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
Madi Severson Madi.severson@smes.org All Subjects 3rd grade

Induction Mentor Email School/District Induction Date

Penny Mateer Penny.mateer@smes.org St. Margaret’s Episcopal School 9/2023

Mentor Match Date Credential Type (MS, SS, ES) Grade Level/Subject Assignment Tentative Induction Completion
Date
9/2023 MS 3rd Grade 5/2025

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 - 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.
1.3 Connecting subject matter T-Applying T: Integrates connections from subject matter to T- Integrating T: Integrates connections to meaningful, real-life contexts in
to meaningful, real-life S-Exploring meaningful, real-life contexts, including those specific to S- Applying planning subject matter instruction and is responsive during
contexts students’ family and community. instruction to engage students in relating to subject matter.
S: Students make use of real-life connections provided in S: Students utilize real-life connections regularly to develop
single lessons or sequence of lessons to support understandings of subject matter.
understanding of subject matter.

1.2 Connecting learning to T-Exploring T: Uses gathered information about students’ prior knowledge, T-Applying T: Uses school resources and family contacts to expand
students’ prior knowledge, S-Applying cultural backgrounds, life experiences, and interest to support A-Integrating understanding of students’ prior knowledge, cultural
backgrounds, life student learning. backgrounds, life experiences, and interests to connect to student
experiences, and interests S: Students make connections between curriculum, and their learning.
prior knowledge, backgrounds, life experiences, and interests. S: Students are actively engaged in curriculum, which relates
their prior knowledge, experiences, and interests within and
across learning activities
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 project based learning in math Having students engage in real life 1) Classroom responsibility/jobs Assessments on money and understanding.
2) Adding/Subtracting Money
create a more engaging learning situations will engage them in 3) How to price products Reviewing Business Day ideas
environment that motivates students classroom learning material. 4) Understanding consumer of product
to learn the material? 5) Final Business Day Reflecting on how successful they felt

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
Students were given their pre-assessment, and this child During the pre-assessment, this student was able to
During this pre-assessment this student said “wait I’m not
Performance was able to understand the questions that were posed process the question but couldn’t get his work down on
sure I understand”. After walking through each step of
Data about spending the money and giving change back. She the paper- he chose to talk me through him solving the
the problem with her, she was able to solve it. I chose this
was the only one out of these 3 that showed all her work 3rd student because she is one that asks a lot of clarifying
equations. I chose this student because he is slow to
to solve the equation and was able to vocalize it. I chose process instructions and conversations. I believe this
questions. She rarely does independent work and asks
this student so that she can develop her English project will help him build his processing skills and
questions immediately after instructions are given,
communication with her peers and be able to learn from communication skills with his peers. I am hoping that he
sometimes not even realizing that she hasn’t tried to
other peers in the class. can be comfortable exchanging conversations among
follow the directions before coming to me. I am hoping
other peers that are not his best friends, but also develop
that this project will encourage her to ask herself
his skills to process his thinking and putting his work
questions and be able to problem-solve on her own. A lot
together. of this project will be her own thinking and her own
ideas, and I want her to be able to use her resources to
solve problems.
I expect that there is a chance that this student’s English I expect that this student will be working at a slow pace I expect that this student will work with a partner and be
Expected Results could potentially hinder her success through which would hinder his ability to sell enough products. able to talk through the steps of the project with them.
conversations with her customers. She may be able to He is granted time extensions so I think that he will need Rather than having to ask me questions, she will be able
work through it if she works with a partner and could additional time to process taking orders from peers and to use her resources and peers to figure out what is
watch a partner take the lead on interactions with peers. could benefit from working with a classmate to help him expected and work through the project to generate her
She will be able to compute all of the mathematics of process and break up the tasks that are required of him own ideas about what her business should look like.
Business Day. She will probably need clarification on during the Business Day transactions. He could be in
what a storefront is and the types of products that charge of taking the money and doing the math for the
consumers would want to buy. change and his business partner could be in charge of
getting the product to the customer.
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

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 6
 10/20/23 11/3/23, 11/6/23, 11/7/23, 11/17 11/20 11/20
11/13
Identify dates for activities.
The students will participate in multiple lessons beginning with the importance of currency. They will learn what currency is and what it is worth. They will
Provide 1-2 sentence then learn how to accept and exchange currency. After that, students will need to think about what kind of product they want to make for the Business Day
summary of your lesson plan. venture. They will need to consider what the consumer would want, and supply and demand. Once they have figured that out, they will need to make a
storefront that invites peers to shop at their store. They will then open shop on Business Day and run their business. They will self-reflect after the experience
and share what went well, what didn’t, and what would change.
Pre-assessment would be exit tickets after each lesson to ensure that they are understanding currency and value of money. Also doing check-ins on what they
Summarize process for think they should price their product at and how they came up with that value. Post-assessment would be a self-reflection of what went well, how much money
administering and analyzing they made, did they run out of product, etc. They will then use this reflection to improve for the second Business Day and adjust what may need adjusting.
pre- and post-assessments.

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.)

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 6
 Research shows that PBL significantly increases students’ PBL is a great way to help students collaborate with each other, learn
ability to learn material and engage in the curriculum. It real life experiences, and promote problem solving skills. There are
boosts test scores not only in one subject but is shown to many ways to implement PBL into your classroom, but all projects
increase test scores in a range of subjects. According to need to be achievable for the students.
Youki Terada PBL “prepares them for modern careers that
prize skills like collaboration, problem-solving, and
creativity.”
https://www.smartlablearning.com/project-based-learning-in-elementary-schools/

https://www.edutopia.org/article/new-research-makes-powerful-case-pbl/

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Another 3rd grade teacher has implemented PBL by organizing field trips to our local Ecology In 5th grade, the teachers implemented PBL by creating ways to conserve water and make it clean.
Center which is a farm and partnering with them to create lessons for the students to understand They partner with the science teacher to develop ways to clean water for their United Nations Goal
our United Nations Goal of Zero Hunger. The students package up food for the less fortunate and of Clean Water and Sanitation. Over the course of a few weeks, they track their water usage
learn about sustainable farming. including showers, the sink and flushing the toilet. They plan ways to reduce their water usage and
they also visit a water plant that dives into how they clean the water for California.

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 Whole Class Pre/Post Assessment Data Analysis Findings for Three Focus Students

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?

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

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 6
 For next POP cycle

Semester 3 Only:
For future use of technology

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 6
 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

Pre-Assessment Data Range and Average Post-Assessment Data Range and Average

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL
2. Focus Student: 504/IEP
3. Focus Student: Teacher Choice
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.

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 33.
34.
35.
36.
910111213141516

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