more whole group instruction.

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
Multiple Subject-General Education
Elizabeth Schutz betsy.schutz@gmail.com Kindergarten
Language Arts/Science
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Scores range from 1-4 Scores range from 1-5
Average: 2.35 Average: 4.07
1’s: 5 1’s: 1
2’s: 0 2’s: 1
3’s: 8 3’s: 1
4’s: 1 4’s: 4
5’s: 0 5’s: 7
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL 1 5
2. Focus Student: 504/IEP 1 2
3. Focus Student: Teacher Choice 1 1
4. L.C 3 3
5. L.C 3 4
6. J.F 3 5
7. I.F 3 4
8. J.G 4 5
9. Z.M 1 5
10. B.O 1 5
11. K.O 3 4
12. N.S 3 4
13. J.W 3 5
14. O.X 3 5
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
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