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

Brenda Bermudez [email protected] Mathematics High School (9-11)

Mentor Email School/District Date

Rohanna Ylagan-Nicanor [email protected] Cal State University, Fullerton 3/7/2021

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

4.4 Planning instruction T- Exploring T- Selects strategies for single lessons or sequence of lessons that respond to T- Integrating T- Plans instruction using a wide range of strategies to address learning
that incorporates S- Exploring students’ diverse learning needs. S- Integrating styles and meet students’ assessed language and learning needs. Provides
appropriate strategies appropriate support and challenges for students.
to meet the learning S- Seeks to learn about students’ diverse learning and language needs
needs of all students beyond basic data. S-Integrates results from a broad range of assessments into planning to
meet students’ diverse learning and language needs.

5.5 Involving all students in T- Exploring T- Begins to encourage students to establish learning goals through single T- Integrating T- Implements structures for students to self-assess and set learning goals related
self-assessment, goal-setting, S- Exploring lessons or sequence of lessons that include goal setting exercises. S- Integrating to content, academic language, and individual skills.
and progress monitoring.
S-Provides students with opportunities in single lessons or sequence of lessons S-Integrates student self-assessment, goal setting, and progress monitoring
to monitor their own progress toward class or individual goals. across the curriculum.

6.1 Reflecting on teaching practice Emerging Is aware of the need to reflect on teaching practice to support student Integrating Reflects individually and with colleagues on refinements in teaching practice and
in support of student learning learning. Reflects individually or with colleagues on immediate student connections among the elements of the CSTP to positively impact the full range
learning needs. of learners.

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 Pose measurable and observable What will you use as your What will you use as your final How do you expect student
elements, identify a focus of question in terms of students (e.g., baseline assessment of assessment of student performance to change? Use
inquiry (e.g., group discussion, what impact will strategy X have on student actions/performance? percentages to describe anticipated
differentiation, student performance as measured by actions/performance? growth.
motivation…) Y?)

Use self-assessments and goal-setting to plan What impact will self-assessment and goal-setting I will use prior quizzes as a baseline for student New section quizzes will be used to assess I expect to see a 15% increase in the average exam score
instruction with appropriate strategies to meet have on student performance as measured by performance. student performance. (78.54%, currently) for students who participate in
the needs of all students. section quizzes? self-assessment during class.

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 Focus Student 3: Your Choice
with IEP/504

Performance V.D is an english learner. They ask a lot of J.W. has an IEP for mild Autism. He often Y.P has an IEP for auditory processing disability. Y.P
Data clarifying questions about language details. does not speak to others unless he has thrives with more visual examples but needs to
“What does this mean?” questions. opportunity to practice and explain the material to
fully understand.
 Expected Results With self-reflection, she will increase her With self-reflection, he will ask With self-reflection, she will be able to understand
understanding of material and use vocabulary questions to help him further what she needs to practice more on.
when discussing or asking questions. understand lesson content.

Inquiry Lesson Implementation Plan

Identify dates for activities. Administer Pre-Assessment Deliver Lesson(s) Administer Post Analyze Results Discuss Results with Mentor
Assessment

3/11 3/11-3/12 3/17 3/17-3/18 3/18 or 3/19

Provide 1-2 sentence Lesson will be an introduction to evaluating functions. It will be a gradual release of responsibility structured lesson.
summary of your lesson plan.

Summarize process for I will administer a pre-assessment to students on evaluating functions without self-reflection. Post-assessment will be given with
administering and opportunities to self-reflect. Self-reflections will include exit ticket problems, thumbs up/down checklist, and stoplight activities.
analyzing pre- and
post-assessments.

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.)

Impact of self-assessment by students on their learning Assessment Matters: Self- Assessment and Peer Assessment
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4979309/ https://tinyurl.com/ke3zu5e3
Self-assessment can improve students' motivation to succeed and ability to perform Self-assessment can also be conducted in group or collaborative settings. Peer
better on assessments. review can be beneficial in student learning.

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

2nd grade Physical Sciences 9th grade English

They assess student work and keep a running record of their assessments and work. They chuck material, making smaller goals to eventually get to the bigger goal.
They monitor students' learning as they read texts and discuss the material. They use They integrate assessments in those smaller goals and allow for self-reflection.
exit tickets and questions from the pre-assessment to guide the lessons. They make sure students are using correct terminology ans explain their thinking.

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

Special Emphasis Focus How Special Emphasis will be Incorporated

ISTE Creative Communicator 6c: Students communicate complex ideas Students will be using technology to self-reflect and communicate their
clearly and effectively by creating or using a variety of digital objects such as understanding of content.
visualizations, models or simulations.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 3

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

Reflection assignments proved to be informative for me for future All 3 of my focus students said they need more practice on
lesson planning. I was able to adjust lessons to better suit my learners. these types of questions that we were working during class
During the post-assessment the majority of learners were able to time. During the post-assessment these students were able to
answer problems with 80% accuracy. perform with 80% accuracy or above.

CSTP Element Initial Revised Rating Evidence/Rational for Rating Suggestions for Moving Forward
Rating (Summarize from POP Section 3)
 1.5 Promoting critical T – Applying T – Integrating Teacher asked questions of analysis and evaluation. To move to INNOVATING level: Consider how to
thinking through S – Exploring S - Integrating Students answered questions that included all levels of increase complexity of task beyond a single lesson
inquiry, problem Bloom’s. Students created their own math problems. so that there are continuing opportunities for
solving, and reflection students to engage in inquiry in complex problem.
How could you extend lesson into PBL?

4.4 Planning instruction T- Exploring T-Applying Students contributed to their learning by choosing to Include more engagement along with student choice boards
that incorporates S- Exploring S-Applying participate in Jamboard or Pear Deck
appropriate
strategies to meet
the learning needs of
all students

5.5 Involving all students in T- Exploring T-Applying Focus students engaged and supported with: Differentiate in assessment methods including oral, written,
self-assessment, goal-setting, S- Exploring S-Applying step-by-step explanations kinesthetic, etc. to give students with different learning styles
and progress monitoring. color-coded text the opportunity to demonstrate their learning.
visuals
ample time to process and solve

Students constructed knowledge of subject matter:

participation in Jamboard or Pear Deck
received scaffolding, gradual release of problems to solve,
instruction
presented with visuals, color-coding, underlining, circling
instructed with step-by-step processes in a clear, appropriate
pace

6.1 Reflecting on teaching practice Emerging Applying Cleared up Student misconceptions: Include more effective reflective questions like : How would
in support of student learning Substituting x you rate your ability to answer a question like….
Students may have had misconceptions or needed additional How are YOU feeling today vs. How are you doing on the
support with the problem that involved a fraction. material today.

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

Students were able to perform better on assessments and I was able to Pre- and Post- assessments, along with lesson reflections serve
use pre- and post- assessments to better assess students. as a great tool to adjust lessons and empower students.

Action Items

For curriculum design, lesson ● Choice Board: Students will have the option to work on an individual jamboard or do a
planning, assessment
Peardeck activity with the rest of class. This is differentiated. The jamboard questions
planning
are slightly more challenging than the peardeck questions (not in concept, but in
arithmetic)
● Peardeck lesson will start
● This lesson is a gradual release, Hybrid Lesson
● I will start with some review of function notation and a visual representation of what
the job functions do→ take the input x and give you an output y.
● From there, we will start off growing comfortable with substituting values for x , then
build up to solving equations.
● End the lesson with a thumbs up, down or sideways self-reflection. I will repeat today’s
objective then ask them to reflect on whether or not they think they met today’s
objective.

For classroom practice ● added some visuals for the describing a “function machine” to help make the
distinction that a function does something to the input then gives us the finished
product, your output.
● I will be checking the Peardeck slides, roam the room, answer questions, and pause for
questions.

For teaching English learners, ● visuals, color-coding, underlining, circling

students with special needs,
● instructed with step-by-step processes in a clear, appropriate pace
and students with other
instructional challenges

For future professional ● Working on student engagement

development ● Empowering students
● Creating opportunity for collaborative learning
For future inquiry/ILP ● I would like to have made the activity more fun and engaging with the students. Maybe
include a fun video at the beginning to grab their attention.
● I would also like to incorporate more student voices (ex. reading directions, explaining
solutions, etc.)
● I will also be changing the exit reflection to have students explain why they rated their
understanding of the material as a thumbs up, down, or sideways. In doing that, I
would also add a question that asks them how they feel today to distinguish from how
they did on the material.

For next POP cycle ● Request students to explain their thinking.

● Ask for volunteers to read the directions.
● Change the reflection exit tickets questions.
● Add factors of engagement (ex. videos, games, themes, etc.)

Other

Other Notes