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
Michael Tomas michaelandres.tomas@gmail.com Physical Education 7-10
Mentor Email School/District Date
Charter Home School
Rebekah Moor rmoor@vusd.us Acad./Visalia Unified October 8, 2019
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 - Facilitates systematic opportunities for students to apply critical
T - Guide students to think critically through use of questioning strategies,
Promoting critical thinking thinking by designing structured inquires into complex problems.
1.5 through inquiry, problem
T – Applying

posing/solving problems, and reflection on issues in content. T – Innovating
S - Students pose and answer a wide-range of complex questions
solving, and reflection S – Exploring S - Students respond to varied questions or tasks designed to promote
comprehension and critical thinking in single lessons or a sequence of lessons.
S - Innovating
and problems, reflect, and communicate understandings based on
in depth analysis of content learning.
Developing and
sequencing long- Establishes short- and long-term curriculum plans for Refines sequence of long-term plans to
term and short- T- Applying subject matter concepts and essential related T – Integrating reflect integrations of curriculum guidelines,
4.3
term instructional S - Applying academic language and formats that support student S - Integrating frameworks, and assessed instructional
plans to support learning. needs to ensure student learning.
student learning
Incorporates differentiated instructional
Planning Selects strategies for single lessons or sequence of strategies into ongoing planning that
instruction that lessons that respond to students’ diverse learning addresses culturally responsive pedagogy,
incorporates needs. students’ diverse language, and learning
T- Exploring T- Applying
4.4 appropriate needs and styles.
S - Exploring S - Applying
strategies to meet Seeks to learn about students’ diverse learning
the learning needs and language needs beyond basic data. Uses assessments of students’ learning and
of all students language needs to inform planning
differentiated instruction.
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 What will you use as your baseline What will you use as your final
elements, identify a focus of inquiry performance to change? Use
of students (e.g., what impact will strategy X have assessment of student assessment of student
(e.g., group discussion, percentages to describe anticipated
on student performance as measured by Y?) actions/performance? actions/performance?
differentiation, motivation…) growth.
There will be a 20% increase in the average
What impact will increased use of higher-order questions
Use of analysis, synthesis, and evaluation exam score for students who participated in
(teacher talk, worksheet, and student problem generation) Previous examination scores New chapter exam
questions + student problem generation class and successfully completed the
have on student performance as measured by chapter exam?
worksheet.

There will be an increase of

Students will participate in
25% in time and repetitions
a pre-test consisting of two
How will the use of recorded data, for the students who
Lesson Construction and types of tests, a static hold Students will repeat the
information, and plot trends motivate documented their results
Student Motivation (high-plank) for time and a same test.
students to become stronger? and were aware of their
dynamic movement (push-
increasing/decreasing
ups) for repetitions.
physical 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 1: English Learner Focus Student 2: Student with ILP/504 Focus Student 3: Your Choice

Alex G. – One of the larger students in
Diego M. – As an English Learner, Jenaya R. – Jenaya requires a quiet room for
class, but he is very skilled in various
Performance Diego sometimes struggles with any academic tests. She is allowed to use
movement patterns. Due to his size,
Data instructions. He requires additional earphones with calming music in order to help
physical muscular development is
explanation/clarification in class. her focus.
needed as he continues to grow.

I would expect that Alex’s pre and post
tests would be radically different. He
I would expect that Diego would be Jenaya’s ILP does not effect her physical
may struggle during the pre-test, but
Expected Results able to complete all of the physical performance. I would expect her to complete
may improve drastically within the 6-
tasks required on him. all physical tasks required of her.
week period.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 Inquiry Lesson Implementation Plan
Administer Post- Discuss Results with
Administer Pre-Assessment Deliver Lesson(s) Analyze Results
Assessment Mentor
Identify dates for activities. November 19, November 21, November 18,
October 7, 2019 October 7, 2019 2019
2019 2019
Provide 1-2 sentence Students will improve in upper body strength performance, completing a static upper body hold (for time) as
summary of your lesson well as a dynamic movement (repetitions). They will keep track of their progress using technology, creating
plan. plotting graphs and creating visual representations to observe trends in their physical performance.
Pre-Assessment: Students will perform a static upper body hold (high-plank for time) and a dynamic
movement (full range push-up for repetitions). For the static hold, any break in the three-points of contact
Summarize process for
(shoulder, hips, ankles) results in time stoppage. For dynamic movement, any break in the three-points of
administering and analyzing
pre- and post-assessments. contact (shoulder, hips, ankles) on the way up or down results in reps completed.

Post-Assessment: Repeat workout with the same criteria.
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.)
Beers, E. (2017). Know Your Numbers. CrossFit Journal.
Saline, B. (2018). Observe, Measure, Repeat and Improve. CrossFit Journal. https://journal.crossfit.com/article/know-your-numbers-
https://journal.crossfit.com/article/tracking-saline- 2?_ga=2.235338437.559648668.1571026488-
2?_ga=2.235338437.559648668.1571026488-1747416569.1571026488 1747416569.1571026488

The success of physical improvement is solely based on numbers. In order for Knowing what you can do depends on the numbers that you
someone to improve, they need to be aware of where they started and set realistic, have performed in the past. If you don’t track your numbers,
attainable goals. you can never choose the correct loading to stress the muscles
for growth.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Many of my colleagues are not using any weights or loaded
I know that many colleagues of mine track the 1-mile run (a measure of aerobic movement patterns in their classrooms. Most physical
performance). However, in terms of sharing data, there is not much of that exercises are loaded with simply the bodyweight of the
accessible for the student. It is solely used as a pass/fail for a test, as long as they students. However, each students’ age, height, and weight is
meet a minimum standard. taken at the beginning of the year, providing body metrics
for the students to be aware of.
Grades 9-12 Physical Education
Grades 7-8 Physical Education
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
Students will be using Microsoft Excel to analyze the data
Student Standard 5b: Collect data or identify relevant data sets, use digital tools to
collected from their static holds, dynamic movements (times
analyze them, and represent data in various ways to facilitate problem-solving and
and repetitions), and RPE. They will plot their data and look
decision-making.
for trends of increasing or decreasing physical performance.
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

When looking at the class as a whole in terms of upper body strength, every As with the rest of the class, the three focus students
study has improved over the 6-week period. This was anticipated as muscle increased in upper body strength, allowing each
and strength growth shows short term gains within the 6-week period, as student to perform an average of about 4 push-up
long as the muscle group is stimulated on a daily basis. repetitions each.

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
thinking through Teacher asked questions of analysis and evaluation. increase complexity of task beyond a single lesson so
T – Applying T – Integrating
1.5 inquiry, problem Students answered questions that included all levels of that there are continuing opportunities for students to
S – Exploring S - Integrating
solving, and Bloom’s. Students created their own math problems. engage in inquiry in complex problem. How could you
reflection extend lesson into PBL?
Developing Students were organized quickly and
Consider referring back to physical
and groupings were determined by student
education content standards and
sequencing choice. There were a few students who
T- Applying T – Integrating strategies for students organization
4.3 long-term did not find partners, but the teacher
S - Applying S - Integrating and grouping to increase the
and short- quickly paired those who were not able
effectiveness of short-term
term to find a partner. Each student complied
instruction
instructional with their partner and little to no time
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 plans to was lost with students complaining who
support they were “paired” with.
student
learning
Planning
instruction
that
Consider ways to allow students to
incorporates The activity provided to the students
reflect on their learning. Also look to
appropriate T- Exploring T- Applying exhibited differentiated instruction
4.4 strategies to S - Exploring S - Applying because it allowed each student to
incorporate various strategies to meet
the growing diverse needs of a
meet the perform physically at their level.
changing student population.
learning
needs of all
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

ISTE 6: Facilitate Learning with technology to support student achievement – Because I learned how to facilitate how students input and use data
students were tasked with recording their own data on a Microsoft Excel for research and learning purposes. Moreover, I now know
sheet/Google Sheets, they were able to track their progress as well as gain familiarity how to set up a class to share their documents with me so
with tracking and recording their data to be used for longitudinal type studies (for that I can check on their work/data and provide immediate
example, comparing their growth one, two, or three years later). feedback.

Action Items
For curriculum design,
Always look for ways to differentiate for various students. Research into different movements to help in stimulate large
lesson planning,
assessment planning muscle groups that are new and are challenging for those students who are already physically fit.

Make sure that groups are put together in a friendly manner so that the culture in class is encouraging and uplifting to
For classroom practice the student. Students perform better in a comfortable and positive environment vs. a hostile one. Looks for ways to
encourage students to push their physical limits.
For teaching English
learners, students with Find more creative ways help those students who have low self-esteem or struggle with trying their best because they
special needs, and students “feel like they can’t” or “will be made fun of.” Also, find more visual ways of conveying information to students who may
with other instructional not comprehend what is being asked of them.
challenges
For future professional Network with other physical education/health professions to gain insight to the new practices in strength/conditioning
development methodologies for grades 7-10 (adolescents).

Varying the amount of rest time in between large muscle group workouts vs. daily general physical preparedness
For future inquiry/ILP
exercises.

Using more unconventional methods to workout various muscle groups (ex. the use of bands or loaded carries vs. body
For next POP cycle
weight movements).

Explore different and creative ways to warm-up and cool down on a daily basis (besides walking to lower the heart rate
Other
and circulate the lactic acid in the body after a workout).
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 4

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

Michael Tomas michaelandres.tomas@gmail.com Physical Education 7-10

Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Pre-assessment data range: 33 (2 – 35) Post-assessment data range: 37 (5 - 42)
Pre-assessment average: 18.09 (18 repetitions) Post-assessment average: 22.86 (23 repetitions)
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: Diego 2 5
2. Focus Student: Jenaya 12 15
Student still struggles with upper body
3. Focus Student: Alex 14 20 movement (his words), but has greatly
improved his upper body strength.
4. Olyvia 18 22
5. Sophia 13 16
6. Isis 7 11
7. Naomi 17 22
Student transferred in at the beginning of
nd
the 2 quarter. She was fairly fit and was
8. Adele 12 16 able to improve. Stated that this PE was
“very difficult” when compared to her other
school.
9. Marybel 17 20
Athletic female who is active playing club
volleyball after school. Upper body strength
10. Haven 18 22 increased with +4. Probably could have
pushed for more but was sore due to
volleyball practice the night before.
11. Hannah 2 6
12. Angel 35 41
Student has been working hard outside of class by
going to the gym in the evenings. The +8 jump can
13. Jeremiah 28 32
also be due to the supplemental workouts that he
has been doing with his older brother.
Student has been working hard outside of class by
going to the gym in the evenings. The +8 jump can
14. Joey 32 40
also be due to the supplemental workouts that he
has been doing with his younger brother.
15. Noah 34 38
16. Jesse 18 25
Athletic individual who was able to excel.
+10 in push-up repetitions with the last two
17. Ever 32 42
taking A LOT of encouragement from his
peers.
18. Jerry 34 40
19. Seth 12 16
20. Emma 15 18
21. Jesus 6 12
22. Abigail 20 24
23.
24.
910111213141516

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