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
Jennifer Moritz [email protected] Elementary 6th
Mentor Email School/District Date
Suzanne Mattson [email protected] Holder/Savanna School District September 25, 2023
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 - Facilitates systematic opportunities for students to apply critical
T - Guide students to think critically through use of questioning strategies,
Promoting critical thinking thinking by designing structured inquiries into complex problems.
T – Applying posing/solving problems, and reflection on issues in content. T – Innovating
1.5 through inquiry, problem S - Students pose and answer a wide-range of complex questions and
S – Applying S – Respond to questions and problems posed by the teacher and begin to S - Innovating
solving, and reflection problems, reflect, and communicate understandings based on in depth
pose and solve problems of their own related to the content.
analysis of content learning.
Using a variety of
T- Utilizes a variety of strategies including culturally
instructional T- Refines the flexible use of an extensive
responsive pedagogy, resources, and technologies
strategies, repertoire of strategies, resources, and
during ongoing instruction to meet students’ diverse
resources, and T-Applying T-Innovating technologies to meet students’ diverse learning
1.4 learning needs.
technologies to S-Applying S-Innovating needs.
S- Students participate in instruction using strategies,
meet students’ S- Students take responsibilities for using a wide
resources, and technologies matched to their
diverse learning range of strategies, resources, and technologies
learning needs.
needs that successfully advance their learning.
Creating physical or
virtual learning T- Adapts physical and/or environments flexibly to
environments that T- Develops physical environments that reflect facilitate access to a wide range of resources that
promote student student diversity and provide a range of resources for engage students in learning. Ensures that
learning, reflect learning. Utilizes a variety of structures for interaction environments enhance learning and reflect
diversity, and T- Applying during learning activities that ensures a focus on and diversity within and beyond the classroom.
T-Innovating Selects from a repertoire of structures for
2.2 encourage S-Explorin completion of learning tasks.
S-Innovating interaction to ensure accelerated learning for the
constructive and g S- Students use resources provided in learning
productive environments and interact with each other to full range of students.
interactions among understand and complete learning tasks in single S-Students participate in monitoring and changing
students lessons or sequence of lessons. the design of learning environments and
structures for interactions.

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

-Student needs will be met through the -Pre-assessment of student

use of diverse instructional strategies understanding of rational numbers.
such as the use of technology in the This will determine the level of
-How will implementing a variety of classroom. This will be reflected in understanding at the beginning of the
instructional strategies improve student student data with an increase in unit.
engagement and achievement? engagement, immediate feedback, data
tracking, and an increase of students -Formative assessments during guided
meeting or exceeding the learning goals. and independent work time. This will
help drive instruction and check
student learning throughout the unit.
10 Day math unit on rational numbers
-Self-Assessment. Students will assess
-How can I use resources and technology -Technology and the use of LessonUp will their own learning and determine
to support student learning? support individual student needs, where they are excelling or need
Specifically, how will incorporating the provide immediate feedback, increase additional support.
use of LessonUp improve my students' student engagement, and bridge
ability to order and plot rational knowledge gaps by allowing students to -Post- assessment. This data will be
numbers? learn through multiple modalities. compared to the pre-assessment data
to examine growth.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
 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
This student has learning disabilities
that impact his abilities in This student is a struggling learner.
This student is a novice English learner.
mathematics. This student struggles Her current level in math is minimal
He is currently reading at a
with grade level content, especially understanding (17%). She has a
kindergarten to first grade level. He
computation in math. His current grade of 1 in math. This student
struggles with vocabulary, writing, and
level in math is partial understanding struggles to complete assignments
speaking in English. He is a motivated
(56%). He has a grade of 2 in math. independently and frequently needs
student but struggles as a result of his
In addition, this student receives additional support. This student also
language level. His current level in math
extra support from the RSP teacher struggles to complete homework
is partial understanding (51%), with
on our campus. and is frequently off task during class
math being modified to meet his
time. This student receives extra
language needs. He has a grade of 2 in
Performance Data I have chosen this student because I support from the RSP teacher on our
math.
believe he would benefit from the campus.
use of technology to demonstrate his
I have chosen this student because I
learning. In addition, the use of I have chosen this student because I
believe he would benefit from the use
technology and diverse instructional believe the use of technology and
of diverse instructional strategies. In
strategies will allow him to view and additional instructional strategies
addition, technology will support his
engage with content in a variety of will support her. In addition, I think
learning and understanding of lessons
ways. technology will increase her
and academic vocabulary associated
engagement and will support more
with the lesson.
on task behaviors.

My goal is for this student to improve My goal is for this student to

My goal is for this student to improve in in math, specifically rational numbers improve in math, specifically rational
math, specifically rational numbers and and his understanding of numbers and her understanding of
his understanding of mathematical mathematical vocabulary. mathematical vocabulary.
Expected Results
vocabulary. Expected Results- Student will raise Expected Results- Student will raise
Expected Results- Student will raise his his assessment score to 65% or her assessment score to 60% or
assessment score to 60% or higher. higher. higher.

Inquiry Lesson Implementation Plan

Directions: 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

Identify dates for activities.

Sept. 28 , 2023 Sept 29-Oct. 18 Oct. 19, 2023 Oct. 20, 2023 Oct. 23, 2023

Provide 1-2 sentence In this lesson, students will learn how to identify axes on a coordinate plane and plot rational numbers on a
summary of your lesson plan. coordinate plane. This lesson builds on previous knowledge of rational numbers and number lines.
Summarize process for Pre and post assessments will be administered utilizing assessment questions from the curriculum. Monitoring
administering and analyzing and assessment will also be conducted throughout the lessons. Students will be given the same pre and post
pre- and post-assessments. assessment to compare growth.
Semester 3 Only: Identify the
The lesson will be taught through LessonUp on individual iPads. Checks for understanding will be done through
specific technology tools,
applications, links, and/or LessonUp throughout the lesson. Students will graph ordered pairs and order rational numbers in the
devices to be incorporated application to support engagement and check for understanding. https://www.lessonup.com/site/en
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.)
Supporting Student Engagement with Technology Role of Technology in Supporting English Language Learners in Today’s
Sharma, S. (July 2023). Supporting Student Engagement with Technology. Classrooms
Andrade, M. (Nov. 2014). Role of Technology in Supporting English
This article discusses the benefits of utilizing technology in the classroom to Language Learners in Today’s Classrooms. Teaching and Learning Ontario
support student engagement. In the article it discusses how student Institute for Studies in Education of the University of Toronto.
engagement leads to increased student achievement. Technology can
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
 engage students when they are able to construct, collaborate, and create. This research discusses how educators have utilized technology in the
Students construct knowledge when they build their own ideas based on classroom. The author describes the struggles and successes of using
technology. The use of technology for student collaboration also leads to technology with ELL students. They found that technology can be utilized
higher engagement. It allows for students to use technology as a platform to support ELL students, especially with the acquisition of vocabulary and
to actively engage with their peers. Finally, when students create using language skills. Although technology does appear to benefit ELLs, there
technology they have the ability to build and complete activities that they are challenges that come with the use of technology in the classroom
otherwise could not do without technology. Technology can be a powerful such as off task behavior and technological challenges. The author found
tool for engagement in the classroom. that overall teachers, parents, and students tend to have a positive view
on the use of technology in the classroom.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
5th Grade, Elementary
6th Grade, Elementary
My colleague has suggested that I focus on utilizing instructional
My colleague has frequently utilized technology to support the diverse
strategies that engage students while supporting their learning. She
learners in her classroom and to increase classroom engagement. She has
discussed the use of technology as a strategy to support ELL students in
mentioned the use of programs such as Kahoot, Blooket, and Epic. She has
the classroom using programs such as MyOn, iReady, Epic, and pictures
found that when she utilizes technology, her students tend to participate
to develop vocabulary. In addition, she discussed opportunities for
more and are more enthusiastic about their learning. One way she
students to actively engage with one another. Specifically, having
incorporates technology to support students is through the use of a
students engage in turn and talk during a lesson when responding to
hyperrubric. She creates a digital rubric that links to websites. These
questions. Further she emphasized the importance of utilizing
websites support students in meeting the expectations of the rubric if they
instructional strategies that support the diverse needs of our students in
need additional support or examples. She has found this to be useful in the
the classroom through scaffolding and differentiation.
classroom in supporting her students to meet their learning goals.
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
1.1 Empowered Learner- Students leverage technology to take an This element will be incorporated through students
active role in choosing, achieving, and demonstrating competency in demonstrating their competency and achieving their learning
their learning goals, informed by the learning sciences. goals with the use and support of technology.
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
Focus Student 1 (English Language Learner)- Pre-assessment
score of 0% (no questions correct). Post-assessment score of 67%.
Focus Student 2 (Student with IEP)- Pre-assessment score of 0%
(no questions correct). Post-assessment score of 73%.
Focus Student 3 (Struggling Learner)- Pre-assessment score of
The use of a variety of instructional strategies significantly improved 0% (no questions correct). Post-assessment score of 73%.
student engagement and achievement. All students significantly Focus students were able to demonstrate their learning through
improved their scores from pre to post assessment. The use of the assessment process. The variety of instructional strategies,
technology supported students and increased understanding and engagement, and technology significantly supported these
engagement. students in meeting their learning goals. All focus students met
and exceeded their goals of a score of 60% or higher on their
post-assessment.

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
thinking through Teacher asked questions of analysis and evaluation.
T – Applying T – Integrating complexity of task beyond a single lesson so that there are
1.5 inquiry, problem Students answered questions that included all levels of Bloom’s.
S – Exploring S - Integrating continuing opportunities for students to engage in inquiry in
solving, and Students created their own math problems.
complex problem. How could you extend lesson into PBL?
reflection

Using a variety
In order to move to the innovating
of Teacher used a wide array of level, I will include opportunities
instructional
instructional strategies to support for students to engage in higher
strategies, level thinking and increase
resources, and T-Applying T- Integrating student needs. This included the use
1.4 technologies S-Applying of technology, providing timely collaboration. I would like to give
S- Integrating
to meet feedback, data tracking, and students the opportunity to create
students’
increased engagement. Students their own LessonUp activity with a
diverse peer. This will allow them to create,
learning needs were given opportunities to use
innovate, and collaborate.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 5
 technology to demonstrate learning
and understanding of subject matter.

Creating
physical or
virtual
learning
environments In order to move to the innovating
that promote Teacher created a virtual and physical
student
level, I will support students in
environment that promoted student
learning, T- Applying utilizing technology independently
T- Integrating learning and supported student
2.2 reflect S-Explorin to support their learning. This will
diversity, and g S- Integrating interactions. Students engaged in
be done through independent
encourage collaboration using technology and
constructive
technology based projects or
self assessment.
and collaborative work.
productive
interactions
among
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
The use of technology increased student engagement and ability to I learned how to create an interactive lesson based on the digital
demonstrate their learning. It empowered learning by having platform LessonUp. In addition, I learned how to design the
students take an active role in demonstrating their understanding lesson to include timely feedback, checks for understanding,
and competency of the subject matter. In addition, students formative assessment, and self-assessment. I also learned how to
received timely feedback that allowed them to self assess their use this platform as a means to differentiate student learning to
learning and understanding. meet the diverse needs of students.
Action Items
For curriculum design, lesson
I will continue to incorporate the use of technology into lesson and assessment planning. I will use our
planning, assessment
planning provided school curriculum and supplement with additional technology tools as needed.

I will continue to use technology for differentiation, engagement, and checks for understanding. Technology
For classroom practice
will continue to be used frequently in the classroom.
For teaching English learners, I will continue to use a variety of instructional strategies and technology to support English learners, students
students with special needs,
and students with other
with special needs, and students with other instructional challenges. I will use TPR, drawings, technology,
instructional challenges applications, and more to differentiate and support the diverse needs of students in the classroom.
I want to continue to find professional development resources that support implementing the use of
For future professional
development
technology in the classroom, supporting EL students, and using innovative instructional strategies to support
students and increase engagement.
I will continue to look for new ways to implement technology in the classroom and continue to explore a
For future inquiry/ILP
variety of instructional strategies that will increase engagement and support students.

For next POP cycle I will continue to focus on technology, engagement, instructional strategies, and supporting EL students.

I will continue to utilize technology in the classroom. I want to focus on finding more programs that give
Semester 3 Only:
For future use of technology
students choice, increase engagement, empower them as technology users, and allow students to
demonstrate their learning.
Other Notes

None.

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

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 5
 Jennifer Moritz [email protected] Elementary 6th
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average

21 students 21 students
Pre-assessment data- Class average- 26% on assessment. Post-assessment data- Class average- 83% on assessment.

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
Technology significantly supported EL student.
1. Focus Student: EL 0% 67%
Student exceeded expected results.
2. Focus Student: 504/IEP 0% 73% Student exceeded expected results.
3. Focus Student: Teacher Choice 0% 73% Student exceeded expected results.
4. E. H. 80% 100%
5. H.A 0% 87% Significant growth.
6. K. A. 67% 93%
7. E. B. 40% 100%
8. C. C. 40% 100%
9. D. C 0% 67%
10. J. T. 40% 100%
11. C. L. 67% 93%
12. K. M. 6% 87%
13. E. M. 47% 80%
14. F. M. 6% 33% Additional support needed.
15. A. W. 80% 100%
16. K. W. 20% 87%
17. A. P. 6% 60%
18. K. U. 33% 93%
19. V. R. 27% 67%
20. N. U. 27% 100%
21. A. S. 20% 100%

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 5