Fullerton Online Teacher Induction Program

Individualized Learning Plan (ILP)

Revised 6.1.17
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
Krysta Menzies (Andrus) Krysta511@gmail.com Multiple Subjects Kindergarten
Mentor Email School/District Date
Cindy Snyder Cindy.snyder@heritageoak.org Heritage Oak / Yorba Linda 10/10/18
Section 2: CSTP Areas of Inquiry
Directions: Identify 2-3 CSTP elements for ILP focus, including at least one as required: Semester 2 – CSTP 1/2/3; Semester 3 – CSTP 4/5/6; Semester 4 -all. 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 - Integrates connections from subject matter to meaningful, real-
life contexts, including those specific to students’ family and T - Integrates connections to meaningful, real-life contexts in
Connecting subject T–
community. planning subject matter instruction and is responsive during
matter to meaningful T – Applying Integrating
1.3 S - Students make use of real-life connections provided in single instruction to engage students in relating to subject matter.
real life contexts S – Exploring S-
lessons or sequence of lessons to support understanding of subject S-Students actively engage in making and using real-life
Integrating
matter. connections to subject matter to extend their understanding.

Creating physical or T-Maintains physical environments that reflect student

virtual learning diversity and provides a broad range of resources, displays,
T-Experiments with and/or virtual learning environments that
environments that and artifacts that are current and integral to instruction.
support student learning.
promote student Integrates a variety of structures for interaction that engage
Structures for interaction are taught in single lessons or sequence of
learning, reflect T- Exploring T-Integrating students constructively and productively in learning.
2.2 lessons to support student learning.
diversity, and S- Exploring S-Integrating S-Students routinely use a range of resources in learning
S-Students use resources provided in learning environments and
encourage constructive environments that relate to and enhance instruction and
interact with each other to understand and complete learning tasks
and productive reflect their diversity. Students share in monitoring and
in single lessons or sequence of lessons.
interactions among assessment of interactions to improve effectiveness and
students develop a positive culture for learning.
T-Plans instruction incorporating a repertoire of strategies
Planning instruction
T-Selects strategies for single lessons or sequence of lessons that specifically meet students’ diverse language and learning
that incorporates
T-Exploring respond to students’ diverse learning needs. T-Innovating needs and styles to advance learning for all.
4.4 appropriate strategies
S-Applying S-Uses assessments of students’ learning and language needs to S-Innovating S-Facilitates opportunities for students to reflect on their
to meet the learning
inform planning differentiated instruction. learning and the impact of instructional strategies to meet
needs of all students
their learning and language needs.
Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments to ILP)
Inquiry Focus Inquiry question Pre-Assessment Post-Assessment Expected Results
Based on your selected CSTP How do you expect student
Pose measurable and observable question in terms of What will you use as your baseline What will you use as your final
elements, identify a focus of inquiry performance to change? Use
students (e.g., what impact will strategy X have on assessment of student assessment of student
(e.g., group discussion, percentages to describe anticipated
student performance as measured by Y?) actions/performance? actions/performance?
differentiation, motivation…) growth.
There will be an average
Use of concrete Does the inclusion of technology and exam score of 85% for
manipulatives and real manipulatives positively effect student students who were present
“The Cookie Taste Test” Chapter Test
world connections with test scores on adding numbers with sums in class for our lessons,
technology less than or equal to 10? practice and review of skills
sets.
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
This student struggles with remaining This student poses a challenge because she
This student has struggled to comprehend directions
focused and on task. He requires a lot tends to not be self-motivated. She is a very
during lessons and our school day. We have just begun
of individualized attention from me capable student who is academically bright but
Performance our formal lessons within the last few weeks, so it’s
in order to perform on any type of does not apply herself on a regular basis.
Data been challenging to identify his weaknesses within each
whole group lesson, test or During lessons or independent work, I will
subject. With math, he has struggled with vocabulary
classwork. He has not performed well often find her off task or choosing to work at a
and the concept of addition.
academically so far in the year. slower pace than necessary.
I would expect that this student performs well
My expectation is that with more on the chapter test since she will be receiving
I would expect that with the inclusion of technology and
engaging lesson materials, he will additional resources within our lessons. I am
Expected Results reinforcing skills with hands on manipulatives, he will
remain on task and retain more hopeful that this will help motivate her to
perform well on the chapter test.
knowledge on addition. learn a new concept and then retain the
information to perform well.
Inquiry Lesson Implementation Plan
Administer Post- Discuss Results with
Administer Pre-Assessment Deliver Lesson(s) Analyze Results
Assessment Mentor
Identify dates for activities.
10/29/18 10/30/18-11/8/18 11/9/18 11/13/18 11/14/18

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 6
 Provide 1-2 sentence
The unit will be about a week and a half long with varied lesson types throughout. There will be an emphasis on the inclusion of real
summary of your lesson
world connections by using concrete manipulatives and incorporating technology.
plan.
For the pre-assessment, students will receive their quiz to create a baseline for me. I will allot about 10 minutes for the quiz but will
Summarize process for
accommodate more time to those who are not finished by allowing them to move to a different classroom or office. After the unit,
administering and
students will receive the chapter test that reviews all the concepts they just learned. I will read the questions to them whole group and
analyzing pre- and post-
then they answer them individually. I will also have the test on my promethean board, allowing all the students a visual to which
assessments.
questions I am reading. Students are allowed as much time as they need to finish and then will be collected as they complete the test.
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.)
What Makes Mathematics Manipulatives Effective? Lessons From
Cognitive Science and Montessori Education
The Positive Effects of Technology on Teaching and Student Learning
Elida V. Laski1 , Jamilah R. Jor’dan2 , Carolyn Daoust3 , and Angela K.
Kevin C. Costley, Ph.D.
Murray4
https://files.eric.ed.gov/fulltext/ED554557.pdf
http://journals.sagepub.com/doi/pdf/10.1177/2158244015589588
This article explained that technology has a place in the classroom because the world we
This article addressed the issue of using manipulatives in a classroom
live in is so technology driven. From a young age children are exposed to technology and
effectively. They emphasized that it’s important to use materials
throughout their lives, they will be required to use it. It is also a powerful too that can be
consistently and effectively in order to ensure maximum student
used in the classroom when implemented effectively. It can help increase student
learning. When used correctly, manipulatives are a great resource to
engagement and learning, especially with English language learners,
encourage student’s understanding of abstract concepts.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Marcie Lee-Kindergarten

Lucinda Tafolla-2nd grade
She has noticed that students do better with individualized instruction based on their
learning needs. We use an online testing program that gives us a detailed outline of
students strengths and weaknesses which directs the hands on centers or manipulatives
used in the classroom. The end results are generally improved test scores and a deeper
understanding of concepts.
Since implementing technology during our daily lessons, especially with
our morning calendar, she has noticed more student engagement. By
using the promethean board for lessons, it allows students the
independence to solve the problems and engages them in the learning.
Since it’s still early in the year, we have not had enough time to
measure if this has helped increase student test scores, but it has
increased engagement and motivation.

Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions

Special Emphasis Focus How Special Emphasis will be Incorporated
ISTE Standard 5b- I design authentic learning activities that align with content
I will be utilizing our 5 class iPads by using educational apps that
area standards and use digital tools and resources to maximize active, deep
align with our addition standards.
learning
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
My three focused students performed at about what I
As a class, my average scores did increase by 1%, even though there were expected. My EL student and student with an IEP both
several students whose scores did decrease on the chapter test. I had increased their scores by 7% on the chapter test. My
quite a few do very well on the pre-test, so it is not a surprise that some student of choice did see a decrease on her chapter test
went down by just a few percentage points. What I realized in my data is which is not necessarily surprising. My initial concerns
that I had more of an increase in test scores for those students who did with this student are related to her ability to showcase
not score well initially. This helps tell me that my lessons helped reach her skills consistently depending on her effort level.
my students who were struggling but didn’t maybe help challenge my Though, she was engaged during my lesson, there is a
students who were initially excelling. chance she was more focused or connected better to the
pre-test format.
Evidence/Rational for Rating
CSTP Element Initial Rating Revised Rating Suggestions for Moving Forward
(Summarize from POP Section 3)
Promoting critical To move to INNOVATING level: Consider how to increase
thinking through Teacher asked questions of analysis and evaluation. complexity of task beyond a single lesson so that there are
T – Applying T – Integrating
1.5 inquiry, problem Students answered questions that included all levels of continuing opportunities for students to engage in inquiry
S – Exploring S - Integrating
solving, and Bloom’s. Students created their own math problems. in complex problem. How could you extend lesson into
reflection PBL?

To move towards integrating, I

During the introduction when I
need to engage students more
put on the brain pop video for my
Connecting frequently with the usage of
subject matter to T-Applying T-Applying students, it helped students
1.3 meaningful real real life, hands on materials in
S-Exploring S-Applying make a connection to real world
life contexts the classroom for lessons. Items
situations where they can use
such as photos, fiction books,
addition concepts.
manipulatives, etc. should be
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 6
 more consistently used
throughout my lesson planning.
To move into the integrating
Creating physical During the lesson, students level, I need to consider
or virtual
learning
utilized a variety of resources restructuring my typical
environments such as iPads, smart board and classroom design during
that promote
student learning, T- Exploring T- Exploring manipulative items. Students also lessons. I need to be more open
2.2 reflect diversity,
and encourage
S-Exploring S-Applying interacted in social situations and consistent with exposing
constructive and within their groups to help build the children to various learning
productive
interactions a deeper understanding of the styles and engaging them in
among students
curriculum. more team/partner work
throughout the day.
To help move into the
I used the results from the pre-
integrating level I need to do
test to help me determine which
more with involving the
Planning students needed more support
instruction that students with their own
incorporates T-Exploring with addition. This helped me
appropriate T-Integrating assessment results and goal
4.4 strategies to S-Applying choose how to group my
S-Integrating setting. I could also be doing
meet the students strategically by
learning needs of more consistently to expose my
all students academic level. Their results also
students to a variety of learning
helped me choose the areas
tools such as videos,
within addition concepts.
technology, etc.
Special Emphasis (Skills, Themes, ISTE Standards·Teachers, NBPTS Core Propositions (if applicable)
Results of Incorporation into Lesson Key Learnings and New Skills/Knowledge Developed by
Teacher
As a teacher I discovered the power of incorporating
Students were actively engaged in learning using our technology pieces. I
technology devices into student learning. The amount of
used our promethean board and class iPads to reinforce addition concepts
student involvement I saw was much higher compared
in a more hands on way. The students all responded very well to this.
to a more traditional style math lesson.
Action Items
For the remainder of this unit, I want to continue reinforcing addition concepts by utilizing groups and
For curriculum design,
technology more frequently. I also want to try and do more to support my 3 identified students, as well as,
lesson planning,
assessment planning those students who struggled on the pre-test. Along with that, I want to try and continue to challenge those
students who are excelling in these concepts.
In the classroom I want to continue incorporating as much technology and small group instruction as possible.
Splitting the children up into small groups allowed me a closer look into how all the students were performing
For classroom practice
in the different skill sets. I also want to try and do better about using more manipulatives throughout my
upcoming math lessons.
For teaching English
learners, students with For teaching my students who were identified with special needs I want to go back and reteach any skills they
special needs, and need assistance with. I noticed that my EL and special needs students struggled with understanding the
students with other vocabulary in word problems. I need to find more time to go deeper into the unfamiliar math vocabulary.
instructional challenges
After doing more self-reflection, I think it would be beneficial for me to try and attend a professional
For future professional
development
development class/seminar with a focus in technology or STEM. I also have discussed with my mentor about
her joining so we can bring new ideas to our Kindergarten curriculum.
My future inquiry and ILP I want to challenge myself to go a little bit further with my iPads and possibly
For future inquiry/ILP including a collaboration piece using technology. I also want to be more diligent about picking an assessment
tool that allows for my students to showcase their best work.
For my next POP cycle, I want to focus on how my differentiation within my lesson directly effects student
For next POP cycle performance. I want to identify the correlation between my identified special needs or EL students test
scores, in relation to their individual differences.
For my ISTE standards I want to continue challenging myself to go outside my comfort zone and incorporating
Other
technology into my daily lessons
Other Notes

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 6
 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.

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

Krysta Andrus (Menzies) Krysta511@gmail.om Multiple Subjects Kindergarten

Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Percentages range from 43-100 Percentages range from 50-100
Range: 67 Average: 90 Range: 50 Average: 91
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
Did not meet goal of 85% score
1. Focus Student: EL 71% 79%
(this was suspected though)
Did not meet goal of 85% score
2. Focus Student: 504/IEP 43% 50% (expected due to previous struggles with
testing)
Met goal of 85% score. Score dropped, and I
3. Focus Student: Teacher Choice 97% 88% think it’s due to the assessment format and her
focus)
4. RB 100% 97% Did meet goal of 85%
5. EC 71% 95% Did meet goal of 85%
6. NC 83% 97% Did meet goal of 85%
7. MG 90% 95% Did meet goal of 85%
8. AH 100% 100% Did meet goal of 85%
9. JH 92% 93% Did meet goal of 85%
10. KJ 100% 97% Did meet goal of 85%
11. CK 100% 97% Did meet goal of 85%
12. CL 88% 88% Did meet goal of 85%
13. CL 100% 93% Did meet goal of 85%
14. TL 97% 90% Did meet goal of 85%
Did not meet goal of 85%
15. NL 92% 83% (this student was absent for an extended time
during the remainder lessons due to illness)
16. AL 83% 100% Did meet goal of 85%
17. SL 100% 93% Did meet goal of 85%
18. AP 100% 95% Did meet goal of 85%
19. DS 92% 95% Did meet goal of 85%
20. GV 97% 90% Did meet goal of 85%
21. CZ 92% 95% Did meet goal of 85%
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 6
 33.
34.
35.
36.
910111 21314 1516

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