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
Erin Jackson erinjackson@kineticacademy.o 5th - multiple subject 5
rg
Mentor Email School/District Date
Julie Rierson julierierson@kineticacademy.o Kinetic Academy/Charter 10/5/22
rg
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 -­‐ 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 S -­‐ Students respond to varied questions or tasks designed to promote T– S -­‐ Students pose and answer a wide-­‐range of complex questions and
1.5 through inquiry, problem solving,
S – Exploring comprehension and critical thinking in single lessons or a sequence of lessons. Innovating S problems, reflect, and communicate understandings based on in depth analysis
and reflection of content learning.
-­‐ Innovating

2.2 Creating physical T - Develops physical environments that T- Adapts physical and/or environments
or virtual learning Applying reflect student diversity and provide a Innovatin flexibly to facilitate access to a wide range
environments range of resources for learning. 7/15/22 g of resources that engage students in
that promote S- learning. Ensures that environments
student learning, Applying Utilizes a variety of structures for S- enhance learning and reflect diversity
reflect diversity, interaction during learning activities that Innovatin within and beyond the classroom.
and encourage ensures a focus on and completion of g
constructive and learning tasks. 7/15/22 Selects from a repertoire of structures for
productive interaction to ensure accelerated learning
interactions for the full range of students.
among students
Students participate in monitoring and
changing the design of learning
environments and structures for
interactions.

4.3 Developing and Applying Establishes short- and long-term Innovatin Utilizes extensive knowledge of
sequencing curriculum plans for subject matter g curriculum, content standards, and assess
long-term and concepts and essential related academic learning needs to design cohesive and
short-term language and formats that support comprehensive long- and short-term
instructional student learning. 7/15/22 instructional plans that ensure high levels
plans to support of learning.
student learning
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 elements, Pose measurable and observable
What will you use as your baseline What will you use as your final How do you expect student
identify a focus of inquiry (e.g., group question in terms of students (e.g., what
assessment of student assessment of student performance to change? Use
discussion, differentiation, impact will strategy X have on student
motivation…) actions/performance? actions/performance? percentages to describe anticipated
performance
as measured by Y?) growth.
What impact will increased use of higher-­‐order
There will be a 20% increase in the average exam score
Use of analysis, synthesis, and evaluation questions + questions (teacher talk, worksheet, and student
Previous examination scores New chapter exam for students who participated in class and successfully
student problem generation problem generation) have on student performance as
completed the worksheet.
measured by chapter exam?

Technology focus for How do tech-enhanced Pre-Assessment Post-Assessment There will be a 30%
high engagement activities impact students’ Fractions Work Sample Fractions Work Sample increase in the average
application of math page 1 of 2 pages 1 and 2 assessment score for
concepts in a fifth-grade students who participated
classroom as measured by in the tech-enhanced math
a checkpoint? activity.
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
Focus Student 1: English Learner Focus Student 3: Your Choice
with
ILP/504
Performance SB Not yet meeting standards KS not yet meeting standards CB not yet meeting standards
Data

Expected Results Meeting Standards Approaching Standards Meeting Standards

Inquiry Lesson Implementation Plan

Administer
Administer Pre-­‐Assessment Deliver Lesson(s) Post-­‐ Analyze Results Discuss Results with Mentor
Assessment
Identify dates for activities. 10/24 10/25-10/26 10/28 11/1 11/2

Provide 1-­‐2 sentence

summary of your lesson Students discuss the connections between fractions and money while using money as a model to find
plan. equivalent fractions. Students will participate in a problem string in which the addition of fractions with
unlike denominators is framed in the context of money amounts. Using a Money Model tech-enhanced
activity:

Part 1- Students will explore the money pieces and relationships between the fractional pieces and the
whole, and determine the fractions they can make. Materials: Money Model for Fractions [Google Forms]

Part 2a - Use the money model context in a problem string to add common fractions with unlike
denominators. and record what they observe about connections and patterns. Materials: Money Model
Problem String 1 [Google Doc] and Money Model Problem String Connections and Patterns [Google Doc]

Part 2b - Work through a second problem string to add or subtract fractions by thinking about the
equivalent amounts they could find in the model (all quarters, dimes, nickels, or pennies). Materials:
Money Model Problem String 2 [Google Slides]

Summarize process for Students will receive the pre-assessment before starting the lesson. That evening I will review their
administering and pre-assessments to solidify my lesson. After my 2-3 day lesson, I will administer the post-assessment and
analyzing pre-­‐ and
post-­‐assessments.
compare results. My goal is for 75% of my students to be meeting standards on the checkpoint after my
tech-enhanced 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.)
Francis, James. (2017) "The effects of technology on student Zhang, M., Trussell, R. P., Gallegos, B., & Asam, R. R. (2015).
motivation and engagement in classroom-based learning." Using math apps for improving student learning: An
All theses and dissertations, 121. University of New exploratory study in an inclusive fourth-grade
England, DUNE: DigitalUNE classroom. Tech Trends, 59(2), 32–39.

Francis concluded that when technology is combined Researchers, Zhang and Trussell (2015) examined the
with learning techniques, this allows “uninterested and research question, “Can selected math apps improve student
unmotivated students with learning difficulties to be engaged [and learning of math, particularly for struggling students?” (p. 34).
also] to motivate gifted and talented students [by providing] The exploratory study took place in a fourth-grade classroom
additional opportunities to complete coursework at an accelerated with a sample size of 18 student participants. Students worked
pace through the use of technology” (p. 50-51). individually on three math apps in four math class sessions
over the course of a month. The three apps, Splash Math,
Motion Math Zoom, and Long Multiplication, used different
scaffolding strategies to support learning in the math concepts
of decimals and multiplication. Pre- and post-assessments were
designed to measure math concept application and learning
from the math apps. Findings indicated that students improved
performance in each assessment after using the math apps. The
study determined that math apps may be effective tools to
support instruction for struggling students in math classrooms
and supports the study on math apps as a tool for math concept
application.
 Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of
ideas.)
Julie Rierson, 5th, mult. subject Kellye Cambare, principal - previous 4th grade teacher

Julie has used a variety of technologies to increase student Kellye increased engagement through the use of digital whole
engagement and learning in her classroom. For example, she has a class games. She introduced me to Nearpod and ensured
plethora of tech-based math extension activities for students who teachers received training on this program. She also allowed for
need additional support and students who need to be challenged. teachers to use Blooket, Kahoot, and Quizlet and ensured that
we received subscriptions to the programs that required a paid
subscription. It was very helpful during zoom teaching and
certain programs are still helpful today.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core
Propositions
Special Emphasis How Special Emphasis will be Incorporated
Focus
ISTE Standard COMPUTATIONAL THINKER: As a student, I develop Students will use technology-enhanced manipulatives to test
and employ strategies for understanding and solving problems in solutions to fraction problems. The math apps provide a way
ways that leverage the power of technological methods to develop for students to test out the money and clock models in order to
and test solutions. determine the appropriate model to use to solve problems.
 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
All students completed the google form with screenshots of their Focus Student 1 EL - Pre-Assessment: Not Yet Meeting
fraction models using the money pieces app. On the unit 2 Standards / Post-Assessment: Meeting Standards
pre-assessment, only one student met standards. Prior to this
lesson, I administered page 1 of the Fractions Work Sample Focus Student 2 Student 504 - Pre-Assessment: Not Yet Meeting
checkpoint and only one student met standards on this Standards / Post-Assessment: Approaching Standards
pre-assessment. During my lesson, students succeeded in using
the money pieces app to identify and model fractions. After Focus Student 3 - Pre-Assessment: Not Yet Meeting Standards /
practice at home and in class, students were comfortable with the Post-Assessment: Meeting Standards
technology and it supported their learning greatly. I then gave
pages 1-2 of the Fraction Work Sample checkpoint a few days after
the lesson and scores improved. The whole class performed well.
See assessment data table and attached copies of assessments.
Initial Evidence/Rational for Rating
CSTP Element Rating Revised Rating (Summarize from POP Section Suggestions for Moving Forward
3)
Promoting critical To move to INNOVATING level: Consider how to increase complexity of
Teacher asked questions of analysis and evaluation.
thinking through T – Applying T– task beyond a single lesson so that there are continuing opportunities for
1.5 Students answered questions that included all levels of Bloom’s. Students
inquiry, problem S – Exploring Integrating S students to engage in inquiry in
solving, and reflection created their own math problems. complex problem. How could you extend lesson into PBL?
– Integrating

2.2 Creating T- T - Integrating Maintains physical environments Adapt environments flexibly to

physical or Applying that reflect student diversity and facilitate access to a wide range of
virtual S - Integrating provides a broad range of resources, resources that engage students in
learning S- displays, and artifacts that are learning. Ensure that environments
environment Applying current and integral to instruction. enhance learning and reflect
s that diversity within and beyond the
promote Integrates a variety of structures for classroom.
student interaction that engage students
learning, constructively and productively in Select from a repertoire of structures
reflect learning. for interaction to ensure accelerated
diversity, and learning for the full range of
encourage Students routinely use a range of students.
constructive resources in learning environments
and that relate to and enhance Have students participate in
productive instruction and reflect their diversity. monitoring and changing the design
interactions Students share in monitoring and of their learning environments and
among assessment of interactions to structures for interactions.
students improve effectiveness and develop a
positive culture for learning. Using the above methods- have
students lead their learning with
Teacher created a positive learning choice and teach them to access the
environment by asking questions and tools independently.
showing excitement as students
worked through the task.

Students participated in the task

with joy and confidence. Struggling
students were supported by their
peers, and by the teacher, and were
able to keep up with the
requirements of the activity.

Students understood how to use the

technology fairly quickly, making it
easier to jump into learning the
concepts. This allowed for positive
whole group discussions about the
variety of ways one can model the
fractions.
4.3 Developing Applying Integrating Refines sequence of long-term plans Utilize extensive knowledge of
and to reflect integrations of curriculum curriculum, content standards, and
sequencing guidelines, frameworks, and assessed assess learning needs to design
long-term instructional needs to ensure student cohesive and comprehensive long-
and learning. and short-term instructional plans
short-term that ensure high levels of learning.
instructional Teacher circled the room and
plans to supported students one-on-one Consider tech-enhanced activities in
support when needed. Students knew that earlier units and extend them
student they could use one another for cross-curricularly.
learning guidance in using the technological
tool. Teacher praised students who
helped others.

Students worked together well and

encouraged one another. Students of
all levels were engaged because of
the atmosphere created by the
teacher. Students who understood
the program at a faster rate were
able to help their peers understand
how to use it.

Students worked through their own

google form and learned how to take
screenshots of their money models,
as they completed the task. Students
not only worked toward the learning
objective of the math lesson, but had
direct instruction and practice in my
ISTE goal I have for my students,
which is to improve their practice
and understanding of google docs
and forms, including taking
screenshots of their slides and
uploading them to the google form as
evidence.
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
Increasing my use of technology in my lessons, especially in math, My biggest takeaway was that in 5th grade the digital math
has created a positive environment for students who need digital manipulatives seem to be more engaging than physical ones. I
manipulatives for high engagement. It also allowed me to assess was excited that this lesson led to students being able to
students quickly and redirect my teaching in the moment as I was practice with the money pieces app even at home. It led to
viewing all screens through goguardian. It was a very successful high understanding, engagement, and ultimately better scores.
incorporation.
Action Items
For curriculum design, lesson I want to incorporate technology into future lessons in all subjects. I teach with daily slides and want to
planning, assessment make it a point to add video, music, digital manipulatives, or online programs for engagement at least
planning once a day if not more. Using the digital tools (originally created for pandemic teaching) was extremely
beneficial for my students and I’m making sure to look for these tools for daily plans and long-term plans.
I want to ensure that while I'm teaching the whole class, all students are actively engaged. I will make sure
For classroom practice
to differentiate so that students are getting what they need during my lessons.
For teaching English I will ensure that English learners, students with special needs, and students with other learning
learners, students with disabilities, have the tools they need to communicate their questions and model their work, whether
special needs, and students
with other
that’s verbally, on paper, or digitally. I want to make sure students are confident and comfortable
instructional challenges displaying their work, and getting the help they need.
For future professional I want to continue to add technological tools to my list that will help my students meet standards with
development confidence and a joy for learning.
 Consider a tech-enhanced lesson for reading and/or writing.
For future inquiry/ILP

Incorporate small group teaching and rotations with a wider variety of tech activities all in play at once.
For next POP cycle

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.
 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
Erin Jackson erinjackson@kineticacademy.org All Subjects 5th Grade
POP/ILP Lesson in Math
Pre-­‐Assessment Data Range and Average Post-­‐Assessment Data Range and Average
73% Not Yet Meeting Standards 10% Not Yet Meeting Standards
21% Approaching Standards 21% Approaching Standards
1% Meeting Standards 68% Meeting Standards
PRE-­‐/POST-­‐ ASSESSMENT DATA
TABLE
Student Pre-­‐Assessment Score Post-­‐Assessment Score Comments
1. Focus Student: EL (SB) Not yet Meeting Standards Meeting Standards

2. Focus Student: 504/IEP (KS) Not yet Meeting Standards Approaching Standards

3. Focus Student: Teacher Choice Not yet Meeting Standards Meeting Standards
(CM)
4. CB Not yet Meeting Standards Approaching Students

5. VB Approaching Standards Meeting Standards

6. CB Meeting Standards Meeting Standards

7. ND Not yet Meeting Standards Meeting Standards

8. CD Approaching Standards Meeting Standards

9. SH Not yet Meeting Standards Not yet Meeting Standards

10. EH Not yet Meeting Standards Not yet Meeting Standards

11. AH Not yet Meeting Standards Meeting Standards

12. KH Approaching Standards Meeting Standards

13. HK Not yet Meeting Standards Meeting Standards

14. EM Not yet Meeting Standards Meeting Standards

15. RM Not yet Meeting Standards Meeting Standards

16. GS Not yet Meeting Standards Approaching Standards

17. HS Approaching Standards Meeting Standards

18. JS Not yet Meeting Standards Meeting Standards

19. AV Not yet Meeting Standards Approaching Standards