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
Connie De La Cruz cdelacruz@ofy.org Science 9-12th
Mentor Email School/District Date
Stacy Williamson swilliamson@ofy.org OFY/San Bernardino 10/08/21
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.
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 inquiries 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- Creates, adapts, and integrates a

broad range of strategies, resources,
T-Integrates connections from subject
Connecting and technologies into instruction
matter to meaningful, real-life
subject T- T- designed to meet students’ diverse
contexts, including those specific to
matter to Applying Integrating learning needs.
1.3 students’ family and community.
meaningful, S- S- S- Students actively engage in
S-Students utilize real-life connections
real-life Applying Integrating instruction and make use of a variety of
regularly to develop understandings of
contexts. targeted strategies, resources, and
subject matter.
technologies to meet their individual
students’ needs.
T- Integrates instructional strategies
Utilizing T- Gathers and uses additional
appropriate to subject matter to meet
Instructional instructional strategies in single
T- T- students’ diverse learning, to ensure
strategies that lessons or sequence of lessons to
3.4 Exploring Integrating student understanding of academic
are appropriate increase student understanding of
language, and guide student in
to the subject academic language appropriate to
understanding connections within and
matter. subject matter.
across subject matter.
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 be able to create posters to a mastery level -Pre-Assessment (Exit Ticket)
To what degree can students use Canva to demonstrate their Unit 2-Cell Division, Differentiation and Genetics
demonstrating their knowledge of cell differentiation using an -Post- Assessment (Exit Ticket)
knowledge of cell differentiation. Lesson 2 (mid-unit)
organism of their choice. -Summative Assessment: Digital Poster

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
Student struggles with writing and Student can complete work
Student is a high achieving student.
speaking. Student has a difficult time independently but struggles with
Student likes to participate in class,
working with new words. Student focus. Student needs several cues to
answer questions, turn in work
Performance needs vocabulary support using redirect attention during lessons.
Data
ahead of time. Work is always
Frayer Models to learn new Student requires additional tutoring
properly completed and student
vocabulary. Student needs additional and time to complete assignments.
uses the assignment rubrics to
time and tutoring to complete Work tends to be at near mastery and
ensure high scores.
assignments. mastery level.
Student will have a difficult time
Student will help support students
focusing during the les-son. Student
who are struggling with the
Student will need additional time, will need to be refocused to ensure
assignment. Student will do very
Expected Results tutoring, and guidance to complete participation within the lesson.
well with the activity and score in
activity at a near mastery level. Student will need additional time and
the mastery to exceeds mastery
support to be able to complete
levels.
assignment.
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.

10/26/21 10/27/21 10/28/21 10/29/21 10/29/21
Over the course of 3 days, students will learn about cell differentiation and present their understanding of
the concept through a digital poster. On the first day students will learn vocabulary and about the concept
Provide 1-2 sentence through interactive activities using Frayer models. Students will also complete a pre-assessment as an exit
summary of your lesson ticket. On the second day students will dive into the concept and begin their research through a flipped
plan. classroom activity using google classroom. On day 3 students will continue their research and create and
submit their digital poster using Canva and Google Classroom. Students will also complete the post-
assessment using google forms before the end of the class.
-Pre-Assessment: Students will complete a google form as an exit ticket during day 1 of the lesson.
Summarize process for
-Post-Assessment: Students will complete a google form as an exit ticket during day 3 of the lesson.
administering and analyzing
pre- and post-assessments. Summative Assessment: Students will create their digital poster and submit on day 3, feedback will be
provided on the following day.
Semester 3 Only: Identify the
specific technology tools,
Students will need their school issued Chromebook, access to the internet, https://canva.com,
applications, links, and/or
devices to be incorporated https://classroom.google.com, https://forms.gle/HPfi4Jvxe9aFE1NVA.
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.)
Article 1- How to Integrate Technology:
https://www.edutopia.org/technology-integration-guide- Article 2- What is Inquiry-Based Science?
implementation By Dana Bulba: https://ssec.si.edu/stemvisions-blog/what-inquiry-
This article posed great questions to reflect upon how much technology based-science
we are introducing to our students and what foundational skills they After many attempts, I am still working on teaching science concepts
need to use the technology we are presenting. The questions that I found through inquiry lessons rather than teacher-centered lessons. This
most helpful were: “What skills are applied to nearly all tools (e.g., saving article helped change my perspective of inquiry lessons. According to
a file, naming a file, finding a file, logging in and out of accounts)? Have the report, "Inquiry science requires teachers to be able to excite the
your students mastered these basic skills? How many different tools will students' interest in a topic and then provide them with opportunities to
you introduce this year? How many is too many?”. Upon reflecting on undertake the investigation either by themselves or preferably in
those questions, I questioned if my expectations were genuinely collaboration with others…Providing feedback is critically important to
measurable for my students. My students come from a low socio- helping students understand how they are progressing". My
economical background, meaning their access to technology uses the understanding was that inquiry lessons were taught without teacher
school resources. How can I expect my students to use a graphic design involvement. The article is the total contrary; inquiry is taught through
tool if many of my students do not know how to type correctly? I will participation, guidance, and feedback through curiosity and
have to assess my students’ technological skills before and after engagement. I will use this new knowledge to reformulate previous
introducing new technology and demonstrate step by step how to use inquiry lessons I have attempted and hopefully engage my students and
the tools for them to be successful in engaging with the technology. spark their interest to be active participants in their knowledge building.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Colleague 2- 9th Grade, English.
Colleague 1- 9-12th grade, Algebra 1. Colleague uses google docs and google classroom to collect and provide
Colleague has used Desmos to support student learning. Colleague has feedback on students writing and grammar. Colleague posts prompts on
used Google classroom in conjunction to Desmos to have students turn in google classroom and has students share their google docs. The shared
graphs. Colleague has provided feedback on graphing and formulas access allows colleague to access student work, even before submitting
through google classroom by sending comments and returning work. All for review, to provide commentary and revision notes. It allows common
commentary and revisions are provided after students submit work for grammar mistakes and punctuation to be addressed before students
evaluation. submit assignments for grading.

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
Students will create a digital poster demonstrating cell
differentiation using an organism of their choice. Students will
1c. I use technology to seek feedback that informs and improves
submit their poster for review and feedback through google
my practices and to demonstrate learning in a variety of ways.
classroom. Students will also complete Pre and Post assessments
using Google Forms.
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.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 Pre/Post Assessment Data Analysis Findings for Whole Class Pre/Post Assessment Data Analysis Findings for Three Focus Students
Students seem to have understood the overall topic but still had difficult making the connection 2 out of the three focused students had a difficult time with the summative activity and the pre -and
between the ability of cells to multiply and specialize. Will need to Re-visit to continue to build post-assessments reflect their struggles. The focus students spent additional time with myself
their knowledge on this topic when I introduce Mitosis and Meiosis. outside of class time to revisit the concept. Again the theme is that the students understood that
cells can multiply and replicate as they grow, but they still had a hard time processing that ability
of cells to specialize and become different cells.
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
1.3 Connecting subject T- Applying T-Integrating Teacher used real life evidence as examples to help Use images and videos to help scaffold the content.
matter to S- Applying S- Applying students make connections between the concept being Before offering real-world connections to bridge
meaningful, real-life discussed and how it is applied in real-life. concepts, let students suggest examples of real-world
contexts. examples and then use their examples to make the
connections.
3.4 Utilizing T- Exploring T-Applying Used an activity with bone healing and explored why Start students with an activity that is more tangible
Instructional different types of bone fractures/breaks take different and can relate to immediately. Using activities that
strategies that are amounts of time to heal based on the cell growth rate. make an immediate feedback help scaffold the
appropriate to the concept to a greater degree. Keep in mind “Seeing is
subject matter. believing”.

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
Students are still struggling to apply their technological skills in the classroom after a year and a Need to incorporate more lessons that include media use in the classroom. Also need to include
half of distance learning. Most student still seem to struggle with typing and manipulating images additional time for students to complete digital assignments. Not all students have access to
online. Additional time was needed for students to complete the tying portion of their digital poster. technology at home. Also, provide mini lessons to improve student typing speeds and use of
multi-media websites.
Action Items
Design mini-lessons to include in units to practice typing and media use in the classroom.
For curriculum design, lesson
planning, assessment
planning
Time students on different task to determine the amount of time necessary to complete additional media projects in the future.
For classroom practice

For teaching English Provide additional time, add more support for typing and media manipulation. Will need to find new scaffolding strategies to support technology skills building.
learners, students with
special needs, and students
with other instructional
challenges
Ask for strategies to support student’s technological skills such as typing, editing, and downloading pictures from the web.
For future professional
development
Continue to challenge student use of technology, include additional components to encourage students to type and use multi me dia in their assignments.
For future inquiry/ILP

Make sure to allow students to present real-world examples and incorporate student suggestions into the lesson.
For next POP cycle

Take into consideration student skills when developing new lessons and include additional class time for digital activities.
Semester 3 Only:
For future use of technology
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.

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
Connie De La Cruz cdelacruz@ofy.org Science-Biology 9-12th

Pre-Assessment Data Range and Average Post-Assessment Data Range and Average

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 4
 PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments

0/10 4/10 Student tried the best, still struggling to make the language
1. Focus Student: EL connection.
0/10 6/10 Student showed significant improvement. Missed the two most
2. Focus Student: 504/IEP commonly missed questions
4/10 8/10 Student improved dramatically. Could have scored a perfect score
3. Focus Student: Teacher Choice if student had slowed down.
3/10 6/10 Student showed significant improvement and missed the two most
4.Student 1 missed questions.
2/10 4/10 Student improved but stills struggled with the main concept we
5.Student 2 covered.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
9 10 1 1 1 2 13 1 4 1 5 1 6

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