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
Shampa Gangopadhyay forshampa@gmail.com Multiple Subject First
Mentor Email School/District Date
Jennifer Clark j.clark@villagecharteracademy.com Village Charter Academy 9/27/23
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 thinking by designing structured inquires into complex
T - Guide students to think critically through use of questioning strategies,
Promoting critical thinking through problems.
T – Applying posing/solving problems, and reflection on issues in content. T – Innovating
1.5 inquiry, problem solving, and S - Students pose and answer a wide-range of complex
S – Exploring S - Students respond to varied questions or tasks designed to promote S - Innovating
reflection questions and problems, reflect, and communicate
comprehension and critical thinking in single lessons or a sequence of lessons.
understandings based on in depth analysis of content
learning.

Plans instruction using a wide

range of strategies to address
Incorporates differentiated instructional learning styles and meet
strategies into ongoing planning that students’ assessed language and
Planning instruction
addresses culturally responsive learning needs. Provides
that incorporates
pedagogy, students’ diverse language, appropriate support and
appropriate
4.4 Applying and learning needs and styles. Integrating challenges for students.
strategies to meet
the learning needs Uses assessments of students’ learning Integrates results from a broad
of all students and language needs to inform planning range of assessments into
differentiated instruction. planning to meet students’
diverse learning and language
needs.
Integrates a wide range of
Using and adapting Selects, adapts, and utilizes appropriate
adapted resources, technologies,
resources, instructional materials, resources, and
and instructional materials to
technologies for concept and skill
technologies, and meet identified student needs
development in subject matter.
standards-aligned and make subject matter
Resources reflect the diversity of the
instructional accessible to students.
3.5 Applying classroom and support differentiated Integrating
materials including
learning of subject matter.
adopted materials, Assists student with equitable
to make subject access to materials, resources,
Guides students to use available print,
matter accessible to and technologies. Seeks outside
electronic, and online subject matter
all students resources and support.
resources based on individual needs.
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
Students will be pre-assessed
on reading the tricky words
from Unit 1.
Will the use of technology in With the use of interactive technology and All practice work digitally will
games in learning the tricky words from unit 1 be saved for informal
practicing and learning a skill
(CKLA Skills First Grade) students will be able to Tricky Words assessment during the
better cater to the diverse memorize the tricky words to help them with lessons. The pre-assessment
learning needs of a classroom? reading. will be repeated at the end of
the lessons to see if the
students better recognized
the tricky words.
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

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
 This student has an IEP and has a difficult The student is an English Learner.
time with conventional classroom He does not like to communicate in This student has had no
expectations. He struggles to keep it any language other than his native formal schooling before first
together if he is not the first one to tongue. He knows set words and grade. She is learning her
Performance Data
complete any task. He struggles to read phrases that he uses to get by. The letters and sounds. She
because he does not like to repeat or redo student confuses letters and sounds struggles with associating
anything. He has been struggling with very often, and struggles with letters and sounds.
tricky words because they require practice. reading.
She will benefit from the use
Student will be engaged with the
of iPads for learning the tricky
Student will be engaged with the new ways use of digital devices in learning
Expected Results words. She will be excited
of practicing the words. tricky words. This will help him
and that will help her learn
master the tricky words.
better.
Inquiry Lesson Implementation Plan
Directions: that Semester 3 requires a lesson that focuses on use of technology to support teaching and learning.
Discuss Results with
Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results
Mentor
One-on-one
One-on-one
Identify dates for activities. assessment
assessment 10/18/23,
10/23/23 to 10/27/23 10/30/23, 11/1/23 11/2/23
10/19/23 and
10/31/23 and
10/20/23
11/1/23
Provide 1-2 sentence summary of The students will work with a group of tricky words each day of the week and we will do new digital
your lesson plan. activities to help them learn the tricky words.
Summarize process for
The Pre and Post Assessments will be one-on-one and the student will read the tricky words from a list
administering and analyzing pre-
and post-assessments. of words. The students work on their devices during the lessons will act as informal assessments.

Semester 3 Only: Identify the

specific technology tools, Interactive board will be used. The Mimio Mobile app and the notebook app will be used to collaborate
applications, links, and/or devices with student iPads that the teacher will control and monitor. Document camera will be used to model
to be incorporated into the by the teacher.
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.)
Realizing the Promise: How can Education Technology improve learning for all? Why Technology in Elementary Education is Important
https://www.brookings.edu/articles/realizing-the-promise-how-can- https://roigacademy.com/technology-in-elementary-
education-technology-improve-learning-for-all/ education/
Comparative Advantages of Technology in Education: Facilitate differentiated Technology is important in elementary school because it
instruction, Expanding opportunities for practice, Increasing learner expands possibilities for teachers, makes education
engagement and Scaling up standardized instruction. flexible and exciting and prepares students for
future.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
One of the Fourth-grade teachers uses technology in many
One of the Second-grade teachers uses the interactive board to teach English
innovative ways. The teacher regularly checks for learning
Language and engage the students in the learning process in Second grade. Her
using Kahoot games. The teacher uses the interactive white
interactive white board lessons were very engaging and helped students learn
board to make the Math lessons engaging. Students look
better.
forward to being in this teaches class in Fourth grade.
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
Educator 2.1a Learner Set professional learning goals to explore and apply
In this group of lessons, I will use the interactive board
pedagogical approaches made possible by technology and reflect in their
and collaborate with the kids on their iPads and practice
effectiveness.
the tricky words. Students will play different games as a
class and in small groups using technology and learn the
Student 1.1c use technology to seek feedback that informs and improves
tricky words.
their practice and to demonstrate their learning in a variety of ways.
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 5
 The three focus students showed the most
Based on the data, post assessment average of 23.84 is 39% higher than
improvement among all students in terms of the pre
the pre-assessment average of 17.12. Except for two students, all the
and post-assessment scores. Their average score
others showed significant improvement in scores with several more than
improved from 5.67 to 15.33 or an improvement of
doubling their respective scores post assessment.
271%.
Initial Evidence/Rational for Rating Suggestions for Moving
CSTP Element Revised Rating
Rating (Summarize from POP Section 3) Forward
To move to INNOVATING level: Consider how to
Promoting critical thinking Teacher asked questions of analysis and evaluation. increase complexity of task beyond a single lesson so
T – Applying T – Integrating
1.5 through inquiry, problem Students answered questions that included all levels of that there are continuing opportunities for students
S – Exploring S - Integrating
solving, and reflection Bloom’s. Students created their own math problems. to engage in inquiry in complex problem. How could
you extend lesson into PBL?

Teacher used technology in

myriad ways to involve all
students in learning the words.
Planning Teacher taught through play to Use the strategy for
instruction motivate the students. Peer interdisciplinary lessons.
that
teaching was used effectively Work for early finishers in
incorporates
during the lessons. Loved the use the form or other apps or a
4.4 appropriate Applying Integrating
of games in the lessons. white board for more work.
strategies to
Collaboration through technology More use of mobile device to
meet the
learning needs was amazing. Hands on, pairs, help teacher mobility during
of all students mixed groups and all groups were teaching.
catered to during the lessons.
Verbal and written opportunities
were given to students.
Teacher used collaboration time
to do informal assessment and
Using available helped students learn from their
technologies to mistakes by communicating with
assist in the students about their learning. Peer correction when
assessment, Teacher compared student collaborating will help
5.6 Applying Integrating
analysis, and performance over the period of student motivation and
communication her lessons to develop learning.
of student understanding of growth in
learning students. She shared the analysis
with students to help motivate
them.
Reflection with peers and
Teacher reflections after the
peer teaching. A student
lesson are precise and honest.
questionnaire in the form of
Reflecting on Teacher adjusted lesson plan and
a smiley or frown face to see
teaching lesson on the basis of previous
how students feel about
6.1 practice in days reflection and student
Applying Integrating their learning. Continue to
support of learning. She had multiple
focus on the lesson
student assignments to help with diverse
objective. Student activities
learning learning needs. Gave
are specifically designed to
opportunities to students who
provide skills practice and
needed to be challenged more.
assessment.
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 teacher addressed the inquiry question systematically and drew on The learning of tricky words is essential to reading
educational research to delve deep into the use of technology in teaching at the early level. It is particularly helpful for
tricky words. She improved her practice my analyzing the scores pre and
students who struggle with reading. The
post use of technology. In self-evaluating her practice and self-reflection
she is working on improving her teaching by using technology. knowledge of tricky words helps students in
The teacher methodically introduced the tricky words in groups of 7-10 per developing fluency and confidence in reading.
day to help students learn them. The different ways of using technology
every day helped excite students to feel motivated for learning. This will
help student in focusing on becoming better readers and helping their
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 5
 fluency.
Action Items
Will make the use of technology an integral tool for first grade learning. Will use technology for student
For curriculum design, lesson
planning, assessment planning
assessment as opposed to paper pen assessments. Will try to use technology more creatively for the
curriculum.
Teach digital responsibility along with use of technology. Will practice using more technology while
For classroom practice
teaching other subjects to create fluidity with the use of technology.
For teaching English learners,
students with special needs, and Giving students more opportunities to use technology during learning to help them with resources that
students with other instructional are appropriate for their learning styles and specific needs.
challenges
For future professional I would like to learn more about using technology to convert workbooks into digitally manipulative
development activities. I would like to learn how to be fluid with the use of technology in teaching.

For future inquiry/ILP For future inquiry I think I would like to focus on writing using graphic organizer.

For next POP cycle For the next POP cycle, I would like to teach opinion writing using a graphic organizer.

I will keep using the mimio mobile app that the school provides to help with classroom collaboration and
Semester 3 Only:
For future use of technology
keep working to it to make sure I master it for use on a daily basis. I will keep practicing the use and
integration of technology in all subject matters.
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.

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
Shampa Gangopadhyay forshampa@gmail.com Multiple Subject First
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average

Score Range: 2-30; Average: 17.12 Score Range: 6-30; Average: 23.84

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL Dante 10/30 20/30 Students seems more confident with
The students fell apart during the assessment.
2. Focus Student: 504/IEP
5/30 15/30 Might recognize more words than the scores
Lorenzo
suggest.
Student will need more practice. Will continue
3. Focus Student: Teacher Choice using technology to practice the tricky words.
2/30 11/30
Juli’ahna Students absences during the lessons impacted
her score.
4. Aria 25/30 30/30
5. Sanam 28/30 30/30
Student will keep practicing the words during
6. Genesis 12/30 23/30
intervention.
7. Bankston 21/30 30/30
Student will keep practicing the words during
8. Leah 4/30 15/30
intervention.
9. Damian 20/30 30/30
10. Gael 28/30 30/30
11. Jacob 20/30 30/30
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 5
 Student will keep practicing the words during
12. Jake 15/30 22/30
mini lessons.
13. Esmeralda 20/30 30/30
14. Ela 20/30 30/30
15. Justin 19/30 30/30
16. Kayley 18/30 23/30
Student will keep practicing the words during
17. Andrew 12/30 18/30
intervention.
18. Matteo 22/30 30/30
19. Robertson 20/30 30/30
Student is in the process for being assessed for
an IEP.
20. Aiden 3/30 6/30
Student will keep practicing the words during
intervention.
Student will keep practicing the words during
21. Elijah 15/30 22/30
mini lessons.
22. Milana 20/30 30/30
23. Jayden S 28/30 30/30
Student will keep practicing the words during
24. Allen 19/30 25/30
mini lessons.
Student is in the process for being assessed for
an IEP.
25. Jayden V 4/30 6/30
Student will keep practicing the words during
intervention.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
910111213141516

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