Fullerton Online Teacher Induc2on Program

Individualized Learning Plan (ILP)

Revised 11.5.18

Direc&ons: The ILP should be completed with Mentor input. Complete blue cells prior to classroom implementa@on. Complete orange cells aBer POP Cycle is completed. Cells
will expand as needed. When submiGng completed ILP to instructor, please include copies/images of pre/post assessments/direc@ons and the Pre/Post Assessment Data
Table.

Sec2on 1: New Teacher Informa2on

New Teacher Email Subject Area Grade Level

Katelyn Mauger [email protected] English Language Arts Kindergarten

Mentor Email School/District Date

Iva Meairs Elementary School

Robyn Sarkhosh [email protected] 2/19/2022
Westminster School District
Sec2on 2: CSTP Areas of Inquiry
Direc&ons: Iden@fy 2-3 CSTP elements for ILP focus. Use most recent CSTP Assessment for Ini@al Ra@ng. Iden@fy both teacher and student ra@ng for CSTP 1 and 2. See
example.

CST
Element Ini2al Ra2ng Descrip2on Goal Ra2ng Descrip2on
P
T - Guide students to think cri@cally through use of ques@oning
T– T - Facilitates systema@c opportuni@es for students to apply cri@cal
strategies, posing/solving problems, and reflec@on on issues in
Promo@ng cri@cal thinking T – Applying thinking by designing structured inquires into complex problems.
content. Innova@ng
1.5 through inquiry, problem S– S - Students pose and answer a wide-range of complex ques@ons and
S - Students respond to varied ques@ons or tasks designed to promote S-
solving, and reflec@on Exploring problems, reflect, and communicate understandings based on in depth
comprehension and cri@cal thinking in single lessons or a sequence of Innova@ng
analysis of content learning.
lessons.

I adapt my lesson plans to try to create scaffolds that support my I use a combinaLon of formaLve and summaLve assessments
enLre class. I do this through the use of examples and charts I throughout my school day to help me adapt my lessons while
address individual students during my lessons One thing that I teaching and planning. Some of the varied types of formaLve
AdapLng instrucLonal oQen use in my classroom is a highlighter. I use my highlighter to assessments that I include during the instrucLonal process are
plans and curricular write for students who cannot form leRers and numbers on their observaLons, creaLng thinking-maps, classwork, and exit Lckets. I
4.5 materials to meet the Exploring own. Students can trace over can trace over my highlighter to Applying include summaLve assessments to help aide me in future
assessed learning needs help them complete acLviLes. I also build Lme into my lessons planning some of these assessments include benchmarks, chapter
of all students for students to have extended Lme to complete the assignment. tests, and state tesLng. By including both formaLve and
I also modify my lessons on the spot when I see that students summaLve assessments in my plans I can gain a beRer insight into
are not understanding. I do this through the use of informal my students varied understandings of a lesson topic. This allows
assessments. me to make sure all students learning needs are being met.

Students will parLcipate in self assessment, goal-seWng and

I find it difficult to have kindergarten students monitor their
progress monitoring throughout my lessons. I will guide them and
progress towards their learning goals. The main way I have my
help them achieve this goal my providing examples, and checklists
students check their work is by having them look for finger
so they can reflect on their own work. By the students being able
Involving all students in spacing, the use of three or more colors in a drawing, and
to see my standards on what the assignment should look like they
self-assessment, goal- making sure that they are staying between the lines. If they are
5.5 seWng, and progress
Emerging
not meeLng these goals I have them criLque and fix their work.
Exploring will be able to compare their own work to see if they are meeLng
all of the goals. By providing a checklist with visuals students can
monitoring I provide students with a variety of examples of what their work
go through and assess their work and then go back and add what
should look like. In almost every lesson I provide step-by-step
is missing. I will have conversaLons with my students prior to
instrucLons and examples through my document camera and
sending them back to their seats to begin their work where we
Viewsonic Board.
discuss and write on the board the lesson objecLves.

Sec2on 3: Inquiry Focus and Planning (APach Pre/Post Assessments and Data Collec2on Tools)
Direc&ons: Your inquiry ques@on should be concise and likely no more than 8-10 words. Your hypothesis should indicate what you expect students to be able to do aBer the
lesson, and it should be able to be evaluated based on your assessment plan. Note that Semester 3 requires an inquiry ques@on that focuses on use of technology to support
teaching and learning.

Inquiry Ques2on Hypothesis Lesson Series Topic Assessments/Data Collec2on

How will informing the students of the lesson Students will idenLfy their own mistakes and
1 month unit on including the sight words in Work sample collecLon
objecLves help them to have a beRer criLque their work to align with the learning
sentences . Goal-seWng checklist for students
understaLng of their own learning goals? objecLves.

Focus Students
Direc&ons: Iden@fy three focus students for your inquiry. Iden@fy special characteris@cs 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 accommoda@on.
The third is your choice, but please iden@fy someone that poses an instruc@onal challenge.) Iden@fy expected results for each focus student.

Focus Student 2: Student with ILP/

Focus Student 1: English Learner Focus Student 3: Your Choice
504

Individualized Learning Plan, Fullerton Online Teacher Induc@on Program (FOTIP), 2017 Page 1 of 6
 Miriam Oscar Nathan
In the beginning of the school year this student He struggles with staying on task or focused and oQen He is one of my most advanced students in class and
struggled with sentence formaLon. Through the use of draws instead of working. He also does not respond well oQen requires extra aRenLon in the form of extension
thinking maps and sentences frames she has begun to negaLve feedback. I will need to check in with him acLviLes during lessons. He will get bored and off task
Performance wriLng complete sentences. This student will benefit during his wriLng to make sure he is on task. I have and possibly distract other students if the work is not
Data through the use of a visual checklist that she can use included a drawing component to my lesson which will challenging enough for him. He does struggle to always
to idenLfy if she is meeLng the learning objecLves. help moLvate him to do his work because we write and keep pace with the rest of the class because he likes to
She may struggle to include the sight words into her then draw. I will also be sure to use PBIS strategies take his Lme in his work. I will need to create extension
sentences, but with modeling she should be able to throughout the unit to help promote a posiLve classroom acLviLes to help push him and keep him engaged
compete the objecLve. environment. throughout the enLre lesson.

I expect that he will become off task during the lesson but I expect that he will meet the learning objecLves with no
through teacher redirecLon, visuals, and the addiLonal difficulty. I plan to challenge him by providing him with
I expect through the use of thinking maps, modeling,
moLvaLon of being able to draw and color throughout addiLonal sight words and have him create sentences
Expected sentence frames, and a checklist throughout this unit
the unit I will be able to help him meet the learning without the support of a sentence frame. I have alloRed
Results my EL student will meet the goal and include sight
objecLves. He may require addiLonal supports through plenty of Lme into my lesson for him to complete his
words into her sentences.
the use of a highlighter for leRer reversals to help him sentence and provided him with extra lines to extend his
meet his goal. wriLng.

Inquiry Lesson Implementa2on Plan

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

Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results Discuss Results with Mentor
IdenLfy dates for
acLviLes.
3/15/2022 3/23/2022 4/5/2022 4/6/2022 4/12/2022

Provide 1-2 sentence

There will be a one week unit on bubble maps with the inclusion of sight words in sentences and English convenLons. Each lesson will include a bubble map that
summary of your lesson helps guide the students in their wriLng.
plan.

At the beginning of the unit I will have a pre-assessment where students will aRempt to write a sentence including the sight word “I”, “like”, and “to”. The students
Summarize process for will need to write a sentence and provide a picture that matches of something that they like to do. We will also be checking to see if the students demonstrate
English convenLons. Next I will supply each student with a copy of our visual checklist where they will review their work and highlight what they need to focus on
administering and
for the next lesson. At the end of the unit I will review their work samples and see if they improved and met the goals that they highlighted on their checklist that
analyzing pre- and post- they did not meet on the pre-assessment. The post assessment will take place during my final lesson where students will be wriLng sentences and drawing a picture
assessments. of what makes them a hero to put into their hero folders. AQer the students complete their wriLng I will have students look back over their wriLng checklist and
highlighted focus goal and then they will have Lme to go back and fix their work if they did not meet all of the goals from the checklist.

Semester 3 Only: IdenLfy

the specific technology
tools, applicaLons, links,
and/or devices to be
incorporated into the
lesson.

Sec2on 4: Inquiry Research and Explora2on

Research/Professional Learning (Iden2fy two ar2cles that have informed inquiry focus. Provide 2tle, URL or cita2on, and statement of what was
learned.)
Bruce, C.S. (2008). Informed Learning. AssociaLon of College and Research Libraries. [Electronic Sargeant, J. (2011). Medical Educa@on (Vol. 45). Blackwell Publishing. [Electronic Version]
Version]
This arLcle is a research paper that focuses on how self assessment improves student performance.
This book talks about how students complete school work with “liRle regard for the learning The study found that, “high-quality performance data and standards was thought to increase the
experience”. This means that students might be compleLng the work that they are given, but are effecLveness of an acLvity in informing self-assessment”. This is saying that by including standards or
not really learning the material and are just “going through the moLons”. The book goes on to learning objecLves students are more effecLvely able to self-assess. This goes along with my inquiry
talk about how some students, “seek a deeper understanding of the area as they interact with quesLon because I am having the students use a checklist that alines with our learning objecLves.
informaLon, connecLng their informaLon and learning goals. It is the laRer approach that we Another important idea that I learned from the study was, “fostering and informing of self-assessment
should promote to help students become informed learners”. This quote supports my inquiry was believed to require credible and engaged supervisors”. This means that the self-assessments were
quesLon because it is my theory that by informing the students of their learning objecLves they thought to be of higher quality when the supervisors of the study were engaged with the students as
will be able to idenLfy their own mistakes and gain a deeper understanding of the material. This they were compleLng their assessments. As my students are compleLng their self-assessments I will
is the main idea behind the book and is a large porLon of “informed learning”. By knowing the make sure that I am walking around the classroom looking at their work and giving feedback and
learning objecLves prior to a lesson the students can relate their work back to the objecLves. support as they are looking over and compleLng their checklists.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Iden2fy grade level, subject, and summary of ideas.)
One colleague that I spoke to on the kindergarten team at my school sight said that she includes Another member of the kindergarten team that I spoke with said that she also does not write the
the students in wriLng out their behavior goals at the beginning of the school year. She believes lesson objecLves on the board. She said that she used to, but felt that it was “a waste of Lme” because
that including the students in the learning or behavior objecLves helps to improve their our students are not yet able to read. She oQen uses checklist in her classroom to help guide students
accountability and understanding of what is being asked of them. Although she does not write through assignments and tasks. She felt that my idea of a visual checklist would benefit the age group
the objecLves on the board she does inform the students of the objecLves prior to the start of that we work with, as well as my EL students. She informs her students of her expectaLons prior to a
her lesson. Her stance is similar to the first source that I read and she believes informed learners lesson and uses a similar checklist that is the same everyday which she has on her front board that
are able to create beRer classwork that meets the lesson objecLves. tells students what order they need to complete their work, “color, cut, glue”.

Special Emphasis: ISTE Standards (Semester 3 only)

Direc&ons: Iden@fy 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

Individualized Learning Plan, Fullerton Online Teacher Induc@on Program (FOTIP), 2017 Page 2 of 6
 Sec2on 5: Results and Reflec2on
Direc&ons: Record Pre- and post- assessment data into Pre/Post Assessment Data Table (see end of document). Include copies/images of pre/post assessments/direc@ons
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
When looking at just the scores of my three focus students you can see that all three students did
I feel that my class did meet the learning goals. AQer reviewing their pre and post assessments I improve, although all of their scores did not go up. My EL student struggled with self-reflecLon, but
saw improvements on all areas on our wriLng checklist. When reviewing the pre/post with teacher support she was able to review her own work in the post assessment, make correcLons,
assessment data table it was clear that the class had improved. When looking at the class and improve her score. My student with an IEP was also able to improve his score. In the pre
average from the pre-assessment my class scored a 2.9 and the average from the post assessment he did not include punctuaLon, have his picture match his wriLng, and his prinLng was
assessment was a 3.4. My data range was 1-4 so this was an improvement for the class. There almost illegible. He seemed very moLvated by the wriLng checklist, and wanted to cross off all of the
was only one student whose score did not improve from the pre to the post assessment. This items from the list. Even with this excitement he was unable to receive a four, but was able to jump
student has ADHD and was completely unable to focus for the post assessment. Although this from a score of one to a score of two. In the post assessment his picture matched his wriLng, and he
student has ADHD he is not one of my focus students, and in fact is one of the highest was able to include a period at the end of his sentence. Focus student 3 did not improve his score, but
academically in my class. I did redeliver the post assessment a few days later and his score was he had already received a four on his pre assessment. I chose him because he is a student who is high
back to a four. He was unable to engage in self-reflecLon because he was having a hard day. and constantly needs to be challenged. I could tell that he had improved because he wrote mulLple
sentences in the post assessment with many different sight words.

Ini2al Evidence/Ra2onal for Ra2ng

CSTP Element Revised Ra2ng Sugges2ons for Moving Forward
Ra2ng (Summarize from POP Sec2on 3)
Promo@ng cri@cal
T– To move to INNOVATING level: Consider how to increase
thinking through Teacher asked ques@ons of analysis and evalua@on.
Applying T – Integra&ng complexity of task beyond a single lesson so that there are
1.5 inquiry, problem Students answered ques@ons that included all levels of Bloom’s.
S– S - Integra&ng con@nuing opportuni@es for students to engage in inquiry in
solving, and Students created their own math problems.
Exploring complex problem. How could you extend lesson into PBL?
reflec@on

I believe that I do a great job providing opportuniLes

Teacher had various types of instrucLon to meet the
for my visual leaners to have success through many
AdapLng needs of all learners. The teacher included Visuals in the
different strategies that include visuals. To improve
instrucLonal way of thinking maps, pictures, a Youtube video, sentence
and move to the next level I need to focus on
plans and frames, examples, and charts. There were opportuniLes
providing more opportuniLes for my kinestheLc
curricular for auditory learners with the read aloud of the book,
4.5 Exploring Applying learners. Right now I find it easy to provide
materials to meet sentences, and and listening to the video as well as class
manipulaLves during math, but have few
the assessed conversaLons. The students also acted out the sentence
opportuniLes during my English language instrucLon
learning needs of frames whole class on the rug which benefits kinestheLc
to manipulate objects and touch to learn. To move to
all students learners. The numerous types of scaffolds met the needs
the applying level I need to include all types of
of all of the different learners in the class.
instrucLon in every lesson that I teach.

Teacher included various opportuniLes for the students to I think to conLnue to have the students progress in
Involving all
engage in self-reflecLon. The teacher provided students their self-reflecLon I need to create more
students in self-
with a wriLng checklist to help guide students with a opportuniLes for my students to pracLce throughout
assessment, goal-
5.5 Emerging Exploring framework to correct their own work. The teacher the school day. I also think that If I have students
seWng, and
engaged in conversaLon with the students to help scaffold pracLce checking their partners work and then
progress
their reflecLon process. The teacher also modeled how to idenLfy the problems to their partners they may have
monitoring
properly assess and reflect on their own work. more success in their own self-reflecLon.

Special Emphasis ISTE-Educator and ISTE-Student Standards (Semester 3 only)

Results of Incorpora2on into Lesson Key Learnings and New Skills/Knowledge Developed by Teacher

Ac2on Items
For curriculum design,
lesson planning,
assessment planning

For classroom pracLce

For teaching English

learners, students with
special needs, and
students with other
instrucLonal challenges

For future professional

development

For future inquiry/ILP

Individualized Learning Plan, Fullerton Online Teacher Induc@on Program (FOTIP), 2017 Page 3 of 6
 For next POP cycle

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/direcLons and the Pre/Post Assessment Data Table with submission.

Fullerton Online Teacher Induc2on Program

Individualized Learning Plan (ILP)
Revised 5.1.17

Direc&ons: Record student pre and post scores in this table. Do not use student’s actual names.

New Teacher Email Subject Area Grade Level

Katelyn Mauger [email protected] English Language Arts Kindergarten

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

Data range 1-4, Class average 2.9 Data range 1-4, Class average 3.4

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL 3 4 Improved
2. Focus Student: 504/IEP 1 2 Improved
3. Focus Student: Teacher
4 4 Exceeded expecta2ons
Choice
1. Student 1 3 Significant improvement made
1. Student 1 2 Improved
1. Student 3 4 Improved
Improvements made, not enough to
1. Student 3 3
receive a 4
Improvements made, not enough to
1. Student 3 3
receive a 4
1. Student 3 4 Improved
1. Student 3 4 Improved
*Student has ADHD, was unable to stay on
1. Student 4 2
task & focused for the post-assessment
1. Student 4 4 Exceeded expecta2ons
1. Student 4 4 Improvements made
1. Student 4 4 Exceeded expecta2ons

Individualized Learning Plan, Fullerton Online Teacher Induc@on Program (FOTIP), 2017 Page 4 of 6
 Pre/Post Assessment Rubric

Individualized Learning Plan, Fullerton Online Teacher Induc@on Program (FOTIP), 2017 Page 5 of 6
 Pre/Post Assessment Directions

I am a kindergarten teacher and a majority of my students cannot read yet. My Pre and Post
assessments did not have written directions that I can submit a photo of. Due to my students
developmental levels I provided oral directions with examples. For the Pre assessment the
students were working on opinion writing and were asked to write a sentence about what they
like to do, and provide a picture example that matches their writing. They were then given a paper
with a box to draw their picture, and lines to write their sentences. Similarly to the activity we
completed in my lesson plan students were provided support through the use of sentence frames.
Here is a copy of one of my students assessments to help the reader gain a better picture.

Individualized Learning Plan, Fullerton Online Teacher Induc@on Program (FOTIP), 2017 Page 6 of 6