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
Ashley Londo alondo@csu.fullerton.edu Mathematics 10
Mentor Email School/District Date
John Myung jmyung@tustin.k12.ca.us Tustin Unified 2/27/22
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
Promoting critical thinking through posing/solving problems, and reflection on issues in content. thinking by designing structured inquires into complex problems.
T – Applying T – Innovating
1.5 inquiry, problem solving, and 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
reflection comprehension and critical thinking in single lessons or a sequence of problems, reflect, and communicate understandings based on in
lessons. depth analysis of content learning.

T - Provides students with additional

T - Integrates the ongoing sharing of
feedback based on formative
comprehensible feedback to students
Using assessment assessments from single lessons or
from formal and informal
information to share sequence of lessons. Seeks to provide
assessments in ways that support
timely and feedback in ways that students
T- Exp. T- Int. increased learning.
5.7 comprehensible understand.
S- Exp. S- Int. S - Communicates regularly with
feedback with S - Communicates with families about
families to share a range of
students and their student progress, strengths, and needs
assessment information that is
families at reporting periods. Contacts families
comprehensible and responsive to
as needs arise regarding struggling
individual student and family needs.
students or behavior issues.
T - Establishes and articulates
comprehensive short-term and
Establishing and T - Establishes and shares learning goals long-term learning goals for
T- Exp. T- Inn.
4.2 articulating goals for for skill development with students in students. Assists students to
S- Exp. S- Inn.
student learning single lessons and sequence of lessons. articulate and monitor learning
goals.

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
Using Aeries to track how
many retakes students in
Using tutorial days for
the D and F range are
Will sending an email to parents Students with a D or F will one month to provide
taking.
whose child has a D or F increase retake assessments to improve small group instruction
Using Aeries to track how
the number of retakes? their grade. to students with a D and
many students who are
F.
currently in the D and F
range move up.
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
Performance Data FS1 is a student I received at the FS2 is a student who struggles FS3 is a student who suffered a
semester. He ended first semester with with focus, time-management, very traumatic loss of a parent.
an F. Currently in my class he has a and using class time efficiently. He is a very quiet and keeps to
51.29%. FS1 struggles with basic The accommodations on FS2’s IEP himself. He misses school
arithmetic. He does not have a solid include: preferential seating, frequently and his absences have
foundation of algebraic concepts. He frequent checks for affected his grades. FS3 lives with
struggles with comprehension and needs understanding, movement breaks, grandma. He gets stressed and
visuals and modeling to understand what small group for tests (as needed), easily overwhelmed. As a result,
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 7
 and extra time for assignments
and assessments. FS2 currently
he requires more time to
has a 52.89%. FS2 has never taken
complete assignments and
advantage of retake
assessments. FS3 struggles in
I am asking or instructing of him. He opportunities. FS2 currently has
math and currently has an F. He
needs extended time on assessments. 17 missing assignments. FS2 is
is also a student in directed
His oral communication in English is also in a directed studies class
studies and I work closely with
strong. He tries hard and will come in at where he gets extra support in his
the directed studies teacher to
lunch often to get extra help on classes. FS2 ended first semester
help get Sean caught up and
homework assignments. Currently he with a C, but this semester he is
make accommodations. When
has 10 missing assignments. struggling. He currently has Fs in
FS3 is present, he is actively
Assignments take him longer, so all his academic courses. FS2
engaged. He does well when he
modifications need to be made. performs better on tests when he
is in class, but his frequent
takes it with a paraeducator in a
absences hinder his academic
different room. He often needs
success.
more time to complete
assessments.
I know FS2 can pass the Unit 9
assessment with at least a C,
however, based on his behaviors
On the preassessment I expect FS1 to get
in class recently and his FS3 has taken retakes before and
below a C. He will be a part of my small
disengagement during the has been more successful when
group instruction. FS1 has not yet taken
lessons, I don’t think he will. If he he takes it a second time. If FS3
advantage of a retake opportunity. I am
Expected Results gets a D or F on the test, I will receives a D or F on the pre-
hoping that by having 2 review lessons
send an email to his parents and assessment, I know he will do a
will encourage FS1 to do a retake and
inform his case carrier. I am retake and improve his score to
improve his grade to pass with at least a
hoping that this, along with the at least a C or better.
C.
review lesson will encourage FS2
to retake the test to improve his
grade.
Inquiry Lesson Implementation Plan
Directions: that Semester 3 requires a lesson that focuses on use of technology to support teaching and learning.
Administer Post-
Administer Pre-Assessment Deliver Lesson(s) Analyze Results Discuss Results with Mentor
Assessment
Identify dates for activities. Unit 9 Test
3/22 and 4/5 4/7 4/8 4/11
Wednesday 3/9
I will administer the Unit 9 Test on Wednesday 3/9/22. I will grade this assessment and make a list of
students who received below a C. On Tutorial days 3/22 and 4/5 I will use targeted intervention to
Provide 1-2 sentence summary of reteach the concept to students who did not meet the learning goal. On 3/22 I will hold a review
your lesson plan. lesson for Concept 1: I can solve problems involving angles, arcs, and tangents in circles. On 4/5 I
will hold a review lesson for concept 2: I can graph and write equations of circles. On 4/7 students
will have the opportunity to retake the Unit 9 assessment.
All students will take the pre-assessment in class on Wednesday 3/9/22. I will grade the tests within
Summarize process for one week and upload the scores to Aeries. For students who received below a C, I will create a list. I
administering and analyzing pre- will send emails out to their parents. I will hold small group instruction to review the concepts.
and post-assessments. Students will have the opportunity to retake the assessment on Thursday 4/7 at lunch. I will then
grade the retakes and discuss the data with my mentor.
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.)
Keeping Parents Informed. (n.d.). In Scholastic. Retrieved from Cutler, D. (2019, May 28). Tips for Allowing Test

https://www.scholastic.com/teachers/articles/teaching- Retakes. In Edutopia. Retrieved from

content/keeping-parents-informed/ https://www.edutopia.org/article/tips-

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 7
 allowing-test-retakes

Summary: Giving students a chance to redo tests and

assignments can help them keep striving for mastery.
Summary: Keeping parents informed is makes a positive difference Everyone has off days and retakes allow students to
in a child's educational experience. Parents can help by knowing achieve more success. Retake policies need to be clear
your expectations of students. Connecting with them through and well managed. 
positive communication helps them reinforce the right academic
habits and classroom behavior that will help students succeed. After reading this article, I realized I need to do a better
part on my end to set deadlines for when students have
an opportunity to retake. Currently, I do not do this and I
sometimes feel overwhelmed when it’s weeks later and
a student wants to retake an assessment.  

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Algebra 1/Finite Math
Geometry/Geometry Honors Parent Communication:
Parent Communication:  Weekly parent emails
 Aeries communicator  Email parents of students who are struggling explaining
 Email grades at least once or twice a quarter ways she can help
 Emails and phone calls home for students who are really struggling  Most productive emails: when it’s an unrelated issue to
Retakes grades (ex: behavior in class)
 During tutorials (once every 2 weeks)  Email student directly when she believes they would
 Review during tutorial benefit from retaking (cc their parent)
 Retakes during tutorial Retakes
 Retake the assessment within a month  Students can retake any concepts (usually 3-4 per test)
 Retake Data:  Must fill out a retake request form
o A handful who really need to retake to improve their grade  Complete 8 additional practice problems
use retake opportunities  Data: Mostly A and B students use retakes to improve
o Some students who trip up on a test retake and do much their understanding and improve their grade. C and
better below students don’t really take advantage of retake
o Overall, retakes are not being utilized what it was intended opportunities
for  If the whole class performs poorly on an assessment,
she will go back and reteach and reassess
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

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
According to the class average score, individual student I am a bit disappointed with the data I collected. This was a
letter grades, and individual student grade percentages, high scoring assessment, and the amount of D and F
students was lower than I had anticipated. After reaching
there was an overall increase in academic success—
out to parents for students with D’s and F’s and working
though not with every student. The class average rose with those students in a small group to review the
from 81.58% to 85.79% on Concept 2, which is over 4%. concepts, I had hoped more of them would have done the
Only 5 students decided to retake the assessment after retake opportunity so that I could have that post
we did small group review. One student who was not in assessment data. I was surprised about the one student
the small group and did not get a D or F decided to retake who had a C who decided to retake without any review or
the assessment to improve their score. 2 out of the 4 instruction from me. This is a common trend I’ve noticed
this year; students who the retakes were intended for
students who received an F on concept 2 retook the rarely take advantage of these opportunities.
assessment and got an A. 1 out of 3 students who FS1: FS1 exceeded my expectations on this assessment. He
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 7
 received a 20/24 on Concept 1 and 15/20 on Concept 2. I
think having the formulas and visuals helped FS1
experience success on this assessment. He was not a part
of my small group or on the D and F parent email list, so he
ultimately did not retake.
FS2: FS2 did well on concept 1 with a score of 21/24 but
received a D on the assessment retook and got an A the struggled on concept 2 and received a score of 9/20. FS2
second time. was in the small group and actively participated during the
review. I was able to informally assess FS2’s progress while
working on the white boards. FS2 also decided to retake
the assessment and received a 20/20.
FS3: FS3 was unfortunately absent the days of tutorial and
did not participate in the review. FS3 did extremely well on
the pre-assessment and did not need to do the retake.
Initial Evidence/Rational for Rating
CSTP Element Revised Rating Suggestions for Moving Forward
Rating (Summarize from POP Section 3)
To move to INNOVATING level: Consider how to increase
Promoting critical thinking Teacher asked questions of analysis and evaluation. complexity of task beyond a single lesson so that there are
T – Applying T – Integrating
1.5 through inquiry, problem Students answered questions that included all levels of continuing opportunities for students to engage in inquiry
S – Exploring S - Integrating
solving, and reflection Bloom’s. Students created their own math problems. in complex problem. How could you extend lesson into
PBL?

Moving forward, I can do a

Students worked problems out better job at communicating
on whiteboards and teacher with parents when I notice a
verified answers. trend with a particular student.
Using
For example, if a student
assessment
Some students struggled to start struggles with solving equations
information to
the problems, but the NT or working with fractions I can
share timely
T- Exp. T- Applying redirected and assisted. inform the parent so that we
5.7 and
S- Exp. S- Applying work together to help get the
comprehensible
Teacher checked each students’ student the supports they need.
feedback with
whiteboard after assigning a Currently, I send out mass,
students and
problem to try independently. generic emails to parents for
their families
Informed the student if they students with D’s and F’s, but a
were correct and cleared up any more personalized approach will
misconceptions if necessary. support my students better in
the long run.
My goal is to have students
Students participated by begin to set goals on their
answering questions and trying own to enhance their own
Establishing problems. learning. I will continue to
and articulating
T- Exp. T- Applying orchestrate the unit learning
4.2 goals for
S- Exp. S – Applying NT allowed students to use objectives by creating the
student
learning whiteboards which allows concepts, but students will
students next to one another to start setting goals and
check each other’s work. evaluating themselves before
and after each unit.

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

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 7
 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

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
Ashley Londo alondo@scu.fullerton.edu Mathematics 9-12
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Concept 1 Class Average: 89.42% Concept 1 Class Average: 89.42%
As: 22 As: 22
Bs: 8 Bs: 8
Cs: 5 Cs: 5
Ds: 1 Ds: 1
Fs: 2 Fs: 2
Concept 2 Class Average: 81.58% Concept 2 Class Average: 85.79%
As: 20 As: 24
Bs: 4 Bs: 4
Cs: 6 Cs: 5
Ds: 4 Ds: 3
Fs: 4 Fs: 2
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
Concept 1: 20/24 (~83%)
1. Focus Student: EL
Concept 2: 15/20 (75%)
Concept 1: 21/24 (87.5%)
2. Focus Student: 504/IEP Concept 2: 20/20 (100%)
Concept 2: 9/20 (45%)
Concept 1: 21/24 (87.5%)
3. Focus Student: Teacher Choice
Concept 2: 18/20 (90%)
Concept 1: 24/24 (100%)
4. Student 1 Concept 2: 20/20 (100%)
Concept 2: 16/20 (80%)
Concept 1: 23/24 (~96%)
5. Student 2
Concept 2: 19/20 (95%)
Concept 1: 24/24 (100%)
6. Student 3
Concept 2: 20/20 (100%)
Concept 1: 18/24 (75%)
7. Student 4 Concept 2: 19/20 (95%)
Concept 2: 14/20 (70%)
Concept 1: 14/24 (~58%) Was in my small group. He did well reviewing
8. Student 5
Concept 2: 7/20 (35%) the material, but he did not do a retake.
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 She was also in my small group. She struggled
Concept 1: 18/24 (75%)
9. Student 6 when we reviewed the concept. She did not
Concept 2: 12/20 (60%)
come back to retake.
Concept 1: 22/24 (~92%)
10. Student 7
Concept 2: 19/20 (95%)
Concept 1: 21/24 (87.5%)
11. Student 8
Concept 2: 15/20 (75%)
He was absent this day. This student is missing
multiple assessments. It’s hard to get him to
Concept 1: 16/24 (~67%)
12. Student 9 come in to make things up let alone getting him
Concept 2: 13/20 (65%)
to retake. Multiple conversations have
occurred with his mom.
Concept 1: 24/24 (100%)
13. Student 10
Concept 2: 19/20 (95%)
Concept 1: 22/24 (~92%)
14. Student 11
Concept 2: 16/20 (80%)
Concept 1: 23/24 (~96%)
15. Student 12
Concept 2: 19/20 (95%)
He did well in the small group, and I informally
Concept 1: 14/24 (~58.3%) observed that he was starting to understand
16. Student 13
Concept 2: 9/20 (45%) the concepts better when I was reteaching, but
he never came in to retake.
Concept 1: 22.5/24
17. Student 14 (93.75%)
Concept 2: 18/20 (90%)
Concept 1: 24/24 (100%)
18. Student 15
Concept 2: 17/20 (85%)
Concept 1: 24/24 (100%)
19. Student 16
Concept 2: 18/20 (90%)
Concept 1: 19/24 (~79%)
20. Student 17 Concept 2: 19/20 (95%)
Concept 2: 11/20 (55%)
Concept 1: 21/24 (87.5%)
21. Student 18
Concept 2: 18/20 (80%)
Concept 1: 23/24 (~96%)
22. Student 19
Concept 2: 20/20 (100%)
Concept 1: 24/24 (100%)
23. Student 20
Concept 2: 19/20 (95%)
Concept 1: 22/24 (~92%)
24. Student 21
Concept 2: 18/20 (90%)
Concept 1: 22/24 (~92%)
25. Student 22
Concept 2: 15/20 (75%)
Concept 1: 23/24 (~96%)
26. Student 23
Concept 2: 19/20 (95%)
Concept 1: 24/24 (100%)
27. Student 24
Concept 2: 18/20 (90%)
Concept 1: 21/24 (87.5%)
28. Student 25
Concept 2: 19/20 (95%)
He did well in the small group, and I informally
Concept 1: 23/24 (~96%) observed that he was understanding the
29. Student 26
Concept 2: 13/20 (65%) concepts better when I was reteaching, but he
never came in to retake.
Concept 1: 22/24 (~92%)
30. Student 27
Concept 2: 19/20 (95%)
Concept 1: 24/24 (100%)
31. Student 28
Concept 2: 20/20 (100%)
Concept 1: 18/24 (75%)
32. Student 29 Concept 2: 17/20 (85%)
Concept 2: 13/20 (65%)
Concept 1: 20/24 (~83%)
33. Student 30
Concept 2: 18/20 (90%)
Concept 1: 21/24 (87.5%)
34. Student 31
Concept 2: 15/20 (75%)
Concept 1: 22/24 (~92%)
35. Student 32
Concept 2: 19/20 (95%)

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 6 of 7
 Concept 1: 24/24 (100%)
36. Student 33
Concept 2: 20/20 (100%)
Concept 1: 24/24 (100%)
37. Student 34
Concept 2: 20/20 (100%)
Concept 1: 17/24 (~71%)
38. Student 35
910111213141516
Concept 2: 15/20 (75%)

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