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
Kikey Ramos kramos@fjuhsd.org Mathematics 9-12
Mentor Email School/District Date
Fullerton Union High
Blanca Villalobos bvillalobos@fjuhsd.org 10/02/2023
School/FJUHSD
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 - 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 T – Innovating
1.5 through inquiry, problem S - Students respond to varied questions or tasks designed to promote S - Students pose and answer a wide-range of complex questions and
S – Exploring S - Innovating
solving, and reflection comprehension and critical thinking in single lessons or a sequence of problems, reflect, and communicate understandings based on in depth
lessons. analysis of content learning.
T - Facilitates systematic opportunities for students
T - Supports students to initiate critical thinking
to apply critical thinking by having students apply
through independently developing questions,
Promoting critical them in different tech opportunities
T– posing problems and reflecting on multiple rigid T–
thinking through S - Students pose and answer a wide-range of
Applying motions. Integrating
1.5 inquiry, problem progressively increasing in difficulty questions and
S– S - Students pose problems and construct questions S–
solving, and problems. Then be able to communicate
Exploring of their own after activity to support inquiries into Applying
reflecting understandings
content the next day.

T - Collaborates with colleagues to expand impact T - Facilitates collaboration with colleagues.

Collaborating with
colleagues and the
broader professional
6.3
community to
support teacher and
student learning
on teacher and student learning within grade or
department and school and district levels in T - Works to ensure the broadest positive impact
department meetings. possible on instructional practice and student
T– achievement at school and district levels and for the
T–
Emerging T - Engages with members of the broader profession.
Exploring
professional community to access resources and a
wide range of supports for teaching the full range T - Initiates and develops professional learning
of learners. opportunities with the broader professional
community focused on student achievement.

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
Rigid Transformations:
Students will do well on their • Exploration and Discovery
What impact will the use of
assessment after understanding the through Desmos
educational technology through
differences between the rigid motions • Practice and Application Informal assessments, exit ticket,
platforms such as Desmos and
through different practices after through Delta Math formal assessment (quiz)
DeltaMath have on students'
exploring and discovery their • Assessment through
understanding of rigid motions?
attributes. Formative (maybe)

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
Student struggles with the speed of the lesson
Performance Student likes math, so he might have a little Student is often late or absent because of
at times. She is slower in solving the problems
Data trouble with the directions in Desmos. hardships.
and/or finishing the notes.
She will struggle for a bit, until I ask if she
He will ask his partner for clarification, they Student will come during lunch to make up
Expected Results needs help with anything. Then she will raise
have a good working relationship. the work and/or assessment as needed.
her hand when needed.
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.

Monday 10/23 approx. Tuesday Wednesday/Thursday Week after (10/30) Week after (10/30)

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 7
 Teacher will facilitate Desmos lesson, but students will explore the different types of rigid transformations on day 1. Then they will
Provide 1-2 sentence apply what they have learned on Delta Math with varied types of problems which increase in difficulty and transitions to the next
summary of your lesson plan. lesson smoothly (composition oof rigid motions and non-rigid motions to congruence and similarity, etc). Getting informally assessed
throughout then finally getting formally assessed in the third/fourth day (depending if they need an extra day of practice).
Summarize process for
Pre-assessment will be on the Desmos activity day with an exit ticket, so I will be able to see how they felt about the activity and what
administering and analyzing
information they retained.
pre- and post-assessments.
1. Chromebooks
Semester 3 Only: Identify the
2. Viewsonic
specific technology tools,
3. Coordinate Grids, rulers (for my kinesthetic learners)
applications, links, and/or
4. Desmos/DeltaMath
devices to be incorporated
5. Video Reference
into the lesson.
6. Images Below
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.)

Effective Technology use in Mathematics (URL) Teaching Math using technology- Use Multimedia (URL)
• Knowing the importance of content specific pedagogy, choosing • Students can have interactive visualizations and explorations, I can
technology that fosters deep mathematical thinking, and for us, personalize math lessons using technology, and we can connect
teachers, to be critical consumers of technology. concepts to the real world.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
MathMedic When Math Happens (URL)
• One of my colleagues mentioned that she uses Math Medic, which is • Another colleague mentioned to me having come across a cool
an online website with lesson plans and assessments, BUT the cool website, also focusing on students working together to explore and
thing about Math Medic is that is focuses on students discovering discover concept, BUT it uses more multimedia (like shown above in
through explorations. It has a lot of paper material, but it encompasses the article I found) which can benefit more students if they are visual
interactive and collaborative lessons in which they work with a partner learners trying to make connections. They have mentioned that this
or groups in discovering what they are learning, which I thought was application has helped them a lot reach different students grasp what
pretty great to help students collaboratively learn. they are working on.
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
1.1c Empowered Learner: I use technology to seek feedback that informs and
• Students will use their chromebooks through the three-day long
improves their practice and to demonstrate their learning in a variety of ways.
lesson/practice in order to use Desmos and DeltaMath to help them
excel in the assessment
2.5a Designer: Use technology to create, adapt and personalize learning
• Teacher creates three-day lesson with different online applications that
experiences that foster independent learning and accommodate learner
benefit all students.
differences and needs.
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
As a class, I noticed that as a class they only increase 10 %, which means All students showed growth on their assessments. They all actually
that they struggled with transformations. Moving forwards, I would do improved dramatically, but I believe there were a lot of outside factors.
things a little differently. Maybe do more exploration and practice before Such as tutoring and or asking for extra practice. So, hopefully next year,
assessing them OR re assess them. I can help them more inside the classroom.
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?
Promoting
critical
Teacher promotes critical thinking through To continue creating and changing projects
thinking T-
inquiry, problem solving, and reflection (see that allow for students to dip their toes into
through Applying T- Integrating
1.5 below). advocacy and be able to engage in in-depth
inquiry, S- S- Applying
Students use critical thinking through inquiry, research to become well-informed and
problem Exploring
problem solving, and reflections. critical readers.
solving, and
reflection
Teacher engages students actively making
Establishing
connections relevant, meaningful, and real-
and T- Moving on, lessons and concepts should be
life context throughout subject matter
articulating Exploring T- Applying made into modules that can be applied for
4.2 instruction by creating and strengthening
goals for S- S- Exploring other concepts but still support both ELD and
goals.
student Emerging Math Leaning for students.
Students actively engage in meeting the class
learning
lesson goals.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 7
 T - Facilitates collaboration with colleagues by
creating professional development that’s
useful for many different classes and topics.

Collaborating T - Works to ensure the broadest positive

with impact possible on instructional practice and
colleagues and student achievement at school and district
the broader levels and for the profession by creating To continue I will be working with my
professional T- professional development that has cross- department head to identify and create new
6.3 T- Integrating
community to Applying curricular impact. professional development on topics that are
support important and useful to our department.
teacher and T - Initiates and develops professional
student learning opportunities with the broader
learning professional community focused on student
achievement in conjunction with my
department head.

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
I believe that after I used technology to seek feedback that
informs and improves their practice and demonstrate student Students enjoy that technology has immediate feedback and
learning in a variety of ways, they felt more confident on the provide video tutorials (such as Delta Math), but they also need
matter, but I would have liked to do more paper practice. to use the new skills with older ones that they will again see in
So, also as a designer for next year, I would add a couple of those the future (plotting points, segments, coordinate planes, etc).
assignments as well. Overall, it went well though!
Action Items
For curriculum design, lesson I will keep many of the assignments I had and programs I used (Desmos and Delta Math), but also provide
planning, assessment some paper worksheets where they use their hands and rulers and experience it that way as well. I think it
planning will give a different angle to it and they’ll remember/retain it more as well.

For classroom practice I will keep this as a group/partner lesson since I loved the vocabulary rich conversations students had.
For teaching English learners,
students with special needs,
and students with other
I need to make sure that I check in more with them and make it a priority to assess vocabulary next year.
instructional challenges
For future professional I will take more of a leader role in PD, this year I stepped up my participation, but I need to get out of my
development comfort zone!
Will using more hands-on material with the technology increase average post assessment greater than
For future inquiry/ILP
10%?

For next POP cycle Like above, how can we get at least a 20% increase in pre to post assessments?

Semester 3 Only: I would still introduce transformations with Desmos and have students apply their learning on Delta Math.
For future use of technology This year, they really seemed to enjoy both applications and practicing on them.
Other Notes

n/a

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

Kikey Ramos kramos@fjuhsd.org Mathematics- Geometry H 9-12

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

1 period; 39 students; 70.94% 1 period; 39 students; 80.64%

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 7
 PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
Improvements were made through practice
1. Focus Student: EL 2/3; 67% 85%
and coming into morning tutoring.
2. Focus Student: 504/IEP 2/3; 67% 82.5% Improvements were made with lunch tutoring.
Student was able to excel through practice and
3. Focus Student: Teacher Choice 1/3; 33% 92.5%
reviews.
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Pre-Assessment

Images:

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Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 6 of 7
 Post-Assessment

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 7 of 7