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
Michelle Bauman Michelle.bauman@heritageoak.org Language Arts First

Induction Mentor Email School/District Induction Date

Cindy Snyder Cindy.snyder@heritageoak.org Heritage Oak Private School 10/22/23

Mentor Match Date Credential Type (MS, SS, ES) Grade Level/Subject Assignment Tentative Induction Completion
Date
9/4/23 MS First/Common Nouns 5/24

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 strategies, T - Facilitates systematic opportunities for students to apply critical thinking
Promoting critical thinking posing/solving problems, and reflection on issues in content. by designing structured inquiries into complex problems.
T – Applying T – Innovating
1.5 through inquiry, S - Students respond to varied questions or tasks designed to promote S - Students pose and answer a wide-range of complex questions and
S – Exploring S – Innovating
problem solving, and comprehension and critical thinking in single lessons or a sequence of problems, reflect, and communicate understandings based on in depth
reflection lessons. analysis of content learning.

1.2 Connecting learning Exploring Uses gathered information about students’ prior Applying Uses school resources and family contacts to
to students’ prior knowledge, cultural backgrounds, life expand understanding of students’ prior
knowledge, experiences, and interest to support student knowledge, cultural backgrounds, life experiences,
backgrounds, life learning. and interests to connect to student learning.
experiences, and
interests. Exploring Students participate in single lessons or Applying Students make connections between curriculum,
sequences of lessons related to their interests and and their prior knowledge, backgrounds, life
experiences. experiences, and interests.
2.1 Promoting social Exploring Models fair and respectful behavior. Applying Reinforces positive, responsible, and respectful
Development and Demonstrates commitment to fairness and student interactions. Assists students to resolve
responsibility within respect in communications with students about conflicts.
a caring community language and behavior. Incorporates cultural awareness to develop a
where each student is Seeks to understand cultural perceptions of positive classroom climate.
treated fairly and Exploring caring community.
respectfully. Students demonstrate efforts to be positive,
Applying accepting, and respectful of differences.

Students participate in occasional community

building activities, designed to promote caring,
fairness, and respect.

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
Can my use of differentiated teaching Through the incorporation of Common Nouns Conduct pre-assessment using topic
in my lesson effectively cater to the differentiated teaching strategies into worksheets to gauge my students
diverse learning needs of my students, my grammar lesson, I aim to address understanding of common nouns.
resulting in a comprehensive the individual learning requirements Administer post-assessment at the
understanding of the lessons objective of all my students. Consequently, my conclusion of the lessons to evaluate
and 90% of my students achieving a expectation is that my students with their performance. Monitor and record
score of 80% or higher on their post- grasp the lessons objective, leading to students common noun test results for
assessment? 90% of them achieving a score of tracking their progress.
80% or higher on their post
assessment.
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
My English Language Learner first language This focus student has a modification plan This focus student excels in academics. She
Performance
Data
is Chinese and he has a difficult time due to his ADHD. He often struggles to is my highest student in math and language
expressing ideas and struggles to verbally focus and stay on task leading him to arts. She will be included in our whole group
communicate what he is trying to say. become academically behind. He does well lesson through participating in think-pair-
Through the use of anchor chart with when sitting up front, having a hands-on share, vocabulary, lesson content, and
pictures, and a noun video clip in this activity, and loves to draw. I will provide assessments. I will differentiate her lesson
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 7
 common noun lesson will be beneficial to him with a guided lesson, scaffolding, and by pulling her aside in a small group where
him. This lesson will allow for interaction the opportunity to draw to engage his she is challenged through her knowledge of
and have lots of visuals. I will pull him aside attention and keep him focused. In addition, common nouns. Based on how well she
to work in a small groups when he is I will pull him aside to have him work in a does, I will provide her with a more
demonstrating his knowledge of common small group to make sure he is challenging common noun homework
nouns through drawing and labeling to make understanding the common noun lesson. assignment.
sure he is understanding what to do.
My expected result is that the student will My expected results is that the student will My expected result is that the student will
Expected Results make progress from the pre-assessment to demonstrate progress from the pre- demonstrate significant improvement
the post-assessment, although they may not assessment to the post-assessment, although between the pre-assessment and post-
necessarily reach the target of achieving an they may not necessarily achieve the target assessment., surpassing the lesson objective
80% or higher on the post-assessment. goal of scoring 80’% or higher on the post- of achieving 80% or higher on the post-
However, I am confident that employing assessment. I firmly believe that facilitating assessment. I am confident that
clear vocabulary explanations and visual small group learning and providing hands-on incorporating challenging material will
aids will facilitate this students grasp of the activities will be instrumental in assisting the enable my student to excel even further and
common noun concept. student in comprehending the common noun stay on task.
concept.
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.

11/6/23 11/6/23- 11/10/23 11/10/23 11/13/23 11/14/23

The students will acquire the ability to recognize, read, and write common nouns, and this competency will be assessed
Provide 1-2 sentence
through various means, including lesson observations, written assignments, as well as pre and post assessments.
summary of your lesson plan.

Summarize process for To gauge the students comprehension of nouns commencing the topic, I will provide them with a pre-assessment common
administering and analyzing noun worksheet. Subsequently, I will utilize the data collected to inform my instructional approach, tailoring it to meet the
pre- and post-assessments. specific needs of students who require additional support or more challenging assignments. Following a week of lessons, the
post assessment will take form of a common noun test. Afterward, I will analyze the data to determine whether we can
progress to the net lesson or if there is a need to revisit and reinforce the lesson topic.
Semester 3 Only: Identify the N/A- I am in semester one
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.)

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 7
 I came across an article that dives into the concept of differentiated The second article I came across focuses on differentiated instruction. This
instruction, discussing its definition, offering advice for educators, article discusses the strategies for adjusting the content complexity,
suggesting classroom materials, and providing insights on its implementation diversifying the learning settings, and offering various avenues for students
in lesson planning. to demonstrate their comprehension.

 https://resilienteducator.com/classroom- resources/examples-of-  https://www.weareteachers.com/5-differentiated-instruction-

differentiated-instruction/ strategies-to-try-out-this-year/
 Reference:  Reference:
 Weselby, C. (2021, April 20). In What is Differentiated  Staake, J. (2022, October 19). Differentiated Instruction Strategies
Instruction? Examples of How to Differentiate Instruction in the . Retrieved from https://www.weareteachers.com/5-differentiated-
Classroom. Retrieved from instruction-strategies-to-try-out-this-year/
https://resilienteducator.com/classroom- resources/examples-of-
differentiated-instruction/ The essential concepts I extracted from this article, which I intend to
incorporate into my lesson plans for teaching common nouns include:
The key insights I took from this article, which I intend to incorporate
into my lesson plans for teaching common nouns include: 1. Conveying concepts using both auditory and visual methods.
2. Engaging with small groups to reinforce understanding for student
1. Crafting lessons tailored to student learning styles who are struggling or to expand the knowledge and abilities of
2. Forming student groups based on shared interests, subjects, or advanced learners.
proficiency for assignments. 3. Granting students, the freedom to work individually or in small
3. Employing formative assessment to gauge student progress. groups on their projects.
4. Cultivating a classroom environment that promotes safety and 4. Fostering student creativity in designing their own assignments,
support. provided they include the necessary elements.
5. Ongoing evaluation and adaption of lesson content to address 5. Establishing well-defined guidelines for independent work tailored
students requirements. to individual requirements.
6. Emphasizing content, process, product, and the learning
environment.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
First Grade Team- Three First Grade Teacher-Multiple Subject My Mentor-Kindergarten Teacher-Multiple Subject

When discussing with my kindergarten team, they expressed different ways in which they When meeting with my mentor teacher, she expressed that using small group instruction is a great
differentiated lessons to fit each students learning need. They discussed using technology in the way to differentiate instruction and meet the learning needs of all students. I took away from our
classroom. I took away from our meeting that the use of Seesaw is a great tool to make lesson meeting that small groups are a fantastic way to meet with my students and accommodate their
interactive and fun. I plan on implementing seesaw into my next lesson . They also discussed that learning needs. I can implement iready to assign more challenging work for those who need it,
drawing common nouns is a great way to keep first graders engaged and excited to learn. reteach my lower students, and assign differentiated homework based on each students learning
level.
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
N/A- I am in semester one N/A- I am in semester one

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
Pre-Assessment Data- I feel these scores are pretty accurate to my students this year. Many are El Student- I was very happy with this students growth from a 71 % to a 93%. Having this lesson
higher and had previous knowledge of common nouns. There are also some that are lower because with a great hook, explain vocabulary fully at the start, using technology, and fun activity share
this was a pre assessment and was given before being taught common nouns. outs helped this student fully achieve lesson objectives.

Post Assessment Data- I was very pleased overall with these post assessment scores. This shows 504/IEP Student- I was very pleased with this students growth from a 64% to an 80%. The student
the students understood the lesson objectives and concepts taught. did not get an 85% or higher on the post assessment but they did well regardless. Having the lesson
with a great hook, explain vocabulary fully at the start, using technology, and fun activity share
outs helped this student achieve lesson objectives. Sitting in the front of the room kept their
concentration on the lesson. Giving more time for independent work allowed for this student to
understand lesson objectives.

Gifted Student- This student fully understood the lesson objectives. They received 100% on pre
and post assessments.
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 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
solving, and reflection Students created their own math problems. complex problem. How could you extend lesson into PBL?
Connecting The teacher encouraged students to think of nouns that Moving forward, I need to plan instruction incorporating
they see or use in their everyday lives. This encouraged a repertoire of strategies specifically to meet the students
learning to the students to think about how they could compare the diverse language and learning needs and styles to
students’ prior nouns lesson to their prior knowledge, life experiences, advance learning for all.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 7
 1.2 knowledge, Exploring Applying and interests.
I think spending more time in small groups getting to
backgrounds, Students showed connection to prior knowledge through really know my students and their interests will help me
life experiences, successfully being able to name nouns they use in their advance to the next level.
and interests. everyday life.
Promoting The teacher encouraged her students throughout the Moving forward, I plan to continue encouraging my
lesson, created activities where students interacted with students when completing their activities and make sure
social one another, and treated her students fairly and with my students are in a positive learning environment and
Development respect. feel uplifted.
and
responsibility
The students demonstrated social development through I think spending more time in small groups will help my
within a caring Exploring Applying interactive games and showed responsibility by playing students get to know one another and encourage my shy
2.1 community the games fairly and with respect. students to interact socially.
where each
student is
treated fairly
and
respectfully.

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
N/A I am in semester 1 N/A I am in semester 1

Action Items
Overall, I think the lesson went great! I think being prepared and having thought out, well-constructed lessons helped my students to achieve their
For curriculum design, lesson understanding of the lesson objectives. I believe having a positive learning environment and behavior management plan allowed for minimal classroom
planning, assessment disruption and optimum learning outcomes. I felt I had a great pre/post assessment. I also am pleased with the hands-on learning activities and small group
planning differentiation.
Positive Learning Environment: To maintain a positive learning environment with a welcoming climate of caring, respect, and fairness, I will randomly select
For classroom practice students using my “lucky ducks” to answer lesson questions. This will be a fair way to choose participants, since we probably won’t have enough time for every
student to get a turn to answer a question. However, every student will get an equal amount of time in independent work.

Classroom Procedure: I will also use positive reinforcement to display my expectations to my students. To prevent and redirect challenging behaviors, I will
be using class dojo to reward student for appropriate behavior. I will also use my success plan to give a consequence to students who are not displaying the
appropriate behavior during the lesson.
For teaching English During the independent practice time, I will monitor my students and check for understanding. In small group, I will have differentiated instruction. I will have
learners, students with additional resources on hand for students who need to be challenged. I will also have a reteach lesson for students that are not understanding the concepts. I will
use visuals and explain vocabulary.
special needs, and
students with other
instructional challenges
In Kindergarten, we primarily use Seesaw. I would like to inquire other applications that can be used on the iPad for Kindergarten that would enhance and
For future professional engage their learning experience.
development
I would love to incorporate more group work and hands on activities into the lesson.
For future inquiry/ILP

I would like to use technology and implement Seesaw into my lesson.

For next POP cycle

N/A I am in semester 1
Semester 3 Only:
For future use of technology

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 7
 Other Notes
None currently.

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
Michelle Bauman Michelle.bauman@heritageoak.org Language Arts First

Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
8 Students- A 100% 11 Students- A 100%
3 Students- A 93 % 7 Students- A 93%
5 Students- B 85% 4 Students- B 85%
5 Students- C+ 78% 1 Student- B- 80 %
1 Students C- 71 %
1 Student- D 64%
I was very happy with the overall post assessment scores. This shows that the
I feel these scores are accurate to my students this year. Many are higher and had students understood the lesson objective and concepts being taught.
previous knowledge of common nouns. There are also some that are lower because this
was a pre assessment and was given before being taught common nouns.
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL 11/14 71% 14/15 93% I was so happy to see this students growth from a 71% to a
93%. Having this lesson with a great hook, explain
vocabulary at the start, and fun activity share out helped
this student to fully understand the lesson and objectives
being taught.
2. Focus Student: 504/IEP 9/14 64% 13/15 85% I am very happy with the students growth from a 64% to a
85%. This students did not get an 85% or higher on the
post assessment but they still did great. Having this lesson
with a great jook, explain vocabulary at the start, and fun
activity share outs helped this student achieve lesson
objectives. Sitting in the front of the room kept their
concentration on the lesson. Giving more time for
independent work allowed for this student to understand
the lesson objective.
3. Focus Student: Teacher Choice 14/14 100% 15/15 100% This student fully understood the lesson objective of
common nouns.
4. WY 12/14 85 % 14/15 % 93 %

5. AR 14/14 100% 15/15 100%

6. IS 12/14 85 % 14/15 % 93 %

7. LB 11/14 78% 13/15 85%

8. RN 14/14 100% 15/15 100%

9. MN 11/14 78% 13/15 85%

10. KM 13/14 93% 15/15 100%

11. SJ 12/14 85 % 14/15 % 93 %

12. SP 14/14 100% 15/15 100%

13. MC 11/14 78% 13/15 85%

14. KH 12/14 85 % 14/15 % 93 %

15. HS 14/14 100% 15/15 100%

16. LT 13/14 93% 15/15 100%

17. HM 14/14 100% 15/15 100%

18. EA 9/14 64% 13/15 85% This student just got back from being sick and I think was
still adjusting back to being in class.
19. MG 14/14 100% 15/15 100%

20. AW 12/14 85 % 14/15 % 93 %

21. CL 11/14 78% 13/15 85%

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 7
 22. IM 13/14 93% 15/15 100%

23. JF 14/14 100% 15/15 100%

24.
25.
26.
27.
28.
29.
30.
31.
32.

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 33.
34.
35.
36.
910111213141516

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