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
Deborah Saxton dsaxton4622@gmail.com middle school science 7/8
Mentor Email School/District Date
Kris Olson olsonk@flchurch.org First Lutheran, Torrance 10/3/21
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 - Facilitates systematic opportunities for students to apply critical thinking
T - Guide students to think critically through use of questioning strategies,
Promoting critical thinking by designing structured inquires into complex problems.
T – Applying posing/solving problems, and reflection on issues in content. T – Innovating
1.5 through inquiry, problem S - Students pose and answer a wide-range of complex questions and
S – Exploring S - Students respond to varied questions or tasks designed to promote S - Innovating
solving, and reflection problems, reflect, and communicate understandings based on in depth
comprehension and critical thinking in single lessons or a sequence of lessons.
analysis of content learning.

T: I hope to be able to spend time with

​ T: Exploring Seeks to clarify instruction and
N
individual students as they work through
learning activities to support student this exercise thus examining and providing
Monitoring
understanding. them with feedback as they are working.
CSTP student T:Exploring T:applying
By making ongoing adjustments to
1.6 learning while S:Exploring
Student: Exploring Students receive assistance S:applying
instruction students will be able to
teaching individually or in small groups during instruction.
connect more readily to the content.
S: Students are more likely to stay engaged
in learning activities.
​ reating physical
C
or virtual learning
environments that
promote student
learning, reflect Students use a variety of resources in learning
Students routinely use a range of resources in
diversity,and environments and interact in ways that deepen
encourage learning environments that relate to and enhance
their understanding of the content and develop
constructive and instruction and reflect their diversity.
CSTP constructive social and academic interactions.
productive T:Applying T:integrating Students share in monitoring and assessment of
2.2 interactions interactions to improve effectiveness and
among students. develop a positive culture for learning.

Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments to ILP)

Inquiry Focus
Based on your selected CSTP elements,
identify a focus of inquiry (e.g., group
discussion, differentiation,
motivation…)
Use of analysis, synthesis, and evaluation
questions + student problem generation
Inquiry question Pre-Assessment Post-Assessment Expected Results
Pose measurable and observable question in
What will you use as your baseline What will you use as your final How do you expect student performance
terms of students (e.g., what impact will
assessment of student assessment of student to change? Use percentages to describe
strategy X have on student performance as
actions/performance? actions/performance? anticipated growth.
measured by Y?)
What impact will increased use of higher-order
There will be a 20% increase in the average exam
questions (teacher talk, worksheet, and student
Previous examination scores New chapter exam score for students who participated in class and
problem generation) have on student performance as
successfully completed the worksheet.
measured by chapter exam?

In order to increase and

enhance student learning I
will use activities that allow
students to assess their
understanding of the
To what extent does the Formative assessment Scoring on the post-simulation
material as they work I will reuse the same
understanding of gravitational regarding existing knowledge assessment will show at least a
through an exploration. I can assessment following use of
forces increase for students who and direct questioning on 20% average increase across all
monitor their progress by the PhET simulation.
use a simulation for exploration? content. student learning.
watching and talking to them
as they work thus providing
immediate feedback and
support. By using an online
simulation students will
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 20
 increase their understanding
and interaction with content
by discovering the
relationship between masses
of objects and their
gravitational attraction are
directly proportional.
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 has a diagnosis of
This student is currently at an overall
anxiety related concerns along
average of 83% in science class. She This student does not have an IEP or 504
with ADD and ADHD. He has a
understands concepts but occasionally plan but has a very low comprehension
tendency to rush through
has difficulty in explaining her level such that it interferes with his ability
assignments without fully
thoughts clearly and in sufficient to accurately share and communicate his
considering the accuracy or
detail. On a recent Claim Evidence level of knowledge. He has to work very
reasonableness of his answers.
Reasoning assignment she scored a hard outside of class on material to reach
Performance Data On a recent graphing assignment
70% due to lack of detail and a sufficient level of understanding. His
he scored a 56% due to not
supporting explanation of the facts main struggle is with written instructions
following directions that would
she presented. She rarely asks and questions - verbal questioning often
allow him to show his knowledge
questions as she does not like the results in a fairer reflection of his grasp of
of the topic. Another recent
attention of the class on her and at content. Assignments may need adjusting
piece of work scored a 57% as a
times seems disconnected from the so that he can reach content goals.
result of rushing with little
material.
attention to detail.
This student is very quick to
grasp some ideas and concepts
while other ideas may require I have a hunch that this student will need
another presentation or some additional explanation of the
I believe that if I talk to this student
approach. I believe that this concept in addition to working through
while they are working on this
simulation will offer an avenue the simulation to grasp the concept. I
assignment I can clear up any
to understanding due to its think he will be able to understand the
confusion and help them get started
Expected Results interactive nature and hands on main idea after some encouragement and
on the simulation. I think they will
appeal- the student will change help. I may need to draw some examples
have little knowledge of this topic so
parameters and immediately see on paper for him to explain to me in order
their growth and understanding
a change in the results. This to check his comprehension of the
increase will be substantial.
immediate feedback will help the concept. There will be an increase in his
student connect the relationship understanding.
between mass, distance and
gravitational attraction.
Inquiry Lesson Implementation Plan
Administer
Administer Pre-Assessment Deliver Lesson(s) Analyze Results Discuss Results with Mentor
Post-Assessment
Identify dates for activities. Monday October Tuesday Tuesday October Monday October
Thursday October 14th
18th October 19th 19th 25th
Provide 1-2 sentence Lesson plan will advance students' understanding of gravity and its interactions with other objects as we
summary of your lesson explore the gravitational forces and their relationship to mass and distance. A PhET simulation will be carried
plan. out where students explore how changing mass and distance changes the gravitational pull between objects.
Summarize process for
Formative assessment - for both pre and post assessment will be the same Google form quiz to question
administering and analyzing
pre- and post-assessments. student baseline knowledge about forces. PDF of form is attached.
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.)
Harris, Jennifer L, and Mohammed T. Al-Bataineh. “One to
Ben Ouahi, Mhamed, et al. “The Effect of Using Computer One Technology and Its Effect on Student Academic
Simulation on Students' Performance in Teaching and Learning Achievement and Motivation.” CONTEMPORARY
Physics: Are There Any Gender and Area Gaps?” EDUCATIONAL TECHNOLOGY, 2016, 7(4), 368-381, vol. 7, no.
Education Research International, Hindawi, 23 Mar. 2021, 4, 2016, pp. 368–381
https://www.hindawi.com/journals/edri/2021/6646017/

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 20
 This paper examines a study that took place in Morocco to
ascertain if the use of technology, in this case specifically
use of an online simulation, would improve students’
understanding of content. Although this study focused on
the role that differences in gender play in student
interactions with the simulation there was a positive
correlation between active learning using the simulation vs
traditional classroom techniques that center on teacher
delivery of content rather than students exploring concepts
for themselves. To quote from the paper “Simulations of
physics experiments stimulate more meaning. They
improve student motivation and make lessons more
interesting, focus their attention on learning, provide
beautiful diagrams, and enjoy when doing simulations on
computers.”
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
​ y colleague who teaches math shares that he uses desmos
M believes the tech use should depend on the student, but
for guided lessons. He said that it provides students a lot of
freedom to experiment with graphing and other advanced
concepts that require students to think conceptually. The digital
space provides them with the freedom to make mistakes and
quickly rework them.
The pre-planned lessons help focus on the teaching at hand as
well -- as an educator he can walk through the predesigned
activities as a team rather than wasting time creating digital
tools to help the students visualize functions.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus
ISTE standards: 1c I use technology to seek feedback that informs and
improves my practice and to demonstrate learning in a variety of
ways.
3d I build knowledge by actively exploring real-world issues and
problems, developing ideas and theories and pursuing answers and
solutions.
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
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
1:1 Technology and its Effect on Student Academic
Achievement and Motivation
Written in 2016 this article reports on student
achievement and motivation in regards to a 4th grade
class in Illinois. The study examines whether access
to a personal device whether it be a laptop or ipad by
individual students increases their test scores in math
and science class. Unit tests were administered to
students and results were compared. Interestingly,
the results were inconsistent. At the beginning of the
study the scores of students who had access to their
own divide were markedly improved but as the study
continued it was noticed that a traditional classroom
approach that did not require 1:1 use of technology
showed higher student test scores. Explanations
offered by the authors included the novelty and initial
buzz of working with technology led to an increase in
test scores. Motivation is difficult to judge for this age
group who do not have control over their attendance
at school - being only 9 or 10 years old. The authors
suggest that continuing professional development is
essential for educators in order that they have the
resources and training needed in order to use
technology as an adjunct and not replacement of tried
and tested teaching methods.
My Language Arts teacher colleague shares that she
for the most part finds that students enjoy tech use and are
more active because of the style in which they receive
information. She uses Kahoot, Gimkit, Quizlet, for the
review of content and finds it to be more engaging rather
than just asking questions to check for understanding.
She feels some students can get distracted if they are
working on their devices independently without teacher
monitoring during study hall. She finds kinesthetic learning
to deliver the most engagement. Although this may be with
a device she finds the highest level of engagement when
students are up and moving in order to learn.
How Special Emphasis will be Incorporated
By using an online simulation students will help practice and
become more familiar with the concepts at hand. By carrying an
experiment, albeit online, students will see the connections to
real life situations. Student work, visible as I cruise the room,
will allow me to correct misconceptions and allow
demonstration of understanding the topic at hand.
Pre/Post Assessment Data Analysis Findings for Three Focus Students
Page 3 of 20
 The focus students’ data was encouraging. Student #1 an EL
learner showed a considerable improvement rising from a pre
assessment score of 15 to a post lesson assessment score of 29.
The student obviously grasped the concept well as this post
lesson score was one of the highest in the class. Her answers
were clear and reflected understanding of the content that was
delivered in class and used in the simulation.
The pre assessment scores for the whole class covered a range from
Focus student #2 sadly did not show as much improvement
7-23 out of a possible 31 points. The median was 15 and the
adding 2 points to his score to rise from 15 to 17/31. I believe the
average 14.9.
challenge for this student, carefully reading questions and
The post lesson assessment figures were a range of 12-29, with a
producing considered answers is his greatest challenge as upon
median of 23 and an average of 22.7.
verbal questioning and encouragement he will divulge more
The average score went up by an average of 28%. This meant that
understanding than is evident from his rushed written answers.
students obtaining a passing grade, taken to show an adequate level
His anxiety and need to complete all work as quickly as possible
of understanding at or above 70%, increased from 3/30 students to
make learning very difficult due to the difficulty of focusing. If
17/30 students which is over half of the class.
the subject is interesting to him then he is able to focus a little
Growth overall increased by more than 20% for 86% of all the
more but I suspect he did not find this activity stimulating so
students, meaning only 6 students did not increase their scores by
rushed through it and subsequently showed little improvement.
more than 20%.
Focus students #3 showed an amazing increase in understanding
rising from 7/31 to 18/21 an almost 3 fold increase. The student
was able to understand the concept quite well and most points
were dropped not from him being able to consider which had the
biggest gravitational pull but his ability to clearly explain the
reasons for the answers. This exhibits his struggle with reading
and writing comprehension rather than the subject matter.
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
thinking through Teacher asked questions of analysis and evaluation.
T – Applying T – Integrating complexity of task beyond a single lesson so that there are
1.5 inquiry, problem Students answered questions that included all levels of Bloom’s.
S – Exploring S - Integrating continuing opportunities for students to engage in inquiry in
solving, and Students created their own math problems.
complex problem. How could you extend lesson into PBL?
reflection

In order to move to the next level I

would continue to develop
worksheets for PhET simulation that
included students doing a little more
By walking the room and talking to
of their own exploration and using
students while they completed the
their own data rather than having
online simulation I was able to check
such a scaffolded worksheet.
in with their level of understanding
monitoring Perhaps beginning the unit with
and provide more direction if
student more scaffolding then phasing it out
T-exploring T-applying students were not grasping the main
CSTP 1.6 learning S-exploring to allow for more open exploration
S-applying points. BY bringing up salient points
while would be beneficial. Having
with particular students and having
teaching students generate their own
open and direct discussions and
questions in order to relate this
including other students at that table
concept back to real life situations
in the conversation then I could check
would have improved the lesson.
for understanding.
Incorporating more ways to measure
student understanding would allow
me the use of more tools for
students to express their thoughts.
Creating
physical or
I feel that this exercise allowed I will continue to develop my
virtual students to work at their own pace classroom environment by updating
learning but within a secure environment that literature on the walls and displays
environment allowed them to share their of students' work. To further
s that
revelations and discuss their findings improve students' productive
CSTP 2.2 promote T-applying T- integrating
student in a relaxed and low risk setting. The interactions and constructive
learning, conversations that I heard students criticism I could try to incorporate
reflect having were conducive to more collaborative projects and
diversity,and understanding and students showed opportunities for discussion of
encourage
constructive support for one another as they material content.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 20
 and compared notes and talked about the
productive
simulation.
interactions
among
students.
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
I was able to observe the way that students interacted with
this technology and see which parts of the simulation were
most useful. I think that a key learning point for me was that it
ISTE standards: 1c I use technology to seek feedback that informs and is possible for students to use exploration as a digital tool in
improves my practice and to demonstrate learning in a variety of ways. order to discover new concepts, yet a degree of preparation of
3d I build knowledge by actively exploring real-world issues and students makes for a more enriching and positive experience. I
problems, developing ideas and theories and pursuing answers and could have talked to their math teacher about the students’
solutions. level of comfort with exponents to ensure this would not
I addressed these ISTE standards by using the PhET online simulation hinder their ability to relate the values of the forces to one
tool. Students were able to alter the variables of distance and mass of another. Perhaps the use of another simulation that uses
objects and immediately see the change in force that results from this. whole number forces would make the connection a little
The forces of each object one upon the other were also clearly clearer for the students. If I were able to provide comparisons
explained to the students but this was a difficult concept for them to of forces that changed by a factor of 10 would also have made
grasp so next time I will probably include some part of the exercise to it easier for students to monitor the different forces.
focus on this key point to ensure that students pay attention and I think this mode of inquiry based lesson could be adapted to
understand what is happening. other areas within science and is powerful in that it allows
discovery of the connections and relationships by the students
themselves which is more powerful and long lasting than
teacher delivered content.
Action Items
I can improve upon the diagrams I give the students to compare by ensuring not to include the arrows
representing the forces. Some of the students wisely considered the magnitude of these arrows and were able
For curriculum design, lesson to conclude that they were related to the force rather than my desired aim which was for them to focus on the
planning, assessment mass of the balls or the distance between them. Some of the students also got a little caught up in the
planning position of the figure holding the sphere so I would demonstrate the simulation before releasing the students
to the exploration. In the pre and post assessment I can include situations related to real life as a direct
comparison to that within the simulation to allow clear connections to be made.
I could include some work on the worksheet to include a piece of communal work - maybe creating a table of
their own to demonstrate the relationship between force, distance and mass or working on a definitions
statement together,. this would help develop collaboration and communications skills of the students. When
For classroom practice
relying heavily on math understanding for teaching a physics concept and the math including exponents or any
form of numbering that is not integers then I should check with the math staff to ensure that this will not be a
stumbling block for the students.
For teaching English learners, I will continue to include the pre teaching of relevant academic vocabulary in order to support ELL students
students with special needs,
and students with other
and those with other instructional challenges. A scaffolded or modified worksheet could be used to direct
instructional challenges students to the related concepts in a more direct and explicit manner.
For future professional I can continue to investigate how other teachers are teaching this concept and discuss my lesson plans with the
development middle school team if I am unsure of how the work will be received by the students.
I would be interested to compare how collaborative group working versus individual projects affected students'
mastery of content. This however would be difficult to manage as there are many variables involved. As the
For future inquiry/ILP
last module focused on student choice, perhaps investigating how the choice of activities of students affects
their level of achievement of understanding of the content.
Check lesson plans with other middle school teachers that particular areas - especially math will not detract
from concept.
For next POP cycle
Design another more research based lesson series for students to investigate and develop their own
conclusions to realise concepts.

Other

Other Notes

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 20
 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.

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 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

Deborah Saxton dsaxton4622@gmail.com science middle school 8

Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Range 7-23, average 14.9
100 yellow highlighting shows3 greatest increases in scores Range 12-29, average 22.7
100 aqua highlighting shows 3 lowest increases.
PRE-/POST- ASSESSMENT DATA TABLE
Pre-Assessment Score Post-Assessment Score
Student Comments
out of a total of 31 out of a total of 31
1. Focus Student: EL 15 29 +14 an increase of almost 100%
2. Focus Student: 504/IEP 15 17 +2 points
3. Focus Student: Teacher Choice 7 18 +11 points
4. KB 18 25 +7
5. NI 19 19 no net gain
6. DJ 15.5 25 +9.5
7. EJ 18 21 +4
8. TK 14 23 +9
9. AM 13.5 21 +7.5
10. SN 13 21 +7
11. LO 14 27 +13
12. LR 18 23 +5
13. JS 7.5 20 +12.5
14. KS 9 12 +3
15. AW 10 22 +12
16. TW 10 26 +16
17. VB 12 14 +2
18. AC 17 28 +11
19. PG 11 22 +11
20. JH 12 17 +5
21. MH 22 17 +5
22. NK 15.5 29 +13.5
23. RL 17.5 25 +7.5
24. CN 16 22 +6
25. JS 19 24 +5
26. TS 17.5 21 +3.5
27. DS 13 26 +13
28. JW 23 29 +6
29. KY 22.5 27 +4.5
30. EY 14 absent
31.
32.
33.
34.
35.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 7 of 20
 #2 Gravitational forces
The respondent's email (null) was recorded on submission of this form.

* Required
1.
Email *

2.
Explain, as clearly as you can, what you understand by the term 'gravitational force.' If you are
unsure, just make your best guess. ( don't worry we haven't covered it yet ) *

3 points

3.
What is mass? *

1 point

Mark only one oval.

the weight of an object

the amount of matter in a substance

the effect of gravity on an object

the gravitational pull on an object

4.
Does your mass change when you go into space? Explain your answer. *

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 8 of 20
 2 points

5.
What will the units be for measuring gravitational force ?

1 point

6.
Explain what you know about the forces existing between m1 (mass 1) and m2 (mass 2). *

2 points

7.
What statement can you make about the forces between m1 and m2?

2 points

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 9 of 20
 8.
Which of the following situations involves the greatest forces? *

1 point

Mark only one oval.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 10 of 20
 Option 1

Option 2

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 11 of 20
 9.
Explain your choice of answer for the previous question. *

2 points

10.
Which situation involves the greatest forces? *

1 point

Mark only one oval.

Option 1

Option 2

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 12 of 20
 11.
Explain your reasoning for the answer given in the previous question. *

1 point

12.
Explain how gravitational forces play a role in your everyday life. *

3 points

13.
Is there a connection between gravitational forces and the tides of the oceans? Explain what
you know. *

3 points

14.
Who was the first scientist to study and experiment with gravity and motion? *

2 points

15.
Why do the planets orbit the sun? *

2 points

16.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 13 of 20
 As a spaceship of constant mass leaves Earth and flies into space what can you say about the
gravitational forces that are involved? *

1 point

Mark only one oval.

increases

decreases

not enough information to answer

stays the same

17.
Why is your weight less on the moon than on Earth? *

2 points

18.
Why does our moon move in a circular orbit around Earth and not float off into space to orbit
another planet - say Jupiter?

2 points

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Forms

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 Pre lesson / simulation assessment - sample answers

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 Post lesson / simulation sample answers

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