EIP 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
Kathryn Plowman [email protected] Multiple Subject 3rd
Induction Mentor Email School/District Induction Date
California Online Public
Mindy Hall [email protected] 10/9/2023
Schools
Mentor Match Date Credential Type (MS, SS, ES) Grade Level/Subject Tentative Induction
Assignment Completion Date
8/21/23 Elementary School 3rd grade Multiple Subject Spring 2025
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 - Includes questions in single lessons or a T - Facilitates systematic opportunities
sequence of lessons that require students to for students to apply critical thinking by
Promoting critical recall, interpret, and think critically. designing structured inquiries into
T– T–
thinking through complex problems.
Exploring Innovating
1.5 inquiry, problem s- Students respond to varied questions or tasks S - Students pose and answer a wide-
S– S-
solving, and designed to promote comprehension and critical range of complex questions and
Exploring Innovating
reflection thinking in single lessons or a sequence of problems, reflect, and communicate
lessons. understandings based on in depth
analysis of content learning.
T- Uses comprehensive knowledge of
T- Uses data from a variety of formal and
students to make ongoing adjustments
informal sources to learn about students and
and accommodations in instruction.
T– guide selection of instructional strategies to T–
Using knowledge of
1.1 Applying meet diverse learning needs. Innovating
students to engage S- Students take ownership of their
S– S-
them in learning learning by choosing from a wide range
Applying S-Students engage in learning through the use of Innovating
of methods to further their learning
adjustments in instruction to meet their needs.
that are responsive to their learning
needs.
T- Facilitates a rigorous learning
T- Develops a rigorous learning environment that environment in which students take
includes accuracy, analysis, problem solving, and leadership in learning.
Creating a rigorous
appropriate levels of challenge. Fosters extended studies, research,
learning
Holds high expectations for students. Has an analysis and purposeful use of learning.
environment with T– T–
understanding of achievement patterns, and Supports students to utilize an
high expectations Applying Innovating
2.4 uses scaffolds to address achievement gaps. extensive repertoire of differentiated
and appropriate S– S-
strategies to meet high expectations.
support for all Applying Innovating
S- Students engage in a variety of differentiated
students
supports and challenges in ways that promote S- Students take responsibility to fully
their accuracy, analysis, and problem solving in utilize teacher and peer support, to
learning. achieve consistently high levels of
factual and analytical learning.
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.
Assessments/Data
Inquiry Question Hypothesis Lesson Series Topic
Collection
What is the relationship between multiplication Students will be able to Fact Families- Relating  Observation
and division? demonstrate 80% mastery in 3/5 multiplication to division. though inquiry
attempts to demonstrate the style questioning.
relationship between  Pre/post
multiplication and divisions assessment data
using fact families.  Number talk
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 7
 inquiry data

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
FS 2 struggles with completing FS 3 is identified as gifted and
tasks, perseverates over worries talented and struggles with
has difficulty concentrating, communication and overall
hearing, learning, and needs more engagement. This student would
FS1 is 1 is an EL 4- expanding proficiency. I have
time than her peers to complete benefit from small group
been collaborating with the EL teacher to
tasks. She has a recent diagnosis instruction that are interest driven.
determine what strategies will best help to support
with generalized anxiety disorder, Teacher led examples and
this student. I used small group instruction, visual
ADHD, and general depression. FS 2 opportunities to share skills the
aids, graphic organizers, and independently support
is easily agitated and her student is strong in are a great way
her with vocabulary. She also uses verbal
temperament can be unsteady. I for the student to practice
expression of mathematical concepts.
initiated the 504 processes to help communication and speaking skills.
support FS2. Through collaborating Graphic organizers and use of
with the SPED team, we agreed notes will help student organize
Focus student 1 is an English Language Learner who
upon the following supports. Extra thoughts
has a 97% at mid semester A for her math grade.
time is given on assignments,
Focus Student 1 received 79% on the
Performance student may present alone or
preassessment and a 93% on the post assessment.
Data speak with me after class, exempt Focus student 3 has a 99% at mid
from time tests, and student will semester A for his math grade.
self-advocate if additional Student 2 received 98% on the
accommodations are needed. Frist, preassessment and 48% on the
then vocabulary is used, FS works post assessment.
in 15 minutes chunks then breaks
for 5 minutes. Non desirable tasks
are completed first and
implementation of a visual reward
system.

Focus Student 2 has an 92% at mid

semester A for her math grade.
Student 2 received 35% on the
preassessment and a 68% on the
post assessment.
I expect focus student 3 to
Focus student one is currently thriving in her I expect focus student 2 to gain a
maintain high scores in the 95-
coursework. I expect focus student 1 to maintain a better understanding of fluency
100% range in post assessment
100% in math but gain a better understanding of and have a 5-10% increase on post
data. I expect that he will enjoy the
Expected Results how the vocabulary relates to the post assessment. assessment data.
post assessment being in game
form and hopefully use this as an
opportunity to engage and
communicate with peers.
Inquiry Lesson Implementation Plan
Directions: that Semester 3 requires a lesson that focuses on use of technology to support teaching and learning.
Administer Post- Discuss Results
Administer Pre-Assessment Deliver Lesson(s) Analyze Results
Assessment with Mentor
Identify dates for activities.
10/16-11/16
10/12 11/16 11/18 11/18
(twice a week)
Provide 1-2 sentence Two 45-minute lessons a week focusing on critical-thinking based fluency in multiplication and division. Students open
summary of your lesson with number talks, then move into whole group instruction, students then apply lesson instruction in a game-based
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 7
 plan. exit ticket.
The pre and post assessment will be administered in Blooket as an exit ticket. Students will work individually to
Summarize process for
answer questions that will be digitally submitted. After the lesson is taught the student will answer 8 multiplication
administering and analyzing
and division problems in this game. It allows for independent results in platform to help build confidence. They are
pre- and post-assessments.
able to be assessed while participating in a game like challenge.
Semester 3 Only: Identify
the specific technology
tools, applications, links,
and/or devices to be
incorporated 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.)
inquired: Inquiry Connections:
Using Inquiry Cycles in PLCs to Improve Instruction:
https://www.inquired.org/post/inquiry-unit-design
https://ies.ed.gov/ncee/edlabs/regions/west/relwestFiles/pdf/REL-West-4-2-3-
4-Literacy-Improvement-Partnership-Inquiry-Cycles-Infographics-508.pdf
Inquiry Connections talks about what inquiry actually is and
how we as educators should craft the inquiry question. This
Using the same inquiry principals that are used in the classroom to improve
questioning should be a complex open ended question that is
instruction start in our PLC groups. This helps to drive instructional outcomes in the
compelling, something that can be investigated, and creates a
classroom, foster an improvement mindset in teachers, data grounds discussions,
“call to act” that aligns to standards.
and encourages reflection in the inquiry cycles.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Jasmine Smith- 5th GRADE Science, STEAM Focus Sarah Sulman 4th Grade ELA, Literature Studies
https://thewonderofscience.com/teaching https://www.greatbooks.org/junior-great-books-k-5/

Mrs. Smith teaches a STEAM class that is based off scientific inquiry and loosely Mrs. Sulman teaches a Literature study in the form of Socratic
follows the inquiry cycle that The Wonder of Science teaches. This process puts seminars. Students read a story multiple times. They interact
students in control of their own learning though a series of questions: What do you with story using inquiry questioning that is then supported by
wonder, what do you know, what do you think, how can you test it, how do you evidence found in the text through peer conversation.
know all based off a phenomenon that aligns with a grade level standard. Students are able to approach the challenges in these stories
through multiple perspectives and reasonings behind ideas.

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
Our learning environment is digital and 100 percent online.
2.6 Facilitator Educators facilitate learning with the technology to support Daily instruction is done from a Zoom platform called Live
student achievement of the ISTE Standards for Students. Class. Positive, safe, and ethical behavior is explicitly taught
2.6 Foster Student Ownership of Learning: Foster a culture where students take and modeled in our daily instruction. Students spend the first 3
ownership of their learning goals and outcomes in both independent and group weeks of Live Class culture building. Within this culture
settings. building process, we create both independent and whole class
2.6.b. Foster Classroom Management of Tech: Manage the use of technology and goals for our educational outcomes. Students create a class
student learning strategies in digital platforms, virtual environments, hands-on constitution that dictates how our class will function, its rules,
makerspaces and in the field and expectations. For this specific lesson students will
1.2 Digital Citizen Students recognize the rights, responsibilities and opportunities continue to conduct themselves in line with our class
of living, learning and working in an interconnected digital world, and they act constitution and compare learning goals to outcomes at the
and model digital citizenship in ways that are safe, legal and ethical end of the unit.
1.2.b Students engage in positive, safe, legal and ethical behavior when using
technology, including in social interactions online or when using networked devices.

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
Pre Assessment: Class Average: 65% FS1:
13 out of the 30 students in attendance scored 80% or higher in the Pre- Assessment: 79%
preassessment. Post: She achieved all lesson objectives and was able to apply
what she learned to the unit with better understanding of the
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 7
 vocabulary. Focus Student 1 received 79% on the
preassessment and a 93% on the post assessment.

FS2:
Pre- Assessment: 35%
Post: FS2 did not meet the overall 80% goal I had for students
but did meet her individual goal of a 5-10% increase. She
received 35% on the preassessment and a 68% on the post
assessment.
Post Assessment: Class Average: 79%
15 out of the 27 students in attendance scored 80% or higher in the post FS3:
assessment Pre- Assessment: 98%
Post: Focus student 3 has a 99% at mid semester A for his
math grade. Student received 98% on the pre assessment and
48% on the post assessment. When I called home to discuss
the findings with the family focus student chose to not
participate in the Blooket due to game choice and will retest.
He was however engaged in the lesson, peers, and
demonstrated greater communication.

Initial Evidence/Rational for Rating

CSTP Element Revised Rating Suggestions for Moving Forward
Rating (Summarize from POP Section 3)
Promoting To move to INNOVATING level:
critical Teacher asked questions of Consider how to increase
T–
thinking analysis and evaluation. complexity of task beyond a single
Applying
through T – Integrating Students answered questions that lesson so that there are continuing
1.5 S–
inquiry, S - Integrating included all levels of Bloom’s. opportunities for students to
Explorin
problem Students created their own math engage in inquiry in complex
g
solving, and problems. problem. How could you extend
reflection lesson into PBL?
T-Teacher modeled fact families
and asked high level questions, my
favorite being, “How did you know
that?”
Great prompting students to get To move to innovating level I
their writing tools out, to work out need to expand my use of
the problems. Great use of a resources and technologies so
second camera, one showing the that I am able to offer more to
Using a variety slide and one showing the doc my students with diverse
of instructional cam as you worked the problem learning needs. This way
strategies, T- out with student prompting
students will be able to take
resources, and Applying T- Integrating
1.4 more ownership for their
technologies to S- S - Integrating S- Students were very engaged in
meet students’ Applying the lesson. They had many options learning outcomes in a way
diverse to participate: chat, microphone, that is best suited for
learning needs holding up whiteboards, reactions individual advancement.
or thumbs up, and participate in
shared learning game, Blooket.
Students were able to use
discourse to explain how they
knew the answer. You can see the
classroom environment Mrs.
Plowman created. Students feel
very comfortable in her class.
1.5 Promoting T- T- Integrating T-Teacher modeled fact families To move to innovating I need
critical thinking Exploring S - Integrating and asked high level questions, my to let data inform more of my
though inquiry, S- favorite being, “How did you know lessons so that instruction is
problem Exploring that?”
more strategic and targeted. I
solving, and Great prompting students to get
use data to guide small group
reflection their writing tools out, to work out
the problems. Great use of a instruction but I often let
second camera, one showing the curriculum needs and
slide and one showing the doc standards guide whole group
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 7
 cam as you worked the problem
out with student prompting

S- Students were very engaged in

the lesson. They had many options
to participate: chat, microphone,
holding up whiteboards, reactions
or thumbs up, and participate in
shared learning game, Blooket.
Students were able to use
discourse to explain how they
knew the answer. You can see the
classroom environment Mrs.
Plowman created. Students feel
very comfortable in her class.
T- The classroom energy is To move to innovating I need
contagious. Teacher is excited to help student take more
about the skill being taught. This responsibility for their own
excitement spills over to the learning outcomes and goals
students. The teacher shared through reflection and self -
different ways to solve fact assessment.
families with graphic organizers,
Using pictures, higher level questioning,
instructional T- and exit ticket to check for
time to Emerging T- Integrating understanding.
2.7
optimize S– S - Integrating
learning Emerging S- Students feed off of the
teacher’s energy. They were so
excited to solve these fact families
and were able to switch from one
way of solving to another
effortlessly. Students obviously
feel very comfortable in class. The
teacher established a trusting,
safe environment.
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

Action Items
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

Semester 3 Only:
For future use of technology
Other Notes
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 7
 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
Kathryn Plowman [email protected] Multiple Subject 3rd
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Class Average: 65% Class Average: 79%
13 out of the 30 students in attendance scored 80% or higher in the 15 out of the 27 students in attendance scored 80% or higher in the
preassessment. post assessment

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: 79% 93% Met Standard
2. Focus Student: 504/IEP: 35% 68% Did not Meet Standard
Did not Meet Standard- Student will retest
seeing that standard was met in the
preassessment and not the post. Student
3. Focus Student: 98% 48%
shared that he did not attempt to try because
he did not like the game that was chosen in the
Blooket platform.
4. C 95% 100% Met Standard
5. A 71% - Absent for Post Assessment
6. E 50% 40% Did not Meet Standard
7. C 95% 100% Met Standard
8. Z 79% 86% Met Standard
9. J 24% 44% Did not Meet Standard
10. K 24% 31% Did not Meet Standard
11. Y 91% 93% Met Standard
12. O 100% 98% Met Standard
13. E 65% 57% Did not Meet Standard
14. H 47% 56% Did not Meet Standard
15. A 54% - Absent for Post Assessment
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 6 of 7
 16. K - 90% Absent for Pre Assessment
17. C 61% 71% Did not Meet Standard
18. D 83% 96% Met Standard
19. E 92% - Absent for Post Assessment
20. S 97% - Absent for Post Assessment
21. B 29% 38% Did not Meet Standard
22. J 31% 47% Did not Meet Standard
23. A 50% - Absent for Post Assessment
24. O - - Absent for Pre/Post Assessment
25. C 88% 82% Met Standard
26. A 83% 90% Met Standard
27. L 42% 46% Did not Meet Standard
28. J 96% 100% Met Standard
29. S 79% 88% Met Standard
30. M 32% 20% Did not Meet Standard
31. V - - Absent for Pre/Post Assessment
32. V 100% 100% Met Standard
Absent for Pre Assessment- Met standard in
33. M - 85%
post
34. M 90% 95% Met Standard
35.
36.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 7 of 7