;

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
Jeffrey Chen jeffrc93@gmail.com Science 6th
Mentor Email School/District Date
Lawndale elementary school
David Navarro dnava1@live.com 10/3/2023
district
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 - Facilitates systematic opportunities for students to apply critical thinking by
T - Guide students to think critically through use of questioning strategies,
Promoting critical thinking designing structured inquires into complex problems.
T – Applying posing/solving problems, and reflection on issues in content. T – Innovating
1.5 through inquiry, problem S - Students pose and answer a wide-range of complex questions and problems,
S – Exploring S - Students respond to varied questions or tasks designed to promote S - Innovating
solving, and reflection reflect, and communicate understandings based on in depth analysis of content
comprehension and critical thinking in single lessons or a sequence of lessons.
learning.

Planning
instruction that Instruction will be made accessible to
incorporates students through a series of scaffolds using
Using a variety of instructional strategies,
appropriate multiple modes of learning to be able to
1.4 T resources, and technologies to meet T
strategies to apply content knowledge to real life
students’ diverse learning needs
meet the situations through the use of simulations
learning needs and key concept sketches. .
of all students
I teach according to NGSS standards and
promote critical thinking by observing
Promoting Guide students to think critically through phenomenon in the classroom and have
critical thinking use of questioning strategies, students participate in academic discourse
1.5 though inquiry, T posing/solving problems, and reflection on T to come up with possible causes of the said
problem solving, issues in content. phenomenon. Students then reflect on
and reflection their thinking and revise their thinking as
needed.

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 complete a warmup
asking them to describe what
they know about factors that
determine air temperature.
Assessment data will be collected
at the end of every subtopic with
moments for informal
How can I utilize virtual simulations and assessments in between with a
. I will be addressing standard
models to help students understand Students will be able to identify how the post assessment at the end of the
MS-ESS2-4. Develop a model to
how the sun and the latitude of a sun can affect air temperature through lessons where students can apply
describe how the sun can affect air
location affect air temperature around the use of models and simulations. key concepts they have learned in
temperature.
the world. the lesson to apply to real life
scenarios to show mastery. Data
will be compared with other
science department teachers to
identify instructional strategies
that seemed effective and the
effectiveness of the scaffolds and
differentiation utilized.
Focus Students

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
 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
Native spanish speaker who is
ELD student with a 504 that has
classified as an English learner who Student has loss of hearing in one of
difficulty with attention span, reads at
Performance Data reads at the 5th grade level and can their ears and is also a native spanish
the 3rd grade level and is a C level
access informational text at the 4th speaker
student
grade level.
Student will be able to access learning
Student will be able to access learning
with adaptations made for
to demonstrate how ocean currents Student will be able to access
preferential seating and
Expected Results affect climate through the use of learning given preferential seating
accomodations on tests(shortened
simulations, models and supportive and appropriate supports as needed.
and reduced answer options), notes
resources.
and assignments, such as extra time..
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.

10/13/23 10/16/23 10/20/23 10/23/23 10/24/23

Provide 1-2 sentence

summary of your lesson plan.
Students will learn about how the sun can affect air temperature depending on the locations latitude

Summarize process for
administering and analyzing
pre- and post-assessments.
Semester 3 Only: Identify the
specific technology tools,
applications, links, and/or
devices to be incorporated
into the lesson.
Research/Professional Learning (Identify two articles that have informed inquiry focus. Provide title, URL or citation, and statement of what was learned.)
Students will complete a warmup asking them to describe what they know about the factors that affect air
temperature in a location followed by a pre-assesment of lesson material about factors that affect air
temperature and ocean currents. Assessment data will be collected at the end of every subtopic with
moments for informal assessments in between with a post assessment, where students can apply key
concepts they have learned in the lesson to apply to real life scenarios to show mastery. Data will be compared
with other science department teachers to identify instructional strategies that seemed effective and the
effectiveness of the scaffolds and differentiation utilized.
Students will be utilizing a simulation to observe how the sun affects air temperature along with the latitude of
a location. The will also be created models to demonstrate their learning throughout the lessons to
demonstrate their learning and create visual aids to aid in their learning. Students will utilize their
chromebooks, kahoot, Brainpop and canvas to model and express their learning.
Section 4: Inquiry Research and Exploration

National Academies of Sciences, Engineering, and Medicine. 2011.

Using Models to Teach Science | NSTA
Among the SEPs, Developing and Using Models offers students a
sense-making tool to reason about how real-world events or system
works. As students engage with peers in developing models, they can
move from using models to unpack their initial ideas to explain
phenomena, to using evidence from observations, readings, and
experiments to revise or refine their models.
Learning Science Through Computer Games and Simulations.
Washington, DC: The National Academies Press.
https://doi.org/10.17226/13078
Games and simulations can create local contexts that can similarly
engage learners, whether at home, in school, or in after-school programs.
At the same time, however, research has shown that the surrounding
context can significantly shape how a learner interacts with a simulation
or game and the extent to which this interaction supports science
learning (Linn et al., 2010).

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

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
 One colleague mentioned how students don’t retain information from
One colleague discussed that with physical limitations it is difficult to
reading text about science concepts. Especially if they are still struggling
teach science concepts that are not physically replicable such as weather.
with comprehension and building vocabulary. Also, teaching science
Modeling these concepts and ideas make the learning more accessible to
concepts to students who only speak a language besides English poses a
all learners. Just reading and answering questions about the reading
challenge. Many of the students haven’t been in school long enough to
makes it difficult to make real-life connections and understanding the
understand what the words/phrases mean in their native tongue.
difficult science language as it is most students’ first time having a formal
Creating models is a universal mode of communication that all students
science class. With the need to help students build background
can understand if taught correctly. Simulations also help students to
knowledge it makes it much easier utilizing sites like BrainPop to fill in
render less concrete ideas in a physical space to visualize what we are
the background knowledge they need to access the learning.
discussing.

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
1.3. Knowledge Constructor
Students will utilize a variety of resources to help them build
Students critically curate a variety of resources using digital tools to
background knowledge about the topic. They will complete a
construct knowledge, produce creative artifacts, and make
pre-assessment to see what gaps in background knowledge need
meaningful learning experiences for themselves and others.
to be filled. The pre-assessment will allow me to know what areas
to focus on when building background knowledge. Students will
Teacher
learn through a variety of simulations, investigative activities and
2.1. Learner Teachers continually improve their practice by learning
through creating models of the science concepts.
from and with others and exploring proven and promising practices
that leverage technology to improve student learning.
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 had no background knowledge on what affects air
temperature in a given location.

Focus Student 1: English Learner

Student received a 94% on the Post Assessment and demonstrated
mastery over the ability to analyze how the distance from the
Most students had little to no background knowledge on what
equator affects the air temperature of a location
affects air temperature in a given location.
Focus Student 2: Student with ILP/504
Student received a 60% on the Post Assessment but needed
Students had a mean score of around 86%, a median of 96% and a
additional support with utilizing notes and other accommodations.
mode of 100%
After appropriate accommodations and test-taking strategies were
modeled, student received a 95% on the retake
Focus Student 3: Your Choice
Student received a 97% on the Post Assessment and demonstrated
mastery of the concept being taught

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?

Students were informally assessed at

Planning
the end of each lesson in the
instruction
sequence to check for understanding.
that
Students who did not perform up to Provide multiple methods for
incorporate
standard were worked with in small students to express their learning.
s
groups and some in a 1-to-1 setting in Possibly have them create a song,
1.4 appropriate T Integrating
order to meet the learning needs of video, or other types of media in
strategies
all students. Assignments were also order to demonstrate true mastery
to meet the
accommodated with extra time, less over the concepts taught.
learning
answer options, reduced questions,
needs of all
digital accomodations as need such as
students
speech-to-text etc…
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 5
 Promoting Students were given a phenomenon
Consider how to increase the
critical to observe in multiple methods. A
complexity of the task nd possibly
thinking simulation, lab work and text.
have students come up with their
thought Students used critical thinking skills to
own experiment to observe the
1.5 inquiry, T Integrated come up with possible reasons for the
effects of the Sun’s energy at a given
problem phenomenon and reflected on their
location by observing multiple
solving, and learning with a warmup on the next
temperatures of objects in different
reflection days lessons and also at the end of
weather scenarios
each lesson.

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
Having students model their learning definitely had large benefits
for students with special needs. Students also created visual By having students create models to illustrate their learning and
representations of their learning on the notes as well which helped having them create visual representations of the key concepts
clarify misunderstandings and provide resources that are being taught really helped them master their key concepts and
accessible to all. Students enjoyed being able to create creative apply their learning into real-life situations. This was especially
artifacts and utilize digital resources that they were never exposed helpful for students that may have issues with reading/writing or
to before. Assessment data has improved in comparison to the were multiple grade levels below standard.
previous year as well
Action Items
Due to the large number of students that were performing under grade level in the ares of reading and writing
For curriculum design, lesson this year many students have difficulty accessing the learning through reading the scientific articles describing
planning, assessment the phenomenon. We chunked the reading and had students model what was being taught in the text, this
planning provided valuable notes that were accessible to students of all levels and helped them reach the goal of
instruction.
Having students apply their learning in real-life situations had a much greater impact on students being able to
For classroom practice reach the learning goal set for the lesson than just having students read informational text and search for
answers.
For teaching English learners, Creating models, performing observations, investigations and academic discourse proved to be much more
students with special needs, useful than spending additional time reviewing informational text for most students. Many ELs and students
and students with other with special needs tend to struggle accessing information with lots of text. Modeling and creating visuals to
instructional challenges
represent their learning proved to be much more effective
For future professional Continue to collaborate with colleague and review assessment results. Continue to share out effective
development instructional strategies and scaffolds.
Come up with additional scaffolds and differentiation for students who did not perform well on informal and
For future inquiry/ILP
post assessments.
Continues to build on instructional strategies and possible accommodations that can help support so that all
For next POP cycle
students can reach learning goals and mastery of content.
Semester 3 Only: Continue to utilize peardecks, tinkercad, kahoot, quizziz but create alternative versions for spanish speakers
For future use of technology and more visuals .
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

Jeffrey Chen jeffrc93@gmail.com Science 6th

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 5
 Pre-Assessment Data Range and Average Post-Assessment Data Range and Average

10/13 31% 10/20 96%

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL 30% 94%
reviewed test taking strategies and how to use
2. Focus Student: 504/IEP 10% 97%
accommodations on tests properly. Retook test
3. Focus Student: Teacher Choice 40% 97%
4. 30% 85.7%
5. 50% 100%
6. 70% 100%
7. 20% 77%
8. 20% 100%
9. 0% 100%
10. 45% 95.7%
11. 35% 92.8%
12. 20% 91.4%
13. 40% 95.7%
14. 50% 95.7%
15. 30% 80%
16. 15% 97.1%
17. 25% 87.1%
18. 40% 94.3%
19. 30% 100%
20. 65% 98.6%
21. 40% 85.7%
22. 20% 94.3%
23. 0% 57.1%
24. 0% 57.1%
25. 50% 100%
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
910111213141516

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 5