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  
nd
Christina  Rothenberg   christinaegeorge@gmail.com   All  Subjects   2  Grade  
Mentor   Email   School/District   Date  
Hayley  Roberts   hroberts@jtdschool.org   The  John  Thomas  Dye  School   10/12/18  
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  
Promoting  critical  thinking   strategies,  posing/solving  problems,  and  reflection  on  issues  in  content.   thinking  by  designing  structured  inquires  into  complex  problems.  
1.5   through  inquiry,  problem  
T  –  Applying  
  S  -­‐  Students  respond  to  varied  questions  or  tasks  designed  to  promote  
T  –  Innovating  
S  -­‐  Students  pose  and  answer  a  w ide-­‐range  of  complex  questions  
solving,  and  reflection   S  –  Exploring
comprehension  and  critical  thinking  in  single  lessons  or  a  sequence  of  
S  -­‐  Innovating  
and  problems,  reflect,  and  communicate  understandings  based  on  in  
lessons.   depth  analysis  of  content  learning.  
Creating  a  rigorous   T  –  Integrates  rigor  throughout  the  learning  
T  –  Integrates  rigor  throughout  the  learning  
learning   environment  that  values  accuracy,  analysis,  and  
environment  that  values  accuracy,  analysis,  and  critical   T  –  
environment  with   T-­‐  Integrating/   critical  reading,  writing,  and  thinking.  
reading,  writing,  and  thinking.   Integrating  
2.4   high  expectations   Applying   Integrates  strategic  scaffolds  and  technologies  
Holds  high  expectations  for  students.  Has  an   S  –  
and  appropriate   S  –  Applying   throughout  instruction  that  support  the  full  range  of  
understanding  of  achievement  patterns,  and  uses   Integrating  
support  for  all   learners  in  meeting  high  expectations  for  
scaffolds  to  address  achievement  gaps.    
students.   achievement.  
T  –  Begins  to  encourage  students  to  establish  learning  
T  –  Implements  structures  for  students  to  self-­‐assess  
Involving  all  students   goals  through  single  lessons  or  sequence  of  lessons  that  
and  set  learning  goals  related  to  content,  academic  
in  self-­‐assessment,   T  –  Exploring   include  goal  setting  exercises.   T  –  
5.5   language,  and  individual  skills.    
goal-­‐setting,  and     Provides  students  with  opportunities  in  single  lessons   Integrating  
Integrates  student  self-­‐assessment,  goal  setting,  and  
progress  monitoring.   or  sequence  of  lessons  to  monitor  their  own  progress  
progress  monitoring  across  the  curriculum.  
toward  class  or  individual  goals.    
Section  3:  Inquiry  Focus  and  Planning  (Attach  Pre/Post  Assessments  to  ILP)  
Inquiry  Focus   Inquiry  question   Pre-­‐Assessment   Post-­‐Assessment   Expected  Results  
Based  on  your  selected  CSTP   How  do  you  expect  student  
Pose  measurable  and  observable  question  in  terms  of   What  will  you  use  as  your  baseline   What  will  you  use  as  your  final  
elements,  identify  a  focus  of  inquiry   performance  to  change?    Use  
students  (e.g.,  what  impact  will  strategy  X  have  on   assessment  of  student   assessment  of  student  
(e.g.,  group  discussion,   percentages  to  describe  
student  performance  as  measured  by  Y?)   actions/performance?   actions/performance?  
differentiation,  motivation…)     anticipated  growth.    
There  will  be  a  20%  increase  in  the  
What  impact  will  increased  use  of  higher-­‐order  questions  (teacher  
Use  of  analysis,  synthesis,  and  evaluation   average  exam  score  for  students  who  
talk,  worksheet,  and  student  problem  generation)  have  on  student   Previous  examination  scores   New  chapter  exam  
questions  +  student  problem  generation   participated  in  class  and  successfully  
performance  as  m easured  by  chapter  exam?  
completed  the  worksheet.  

Differentiation,  centers  with  hands-­‐on   How  providing  additional  support  and  practice  for  students  through  
nd Math  in  Focus  2nd  Grade  2nd  Grade  Ch.  4   There  will  be  a  15%  increase  in  the  
manipulatives,  differentiated  learning  iPad   the  use  of  engaging  m ath  apps,  as  well  as  student  self-­‐assessment   Math  in  Focus  2  Grade  Ch.  4  Pre-­‐test  
Post-­‐test  and  teacher  created  bonus     average  exam  score  for  students.    
apps,  self-­‐assessment  and  goal-­‐setting.   and  goal  setting,  improve  student  performance?  

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  
Student  struggles  with  
reading  and  comprehension.  
Student  struggles  with  reading  and  
Student  works  with  reading  
comprehension.  Student  works  with  
Student  is  a  very  hard  worker  and  generally   specialist  two  times/week  
Performance   reading  specialist  two  times/week  
Data  
scores  very  high  on  math  assessments  and  all   and  works  with  a  reading/ed  
and  has  difficulty  completing  work  in  
other  assessments.  Speaks  Korean  at  home.     therapist  outside  of  school  
expected  time  frame.  Student  
two  times/week.  Student  
generally  scores  low  on  math  exams.    
especially  struggles  on  word  
problems.    
Student  will  score  at  least  
Student  will  score  at  least  95%  on  the  final   Student  will  score  at  least  85%  on  the  
Expected  Results   90%  on  the  final  post-­‐
post-­‐assessment.     final  post-­‐assessment.  
assessment.  
Inquiry  Lesson  Implementation  Plan  
Administer  Post-­‐ Discuss  Results  with  
Administer  Pre-­‐Assessment   Deliver  Lesson(s)   Analyze  Results  
Assessment   Mentor  
Identify  dates  for  activities.   11/16/18-­‐
10/25/18   10/25-­‐11/14   11/19/18   11/15/18  
11/18/18  
Provide  1-­‐2  sentence   This  is  a  three-­‐week  unit  on  bar  modeling  for  addition  and  subtraction.  I  will  review  2-­‐  and  3-­‐digit  addition  
summary  of  your  lesson   and  subtraction  with  and  without  regrouping,  and  introduce  bar  modeling.  We  will  work  in  whole  group  and  
Individualized  Learning  Plan,  Fullerton  Online  Teacher  Induction  Program  (FOTIP),  2017           Page 1 of 8  
 plan.       small  groups.  We  will  provide  centers  for  students  to  practice  with  manipulatives  and  iPads.    

Summarize  process  for   Before  pre-­‐test  is  given,  class  will  go  through  the  self-­‐assessment  to  rate  their  knowledge  of  bar  modeling.  
administering  and   Pre-­‐test  will  be  given  whole  class,  analyzed  for  gaps  and  which  students  need  work  on  previously  learned  
analyzing  pre-­‐  and  post-­‐ materials.  Scores  will  be  recorded.  Post-­‐test  will  be  given  whole  class  and  results  analyzed  for  trends  and  
assessments.  
growth.    
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.)  
Student  Self-­‐Assessment:  The  Key  to  Stronger  Student  
The  Effects  of  Educational  Apps  on  Student  Achievement  and  Engagement  by   Motivation  and  Higher  Achievement  by  James  M.  McMillan  
Maya  Lupoch  April  2013   and  Jessica  Hearn  2008  
https://cdn2.hubspot.net/hub/321138/file-­‐1160324025-­‐ https://files.eric.ed.gov/fulltext/EJ815370.pdf  
pdf?submissionGuid=72954002-­‐3b07-­‐4ef2-­‐8e19-­‐4bdcb9eb79cf    
  Self-­‐assessment  is  a  valuable  tool  when  used  properly.  It  can  
Students  did  have  an  overall  score  increase  after  using  educational  apps.   help  students  develop  metacognition  as  they  become  aware  
Students  also  found  the  educational  apps  to  be  engaging.  There  was  a   of  what  they  need  to  learn  and  what  strategies  work  for  
correlation  between  achievement  and  engagement.  Apps  should  be  analyzed   them.  Self-­‐assessment  can  increase  motivation  as  students  
and  monitored  for  overall  effectiveness  and  engagement.   focus  on  outcomes.  Setting  personal  goals  can  increase  
student  achievement.    
Colleagues  (Summarize  how  two  colleagues  have  addressed  this  issue  in  their  classroom.  Identify  grade  level,  subject,  and  summary  of  ideas.)  
nd
2  grade  teacher,  multiple  subjects  (math  was  discusses  for  the  purpose  of  this).   Mentor,  multiple  subjects.  Used  self-­‐assessment  with  
Teacher  has  noticed  an  increase  in  student  engagement  and  overall  ability  to   students  in  all  subjects  and  all  assignments.  Noticed  students  
manipulate  numbers  in  different  situations.  Students  seem  to  retain  information   were  able  to  self-­‐assess  and  became  more  self-­‐aware  of  
better.     progress  and  growth.  
Special  Emphasis:  Instructional  Strategy,  ISTE  Standards,  NBPTS  Core  Propositions  
Special  Emphasis  Focus   How  Special  Emphasis  will  be  Incorporated  
I  will  be  working  with  my  mentor  and  co-­‐teacher  to  
ISTE  Standards:  2C.  I  model  for  colleagues  the  identification,  exploration,  
analyze  and  evaluate  apps  to  use  in  the  classroom.  I  will  
evaluation,  curation  and  adoption  of  new  digital  resources  and  tools  for  
then  share  the  apps  that  I  have  used  with  our  students,  
learning.    
with  my  colleagues.  
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-­‐tests  did  not  test  on  students’  previous  knowledge  (which  should  have  been   All  three  students  showed  growth  on  personal  self-­‐
none  as  this  was  their  first  introduction)  to  bar  modeling.  Pre-­‐test  simply  tested   assessments.  Students  are  showing  interest  in  personal  self-­‐
their  ability  to  apply  previously  learned  concepts,  such  as  addition  and  subtraction   assessments.  Chapter  4  test  was  the  first  test  that  we  did  not  
with  regrouping.     read  to  the  whole  class.  After  reviewing  the  test  with  two  of  the  
Post  assessment  therefore  did  not  show  “growth”  from  the  pre-­‐test,  however,   three  students,  we  decided  to  continue  reading  the  test  to  a  
most  of  the  student  mistakes  on  the  post-­‐test  were  due  to  errors  in  addition  and   small  group  of  students  (including  those  two).  Two  students  
subtraction  with  regrouping,  and  difficulty  understanding  word  problems,  not   continued  to  struggle  with  math  concepts.  They  struggle  most  
because  of  bar  modeling.  Students  need  continued  practice  and  exposure  to   with  word  problems,  “novel”  situations,  and  three-­‐digit  
addition  and  subtraction  with  regrouping,  as  well  as  multi-­‐step  word  problems,  to   addition  and  subtraction  with  regrouping.  Moving  forward,  we  
solidify  this  concept.     will  continue  to  read  math  tests  to  them,  provide  them  with  
Students,  overall,  did  show  growth  of  confidence  and  knowledge  between  the   small  group  interventions  during  lessons,  and  additional  
personal  pre-­‐unit  self-­‐assessment  and  the  post-­‐unit  self-­‐assessment.       practice  with  previous  math  concepts.  
Evidence/Rational  for  Rating    
CSTP   Element   Initial  Rating     Revised  Rating   Suggestions  for  Moving  Forward  
(Summarize  from  POP  Section  3)  
Promoting  critical   To  m ove  to  INNOVATING  level:    Consider  how  to  
thinking  through   Teacher  asked  questions  of  analysis  and  evaluation.   increase  complexity  of  task  beyond  a  single  lesson  so  that  
T  –  Applying   T  –  Integrating  
1.5   inquiry,  problem   Students  answered  questions  that  included  all  levels  of   there  are  continuing  opportunities  for  students  to  engage  
S  –  Exploring   S  -­‐  Integrating  
solving,  and   Bloom’s.  Students  created  their  own  m ath  problems.   in  inquiry  in  complex  problem.    How  could  you  extend  
reflection   lesson  into  PBL?  
Lessons  were  taught  whole  group,  then  
In  the  future,  and  as  we  continue  
some  students  worked  in  a  small  group  
Creating  a   working  on  self-­‐assessments,  I  would  
with  one  teacher,  some  students  worked  
rigorous  learning   like  students  to  be  able  to  choose  
environment   on  laptops  on  bar  modeling  game  which  
T-­‐ which  supports  they  need,  and  be  able  
with  high   T-­‐  Integrating   worked  through  progressively  more  
2.4   expectations  and   Integrating/Applying   to  communicate  that;  whether  they  
S-­‐  Applying   difficult  problems,  and  some  students  
appropriate   S  -­‐  Applying   need  supports  from  teacher  on  a  
support  for  all   were  pulled  individually  to  review  
specific  topic  or  the  current  concept,  
students   homework  with  a  teacher.  Students  were  
or  if  they  are  ready  to  move  forward  
all  receiving  supports  at  an  appropriate  
and  word  independently.  
level.    
Involving  all   Students  are  able  to  look  at  upcoming   Continue  working  with  students  on  
students  in  self-­‐
5.5   assessment,  goal-­‐
Exploring   Innovating   concepts  and  think  honestly  about  what   communicating  what  they  think  they  
setting,  and   they  already  know  and  what  they  think   need  from  teacher.  Keep  working  on  
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 progress   they  need  to  learn  more  about.  They  also   growth  mindset  and  what  it  means  to  
monitoring.  
look  back  at  the  units  taught  to  determine   set  goals  for  ourselves  and  how  we  can  
what  they  think  they  have  mastered  and   keep  working  to  achieve  our  goals,  as  
what  they  think  they  need  to  continue  to   well  as  what  we  can  do  differently  
work  on.  Students  are  often  able  to  use   when  we  find  something  challenging.    
thumbs  up/down  to  tell  teacher  what  they  
think  about  their  mastery  during  units  of  
study  and  lessons.  Teachers  are  able  to  
identify  growth  that  they  have  made  
during  units  of  study.  We  are  starting  to  
have  conversations  about  our  growth  and  
when  we  make  mistakes,  what  can  we  do  
differently  next  time  to  improve.    

           

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  will  continue  to  incorporate  technology  apps  and  online  games  into  
lessons  and  math  units.  Students  enjoy  playing  games  and  practicing  
ISTE  Standards:  2C.  I  model  for  colleagues  the  identification,  exploration,  evaluation,  curation  
concepts  in  a  novel  way.    
and  adoption  of  new  digital  resources  and  tools  for  learning.  
I  also  learned  that  many  students  still  benefit  from  having  the  math  
 
tests  read  to  them  or  working  in  a  smaller  group  setting  –  we  will  
I  believe  that  the  use  of  technology  in  this  unit  did  provide  students  with  more  opportunities  
continue  to  read  to  a  small  group  of  students.    
for  differentiation.  It  also  provided  students  a  novel  and  interesting  approach  to  learning.  
Students  need  continued  exposure  to  past  concepts,  especially  
Students  were  not  just  consuming  technology,  but  it  was  truly  a  valuable  support.  It  allowed  
addition  and  subtraction  with  regrouping,  to  solidify  skills.  Next  year,  I  
teachers  time  to  work  with  small  groups  and  individual  students  as  well  during  this  time  to  
will  do  much  more  focused  practice  of  addition  and  subtraction  with  
support  individual  learning.      
regrouping,  especially  for  students  who  do  not  score  above  80%  on  
the  addition  and  subtraction  units.    
Action  Items    
For  self-­‐assessments,  I  want  to  continue  doing  more  focused  goal  setting  lessons  and  incorporate  it  into  more  subjects  and  lessons.    
For  curriculum  design,   The  bar  modeling  unit  comes  right  after  the  addition  and  subtraction  with  regrouping  units.  The  focus  of  bar  modeling  is  to  provide  
lesson  planning,   another  strategy  for  solving  addition/subtraction  with  regrouping.  Some  students  still  struggle  with  the  regrouping  and  need  intensive  
assessment  planning   practice  of  this  skill  in  conjunction  with  the  bar  modeling  unit.  Next  year  I  would  like  to  provide  small  group  instruction  every  day  to  
students  struggling  with  regrouping.    
In  the  classroom,  I  would  like  to  incorporate  self-­‐assessment  with  my  students  in  other  subject  areas,  such  as  reading  and  writing.  I  want  
For  classroom  practice   my  students  to  be  more  self-­‐aware  of  their  strengths  and  areas  for  growth.    
I  also  want  to  use  technology  apps  and  games  more  frequently  to  support  the  learning  in  my  classroom.    
For  teaching  English  
learners,  students  with   I  want  to  provide  my  students  who  struggle  with  more  support  in  small  group  and  individual  one  on  one  support.  I  would  like  to  work  
special  needs,  and  students   with  my  students  who  are  really  struggling  in  math  every  day  to  reinforce  concepts.  I  will  also  provide  them  with  lists  of  apps  and  games  
with  other  instructional   to  support  their  learning  at  home  and  to  reinforce  concepts  taught  in  school.    
challenges  
For  future  professional   I  keep  looking  for  information  on  self-­‐assessment  as  I  would  like  to  learn  more  about  this  skill  and  the  most  effective  ways  to  incorporate  
development   it  into  the  classroom.    
For  the  next  semester  I  would  like  to  look  at  CSTP  1.5:  Promoting  critical  thinking  through  inquiry,  problem  solving,  and  reflection.  As  we  
For  future  inquiry/ILP   work  on  our  whale  unit  and  environment/  ocean  pollution  units  in  the  spring,  and  with  the  incorporation  of  Growth  Mindset  approaches,  
I  think  this  will  provide  opportunities  for  me  to  work  on  critical  thinking  skills.    
For  my  next  POP  cycle,  I  want  to  be  more  intentional  about  how  I  am  using  co-­‐teaching  models  in  my  classroom  to  best  facilitate  
For  next  POP  cycle  
differentiated  learning.    

Other    

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.  
   

Individualized  Learning  Plan,  Fullerton  Online  Teacher  Induction  Program  (FOTIP),  2017           Page 3 of 8  
  
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  
nd
Christina  Rothenberg   christinaegeorge@gmail.com   All  Subjects   2  Grade  
Pre-­‐Assessment  Data  Range  and  Average   Post-­‐Assessment  Data  Range  and  Average  
Numbers  range  from  38%-­‐100%         Numbers  range  from  21%-­‐  93%          
Range:  62   Range:  72  
Average:  79.12%   Average:  70.76%  
PRE-­‐/POST-­‐  ASSESSMENT  DATA  TABLE  
Student   Pre-­‐Assessment  Score   Post-­‐Assessment  Score   Comments  
Student  struggled  with  “novel”  situation  word  
1. Focus  Student:  EL   100%   93%  
problem.    
Student  struggled  with  regrouping,  word  
2. Focus  Student:  504/IEP   85%   71%  
problems,  and  “novel”  word  problems.    
Student  struggled  with  regrouping,  reading  
3. Focus  Student:  Teacher  Choice   62%   57%  
word  problems,  and  “novel”  word  problems.  
Student  struggled  with  multi-­‐step  word  
4. S1   77%   50%  
problems  
Student  showed  mastery  of  regrouping  and  bar  
5. S2   92%   93%  
modeling  
Student  struggled  with  multi-­‐step  word  
6. S3   85%   64%  
problems  
Student  struggled  with  regrouping  and  multi-­‐
7. S4   54%   46%  
step  word  problems  
Student  showed  mastery  of  bar  modeling  
8. S5   85%   86%   concepts,  needs  additional  support  in  
regrouping  
Student  struggled  with  regrouping,  bar  
modeling,  and  multi-­‐step  word  problems.  
9. S6   38%   21%  
Student  will  have  tests  read  to  him  moving  
forward.  
Student  struggled  with  multi-­‐step  word  
10. S7   92%   64%  
problems  
Student  struggled  with  multi-­‐step  word  
11. S8   92%   79%  
problems  
Student  showed  mastery  of  regrouping  and  bar  
12. S9   77%   82%  
modeling  concepts.  
Student  showed  mastery  of  regrouping  and  bar  
13. S10   77%   82%  
modeling  concepts.  
Student  showed  mastery  of  regrouping  and  bar  
14. S11   62%   93%  
modeling  concepts.  
Student  showed  mastery  of  regrouping  and  bar  
15. S12   100%   93%  
modeling  concepts.  
Student  showed  growth  in  regrouping,    
16. S13   69%   79%  
struggled  with  multi-­‐step  word  problems.  
Student  showed  growth  in  regrouping,  
17. S14   62%   71%  
struggled  with  multi-­‐step  word  problems.    
Student  struggled  with  multi-­‐step  word  
18. S15   92%   71%  
problems.  
Student  showed  mastery  of  regrouping  and  bar  
19. S16   100%   93%  
modeling  concepts.  
Student  struggled  with  regrouping  and  multi-­‐
20. S17   77%   50%  
step  word  problems.  
Student  showed  some  growth  in  regrouping,  
21. S18   46%   50%  
struggled  with  multi-­‐step  word  problems.  
Student  struggled  with  regrouping  and  multi-­‐
22. S19   62%   64%  
step  word  problems.  

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 Student  struggled  with  multi-­‐step  word  
23. S20   100%   75%  
problems.  
Student  showed  mastery  of  regrouping  and  bar  
24. S21   100%   89%   modeling  concepts.  Student  needs  continued  
practice  with  multi-­‐step  word  problems.    
Student  struggled  with  multi-­‐step  word  
25. S22   92%   64%  
problems.    
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 8  
 Chapter  4:  Using  Bar  Models:  Addition  and  Subtraction  
Before   Objective   After  
I  can  use  bar  models  to  solve  addition  and  
  subtraction  problems.    
 
I  can  solve  to  check  with  addition  and  
  subtraction.      
 
I  can  show  addition  as  joining  sets.  
   
 
I  can  subtraction  as  taking  away  sets.  
   
 
I  can  use  bar  models  to  solve  two-­‐step  addition  
  and  subtraction  problems.    
 
 
My  goal  is:  __________________________________________________  
 
_____________________________________________________________  
 
 

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