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
Logan Mackie Math 7th
lmackie@californiaops.org

Induction Mentor Email School/District Induction Date

Sean Richards California Connections Academy / /
srichards@californiaops.org Capistrano Unified
Mentor Match Date Credential Type (MS, SS, ES) Grade Level/Subject Assignment Tentative Induction Completion
Date
08/19/2023 Single Subject 7th grade – Math May 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 T - Facilitates systematic opportunities for students
Promoting critical T– questioning strategies, posing/solving problems, T– to apply critical thinking by designing structured
1.5 thinking through Applying and reflection on issues in content. Innovatin inquiries into complex problems.
inquiry, problem S– S - Students respond to varied questions or tasks g S- S - Students pose and answer a wide-range of complex
solving, and Exploring designed to promote Innovating questions and
reflection comprehension and critical thinking in single lessons problems, reflect, and communicate understandings
or a sequence of lessons. based on in depth analysis of content learning.
1.4 Using a variety of T- T- Currently, I explore additional T-Applying T- My goal is to explore a variety of
Exploring
instructional strategies, resources, and technologies S-Applying strategies including culturally responsive
S-
strategies, Exploring beyond what is provided by my school. I pedagogy to meet students’ diverse
resources, and do this by using a variety of digital learning needs. I will look for
technologies to resources to create and deliver opportunities to add culturally responsive
meet students’ instruction. I also provide short videos to pedagogy into lessons, research
diverse learning summarize my lessons, class notes, strategies used by other instructors, and
needs activities, and recording of myself work with my mentor to do so.
solving homework problems.
S–Students will share their unique
S-Students are using a plethora of experiences and ideas with their
digital resources such as Desmos, Delta classmates and participate in instruction
Math, and Classkick to meet their that match their specific learning needs.
diverse learning needs.
4.4 Planning T- T- Currently I plan instruction that T-Applying T- My goal is to plan instruction that
instruction that Exploring responds to students diverse learning S-Applying incorporates differentiated instructional
S-
incorporates Exploring needs beyond what is suggested by strategies when creating and delivering
appropriate curriculum guidelines. I try and learn instruction. I want to be able to plan
strategies to more about my students diverse instructions that address various learning
meet the learning learning and language needs by styles and language needs so all
needs of all working with them one-on-one. students can thrive.
students
S-Students work on instruction that is S- Students will receive differentiated
created for different abilities and skill learning experiences based on their
levels. Students are encouraged to specific needs and learning styles.
solve the problems in a way that makes Lessons will be built with necessary
sense for them and they are able to scaffolds to support students unique
demonstrate understanding in the way learning needs.
that they choose.
2.2 Create physical T- T- I utilize a wide variety of digital T-Applying T- my goal is to provide more resources
or virtual learning Exploring resources and provides activities that S-Applying
that reflect diversity, and encourage
S-
environments Exploring incorporate technology. I am able to see constructive and productive interactions
that promote students work in real time using the among students. Currently my school
student learning, teacher dashboard and I share students' does not let us use breakout rooms so it
reflect diversity, work with the class and provide is difficult to facilitate student interactions.
and encourage feedback immediately.
constructive and S- students will interact in ways that
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 productive S-Students use a wide variety of digital improve their understanding and improve
interactions resources for classroom activities, social and academic interactions.
among students homework and assessments. Students
participate in class using Desmos,
Classkick, IXL and Delta Math. Students
solve problems in real time and receive
feedback right away.
2.6 2.6 Employing T- T - I create routines and norms that are T-Applying T- My goal is to create routines and
Exploring S-Applying
classroom easy to follow and that best support norms that maximize learning. I hope to
S-
routines, Exploring students' learning. I utilize predictable create an environment that makes every
procedures, classroom routines. Everyday students single student feel comfortable enough to
norms, and and I chat for a little, look at the weekly turn on their cameras and use their
supports for schedule, and open the Demos activity microphones.
positive behavior and work on the warmup.
to ensure a S- Students are familiar and comfortable
climate in which S- Students are familiar and comfortable with the classroom routines. They know
all students can with the classroom routines. They know what is expected and help regulate
learn what is expected and often remind the themselves and their peers. All students
teacher to share the Desmos links. feel supported and comfortable to
Students reshare the link in the chat if a participate and contribute to the
student comes to class late, or if one of classroom discussion. Students feel
their classmates is having trouble comfortable to use their microphones and
finding it. cameras.
3.5 3.5 Using and T-Applying T- I ensures students have equitable T- T- My goal is to integrate a wider range
S- Integrating
adapting access to materials by confirming all of adapted resources, technologies, and
Exploring S-
resources, students have a laptop and reliable integrating instructional materials to meet each
technologies, and internet connection, if they do not, the students’ specific needs. I would love to
standards- school will provide both a laptop and be able to translate all the materials I
aligned hotspot. I use and adapt technology to provide into multiple languages and
instructional make the math accessible to all include the necessary supports to meet
materials students. Desmos allow students to each and every student needs. I plan to
including adopted work at their own pace and the teacher continue to research digital resources,
materials, to is able to see students’ progress as they virtual manipulatives, and various
make subject move through the activity. Desmos is instructional materials to help me do so.
matter accessible also highly visual and includes
to all students simulations that demonstrate math S— My goal is to ensure both students
concepts. I provide class notes on and their families feel comfortable using
Google slides and share support videos the adapted resources, technologies, and
with students. instructional materials, so it benefits each
student fully.
Students are taught by the teacher to
use a variety of digital resources in
order to access content as best they
can: some resources include Desmos,
Google slides, Class, Blooket,
Classkick, Kahoot, Delta Math, Epoch
Books, IXL, etc.
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
1.4 Using a variety of Implementing differentiated 7 lessons unit on equations I will start by administering a
instructional strategies, instructional strategies willand inequalities. pre-assessment that will
resources, and technologies to increase engagement and During the concrete stage consist of four questions, two
meet students’ diverse learning overall improvement in student
students will use the interactive questions using a model and
needs performance. model on Desmos to balance two questions using the
the equations. Next is the equations. These questions
What instructional strategies Implementing the Concrete representational step, students will represent the content that
should I implement to Representational Abstract will use the image of the scale we will be learning during our
effectively address students’ (CRA) approach will help me to to balance equations. During unit on equations and
diverse learning needs? address students’ diverse the abstract stage students will inequalities.
learning needs primarily use numbers and
variables but will be
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 encouraged to draw a model if math unit (finding area).
needed. The unit will take
approximately three weeks. I will use the same test for my
post assessment so I can
analyze students’ growth after
the unit. I will also be assigning
a project that will serve as a
summative assessment to see
students’ overall
comprehension on topics
covered.

2.6 Employing classroom Implementing specific 2 lessons discussing class Track the amount of
routines, procedures, norms, classroom routines and norms and routines and instructional time available
and supports for positive procedures will result in creating a social contract. before and after implementing
behavior to ensure a climate in measurable improvements in routines and procedures.
which all students can learn instructional time and student Daily – expectation slides.
behavior. Daily Desmos activity Analyze participation data in
How can I implement Daily warm-up, direct classroom activities and see if
classroom routines and Students will feel comfortable instruction, practice and exit more students are engaged
procedures that promotes a to express themselves. ticket. and participating after
positive and inclusive learning implementing routines and
environment in which all procedures.
students can learn?
Take a classroom poll and
ask students about their
perceptions of the classroom
environment. Do students feel
included and able to learn.
3.5 Using and adapting Desmos is a highly visual tool 7 lessons unit on equations Administer pre-assessment
resources, technologies, and that will benefit English Learner and inequalities. and post-assessment after
standards-aligned instructional as well as students with Students will also use Desmos using Desmos lessons in
materials including adopted specific learning disabilities. to complete their portfolio class and as an intervention
materials, to make subject project. to teach two-step equations
matter accessible to all Students overall understanding and measure the change in
students of two step equations and students’ performance.
balancing equations will
How will using Desmos improve as a result of using Take a poll – I will have
lessons in class and as an Desmos. students take a class poll
intervention to teach two-step asking students if working on
equations increase students’ Desmos improved their
ability to balance equations? understanding.

Student self-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
Performance Focus student 1 is an English Focus Student 2 has an IEP and Focus Student 3 is considered gifted
Data learner who currently has a 71% for she is currently earning an 76% for and he is currently earning an 104%
his semester math grade. Student 1 her semester math grade. Focus for his semester math grade
overall score on the ELPAC is level Student’ 2 specific learning disability
2 out of 4. His oral language score (SLD) is processing deficits (visual-
is a level 3. His written language motor deficit and auditory
score is a level 2 which includes processing deficit) which
reading and writing. ideas. significantly impacts her ability to
perform at grade level.
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 I expect focus student 1 to raise his I expect focus student 2 to raise his I expect focus student 3 to earn an
Expected Results overall grade to a 75% and I expect overall grade to a 80% and I expect overall grade of 100% and I expect
him to earn an 80% on the post her to earn an 80% on the post him to earn an 100% on the post
assessment -solving two step assessment -solving two step assessment -solving two step
equations. equations. equations.
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. 3/16 3/17 – 3/19 3/23 3/24 3/27

Provide 1-2 sentence

During this lesson we will be exploring two-step and multi-step equations. We will use a scale and
summary of your lesson plan. other virtual manipulatives to Investigate two-step equations and we will discover how to name the
equation using the model, and discuss why it is important to isolate the variable to find its value.
Summarize process for will administer pre-assessment and post-assessment after implementing the CRA approach to
administering and analyzing measure the change in students’ performance. The pre-assessment will be given a day before we
pre- and post-assessments. begin the unit. The post-assessment will be given mid-way through the unit. I will compare the data
from the pre and post assessment to measure their growth and the effectiveness of the CRA
approach.
Semester 3 Only: Identify the Technology that will be incorporated into this lesson includes:
specific technology tools,  Desmos
applications, links, and/or  Mathigon
devices to be incorporated
into the lesson.  Google Slides
 Class by Zoom
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 4 of
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 Ferlazzo, Larry. “Four Teacher-Recommended Instructional Boryga, Andrew. “A Powerful Rethinking of Your Math
Strategies for Math.” Education week, 11 July 2021, Classroom.” Edutopia, 16 August 2023,
https://www.edweek.org/teaching-learning/opinion-four- https://www.edutopia.org/article/rethinking-teaching-strategies-
teacher-recommended-instructional-strategies-for-math/ math/.
2021/07.
This article explores instructional strategies that will combat
The article invites educators from various disciplines to share math anxiety and negative math mindsets while
their “favorite math instructional strategies.” Cindy Garcia, a simultaneously encouraging engagement, critical thinking, and
district instructional specialist for PK-6 bilingual/ESL a mistake-friendly environment. The article suggests that
mathematics shared that the most effective strategy that she helping students develop a “positive mathematical identity is
has used to teach mathematics is the Concrete crucial to fostering a sense of belonging in a larger math
Representational Abstract (CRA) approach. She goes on to community, boosting their willingness and ability to engage in
explain what the CRA approach is, and how she uses it to challenging work”. The article recommends spotlighting
effectively teach mathematics. “The CRA approach provides mathematicians, having students write a math autobiography,
students with opportunities to explore concepts and make and avoiding phrases that can demotivate students such as
connections with prior concepts.” Students learn the math “this is easy.” The second instructional strategy discussed in
through concrete experiences that allows them to understand the article recommends engaging students the moment they
how and why the algorithm works. The second instructional walk into your classroom. The article suggests setting a playful
strategy discussed was ‘Encouraging Discourse’. Danielle tone by incorporating brain teasers, gamifying math tasks, and
Ngo, a math coordinator and ten-year teacher who primarily using math riddles. The third strategy is to remove high-stakes
works with students who have language-based disabilities, math tests that have generally become a staple in traditional
explains encouraging discourse in math classrooms “solidify math classes. The article suggests using check points rather
crucial math concepts and sharpen higher order thinking and than unit tests. The check points should be administered
reasoning skills”. He goes on to explain that encouraging biweekly and should include a mix of current and past topics.
discourse helps students realize that there are multiple ways to The retrieval practice required for these check points is a
solve a math problem and this approach invites students to “research-backed way to support greater learning.” Another
hear from their peers and adopt a method that makes the most method of reducing test anxiety is to allow students to discuss
sense for them. The third instructional strategy was ‘‘Explore- a test before working on it. The next instructional strategy
Before-Explain’. Patrick Brown, executive director of STEM discussed in the article is to a mistake-friendly classroom
and CTE, explains that students must experience real-world environment. This strategy involves giving students
problem-solving scenarios before discussing the algorithm and opportunities to make mistakes and analyzing mistakes with
practicing problems. He highlighted how house hold their peers rather than providing them with the correct answer.
manipulatives such Legos or bricks can help transform To normalize mistakes teachers will present students with
equations into “problem solving situations”. The last problems that were solved incorrectly and ask students to
instructional strategy discussed is a ‘Whiteboard Wall.’ Andrea identify and correct the mistakes made. The final instructional
Clark, a ten-year math and language arts teacher, suggested strategy addressed in the article suggests that teachers should
that a white board wall or anything that gets students moving give students a math tasks before demonstrating a skill so that
around and working collaboratively on a non-permanent students can “develop their own strategies to solve complex
surface will increase exploration and engagement. She problems”. The article suggests allowing students to work on
emphasized how a non-permanent service removes some the math tasks in groups based on their abilities. My biggest
pressure and allows students to collaborate because they can take away from this article is that there is not a specific list of
see everyone else’s work. One take away that I learned from instructional strategies that I must choose from, rather
this article is that not all math strategies are mutually instructional strategies can be anything that enhance student
exclusive. I see a lot of overlap in the CRA approach and the learning outcomes, encourage critical thinking, improve
‘explore before explain’ approach. I also see a lot of standard practices, and make learning more accessible for all
opportunities to incorporate all of the above-mentioned students.
strategies into a single lesson. I look forward to exploring and
implementing a variety of instructional strategies, to meet
students’ diverse learning needs.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
After talking with Colleague 1 (6th grade math teacher at my After talking with colleague 2 (7th grade math teacher at my
school) about various instructional strategies she is using I school) about the instructional strategies he is using we came
was inspired to share my finding with my PLC. She explained up with various instructional strategies that will complement
that she is using project-based learning to teach her content the CRA approach I will be using to teach this lesson. The first
area. She shared that project-based learning is an excellent strategy we discussed is referred to as gradual release of
instructional strategy because it allows students to apply the responsibility or GRR. He explained that he will introduce a
concepts to real-world projects. She explained that the CRA topic and spend a short time on direct instruction before
approach is similar to project-based learning because it allows allowing students to work on their own. He also uses Desmos
students to explore the concepts on a deeper level. She to teach and explained how he uses the teacher dashboard to
shared that she has been very successful implementing provide feedback to students. I asked him how he motivates
project-based learning in her classroom and she has noticed students when so many of them struggle with mathematics. He
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 tremendous improvement in student learning outcomes as a explains that he provides feedback to those students and
result. encourages them to explore the various models and
simulations. His main objective is to encourage student
discover the mathematics and explore points of entry so they
can become more confident and feel able to tackle difficult task
on their own. His overall objective is to provide rich tasks that
help students develop confidence in their abilities.
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 N/A
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
Our Class average for the pre-assessment was approximately All three focus students improved their understanding of unit 4
46%, while the class average for the post assessment was concepts and received higher scores on the post assessment
approximately 90.1%. Based on these results our class was then they did on the pre-assessment. All three students earned
successful in meeting the first half of unit 4: Equations and a 90% or better on the post assessment, thus demonstrating
Inequalities, learning objectives. Only one student received competency and meeting learning objectives. Focus student 1:
lower than a 70% and that is most likely due to the fact that or
she missed several instructional days. In order to help student,
meet the standard I plan to work with her one-on-one and help
reteach the concepts covered.
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 S – T– 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 Exploring 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?
S - Integrating

1.4 Using a T-Exploring T-Emerging For this lesson I used additional T – continue to lean more about
S-Exploring S-Emerging
variety of strategies, resources, and students, by including prompts
instructional technologies beyond what is throughout the lesson asking
strategies, provided by my school. I did this by students how the math relates to
resources, using a variety of digital resources them personally. Continue to
and to create and deliver instruction. I administer pre and post
technologies made a Desmos activity, provided assessments to netter identify
to meet interactive notes on Google slides learning needs. Continue to
students’ and I also provide short videos to integrate a broad range of
diverse summarize my lessons, class strategies and resources and see
learning notes, activities, and recording of how each strategy, and varied
needs myself solving homework problems. technology helps specific students.
Include more wait time to allow
students to properly digest all the
I monitored students learning by information being presented. In
using the teacher dashboard on the order to do this, I will give students
Desmos activity. I was able to see a problem and set a timer and give
students work in real-time and them a set time to grapple with the
privately provide feedback as information presented. I am very
needed. When students concerned about presenting all the
demonstrated understanding and information, and I typically feel
were able to use the scale to rushed to deliver instruction in the
balance the equations then I allotted time. Despite these
encouraged them to move on, and challenges I need to allow students
the questions became increasingly plenty of think time and accept that
more difficult. every single concept cannot be
addressed

S – Students will be given more

opportunities to connect to the
S - Students were supported
math. Students will use a wide
through varied teaching strategies
range of strategies and
and differentiated instruction. For
technological resources to improve
example, in the lesson we used a
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12
 their learning.
combination of visual, interactive,
and auditory elements to cater to
different learning styles. I used
simplified language and provided
clear explanations. I rephrased
and repeated directions in simple
language, broke-down complex
concepts into smaller manageable
steps, emphasized important ideas
and key information, provided
written instruction and visual aids
to support written and verbal
instructions.

There were multiple levels to the

guided practice with varying levels
of difficulty to meet the needs of
students with different skill levels. I
also offered additional resources
to students who need extra
support such as graphic
organizers, support videos, and
lesson notes. I allowed student to
demonstrate understanding in the
way the makes most sense for
them and I encouraged classroom
discussions to promote language
acquisition.

Focus students were engaged and

supported throughout the lesson.
The Desmos activity was highly
visual and included several
supports to help students grasp the
concepts of two-steps equations. I
rephrased and repeated directions
in simple language, provided
interactive notes, and graphic
organizers to help students stay
organized and included other
scaffolds. I regularly checked for
understanding and retaught
concepts when necessary.

4.4 Planning T-Emerging T-Emerging

S-Emerging S-Emerging T- For this lesson I planned
instruction T- continue to plan instruction that
instruction that responds to
that uses assessment data to address
students diverse learning needs
incorporates the instructional needs of diverse
beyond what is suggested by
appropriate learners. Use data to see which
curriculum guidelines. I learned
strategies to instructional strategies benefits
more about my students diverse
meet the students’ language and learning
learning and language needs by
learning needs. Be more cognizant of new
working with them one-on-one,
needs of all instructional strategies that benefit
referring to get to know me data
students the greatest number of students.
views and analyzing the results of
Continue to administer pre and post
the pre-assessment. In order to
assessments to netter identify
contribute to student learning I
learning needs. Continue to
used the teacher dashboard in
integrate a broad range of
Desmos to track students’
strategies and resources and see
progress in real-time. I was able to
how each strategy, and varied
see their responses and drawings
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 technology helps specific students
and I provided feedback on their
Desmos activity. I also frequently
S- I can do better facilitating
checked for understanding and
opportunities for students to reflect
addressed challenges and
on their learning. Students need
common misconceptions promptly.
more wait time and opportunities to
I adjusted instruction in real-time to
struggle and grapple with
address any issues. For example,
challenging concepts and varied
when students are having difficulty
strategies. Students can completes
deciding which operation to undo
polls or surveys identifying the
first we talked about PEMDAS and
strategies that work best for them
how we must undo PEMDAS to
and help identify which strategies
undo operations.
meet their language and learning
S- Students were supported needs.
through varied teaching strategies
and differentiated instruction. For
example, in the lesson we used a
combination of visual, interactive,
and auditory elements to cater to
different learning styles. I used
simplified language and provided
clear explanations. I rephrased
and repeated directions in simple
language, broke-down complex
concepts into smaller manageable
steps, emphasized important ideas
and key information, provided
written instruction and visual aids
to support written and verbal
instructions.
There were multiple levels to the
guided practice with varying levels
of difficulty to meet the needs of
students with different skill levels. I
also offered additional resources
to students who need extra
support such as graphic
organizers, support videos, and
lesson notes. I allowed student to
demonstrate understanding in the
way the makes most sense for
them and I encouraged classroom
discussions to promote language
acquisition.
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 N/A
Action Items
For curriculum design, lesson I would like to continue to develop my curriculum design, lesson planning, and assessment planning
planning, assessment by using a combination of differentiated teaching strategies, analyzing assessment data, integrating
planning new technological resources and implementing engagement techniques. Throughout this process, I
have come to realize how important it is to use assessment data to drive instruction as well as
planning instruction based on assessment data. Using the pre-assessment data allowed me to
identify possible misconceptions and address them during the lesson. After completing this activity I
plan to administer more pre-assessments to better meet the needs of all my students.
I plan to improve my classroom practice by continuing to try out varied teaching strategies and
For classroom practice differentiated instruction as well as analyzing assessment data to better meet the needs of all
students. Using varied teaching strategies and differentiated instruction will allow me to learn more
about my students diverse learning and language needs by observing which strategies work best for
students. I also plan to learn more about my students to improve my classroom practice. I plan to do
this by working with them one-on-one, referring to get to know me data views and analyzing the
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 results of written responses.
For teaching English I plan to meet the needs of English learners , students with special needs, and students with
learners, students with instructional challenges by utilizing the SIOP strategy as well as incorporating the UDL framework. I
special needs, and
students with other
plan to do this by using an assortment of digital materials to customize the information presented..
instructional challenges Doing so will allow me to represent information in a flexible format to better serve all of my students,
including students with learning disabilities, sensory disabilities, English learners, those who are
gifted, and so forth. In addition to representing the material more equitably, digital resources also
allow students to interact with the information and engage in the activities more fluidly. I plan to adjust
text size, use different colors for emphasis, add images, graphs, simulations, and other visual
representations. I also plan to include audio clips, video clips, and immersive readers to assist with
reading and understanding. I also plan to integrate academic language development by providing
ample opportunities for students to use and practice academic language. I will also personalize the
information so that it is socially relevant, ability appropriate, and designed to promote critical thinking,
invite personal response, and include activities that fosters student motivation. I will also allow
students to navigate, respond and connect to the material in a way that is best for them. For example,
in some cases students can record responses rather than write them out, they can use Grammarly or
spell check, they can use text-to-speech software, they can take notes with pencil and paper or
digitally, directly onto the activities, they can choose to use the manipulatives or other built-in
scaffolds (e.g., multiplication charts, graphic organizers, sentence starters, visuals, simulations, etc.).
For future professional In order to expand my skills and abilities I plan to continue to develop professionally. I will do this by
development continuing to explore and learn more about various online resources, by attending virtual seminars
and participating in professional development opportunities. I also plan to work with and collaborate
with colleagues, my mentor teacher, and my PLC. Sharing ideas with experienced teachers will help
me gain valuable insight and knowledge from teachers with more experience than myself. We can
share ideas and I can ask questions about various strategies I hope to implement.
As I continue to work on individualized learning plans, I want to focus on how to best serve all my
For future inquiry/ILP students, with varied skills and abilities. I want to continue to implement varied instructional strategies
and differentiated instruction. I also plan to use assessment data to inform my instruction.
For the next POP cycle I would like to use more virtual manipulatives to develop students
For next POP cycle understanding by using Mathigon. I hope to learn how to integrate the tools on Mathigon into more of
my lessons.
Semester 3 Only:
For future use of technology
N/A

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 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.

 Pre-Assessment was taken on Desmos:

https://teacher.desmos.com/activitybuilder/custom/652d49bcd01a44a78e290ff6 (Pictured Below)
 Graphic Organizer: https://docs.google.com/document/d/16bVMfsu24MOsO_yDMSAR7q_mgoLYXq6Jukv1D2_eR5I/
edit?usp=sharing
 Teacher Provided Notes: https://docs.google.com/presentation/d/1nu4R3RFN1cXxXcfWvmuq4VlmQHCrg1l1/preview?
rm=minimal&slide=id.g10d3c94e4bf_0_0
 Desmos Activity: https://teacher.desmos.com/activitybuilder/custom/652d52f955473b02abb77bf4
 Lesson Plan: https://docs.google.com/document/d/1ZI_vJqbCPFR6bIQmdjhDf0VLJQS5laJF6oMWrSuLoto/edit?
usp=sharing

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
Logan Mackie Math 7th
lmackie@californiaops.org

Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Class Average: 46% Class Average: 90.1%
10/10 (100%) = 2 10/10 (100%) = 14
9/10 (90%) = 1 9/10 (90%) = 9
8/10 (80%) = 0 8/10 (80%) = 3
7/10 (70%) = 3 7/10 (70%) = 3
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 6/10 (60%) = 3 6/10 (60%) = 1
5/10 and below (50% and below) = 21 5/10 and below (50% and below) = 0

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL (Runo) 40% 90% Met Standard

2. Focus Student: 504/IEP 20% 100% Met Standard

(Gabriella)
3. Focus Student: Teacher Choice 100% 100% Met Standard
(Malek)
4. Abby 40% 80% Met Standard

5. Aisha 50% 100% Met Standard

6. Aleksander 100% 100% Met Standard

7. Benjamin 40% 90% Met Standard

8. Deborah 30% 100% Met Standard

9. Caine 60% 100% Met Standard

10. Casey 50% 100% Met Standard

11. David 30% 90% Met Standard

12. Delilah 70% 100% Met Standard

13 Eduardo 30% 80% Met Standard

14. Emma 40% 90% Met Standard

15. Gabrielle 60% 100% Met Standard

16. Giselle 30% 90% Met Standard

17. Isabella 20% 70% Met Standard

18. Joelle 70% 100% Met Standard

19. Joshua 30% 90% Met Standard

20. Kayla 40% 90% Met Standard

21. Leah 20% 80% Met Standard

22. Leo 20% 70% Met Standard

23. Mason 50% 100% Met Standard

24. McKenna 20% 70% Met Standard

25. Noah 50% 90% Met Standard

26. Rhyli 60% 100% Met Standard

27. Samuel 90% 100% Met Standard

28. Sara 10% 60% Standard Not Met

29. Victoria 40% 90% Met Standard

30. Xavier 70% 100% Met Standard

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