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
Christopher Auxier
Mentor
Stacy Williamson
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
Promoting critical thinking
1.5 through inquiry, problem
solving, and reflection
Using a variety
of instructional
strategies,
resources, and
1.4
technologies to
meet students’
diverse learning
needs
Developing and
sequencing long-
term and short-
4.3 term
instructional
plans to support
student learning
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
How can I better structure my
lesson and activities in a way that
would better help integrate
technology in the classroom that
would allow all the students to
stay physically active while they
are still getting the benefit of
seeing themselves performing
the skill?
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.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
Revised 11.5.18
Section 1: New Teacher Information
Email Subject Area Grade Level
christopherauxier@ofy.org Physical Education 9-12
Email School/District Date
swilliamson@ofy.org Options for Youth Moreno Valley 10/8/23
Section 2: CSTP Areas of Inquiry
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
strategies, posing/solving problems, and reflection on issues in
thinking by designing structured inquires into complex problems.
T – Applying content. T – Innovating
S - Students pose and answer a wide-range of complex questions and
S – Exploring S - Students respond to varied questions or tasks designed to S - Innovating
problems, reflect, and communicate understandings based on in depth
promote comprehension and critical thinking in single lessons or
analysis of content learning.
a sequence of lessons.
T- Creates, adapts, and integrates a
T- Makes ongoing adjustments to
broad range of strategies, resources,
instruction based on observation
and technologies into instruction
of student engagement and
T- designed to meet students’ diverse
regular checks for understanding
Applying T-Innovating learning needs.
and use of technology
S- S-Innovating S- Students actively engage in
S- Students will participate in
Exploring instruction and make use of a variety of
instruction using a variety of
targeted strategies, resources, and
resources, and technologies
technologies to meet their individual
matched the lesson and patriation
student’s needs.
T-Curriculum units are planned out
the number of days that are in
each semester. I try to have a few
days to allow students to revisit
T- Teacher has the ability to refine
skills, reteach any skills or allow
T- sequences, long turn plans and reflect
extra time to practice skills that
Exploring T-Innovating on curriculum guidelines, outline and
students are struggling with. The
assessed instructional needs of all
daily lessons are created based on
students in there learning.
standards needed to build off one
another, to progress the unit
effectively and safely to meet the
needs of all students.
Hypothesis Lesson Series Topic Assessments/Data Collection
Through the use of initial
assessment and post
assessment, along with the
use of informal and Students will be given a pre
The lesson idea is students will
formative assessments, I will and post skills test on how
be working through the soccer
better understand if well the perform when they
unit where they will learn how
students are developing, are dribbling, passing, and
to control dribble, pass, and
learning and reaching the shooting a soccer ball. They
shoot a soccer ball. Along with
goals of the unit. Doing this will also be given a pre and
the rules that go along with
will allow me to better posttest on soccer on the
how to play the sport as a
understand what I am doing rules and guide lines on how
whole.
and how I am reaching the to play the sport.
students.
Focus Students
Page 1 of 5
 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 is a straight A student who
Student struggles with reading and Student struggles with coordination, is always prepared and ready to
Performance Data speaking but student is very athletic paying attention during the lesson, work. Student is also very athletic
and loves playing sports. as well as staying focused on a task and always like to be a team captain
of one of the teams.
Student will need extra help when it
Student will need the material in both Student will be prepared and
comes to staying on task and
English and Spanish and the use of perform well performing the skills.
Expected Results needing redirection. Student will
videos. This student is expected to Should do get with the added
also need extra help understanding
meet the standard or go above them technology
how to perform the sports skills.
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.

10/16/23 10/17-11/10/23 11/11/23 11/11-11/12/23 11/13/23

Provide 1-2 sentence Students will work through my soccer unit learning how to dribble, pass, and shoot a soccer ball. Student
summary of your lesson plan. will also learn the rules of the sport and how to play. All doing this while incorporating technology.
Student will be given paper pre and posttest on rules and guide line on how to play soccer. Students will be
Summarize process for
in their groups and each group will be assessed one by one recoding each other performing the skill for the
administering and analyzing
pre- and post-assessments. self-assessments along be performing their post assessments. While I am watching and assessing each
student as they go.
Semester 3 Only: Identify the
specific technology tools,
Students will use Hudl to record themselves when they perform sport skills and the software show them
applications, links, and/or
devices to be incorporated how they are performing the skill and if they are performing the right steps to perform the skill.
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.)

Jastrow, Florian, et al. “Digital Technology in Physical Education: Taemin Ha, Brian Dauenhauer & Jennifer Krause (2022) Facilitating
a Systematic Review of Research from 2009 to 2020.” German Alternative Assessment with Technology in Physical
Journal of Exercise and Sport Research, vol. 52, no. 4, 2022, pp. Education, Strategies, 35:2, 36-39, DOI: 10.1080/08924562.2022.2
504–28, https://doi.org/10.1007/s12662-022-00848-5. 031379
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Colleague 1 High school 9-12 Grade History Colleague 1 High school 9-12 Grade PE/Weight Lifting
Colleague uses multiple forms of assessments to support short term and Colleague uses pre and post assessment in their weight room class when
long-term goals. For Short term they use Kahoot and other forms of to they are performing different lifts. This allow the students to see them
get short term feedback. For their long-term goals they use a mid-point perform the lift and in doing do correct the technique. When they are not
assessment to see what students know and what need to be gone over it is corrected and fixed for the safety of the student and ability to
again. The unit ends with the use of a summative assessment to reach perform the lift at a higher level.
the final goals for their students.
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 record themselves pre-assessment and post
assessments, they will self-evaluate themselves. Students will
1.3.b Evaluate Information
create goals for where they want to reach by the time they are
done with the units
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
Pre: Out of 50 students who performed this activity 10 were well Pre: FS1 was at above standard, FS2 was below standard, and FS3
above standard, 9 were above standard, 20 were at standard 6 was well above standard
were at need improvement, and 5 were below standard Post: FS1 finished above standard, FS2 finished at standard, and
Post: Out of 50 students who performed this activity 11 were FS3 finished well above standard.
well above standard, 10 were above standard, 21 were at
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
 standard 5 were at need improvement, and 3 were below
standard. Meaning 84% of students were at or above standard.
Leaving 8 student or 16% that need improvement or below
standard.

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?

T- moving forward working on

Using a
improving on adding more forms
variety of
T-Adjusts strategies during of assignments and supports to
instructional
instruction based on the ongoing increases student monitoring on
strategies,
monitoring of individual student how they are feeling and more
resources, T-
T- Integrating needs for assistance, support, or examples to help students better
and Applying
1.4 S- challenge. understand how to perform the
technologies S- S- Students are able to articulate
Applying skill.
to meet Exploring their level of understanding and S-being able to better understand
students’ use teacher guidance to meet their and use rubric not only in side of
diverse needs during instruction their current class but all classes in
learning
the future and continue playing
needs
sports.
Developing
and
sequencing
T-Teacher has the ability to refine
long-term
sequences, long turn plans and T-work on refining unit plans to
and short- T-
reflect on curriculum guidelines, continue building up skill and
4.3 term Exploring T- Integrating
outline and assessed instructional incorporating different forms of
instructional
needs of all students in there assessments
plans to
learning.
support
student
learning

Special Emphasis ISTE-Educator and ISTE-Student Standards (Semester 3 only)

Results of Incorporation into Lesson
Students progression seemed to work very well, there were
some students who were below standard, for the most part
there was great improvement. Many of the students who were
below the standard, was the first time they ever tried playing the
sport.
Key Learnings and New Skills/Knowledge Developed by Teacher
Continue working from the basic form of each skill and continue
progression as students improve.
Continue having the ability to modify the activity at any time that
it is needed to improve learning and safety
Action Items

For curriculum design, lesson Incorporate different games to and activates to enhance the ability to learn the skills and create different
planning, assessment planning forms of assessments

For classroom practice Continue enforcing classroom rules and behavior and use different ways to form teams.
For teaching English learners,
students with special needs,
and students with other
Incorporate more material with diagrams and videos.
instructional challenges
For future professional
development
Look into more Pe focused PD to come up with more way to teach the same materials.

For future inquiry/ILP Look at more student progression to build on the ability

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 5
 For next POP cycle Focus on a different sports and skills, come up with more than one form of assessment.

Semester 3 Only:
For future use of technology
Incorporate more than just an iPad and the hudl app.
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
Christopher Auxier christopherauxier@ofy.org Physical Education 9-12
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Pre: Out of 50 students who performed this activity 10 were well
above standard, 9 were above standard, 20 were at standard 6
were at need improvement, and 5 were below standard
Pre:FS1 was at above standard, FS2 was below standard, and
Post: Out of 50 students who performed this activity 11 were well
FS3 was well above standard
above standard, 10 were above standard, 21 were at standard 5
Post: FS1 finished above standard, FS2 finished at standard, and
were at need improvement, and 3 were below standard. Meaning
FS3 finished well above standard.
84% of students were at or above standard. Leaving 8 student or
16% that need improvement or below standard.

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
Student had previous knowledge of the game
1. Focus Student: EL 12 14
and played before
Student worked really hard to improve always
2. Focus Student: 504/IEP 8 11
asking questions
Student is part of a travel team and he is
3. Focus Student: Teacher Choice 13 15
constantly practicing the sport
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 5
 23.
24.
25.
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