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

Grecia Gamiz ggamiz@californiaops.org Art 6th

Mentor Email School/District Date

Tate Murphy tmurphy@californiaops.org San Juan Capistrano 10/1/2023

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 strategies, T- Integrating T- Supports students to initiate critical thinking through independently
Promoting critical thinking posing/solving problems, and reflection on issues in content. S-Integrating developing questions, posing problems and reflecting on multiple perspectives.
T-Appying
1.5 though inquiry, problem
S-Applying
solving, and reflection S-Students respond to questions and problems posed by the teacher and begin S- Students pose problems and construct questions of their own to support
to pose and solve problems of their own related to the content. inquiries into content.

T-Paces instruction to include ongoing assessment of student learning. Supports

Using instructional time to
2.7
optimize learning
T-Paces instruction with some consideration of lesson type, adjustments for
sufficient student work time and transitions to optimize learning.
T-Exploring
S-Exploring
S- Students complete learning activities and, as needed, may receive some
adjustments of time allotted for tasks or expectations for completion.
students in the monitoring of instructional time.
T- Integrating
S-Integrating
S-Students use their instructional time to engage in and complete learning
activities and are prepared for the next sequence of instruction.

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

How could using Nearpod increase student engagement
and support student learning as well as promote Critical
thinking?
-There will be an increase in student engagement
-Students will engage in critical thinking by participating
in various learning activities on Nearpod (Open ended
Questions, Collaborate Board, Draw-it, polls, etc)
-Increase of student engagement and learning about the
Elements of Art and how the elements are used in
artwork.
In unit 3 the Students will learn about the Elements of
Art: Line, Shape, Form, Space, Color, Value, Texture.
Students will practice Identifying the Elements and their
use in artwork. As well as practice using the Element of
Space to create a Drawing of a city using perspective.
As a pre-assessment I will be looking at my current
number of LiveLesson attendance and ST engagement.
Students will also have pre-assessment questions on
Nearpod where students will share what they already
know about the elements of art.
Post-assessment At the end of each lesson students
will review what they have learned through nearpod
activity (Quiz, poll, or Open-ended Question). Students
will also complete 3-5 question assessments in the
content lesson on the Pearson online classroom. These
assessments will help me monitor students' learning.
Data will be collected using LiveLesson Attendance
and Nearpod reports. I will collect data for the
following three lessons: 1) Elements of Art 2) Color
Theory 3) Perspective

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

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 6

M.H has been identified as an EL1. M.H can
communicate at basic level English. I want to
make sure that he has a clear understanding of
the elements of art.
Performance
M.H occasionally attends livelessons. He
Data
sometimes struggles to communicate clearly,
and needs time to think before responding. He
has been struggling with lessons and lacks
participation in class.
N.G has an IEP for orthopedic impairments, and
other health impairments. I want to make sure
M.R is new to online school. He is a struggling
that N.G has a clear understanding of the
student and has fallen behind for about three
elements of art, and how they can be used when
weeks. He has started attending live lessons this
creating artwork.
week, but lacks participation in class. Also lacks
motivation.
N.G attends livelessons regularly. He sometimes
struggles to communicate, and needs time to
think before responding. N.G is very eager to learn I want to make sure that MR has a clear
and participate in class. understanding of the elements of art, and how
they can be used when creating artwork.

M.H will be able to participate in livelesson
through Nearpod activities. That makes it easy
for him to participate for example, open-ended
questions that allow him to record his response
on microphone and quizzes with multiple
choice questions. Also, questions and imagery
that he can connect with.
Expected Results
If M.H is unable to attend he will be able to
access the lesson recording and review the
Self-Guided Nearpod available in the message
board.
If support is needed M.H will book a
one-on-one appointment to ask questions.
N.G will be able to participate in LiveLesson
through Nearpod activities that make it easy for
him to participate, for example, open-ended
questions that allow him to record his response
on microphone and quizzes with multiple choice
questions. Also, questions and imagery that he
can connect with.
If N.G is unable to attend he will be able to access
the lesson recording and review the Self-Guided
Nearpod available in the message board.
If support is needed N.G will stay after class or
book a one-on-one appointment to ask questions.
M.R will be able to participate in livelesson
through Nearpod activities that are fun and
engaging. Also, questions and imagery that he can
connect with.
If M.R is unable to attend he will be able to access
the lesson recording and review the Self-Guided
Nearpod available in the message board.
If support is needed M.R will book a one-on-one
appointment to ask questions.

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.
October 9 October 9,16,23,26 October 30 November 1 November 3
Provide 1-2 sentence The Element of Art Lessons will be spread out between 3 weeks, students will attend 2 LiveLessons a week. The first week
summary of your lesson will be an introduction to the Elements of art. The second week will focus on color theory and Value. The third week will
plan. focus on space and perspective.

Students will complete formative assessments during LiveLesson through Nearpod. These assessments will help students
Summarize process for practice identifying and describing the use of Elements of art in Artwork. As well as practice using the elements. At the end
administering and of each Nearpod students will review what they have learned through nearpod activity (Quiz, poll, or Open-ended
analyzing pre- and Question). These activities will help me know what concepts students are understanding from the lessons, which concepts
post-assessments. we will need to review or need more clarification on. Nearpod will collect data on each student’s participation and
responses.

Semester 3 Only: Identify

the specific technology
tools, applications, links, Nearpod presentation slides and activities will be the main learning technology tool used during the lessons. Others include
and/or devices to be Class to conduct LiveLesson, and Pearson Online Classroom for lesson Content that will be reviewed.
incorporated 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.)

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 6

Nisa, I. K., Wahyuni, S., & Budiarso, A. S. (2023). Development of Nearpod Based
Interactive Science Learning Media to Improve Students Learning Activities and
Critical Thinking Ability of Junior High School. IJIS Edu: Indonesian Journal of
Integrated Science Education, 5(2), 94-102.
https://ejournal.iainbengkulu.ac.id/index.php/ijisedu/article/view/11026/4792
Statement: Studies conducted in 2017 and 2020 have shown that junior high school
students have low critical thinking skills. Critical, thinking, please an important role
in preparing students to be able to solve problems, explain reasons, and evaluate
information. Through the use of the online platform, Nearpod teachers can provide
fun learning activities, while engage and improve student critical thinking skills.
Burton, R. (2019). A review of Nearpod–an interactive tool for student engagement.
Journal of Applied Learning and Teaching, 2(2), 95-97
https://journals.sfu.ca/jalt/index.php/jalt/article/view/151/127
Statement: Nearpod is an interactive tool that assists in increasing student engagement
in the synchronous setting. Not only does nearpod give teachers presentation tools, it
gives much more including live polls, videos, and live updates of participation from
students. When using nearpod students are able to ask questions, and participate in
activities anonymously. This encourages students who are often reticent to speak out in
front of their peers to participate and have a voice in class. Nearpod is a great tool that
helps teachers encourage students to use their mobile devices for active learning during
class sessions as opposed to not participating or using devices for social media and other
forms of entertainment.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)

Colleague 1: Grade 8, Health and PE

Colleague 1 uses Nearpod presentation slides to present her Content. She
shared that most of her student participation is currently taking place
through microphone and chat tools available in Class app. She is curious
to know how Nearpod activities can help increase student engagement
throughout the duration of the LiveLesson, as well as monitor student
responses/activity.
Colleague 1: Grade 8, Art
Colleague 2 uses Nearpod in her class to teach her LiveLesson, and has found
a positive response from her students and engagement. Students enjoy
interacting through activities. Nearpod allows her to monitor student
participation and comprehension.

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: my lessons will incorporate the online tool Nearpod, which allows me to
ISTE- Educator 2.5.a. Use technology to create, adapt and personalize learning
personalize my students' learning experiences by using activities that are fun, and
experiences that foster independent learning and accommodate learner differences
engaging, and allows all learners to participate.
and needs.

ISTE- Student: my lessons will incorporate the online tool Nearpod which allows students
ISTE- Student 1.1c Use technology to seek feedback that informs and improves their
to participate and demonstrate their learning through various learning activities.
practice and to demonstrate their learning in a variety of ways.
Nearpod allows me to monitor students and provide them feedback in real time.

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 Three Focus

Pre/Post Assessment Data Analysis Findings for Whole Class
Students

Pre-assessment was composed of three quiz questions where students

demonstrated their understanding of the elements of art. 136 students
attended a live lesson which is average attendance. 60% of students
participated in the pre-assessment.

Question 1 What are the elements of art?

59% of students answered correctly Focus Student 1/EL: Student did not participate in the pre assessment
POST Student scored 4/10 (40%) on the Unit 3 Quiz
Question 2 Which element of art best represents this piece?
50% of students answered correctly Focus Student 2/IEP: Student did not participate in the pre assessment
POST Student scored 9/10 (90%) on the Unit 3 Quiz
Question 3 Which definition best describes the element of space?
54% of students answered correctly Focus Student 3/TE Choice:Student did not participate in the pre assessment.
Student withdrew from school before the Post assessment.
Post assessment: during LiveLesson students participated in the air part
time to climb game. There were 110 students during the LiveLesson. 60%
of students participated in the quiz game activity 65% of students scored
60% or higher. 16% of students scored a 50% or lower.

That week students took the elements of the art quiz, 310/449 students
took the quiz. 190/310 students passed with a 70% or higher. The quiz
consisted of 10 questions.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 6
 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 T – Applying Teacher asked questions of analysis and evaluation.
T – Integrating complexity of task beyond a single lesson so that there are
1.5 inquiry, problem S– Students answered questions that included all levels of Bloom’s.
S - Integrating continuing opportunities for students to engage in inquiry in
solving, and Exploring Students created their own math problems.
complex problem. How could you extend lesson into PBL?
reflection

For the lessons in this unit I used a variety of strategies and activities
that meet the needs of all our students. Some of these include:
• Nearpod activities open-ended questions, polls, and
quizzes. To move to integrating level:
• Students will have access to record their responses I can pick examples that peak students interest, and can help
Promoting critical
using their microphone. engage them in discussion. In order to improve student
thinking through T-Applying T- Integrating
1.5 • I provided visual examples and demonstrations engagement in critical thinking I need to improve questions asked
inquiry, problem S-Applying S-Integrating
during lessons. I should try not to change my question during the
solving, and reflection
lesson, but instead before the lesson. making sure my question is
During art studio live lessons, students were given time to reflect on appropriate, can help engage students in critical thinking. Also
their artwork, making processes and changes they would make to suggest referring back to Costa's Level of Questioning when
their artwork. creating questions.

The unit lessons provided in live lessons were planned to support the
To move to integrating level:
Using instructional content students were learning in POC. I provided plenty of activities
T-Exploring T- Integrating In this unit I found some lessons had a lot of information for
2.7 time to optimize to support our lesson and engage students during the class time.
S-Exploring S-Integrating students. instead of trying to review all the information provided
learning
during the lesson. Some of these lessons can be broken down to
Students completed the learning activities. Based on student
allow students more time to think, participate as well as cover the
participation and responses, I adjusted I provided students additional
content during the instructional time.
time when needed.

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

During LiveLesson I presented my lesson using the learning tool Nearpod,

When using Nearpod I am able to access the student view. This view allows
which allowed me to incorporate interactive activities through my
me to monitor students as they answer the questions.
lessons. To accommodate for students learning needs I have included
options to Record Audio responses, and provided Self-Pace Nearpod.
After the lesson I can access Nearpod reports, this contains the responses
links.
and data collected during the lesson. I can access data for the whole class as
well as individual students.
When a Student participates in an activity in Nearpod their responses are
submitted and visible to the teacher. As the teacher I am able to monitor
their progress and provide students feedback in real time.

Action Items

For curriculum design, ● In order to improve students' engagement in critical thinking I must develop effective and engaging questions.
lesson planning, Using Costa’s Level of Questioning can be a good start.
assessment planning ● Choosing artwork and examples that students find interesting and can prompt engagement.

● I will continue to use Nearpod during LiveLessons for interactive and engaging lessons. As well as Monitor
For classroom practice
students progress and provide feedback.

For teaching English

learners, students with ● Continue to provide students with LiveLesson recordings and self-paced Nearpod.
special needs, and ● Provide students support through One-on-One appointments.
students with other ● Consider using other features in Nearpod such as Read Aloud to support English Learners.
instructional challenges

For future professional ● I can continue to learn about other Ed tech tools that I can incorporate in LiveLesson.
development ● Use data results, and collaborate with colleagues to plan next steps.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 6
 ● I would like to continue to investigate how online tools could support student learning.
For future inquiry/ILP ● I think for my next ILP I would like to focus on using online tools to increase student participation and
engagement.

● How can I use Nearpod to support students' writing?

For next POP cycle ● I can focus on portfolio review or support lessons. Possibly using nearpod activities to have students brainstorm
and engage with the portfolio worksheet.

Semester 3 Only:
● Keep learning and trying features available in Nearpod that support student Learning and engagement in critical
For future use of
thinking.
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

Grecia Gamiz ggamiz@californiaops.org Art 6th

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

380/449 students completed the unit 3 quiz

Q1: 59% of students answered correctly
61% of students passed with a 70% or higher
Q2: 50% of students answered correctly
Class average score: 70%
Q3: 54% of students answered correctly
10 Questions

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments

1. Focus Student: EL Students did not Participate 40%

2. Focus Student: 504/IEP Students did not Participate 90%

Student did not participate in the pre assessment.

3. Focus Student: Teacher Choice Students did not Participate Students did not Participate Student withdrew from school before the Post
assessment.

ST 1 50% 0 ST has not completed quiz

ST 2 13% 90%

ST 3 50% 80%

ST 4 17% 90%

ST 5 17% 90%

ST 6 83% 40%

ST 7 100% Has not completed Quiz

ST 8 33% 90%

ST 9 50% 100% Spent 25 min on quiz

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 6
 ST 10 17% 50% Spent 9 min on quiz
302 min, ST opened the lesson and
ST 11 67% 70%
came back later on the day.
ST 12 33% 50% spent 4 min on quiz
ST 13 67% 100% 10 min on quiz

910111213141516

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 6 of 6