Fullerton Online Teacher Induction Program

Individualized Learning Plan (ILP)

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.
New Teacher
Corey Newman
Mentor
Tamara Thomas
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
Promoting critical thinking
1.5 through inquiry, problem
solving, and reflection
5.1 Applying knowledge of the
purposes, characteristics, and
uses of different types of
assessments
4.2 Establish and articulate goals
for student learning
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
Revised 6.1.17
Section 1: New Teacher Information
Email Subject Area Grade Level
cnewman@ofy.org Math 9-12
Email School/District Date
tthomas@ofy.org Options For Youth 10/5
Section 2: CSTP Areas of Inquiry
Initial Rating Description Goal Rating Description
T -‐ Guide students to think critically through use of questioning strategies, T -‐ Facilitates systematic opportunities for students to apply critical
posing/solving problems, and reflection on issues in content. thinking by designing structured inquires into complex problems.
T– T – Innovating S -‐
S -‐ Students respond to varied questions or tasks designed to promote S -‐ Students pose and answer a wide-‐range of complex questions and
Applying S Innovating
comprehension and critical thinking in single lessons or a sequence of problems, reflect, and communicate understandings based on in depth
– Exploring
lessons. analysis of content learning.
T-Exploring T-Explores the use of different types of pre-assessment, formative and t-Integrating T-Integrates a variety of characteristics into assessments to allow
S-Exploring summative assessments. s-Integrating students with a ranges of learning needs to demonstrate what they
S-Students are aware of different types of assessments and have taken know.
each type of assessment at least once. S- Students will be able to be assessed using a wide variety of
characteristics to demonstrate what they know.
T-Applying T-Establishes and communicates to students clear learning goals for T-Innovating T-Plans differentiated instruction that provides systematic
S-Exploring content that are accessible, challenging, and differentiated to address s-Applying opportunities for supporting and extending student learning based on
students’ diverse learning needs. comprehensive information on students.
S-Students see a variety of lesson plans that are beginning to implement S-Students are given lessons that are differentiated.
multiple types of assessment into the lesson.
Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments to ILP)
Inquiry question Pre-‐Assessment Post-‐Assessment Expected Results
Pose measurable and observable question
What will you use as your baseline What will you use as your final How do you expect student performance
in terms of students (e.g., what impact
assessment of student assessment of student to change? Use percentages to describe
will strategy X have on student
actions/performance? actions/performance? anticipated growth.
performance
as 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
successfully completed the worksheet.
as measured by chapter exam?

Use of different types of pre-assessment, What impact will the use of different types of Check for understanding Unit assessment There will be a 10% increase in test scores
formative, and summative assessments. assessments and learning goals have on student between the check for understanding and the unit
performance as measured by checks for assessment.
understandings and unit exams.

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
This student is a current football player at my school. He struggles
Performance to pronounce words and with comprehending certain words. After
Data he failed his first assessment twice, I intervened and worked with
him. During this time this student was able to solve the problems
as long as I read the steps to him. This student does participate in
class but typically will shout out incorrect answers. I am working
with him currently on making sure he raises his hand before
shouting out answers. The reason I chose this student is because he
seems motivated to improve his grade and to put the effort in for
that to happen. I think setting standard oriented goals with both EL
and math standards will help him succeed in the class.
I expect the student will pass his unit assessment with a 70% or
Expected Results better on his first attempt.
Focus Students
Focus Student 2: Student with
Focus Student 3: Your Choice
ILP/504
This student I have known for several years now but this is my My third focus student has worked with me before but continues to
first time having them in my class. This student has had struggle in some of their classes. They recently moved to California
attendance issues in the past but that has greatly improved from another state after getting in some trouble. The student does
recently. This student struggles with basic arithmetic including participate in class and has made friends and talks often. This student
adding and subtracting negative numbers. To help him with this, will set make-up times/ tutoring times with me and then not show up.
I have given him a number line to use in class and students also This is common amongst most of my students and something I am
have access to calculators. For his first assessment, he is allowed trying to improve this school year. This student has struggled to pass
to use his notes and was not able to pass it on his first try and assessments and received a 56% on their first unit assessment and a
received 60%. On his second assessment he improved slightly 68% on their second unit assessment. The reason I chose this student
and received a 64% with the use of a calculator and notes. The is I know they are capable of passing assessments and I am looking
reason I chose this student as I have seen him improving and I for areas to motivate them to do better in my class. This student does
would like to see him keep improving when he sets goals for have an individual education plan.
himself.
I expect the student will pass his unit assessment with a 70% or I expect the student will pass their unit assessment with a 70% or
better on his first attempt. better on his first attempt.

Inquiry Lesson Implementation Plan

Administer Post-‐
Administer Pre-‐Assessment Deliver Lesson(s) Analyze Results Discuss Results with Mentor
Assessment
Identify dates for activities. 11/3 11/11 11/18
11/8 11/10
Students will complete lessons through the use of guided notes with the instructor. Students will also participate in group work and individual practice throughout the lessons. All lessons
Provide 1-‐2 sentence will include both warm-ups and exit tickets. The teacher will also go over the pre-assessment and review any topics students are having difficulty in, through the use of group work,
summary of your lesson plan. individual instruction, and direct instruction.

Summarize process for The teacher will share their overall grade before the pre- and post- assessments with the students, so they know what their current grade is in the class before the assessments are taken.
After the pre-assessment, the teacher will collect data and use that to deliver instruction the following class. The teacher will then have students complete the post assessment the
administering and analyzing following class after that.
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.)
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6760123/ https://absel-ojs-ttu.tdl.org/absel/index.php/absel/article/view/90
This journal article goes over a study in which participants completed both pre and post assessments and it collected This paper discusses the use of SMART goals when given to students working on a group project. It talks about

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 data to see if pre-assessments made a significant difference in assessment scores compared to post assessments. What how in previous classes students have struggled to maintain a pace to get the class project done in a particular
they learned was that pre and post test combos and just post-test assessments resulted in similar scores and pre- time frame. It also discusses procrastination and how it can harm the project completion date. It then goes on to
assessing individuals did not make much of a difference on their ability to retain information. discuss how SMART goals helped students stay on task and complete the project in a timely manner.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
My mentor teacher is the one who showed me the check for understanding pre-assessments that she used, followed by SMART goals are something that are being implemented by my school across all subjects. We are supposed to
how she used that information to review before students took the post assessment. Though the students in the study have students write SMART goals for themselves every semester. SMART goals when written correctly do seem
did not see improvement from the pre and post assessments, my mentor teacher did in her high school math classes. to help our students. An English teacher at my sight has said that she has assignments being turned in on time
She used the data from the check for understanding to help her develop a unit review and cover any other information more often now that SMART goals have been implemented.
and re-teach information that needed to be understood for the unit assessment.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
Proposition 3 Teachers are responsible for managing and monitoring student learning. I will focus mainly on the assessment portion of proposition 3. Teachers should always be assessing their
students to make sure they are learning and mastering the material. I will incorporate this by using assessment
data to guide my instruction in class and to make sure students are able to master the standards they are being
taught.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 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
Students performed slightly better after completing the post test compared to the pre-test. Pre-test Two of my three focus students in my class improved their test scores. FS1 improved his score
showed a class average of 79.4% and a class average of 80.2% after the post assessment. I allow my and went from a pre-assessment score of 65% to a post-assessment score of 70%. He did spend
students to earn partial credit for multiple choice problems by allowing them to turn in a sheet of extra tutoring time with me in between assessments, so that may have partially contributed to the
paper that has their work shown on it. I adjust the multiple choice grade accordingly to their work improved score.
and though I will never deduct points I will award partial credit for students that made minor FS2 also improved but did not receive a passing score on either assessment.
mistakes in the problem. Though students only improved slightly I think this is still a win as an FS3 scores went down. I think this could partially be due to issues currently going on in their
educator because they improved. Next time I do this I would probably change some things in my life.
instruction in between the pre and post assessment but overall I still consider it a success. In my pre-
assessment one student failed the assessment and one got a “D”. 5 students received a “C”, 5 students
earned a “B” and 2 earned an “A”.
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
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 math problems.
solving, and reflection complex problem. How could you extend lesson into PBL?
5.1 Applying knowledge of T-Exploring T-Integrating Teacher gave students a pre and post assessment. To move to INNOVATING level: the teacher must takes
the purposes, S-Exploring S-Integrating Students completed both assessments additional steps to infuse assessments at appropriate
characteristics, and uses
Teacher explained to class the reasoning for both times. The teacher must also use this information to
of different types of
assessments assessments and discussed different assessment idea better differentiate instruction for the students.
with other teachers to gain better insight.
4.2 Establish and articulate T-Applying T-Integrating Teacher listed goals at the beginning the lesson. To move to INNOVATING level: the teacher must
goals for student S-Exploring S-Integrating Students copied down learning goals. design and implement instruction that will allow
learning
Class discussed learning goals and began lesson. students to achieve high levels of learning.

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 always try to incorporate skills into my lessons. This lesson and unit had a big focus on graphing so I learned the importance of lesson planning and implementation when students are completing
students learned how to use Desmos to graph systems of equations. Desmos is a computer based pre- and post- assessments.
graphing calculator which allows for several ISTE standards to be introduced and taught throughout I learned the importance of using testing data to better introduce and re-introduce topics to the
the lesson. class as I am teaching.
I learned the importance of testing data to guide instruction.

Action Items
I would like to implement more practice into my guided notes. I would also like to offer a wider variety of problems in the guided notes to better prepare my
For curriculum design, lesson students for their assessment. For assessment planning, I would like to eventually like to get rid of the multiple choice exams and implement my pre-assesment
planning, assessment digitally on the google classroom, like I currently do with most of their assessments.
planning
I would like to incorporate more guided practice into my lesson, where the students work independently and follow my steps while working on math problems.
For classroom practice

For teaching English I would like to provide further scaffolding to the guided notes and have areas on the sides of the problems where the steps for completing the problems can be
learners, students with listed. I would also like to provide more imaging and additional resources for students that did not understand the lessons or assessments. This may be in form
of Khan Academy lessons or something on Desmos.com.
special needs, and
students with other
instructional challenges
Search and seek out professional development on scaffolding that my school provides. I would like to also attend a conference in the upcoming year or so.
For future professional
development
I would like to change my Focus student 3. I would also like to better incorporate my lesson into my pre and post assessments.
For future inquiry/ILP

I would like to better connect my ILP and POP together. I would also like to change my FS 3 and focus on a student with a 504 plan.
For next POP cycle

I would like to create a more rigorous pre-assessment that better aligns with the post assessment.
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.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 4
 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
Corey Newman cnewman@ofy.org Math 9-12

Pre-‐Assessment Data Range and Average Post-‐Assessment Data Range and Average
Students took the pre-assment on 11/3 and had an average score of 79.4 percent. The post assessment was completed on 11/10 and average score of 80.2 was
recorded.

PRE-‐/POST-‐ ASSESSMENT DATA TABLE

Student Pre-‐Assessment Score Post-‐Assessment Score Comments
1. Focus Student: EL 65 70

2. Focus Student: 504/IEP 59 65

3. Focus Student: Teacher Choice 75 68

4.Juan 75 73

5.Nasine 89 94

6.Jocelyn 94 90

7.Andre 83 88

8.Madelyn 88 91

9.Leila 92 88

10.Lily 86 77

11.Gabriel 75 76

12.Armon 73 77

13.Jocelyn 75 82

14.Leah 80 78

15.Joaquin 82 86
910111213141516

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