Fullerton Online 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
Joel Maki Jmaki@harborday.org Music Fourth
Mentor Email School/District Date
Melissa Mullane Mmullane@harborday.org Harbor Day School 10/7/21
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.
CST
Element Initial Rating Description Goal Rating Description
P
T - Guide students to think critically through use of questioning strategies, T - Facilitates systematic opportunities for students to apply critical thinking
Promoting critical thinking posing/solving problems, and reflection on issues in content. by designing structured inquires into complex problems.
T – Applying T – Innovating
1.5 through inquiry, problem S - Students respond to varied questions or tasks designed to promote S - Students pose and answer a wide-range of complex questions and
S – Exploring S - Innovating
solving, and reflection comprehension and critical thinking in single lessons or a sequence of problems, reflect, and communicate understandings based on in depth
lessons. analysis of content learning.
T-Plans differentiated instruction based on T- Plans differentiated instruction, which is based on
knowledge of students’ academic readiness, broad knowledge of students. Matches resources
Using knowledge of
academic language, diverse cultural backgrounds, and specific strategies to students’ diverse learning
students’ academic
and individual cognitive, social, emotional, and needs and cultural backgrounds.
readiness, language T- T-
physical development to meet their individual
proficiency, cultural Applying Integrating
4.1 background, and S-
needs.
S-
S- Understanding addresses bias, stereotyping, and
individual Exploring Exploring
S-Examines potential sources of bias and assumptions about cultures an members of cultures.
development to
stereotyping when engaging in lessons. Students Students respond to questions in a thoughtful and
plan instruction.
experience a wide range of activities that represent evolving way.
themselves and others.
T-Uses a broad range of data to set learning goals for
content and academic language that are integrated
T- Uses a variety of assessment data to set student across content standards for individuals and groups.
Using assessment
learning goals for content and academic language.
data to establish T- T-
Plans differentiated lessons and modifications to T-Plans differentiated instruction targeted to meet
learning goals and Applying Integrating
5.4 to plan, S-
instruction to meet students’ diverse learning
S-
individual and group learning needs.
needs.
differentiate, and Exploring Exploring
S- Students reflect on their work as they review T-Modifies lessons during instruction based on
modify instruction.
how technology influences their learning. informal assessments.
S- Set learning goals and work toward achieving
them.
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
Students will improve written notation Pre/Post assessment of written
How will the use of music notation
by comparing original writing to notation before and after using
software Noteflight assist students in
computer-assisted notation. Students 1-week on music notation, both Noteflight. I will also be able to
better understanding standard written
will compose short musical passages standard and computer-based. assess the accuracy of the
music notation practices, as well as
using standard written and computer- composition in Noteflight, as well as
composing short musical passages?
based notation. provide feedback for the 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
I have noticed that my EL focus students The student with the ILP struggles
requires preferential seating, and has difficulty academically and falls behind during This student does not yet have an ILP, but
retaining initial directions. In some cases, classroom activities. They are sometimes heavily struggles with focusing in class. They
directions need to be repeated for this student trying to participate, but there is a noticeable are often the last to begin working, and needs
Performance
and comprehension of the topic may take difference between assessments among constant reminders to stay on task and begin
Data
additional individual steps. If the student does classmates. When working in groups, these working. They have no behavioral issues to
not immediately grasp the content, they can students often lets other classmates take note, but their silence can be misread as
become disengaged for the remainder of the leadership, and does not willingly share out engaged, rather than daydreaming.
lesson. personal ideas.
The use of technology could assist these
The use of non-written English digital notation It is my hope that by providing these students
students and allow them to best express their
may assist this student in visualizing the with technology can take the music off the
Expected Results understanding using computer-assisted
directions, rather than processing them page, and into a more engaging medium that
scaffolding with personal visuals of their
aurally. could promote better participation.
individual work.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 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. 11/29 11/29 11/3 11/10 11/5

Provide 1-2 sentence
summary of your lesson plan.
Summarize process for
administering and analyzing
pre- and post-assessments.
Students will compose short musical passages using 8 given notes (C4-C5/natural/quarter notes and rests only). Students will first write
their composition using written notation on manuscript paper. Students will then transfer written compositions to Noteflight, where
they can hear their compositions, and observe notation rules based on computer assistance. Students will print compositions and
compare to their initial written notation, later creating a written final draft with appropriate notation.
Pre-assessment will be the first written draft. Post-assessment will be both the computer assisted composition, as well as the final
written draft administered on final day of lesson plan.

Semester 3 Only: Identify the

specific technology tools, https://www.noteflight.com/learn
applications, links, and/or Laptop/iPad
devices to be incorporated Headphones
into the lesson.
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.)
Jaffurs, S. (2004). The impact of informal music learning practices in the
classroom, or how I learned how to teach from a garage band.
Webster, P. R. (2002). Computer-based technology and music teaching and International Journal of Music Education, 22, 189–200.
learning. In R. Colwell & C. P. Richardson (Eds.), The new handbook of https://doi:10.1177/0255761404047401
research on music teaching and learning (pp. 416-439). New York:
Schirmer. 
Jaffurs examins informal learning experience in music education using
Webster states that technology has influenced how students experience
applications like Garageband. As not have formal training in Garageband,
and understand music education.
Jaffurs relates how he and the students learned together in
collaboration.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
The learning specialist (K-8) have worked individually and in small groups with The Spanish teacher (K-4) has observed similar findings among these focus
these students. She includes specialist teachers in assessments and testing students. She has highlighted them as students of concern, as is monitoring their
accommodation needs for these students. She also is in constant communication progress through her own curriculum. She has noticed that 2/3 perform at lower
with the parents/guardians of these students. scores than their classmates.
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
ISTE Educator Standard- 5-A- Use technology to create, adapt I will use technology in this lesson plan to assist students in understanding
and personalize learning experiences that foster independent learning and composition and notation. This will hopefully allow students with individual needs
accommodate learner differences and needs. (auditory/visual/reading comprehension) to better understand the concepts
presented.

ISTE Student Standard- 1.C- Students use technology to seek feedback that Students can find feedback directly on their digital platform from the teacher, as
informs and improves their practice and to demonstrate their learning in a well as use their own digital composition to inform and improve their written
variety of ways. notations.
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
The EL student was extremely successful. She remained
dedicated to the task of entering her work, as she was seated
next to me and close to the board with written directions.
The students all improved their notation ability. The students we The student with the ILP struggled with using the software and
all successful in using the Noteflight application. Most students staying on task. He was successful in the end, but it took him
were successful in accurately entering their compositions into more support from the teacher. His biggest success was the joy
Noteflight in a timely manner. Some students struggled with the he expressed when sharing his positive experience with the class,
entering their compositions, but were successful in exploring the most notably the fun when allowed to freely play on the site.
site. The third focus student who struggles to remain focused at time
in class was the most focused I have seen from him. He offered
support to other students, and truly seemed to enjoy using the
software.
Initial Evidence/Rational for Rating
CSTP Element Revised 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 increase
thinking through S – Exploring S - Integrating Students answered questions that included all levels of Bloom’s. complexity of task beyond a single lesson so that there are
inquiry, problem Students created their own math problems. continuing opportunities for students to engage in inquiry in
solving, and complex problem. How could you extend lesson into PBL?

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 reflection

Using Teacher created and delivered

knowledge of lesson with students’ readiness and
students’ individual needs. Preferential
academic I hope to have a deeper
readiness,
seating was given to those who
T- understanding of my students with
language demonstrated need.
Applying T-Integarting exceptional needs, and will
4.1 proficiency,
S- S- Applying
cultural continue to have open
Exploring Students were successful and
background, communication with classroom
and individual
engaged throughout the entire
teachers and resource teachers.
development lesson. They expressed pride in their
to plan work, as well as wanting to have
instruction. more time to compose more music.
Teacher reviewed student needs
Using before delivering lesson to ensure
assessment and inequities in the instruction
data to were eliminated, and students were Review data from more sources.
T-
establish
Applying T-Integrating equally set up for success. Keep better data records (written)
5.4 learning goals
S- S- Applying
and to plan, for students, especially as I will have
Exploring
differentiate, Students demonstrated ownership the students for multiple years.
and modify in their learning, pride in
instruction.
themselves, as well as motivation
using technology in music class.
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
Noteflight improved the notation ability for the students as it
I have become more comfortable in the computer lab, and have
provided clear and accurate depictions of what the composition
learned how to work with students when using technology. I have
should look like. Having the visual allowed the students to
also become more fluent using Noteflight.
compare their work to the digital file.
Action Items
For curriculum design, lesson
Have a more detailed view of all students in the classroom. Keep assessment data from year to year (not
planning, assessment
planning just overall quarter grades.

I will work on being more equitable in who is chosen to share out in class. I will become more aware of
For classroom practice
students who may be in need, but are not raising their hands.
For teaching English learners,
students with special needs, I will ensure that I have every resource and tool possible to increase success rates for these students. I will
and students with other continue to research articles regarding music education and students with exceptionalities.
instructional challenges
For future professional
development
I will seek out professional development that addressed technology in the music classroom.

I will work with the resource teacher on a more consistent basis to ensure I am aware of the needs of all the
For future inquiry/ILP
students in my music class.
I will have discuss concerns with my mentor in the pre-lesson conference, as well as research evidence of
For next POP cycle
this lesson delivery from other educators if possible.
I will create a list of steps that students can always view. These visual aids played a large amount of success
Semester 3 Only:
For future use of technology
for this lesson. I will also ensure that I am better prepared for technical challenges that may arise, and not
be left in the moment without immediate resolutions.
Other Notes

I will create a seating chart for the entire class when using a space outside of the music room.

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.

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.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 4
 New Teacher Email Subject Area Grade Level
Joel Maki Jmaki@harborday.org Music Fourth
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average

Data Range (2-13) Average (7-56%) Data Range (0-6) Average (2.75-83%)

PRE-/POST- ASSESSMENT DATA TABLE

Pre-Assessment Score Post-Assessment Score
Student Comments
(# of errors out of 16) (# of errors out of 16)
1. Focus Student: EL 4 1 Student improved note writing ability
2. Focus Student: 504/IEP 11 7 Student improved note writing ability
3. Focus Student: Teacher Choice 9 3 Student improved note writing ability
4. 6 3 Student improved note writing ability
5. 2 0 Student improved note writing ability
6. 11 4 Student improved note writing ability
7. 5 2 Student improved note writing ability
8. 8 6 Student improved note writing ability
9. 4 1 Student improved note writing ability
10. 7 2 Student improved note writing ability
11. 2 0 Student improved note writing ability
12. 8 3 Student improved note writing ability
13. 11 5 Student improved note writing ability
14. 6 2 Student improved note writing ability
15. 8 3 Student improved note writing ability
16. 6 1 Student improved note writing ability
17. 8 4 Student improved note writing ability
18. 9 4 Student improved note writing ability
19. 11 3 Student improved note writing ability
20. 4 1 Student improved note writing ability
Average ** Expression is faulty ** ** Expression is faulty **
910111213141516

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