Schutz Ilp2018

Fullerton
Online Teacher Induction Program

Individualized Learning Plan (ILP)
Revised 12.1.17
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
Multiple Subject-‐ General
Elizabeth Schutz betsy.schutz@gmail.com Kindergarten
Education
Mentor Email School/District Date
Mission Viejo Christian Preschool
Vicki Zoradi Vicki.zoradi@svusd.org February 27, 2018
and Kindergarten/ Private School
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 T -‐ Facilitates systematic opportunities for students to apply critical
Promoting critical thinking strategies, posing/solving problems, and reflection on issues in content. thinking by designing structured inquires into complex problems.
1.5 through inquiry, problem
T – Applying
S -‐ Students respond to varied questions or tasks designed to promote
T – Innovating
S -‐ Students pose and answer a wide-‐range of complex questions and
solving, and reflection S – Exploring
comprehension and critical thinking in single lessons or a sequence of
S -‐ Innovating
problems, reflect, and communicate understandings based on in depth
lessons. analysis of content learning.
Establishes and articulates learning

Establishing and
Establishes and shares learning goals goals to students that integrate
articulating goals
4.2 Exploring for skill development with students in Integrating content standards with students’
for student
single lessons and sequence of lessons. strengths, interests, and learning
learning.
needs.
Implements structures for students to
Involving all Informs students about learning
self-‐assess and set learning goals
students in self-‐ objectives, outcomes, and summative
related to content, academic language,
assessment, assessment results. Recognizes the
5.5 Emerging Integrating and individual skills.
goal-‐setting, and need for individual learning goals.
Integrates student self-‐assessment,
progress Monitors progress using available tools
goal setting, and progress monitoring
monitoring. for recording.
across the curriculum.
Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments and Data Collection Tools)
Inquiry Question Hypothesis Lesson Series Topic Assessments/Data Collection
Pre/Post Assessment with math
How will using goal setting improve Students will increase their math facts
1 Week Unit on Addition up to 10 facts up to 10
outcome of student achievement? achievements by at least 3 problems.
Goal-‐Setting Chart for Students
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
In the beginning of the school year my
My third focus student is one who
English Language Learner really
My second focus student struggles has been tested and does not
struggled with math. Throughout the
academically and with focusing. He need an ILP but who struggles
year though he has been improving
receives a lot of one-‐on-‐one with focusing and staying in their
especially with the use of visuals. With
instruction from me because he is seat. He loses focus during lessons
this unit, I think the fact that we will be
Performance Data academically behind, especially in and is always moving around with
using manipulatives will help him
regards to math. When he works his hands. He doesn’t struggle
succeed. I do wonder if he will
whole group, he is not confident, academically, however he often
understand setting realistic goals for
gets behind, and then cannot gets academic work incorrect
himself, however I think with guidance
understand the concepts. because he doesn’t focus during
from me he should be able to
explanations of what is expected.
understand.
I expect that this student will struggle
to memorize addition facts, but when I expect that he will make the goal
I expect that through practice of the completing partner work with that he sets for himself. I think
math facts through this unit, my EL manipulatives, he will do well. With throughout the unit he will
Expected Results
student will be able to meet the goal the hypothesis I think he will struggle with focusing but in the
and increase his math facts. improve, however on the post-‐ end he will be able to achieve the
assessment I question whether or goal that is decided.
not he will achieve his goal.
Inquiry Lesson Implementation Plan
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 5
Administer Pre-‐Assessment Deliver Lesson(s) Administer Post-‐Assessment Analyze Results Discuss Results with Mentor
Identify dates for activities.
April 9, 2018 April 9-‐12, 2018 April 13, 2018 April 14, 2018 April 17, 2018
Provide 1-‐2 sentence summary There will be a 1-‐week, daily unit on addition facts and each lesson will have the use of manipulatives such
of your lesson plan. as dominoes, blocks, counters, and dice.
At the beginning of the unit, a pre-‐assessment will take place with students completing addition facts in
Summarize process for less than 10 minutes (enough time to not rush them but to make sure they stay focused). Students will
administering and analyzing look at the pre-‐assessment and set a goal of how many more they think they can get correct after the
pre-‐ and post-‐assessments. lessons on the post-‐assessment. At the end of the unit a post-‐assessment will then take place to find out if
students were able to achieve their goal.
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.)
Self-‐Motivation for Academic Attainment: The Role of Self-‐Efficacy
Beliefs and Personal Goal Setting
Goal Setting and Student Achievement: A Longitudinal Study
Zimmerman, B. J., Bandura, A., & Martinez-‐Pons, M. (1992). Self-‐Motivation for
Moeller, A. J., Theiler, J. M., & Wu, C. (2011, December 5). Goal Setting and Student
Academic Attainment: The Role of Self-‐Efficacy Beliefs and Personal
Achievement: A Longitudinal Study [Electronic version]. Modern
Goal Setting. American Educational Research Journal, 29(3), 663-‐
Language Journal, 96(2), 153-‐169. doi:10.1111/j.1540-‐4781.2011.01231.x
676. doi:10.2307/1163261
In this article, the researchers did a study on the relationship between goal-‐
In this article, they studied student academic self-‐regulation and the
setting and student achievement in high school Spanish language classes.
role that plays in their education when making personal goals. Student
What was discovered was that goal setting and language achievement was
goals and self-‐efficacy contributed to higher academic achievement
linked and had positive outcomes when goals were high quality, student-‐
and achievement of grades set by goals. The study also found that
teacher agreed upon, or students had a positive learning environment.
when students create goals and aspirations, it is better than when
goals and aspirations are given to them.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Jeff Towning Jeannine Tovar
th
TK-‐5 grade Physical Education Kindergarten
He has noticed that his kindergarteners have a tough time of understanding She suggested that I include both whole group and small group
the idea of creating a realistic goal. He suggested that I involve the parents instruction during this unit. Whole group would be beneficial for
in the lessons, goals and the post-‐assessment. Students usually get excited making sure students get the content but small groups would help
and involved when they can share the work with their parents when with differentiation and modification for students that need help or
they’ve met the goal. students who can be challenged more.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
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
Two out of my three focus students achieved the goal they set
out for themselves. I was correct on my expected results of the
8 out of 12 students were able to achieve their goal; 66% of
students because my one student that did not achieve his goal
students achieved it. The students were all invested in their goals
was my ILP student. I found that the three focus student were
and were excited to keep working towards meeting their goal. I
very interested in creating their own goals and were actually
learned that the students are able to create their own goals when
most excited out of all my students. By being able to have
given direction and then they are more invested in the work
something they were working towards, they knew what they
because they felt ownership towards it.
needed to accomplish. I also used manipulatives for them,
which helped them all work towards their goals.
Initial Evidence/Rational for Rating
CSTP Element Revised Rating Suggestions for Moving Forward
Rating (Summarize from POP Section 3)
Promoting critical To m ove 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
Students created their own m ath problems.
solving, and reflection complex problem. How could you extend lesson into PBL?
I articulated the goals to students at To move to Innovating level I
Establishing
the beginning of the lesson and then need to focus more on creating
and
I incorporated activities that long-‐term learning goals. I can
articulating
4.2 Exploring Integrating students would enjoy into the lesson ask students in the beginning of
goals for
plans that went with the content the year their goals and ask them
student
standards. throughout the year how they are
learning.
doing on their goals.
Using
assessment Throughout the lesson, I used
data to assessment data to create learning To move to the Innovating level, I
establish goals for the students and then I can start entering data into charts
learning created lessons that would go with and graphs so that I can
5.4 Exploring Integrating
goals and to those lessons. I also modified the continuously use the data to
plan, instruction with students who modify instruction for all
differentiate, needed to be challenged and with students.
and modify students who needed extra support.
instruction
To move to the Integrating level I
Involving all
need to be more consistent in
students in
I led the students in creating their involving the students in goal-‐
self-‐
own goals, working towards their setting throughout the
5.5 assessment, Emerging Applying
goals, and I kept them updated on curriculum. I can also start
goal-‐setting,
their goals for the unit. incorporating teacher/student
and progress
chats to spend one-‐on-‐one time
monitoring.
with students about their goals.
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

Action Items
For this lesson, I want to continue doing addition. I want to create more opportunities for students to show
their fluency and to challenge students who already were able to do this lesson. I want to give more
For curriculum design, lesson support for the students who were not able to achieve their goals and re-‐test my one student who had a
planning, assessment planning headache the day of the post-‐assessment.
For future lessons, I want to be more intentional in my lesson planning. I want to state a goal that I give, do
a pre-‐assessment, have students create their own goals, plan the lesson, and then do a post-‐assessment.
In classroom, I want to continue to involve the students in goal-‐setting. I learned that when they created
their own goals that they rose to the occasion to try to achieve the goal they set for themselves. When I
For classroom practice create goals for them, it doesn’t mean as much because they don’t necessarily take ownership in it.
Therefore, I want to work on creating different opportunities for students to create their own goals and to
make this into habit.
For the students with special needs, I need to go back and re-‐teach them in small groups and help them
when they don’t understand. I had one student who did the addition problems great when they were
For teaching English learners, horizontal, but in the assessment they were vertical and she struggled. I need to go back to her and
students with special needs,
and students with other
reassess her with a horizontal assessment to see whether or not she didn’t understand because of the way
instructional challenges the problems were written. I also want to make sure I challenge students who fully understood so that
they do not get bored in their learning. This assessment was addition up to 10, but for students who
completed all the problems with 90%, I can challenge them with addition up to 12.
For future professional One thing my mentor and I talked about was taking time to go to a goal-‐setting workshop. This would be a
development place where I could learn more about teaching students to set goals and talking to them about goals.
For future ILPs, I want to focus on differentiation for each student. I want to look at how differentiation
For future inquiry/ILP benefits students. I tried to do that a little in this lesson, however I want to look into it further and see how
doing so helps students grow in their learning.
For the next POP Cycle, I want to make sure that I spend time individually with my focus students. I want to
For next POP cycle be more aware of how they understand the lesson and support them so that they can achieve the lesson
objectives.
Other
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

Post-‐Assessment


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
Multiple Subject-‐General Education
Betsy Schutz betsy.schutz@gmail.com Mathematics
Kindergarten
Pre-‐Assessment Data Range and Average Post-‐Assessment Data Range and Average
Numbers range from 4-‐48 Numbers range from 5-‐49
Range: 44 Range: 44
Average: 27 Average: 35
PRE-‐/POST-‐ ASSESSMENT DATA TABLE
Student Pre-‐Assessment Score Post-‐Assessment Score Comments
1. Focus Student: EL 22 30 Goal Met (4 more)
2. Focus Student: 504/IEP 12 9 Goal NOT met (5 more)
3. Focus Student: Teacher Choice 24 47 Goal Met (10 more)
4. G.A 39 48 Goal Met (6 more)
5. J.B 4 5 Goal NOT met (10 more)
6. K.C 13 35 Goal Met (10 more)
7. K.K 48 48 Goal Met (whole page)
8. J.L. 29 46 Goal Met (7 more)
9. L.S 39 49 Goal Met (10 more)
10. N.S 43 44 Goal NOT met (6 more)
Goal NOT met (8 more)
11. I.T 33 28 Had a headache the day of the post-‐
assessment
12. D.M 18 33 Goal Met (3 more)
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.


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Online Teacher Induction Program

Establishes and articulates learning

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