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
Mary Yu myu@lcusd.net Science 7th
Mentor Email School/District Date
La Canada High School 7/8, La
Christine Werner Cwerner@lcusd.net 10/14/18
Canada Unified School District
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
T - Facilitates systematic opportunities for students to apply critical
strategies, posing/solving problems, and reflection on issues in
Promoting critical thinking through thinking by designing structured inquires into complex problems.
T – Applying content. T – Innovating
1.5 inquiry, problem solving, and S - Students pose and answer a wide-range of complex questions
S – Exploring S - Students respond to varied questions or tasks designed to S - Innovating
reflection and problems, reflect, and communicate understandings based on
promote comprehension and critical thinking in single lessons or a
in depth analysis of content learning.
sequence of lessons.

Collecting and
analyzing T - Explores collecting additional T - Uses analysis of a variety of data
assessment data data using supplemental to inform planning and
5.2 T- Exploring T - Applying
from a variety of assessments. differentiation of instruction.
sources to inform
instruction
Collaborating with T- Collaborates with colleagues to
T- Consults with colleagues to
colleagues and the improve student learning and reflect
consider how best to support teacher
broader on teaching practice at the classroom
and student learning. Begins to
professional level. Interacts with members of the
6.3 T - Exploring identify how to access student and T- Applying
community to broader professional community to
teacher resources in the broader
support teacher and access resources that support teacher
professional community.
student learning effectiveness and student learning.

Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments to ILP)

Inquiry Focus Inquiry question Pre-Assessment Post-Assessment Expected Results
Pose measurable and observable question How do you expect student
Based on your selected CSTP elements, What will you use as your baseline What will you use as your final
in terms of students (e.g., what impact will performance to change? Use
identify a focus of inquiry (e.g., group assessment of student assessment of student
strategy X have on student performance as percentages to describe anticipated
discussion, differentiation, motivation…) actions/performance? actions/performance?
measured by Y?) growth.
What impact will increased use of higher-order There will be a 20% increase in the average
Use of analysis, synthesis, and evaluation questions + questions (teacher talk, worksheet, and student exam score for students who participated in
Previous examination scores New chapter exam
student problem generation problem generation) have on student performance as class and successfully completed the
measured by chapter exam? worksheet.

Analysis of formative What impact will using a

2nd Chemical Change There will be at least a
assessment data with my collaborative tool like Previous discussion
lab and overall 10% increase in the
colleague to plan Padlet have on my contributions and 1st
quality of average lab score for
opportunities for students student’s overall Chemical Change CER
explanations from students after using
to collaborate using understanding of content lab
the lab Padlet to collaborate
technology (chemical changes)?
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 with
Focus Student 1: English Learner Focus Student 3: Your Choice
ILP/504
This student is currently earning a This student is currently earning an
This student is currently earning a B in C in class (74%). They typically A in class (91%). They typically rush
class (82%). She typically earns C’s on earn C-D’s on the labs that through their work and earn B’s on
Performance Data the labs that require critical thinking. It’s require critical thinking. He has a the labs that require critical
difficult for this student to connect ideas hard time focusing in class and is thinking. This student likes to finish
together and provide rationale. frequently turning in assignments work quickly to have free time for
incomplete. socialization.
With the implementation of Padlet to With the implementation of This student will earn an A on our
Expected Results
allow them to collaborate and gather Padlet to allow them to 2nd chemical change lab because
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 9
 ideas from their peers, this student will collaborate and gather ideas from they will be encouraged to go
earn a B on our 2nd chemical change lab. their peers, this student will earn through their work carefully and to
a B-C on our 2nd chemical change pull ideas with the class Padlet.
lab.
Inquiry Lesson Implementation Plan
Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results Discuss Results with Mentor
Identify dates for activities.
10/09-10/11 10/09-10/23 10/24-10/25 10/26-10/29 10/30-10/31
Through the implementation of online interactive, lecture, article readings, class discussions, 2 lab
experiments, and 1 live demonstration, students will gain a clear understanding of identifying changes in
Provide 1-2 sentence summary a natural environment (chemical and physical changes.) We will be incorporating Padlet to check for
of your lesson plan. understanding and to share student thinking with each other. Following the two weeks we’ll be spending
on this section, students will be able to complete an official CER lab write-up explaining their
understanding.
For our pre-assessment, I am going off my student’s contributions during the initial class discussions as
Summarize process for
we began our exploration of content. I will also be assessing their first chemical change lab during the
administering and analyzing pre-
and post-assessments. first day or so of our section. For the post assessment, students will be assessed using a 2 nd chemical
change lab. Their detailed reasoning/rationale will be gauged for level of understanding.
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.)

DAWSON, K. Teacher Inquiry: A Vehicle to Merge

HARDY, I. In support of teachers’ learning: specifying and Prospective Teachers’ Experience And Reflection
contextualising teacher inquiry as professional practice. Asia- during Curriculum-Based, Technology-Enhanced Field
Pacific Journal of Teacher Education, fev. 2016. v. 44, n. 1, p. Experiences. Journal of Research on Technology in
4–19. Education, Spring. 2006. v. 38, n. 3, p. 265–292.

This article emphasized the need for a shift from simply assessing student
data to using it to inform instruction in a clear way. Students need to have
clear goals such as linking ideas with evidence from text versus simply doing
well on a content examination. There was also a heavy emphasis on teachers
collaborating with their colleagues to reflect on practices that worked and
those that did not. This article really allowed me to reflect on having clear,
attainable goals for each lesson. Instead of simply having a general idea that
I want students to comprehend, I want to identify specific behaviors they
will able to perform.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
This particular colleague is an innovator among our staff when it comes to
incorporating new technology tools in her classroom. She teaches 8 grade th
history and does a wonderful job of planning lessons that requires students
to use a variety of technology platforms to collaborate and build upon ideas.
Recently, she introduced our staff to FlipGrid at a staff meeting and shared
with us how she typically uses it to help students show what they
understand.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus
I will specifically focus on ISTE standard 1a. I set professional learning goals;
explore and apply pedagogical approaches made possible by technology; and
reflect on my effectiveness.
The teachers referenced in this article were fully invested in
technology implementation at their school sites. There was a
focus on teacher reflection and identification of skills they
observed in their students. Something that really resonated with
me was when they mentioned that inquiry means change, which
ultimately reflects as growth. I thought this article was
appropriate since I am working to incorporate more opportunities
for my students to use technology within our classroom to better
collaborate and understand the content. I will be reflecting on
techniques and tools that worked versus those that did not.
This particular colleague teaches 7th grade English. She targets
specific students based on their assessment data and helps them
to meet the standards. She allows students the opportunity to
retest through oral examinations and discussions. Her diligence
with assessing student data to inform instruction and help bridge
the gap between student understanding encourages me to
incorporate more of the same strategies.
How Special Emphasis will be Incorporated
Since I am in my second year of teaching, I have already noticed a
difference in my pedagogical approach. I want to be more
reflective and make note of specific things that worked and
benefitted my students. I will reflect each day and week to ensure
the learning targets have been met by my students prior to moving
on to new content. By having an emphasis on reflection, I will be
able to filter out activities or strategies that did not work as
intended within my classroom to allow room for more beneficial
tools.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 9
 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

All three of my focus students improved a little bit from the

Overall, I found that the class average for the pre-assessment was
pre- to post-assessment. They improved by 1-2 points from
~20 points. The range was from 12-25 points. For the post-
the first chemical change lab to the second. Their pre-
assessment, the class average was ~22 points with a range from 10-
assessment scores were 19, 17, and 23. Their post-assessment
25 points.
scores were 21, 18, and 24.

Revised Evidence/Rational for Rating

CSTP Element
Promoting critical thinking
1.5 through inquiry, problem
solving, and reflection
Initial Rating Suggestions for Moving Forward
Rating (Summarize from POP Section 3)
To move to INNOVATING level: Consider how to increase
Teacher asked questions of analysis and evaluation.
T – Applying T – Integrating complexity of task beyond a single lesson so that there are
Students answered questions that included all levels of Bloom’s.
S – Exploring S - Integrating continuing opportunities for students to engage in inquiry in
Students created their own math problems.
complex problem. How could you extend lesson into PBL?

In order to move to integrating, I

Teacher used student talk during need to use the assessment data
class to gauge for understanding. I that has been collected to plan our
Collecting and probed for more detailed curriculum and assessments far in
analyzing responses by having preplanned advance. I think it would be helpful
assessment questions. Daily class discussion to track student performance on
data from a along with sharing on Padlet helped assessments and see how they
5.2 T - Exploring T- Applying
variety of students to clarify their perform over the course of a
sources to understanding of content. When semester. If I had all of my formal
inform misinformation was shared, I and informal assessments planned
instruction engaged the class in discussion to ahead of time, I can use
make sure to clarify the assessment data to guide planning
misinformation. to make sure my students meet
the learning goals set out for them.
In order to move to integrating, I
I collaborate with my mentor need to collaborate more with our
teacher and counterpart on a near- entire science department (7-12)
Collaborating daily basis. We meet up to discuss on a regular basis. Although we’ve
with how our lessons are going at least collaborated a few times to discuss
colleagues and 1-2 times a day. By reflecting on our trials and tribulations with
the broader
our lessons regularly, we can adapt NGSS so far, we haven’t had the
professional
and adjust our lessons to best meet chance to discuss vertical
6.3 community to T - Exploring T- Applying
support the needs of our students. After articulation too much yet. I am
teacher and one class period, we are able to grateful to be able to access a lot
student pinpoint the effectiveness of our of the materials that are exclusive
learning lesson right away to improve upon to the 9-12 staff for my students
our practice. Throughout this whenever necessary. I will try to
semester, I have been collaborating plan more labs/lessons that
more with our entire department. incorporate advanced materials
for my students.
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
I learned that it’s crucial to bring in new routines and
My special emphasis was focused on ISTE 1a, which has to do with
practices into the classroom on a regular basis. Although I
setting professional goals, trying new technology, and reflecting on my
am a creature of habit that likes starting class with a warm-
effectiveness. During this semester, I have incorporated new digital
up prompt each day, sometimes the smallest change like
tools such as EdPuzzle, Padlet, and Socrative, which are all new to me.
asking students a simple question about themselves using
My student’s engagement increased and they were more excited than
Padlet or Socrative will help to increase engagement and
ever to share their ideas and findings with others. I find that most of
build community. I learned the importance of always
my students want to be heard all the time so tools like Padlet and
reflecting back on what worked and what didn’t. I need to
Socrative allows me to hear from everyone without taking up too
write down my reflections on a regular basis otherwise I will
much time.
forget and not adjust my lessons right away.
Action Items

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 I hope to incorporate more dynamic lessons to keep my students engaged in class. I will continue to
For curriculum design, lesson scaffold for students by modeling tasks, showing examples of final work samples, and using graphic
planning, assessment planning organizers with my students. I strive to plan my lessons, units, and assessments far in advance so I can
gauge how to best support my students by incorporating more formative assessments on a regular basis.
I hope to incorporate more opportunities for productive talk among my students during small group
For classroom practice
discussions. I want to get them out of their seats more often.
For teaching English learners, I will continue to implement adapted scientific articles and online manipulatives that are accessible to my
students with special needs, and
students with other instructional
students with special needs. I hope the incorporation of more formative assessments will help me to
challenges check for their understanding so I can know when to provide additional support.
I hope to attend as many professional development trainings as possible. So far this year, I have attended
For future professional
development
CSTA conference and full-day NGSS training. There is another NGSS training next month and I am also
considering a NGSS summer institute to improve my practice.
I hope to focus on more kinesthetic activities and track student understanding when lessons are learned
For future inquiry/ILP
through exploration vs. teacher-led instruction.
I hope to focus on incorporating more productive talk opportunities among my students. I also hope to
For next POP cycle focus on trying new activities that will get my students out of their seats to collaborate with their peers
around the room.

Other N/A

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.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 9
 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

Mary Yu myu@lcusd.net Science 7

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

The range was from 12-25 points. The average was ~20 points. The range was from 10-25 points. The average was ~22 points.

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
This student improved their score by two
1. Focus Student: EL 19 21
points from the pre- to post-assessment.
This student submitted both of their
assignments late. There was a point
2. Focus Student: 504/IEP 17 18
improvement in their score from the pre- to
post-assessment.
This student improved their score by one point
3. Focus Student: Teacher Choice 23 24
from the pre- to post-assessment.
4. Student 4 25 23
5. Student 5 24 24
6. Student 6 23 25
7. Student 7 25 22
8. Student 8 22 24
9. Student 9 19 21
10. Student 10 15 18
11. Student 11 25 24
12. Student 12 25 25
13. Student 13 23 24
14. Student 14 12 16
15. Student 15 25 25
16. Student 16 24 25
17. Student 17 25 25
18. Student 18 23 22
19. Student 19 22 24
20. Student 20 24 24
21. Student 21 22 25
22. Student 22 14 17
23. Student 23 15 10
24. Student 24 23 21
25. Student 25 17 16
26. Student 26 18 20
27. Student 27 25 23
28. Student 28 16 21
29. Student 29 14 18
30. Student 30 24 22
31. Student 31 25 25
32. Student 32 12 15
33. Student 33 19 18

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 9
 34. Student 34 20 24
35. Student 35 24 25
36. Student 36 21 23
910111 21314 1516

MYU ILP FALL 2018 – Pre & Post Assessments

Pre-Assessments:

1.) Student contributions during initial class discussion

- What observations did you make during the (first) chemical change lab?
- Which pieces of evidence support your rationale that a chemical change occurred?
- How can you tell the difference between a chemical and physical change?
- Are the following examples indicative of physical or chemical changes?
- A marshmallow being cut in half
- A marshmallow being toasted over a campfire
- Milk going bad
- Dissolving salt in water
- A bicycle changing color as it rusts
- &Etc.

2.) CaCl2, NaHCO3, & Phenol Red Chemical Change CER Lab Results (1st lab – at the start of our
section)

QUESTION: Does a chemical change occur when sodium bicarbonate, calcium chloride and
phenol red interact (mixed together)?
For Exploration Part II, which option you are choosing? Option A or B? ________
CLAIM:

EVIDENCE:

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 6 of 9
 REASONING:

Cl-Ev-R RUBRIC 25 points

Requirements: Points Points
Possible Earned
Claim: What you THINK

● Your answer to a posed 5

question
● Write in a complete sentence
Evidence: What you SEE

● Actual observations or
measurements that support
10
your claim
● Qualitative and quantitative
● Data graphs, charts, etc.
● Proof for your claim
Reasoning: What you KNOW

● General principles, facts,

theories about the way the
world works based on the
evidence you gathered 10
● Reason for your claim that
you can support with evidence
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 7 of 9
 ● Links the evidence to the
claim

TOTAL: /25
Post-Assessments:

1.) Candle Demo Chemical Change CER Results (2nd lab). This will be used as a summative
assessment after Padlet was implemented to help students collaborate and share ideas with each
other.

Candle Demonstration

Observations:

1. What do you think the reactants are in this chemical reaction?

2. Will the candle still burn if one of the reactants (wax or oxygen) is no
longer available?

3. Why do you think the flame goes out when we put a jar over the candle?

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 8 of 9
 4. When a candle burns for a while, it eventually gets smaller and smaller.
Where does the candle wax go?

5. Where do the atoms come from that make the carbon dioxide and the
water on the right side of the equation?

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