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 5-10
Mentor Email School/District Date
Charter Home School
Rebekah Moor rmoor@vusd.us Acad./Visalia Unified School 3/6/2019
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 thinking by designing structured inquires into
T - Guide students to think critically through use of questioning strategies, posing/solving
Promoting critical thinking complex problems.
1.5 through inquiry, problem
T – Applying

problems, and reflection on issues in content. T – Innovating
S - Students pose and answer a wide-range of complex
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
questions and problems, reflect, and communicate
understandings based on in depth analysis of content
learning.
T – Facilitates in depth learning opportunities
Using and adapting in collaboration with students to have them
resources, technologies, T – Have students adapt to new technologies utilizing their smart
and standards- aligned reach autonomy with physical
phones and various applications to give them information to
CSTP instructional materials, T – Applying T – Innovating movement/fitness.
biometric information.
3.5 including adopted S - Exploring S – Innovating S – Students increase their repertoire of
materials, to make subject S – Students expand their knowledge and explore the possibilities of
knowledge and are able to utilize that
matter accessible to all using technology for biometric information.
students knowledge to maximize their learning
experience.
T – Facilitates autonomous student self-
Involving all students T – Implement a consistent way that students can accurately set assessment, goal setting, and progress
T – Innovating
CSTP in self-assessment, T – Applying personal goals and track their progress on a weekly basis. monitoring.
S – Innovating
5.5 goal setting, and S – Applying S – Students respond to the various goals set, using information from S – Students use knowledge to involve their

progress monitoring. their pre-test workout (or last quarter numbers/times). family/community members in their own
personal assessments and goal setting.
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 Pose measurable and observable question in How do you expect student
What will you use as your final
elements, identify a focus of inquiry terms of students (e.g., what impact will strategy What will you use as your baseline assessment performance to change? Use
assessment of student
(e.g., group discussion, differentiation, X have on student performance as measured by of student actions/performance? percentages to describe
actions/performance?
motivation…) Y?) anticipated growth.
What impact will increased use of higher-order questions There will be a 20% increase in the
Use of analysis, synthesis, and evaluation (teacher talk, worksheet, and student problem generation) average exam score for students who
Previous examination scores New chapter exam
questions + student problem generation have on student performance as measured by chapter participated in class and successfully
exam? completed the worksheet.

Are students’ goals better

completed/achieved if they hold There will be about a 10% increase in
each other accountable for one test times when compared to the pre-
As students set their personal goals, the impact of whether
test. This is due to the fact of
another (group accountability) or if or not the student is working out as an individual or with a
Pre-test examination scores Post-test examination scores improving physical fitness by also
they are allowed to excel on their group will yield either an increase or decrease in physical
finding a student preferred method of
own (individual accountability)? Do performance.
physical activity, with their peers or
their pre/post scores improve as a individually.
result, or do they get worse?
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

Jenaya R. – IEP requires the aid of auditory instruction if Jesse F. - underperforms physically when
Performance Jesus L. – Requires extra explanations or clarification of instruction. anything requires reading. If any materials that are compared to other peers in his age bracket.
Occasionally does not understand what is required of him, and ends up handed out are typed, an auditory or verbal explanation Student may not set proper goals due to his lack of
Data repeating incorrect or extra physical tasks. should also be included. Sometimes misunderstands confidence or uncertainty of personal
detailed instructions. performance.


Jesus will be able to understand his own instructions and his goals will be Jenaya works hard in everything that she does. As a result As Jesse tracks his workouts in more detail, the
Expected
worded in such a way that he can understand them clearly. The student will of her tracking her results, the student will improve her student will improve his physical activity and set
Results improve his performance by the end of the semester. scores by the end of the semester. proper goals by the end of the semester.

Inquiry Lesson Implementation Plan
Administer Post- Discuss Results with
Administer Pre-Assessment Deliver Lesson(s) Analyze Results
Assessment Mentor
Identify dates for activities.
April 1 April 2-25 April 29 May 2 May 3

Provide 1-2 sentence summary

The students will be training for the Total Body Strength & Cardiovascular Endurance Test.
of your lesson plan.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4

Pre-assessment will be given at the beginning of quarter, right after the students return from spring break. They will be asked to perform the movements
Summarize process for
of the test as a group, training with their partner or if they wish as larger groups (partners join other partners). After pre-assessment, the students will be
administering and analyzing pre- st nd
asked to set a goal based on their initial performance, and personally plan their own training schedules based on knowledge from 1 and 2 quarter. After
and post-assessments.
4-weeks, they will then take the post-assessment which will be a retest of the initial assessment.

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.)

Breiter, A., & Light, D. (2006). Data for School Improvement: Factors
Phyllis C. Blumenfeld, Elliot Soloway, Ronald W. Marx, Joseph S. Krajcik, Mark Guzdial
for designing effective information systems to support decision-making
& Annemarie Palincsar (1991) Motivating Project-Based Learning: Sustaining the Doing,
in schools. Journal of Educational Technology & Society, 9(3), 206-217.
Supporting the Learning, Educational Psychologist, 26:3-4, 369-398, DOI:
Retrieved from http://www.jstor.org/stable/jeductechsoci.9.3.206
10.1080/00461520.1991.9653139


When looking at any type of assessment data, it is important to look at
It is presented that project based learning can actually help students investigate and solve
the real needs of the classroom and selecting data that is relevant to
real authentic problems. Moreover, authentic problems that are chosen by the students
what is needed. It should be focused and educators and administrators
allow them to be more engaged in their thought and motivated throughout the entire
alike need professional development and instruction in the decision-
process, essentially taking ownership of their data and success.
making process.



Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)

Physical Education, Grades 7-8 – Physical education teacher found that
Physical Education, Grades 9-12 – One colleague also struggled with trying to have during this grade level, students struggle with body image and are
students achieve higher levels of physical fitness. He found that grouping students into therefore embarrassed when they do not perform well. As a result, he had
several “running groups” allowed them to keep pace with one another and even “push” them perform physical activity (with consent of the parents) on an
each other to higher levels of exertion. individual basis at home, while keeping a log and meeting several target
goals that were arranged with the teacher.

Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated

Students will be asked to set personal physical goals after their pre-
ISTE 1a: Students articulate and set personal learning goals, develop strategies
assessment in April. Moreover, they are going to explore using their smart
leveraging technology to achieve them and reflect on the learning process itself to
phones and various applications to measure their biometric activity when
improve learning outcomes.
performing physical activity.

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

As a whole, the class was able to decrease the time needed to When looking at the three focus students, all of their times
complete the required movements by an average of 55 seconds, almost improved, with two of them dramatically increasing their
a full minute. fitness times by almost two full minutes!

Initial Evidence/Rational for Rating Suggestions for Moving

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

Using and adapting To move to INTEGRATING level:

resources, technologies, Consider ways to increase the use
and standards- aligned
instructional materials,
Teacher was able to use technology in of technology outside of the
CSTP including adopted T – Applying T- Applying terms of timers (total time and interval classroom, rather than just in class.
3.5 materials, to make S - Exploring S – Exploring times), as well as heart rate monitors post Make it available in such a way that
subject matter
accessible to all exercise (when applicable). the students understand lifelong
students.
health living rather than just a
“class.”
To move to INTEGRATING level:
Consider using students to plan for
Involving all The teacher was able to involve all
T – Applying T – Applying
each other, assessing the class and
students in self- students, making sure that the proper
CSTP assessment, goal S – Applying S – Applying making suggestions as to what
5.5
pre-test was given and the students set
setting, and progress might be helpful for them. Allow
appropriate and measureable goals for
monitoring. them to voice what they would like
them to attain.
to improve on, and have them plan
and execute an exercise regiment.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 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
The students learned that they essentially “compete” with one
The students who set a personal goal for themselves and reached
another when they train in groups, as opposed to when they
that goal felt accomplished and learned about their training
train by themselves. As a result, they now know that if they
method. They understood that with the help and encouragement
want to be able to reach their goal successfully, it is probably
of others, they were able to push themselves during their training
best done as a group, as opposed to trying to train individually.
and it allowed them to reach their set goal.
It’s the social aspect and encouragement that lifted them up.
Action Items
For curriculum design, Look for ways to improve efficiency with time. Try grouping the warm-ups so that one group is doing one thing while
lesson planning, assessment the other is doing another. With limited space and time, it is better to have groups doing different things so that the
planning time for warm-ups is decreased.
Make sure to scan the classroom/outside and remove any and all obstacles before beginning the test. You can always
For classroom practice ask students to help you remove/move items out of the way so that time is conserved, allowing more time to work
during the class period.
For teaching English Try to find creative ways to keep those students who tend to drift off to stay focused. Maybe grouping these students
learners, students with
with a group of three instead of in a pair would help them stay engaged. Ask students if you need to clarify something,
special needs, and students
with other instructional or even call on students to repeat what was said, just to make sure that they heard the instructions correctly and that
challenges there is no confusion.
For future professional Look for ways to adapt movement or even different types of movements to test both strength and cardiovascular
development endurance in a real world setting.

For future inquiry/ILP Varying exercises vs. mono-structured exercises when improving overall fitness in the classroom setting.

Looking forward to a change in pace (ex. increase/decrease in interval intensity, or increase/decrease in interval rest
For next POP cycle
time).

When planning your lessons, be mindful of the time and make sure that there is time for a proper cool down and
Other
debriefing, especially after high intensity training.
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 5-10

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

Range: 7 mins. 58 secs. (7:58) Average: 9 mins. 10 secs. (9:10) Range: 7 mins. (7:00) Average: 8 mins. 15 secs. (8:15)

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
Jesus was able to increase his time by 46 seconds. For a student
1. Focus Student: Jesus L. 10:54 10:08 who sometimes does not get all of the instructions the first time, he
was able to complete everything in a timely manner.
Jenaya was able to complete the entire test with great ease. Her
2. Focus Student: Jenaya R. 7:40 5:52 physical fitness has improved greatly. She works hard and her work
ethic is unquestionable.
Jesse improved greatly, probably due to the increased
encouragement that he received from his classmates. I know that it
3. Focus Student: Jesse F. 10:20 8:22 made his feel good when he was able to run and exercise with
others, and the positive atmosphere allowed him to flourish.

4. Simon A. 6:40 5:39

5. Jeremiah B. 8:38 6:40
6. Joey B. 8:21 6:01
7. Jacob C. 10:45 10:00
8. Olyvia D. 9:03 8:17
9. Sophia F. 11:00 10:25
10. Seth G. 10:31 10:19
11. Alex G. 8:19 7:31
12. Isis G. 9:00 8:00
13. Ever G. 6:08 5:10
Jerry admitted to me before we started the post-test that he had a
14. Jerry G. 6:30 7:02 stuffy nose and was getting over a sickness. His time increased
slightly but he still did very well.

15. Taliah H. 13:30 10:17

16. Seth H. 11:02 10:42
17. Angel M. 7:21 6:26
18. Naomi M. 9:00 7:28
19. Maybel M. 9:02 8:01
20. Diego M. 9:38 9:59
Not sure as to why Aidan’s time increase by a full minute. This may
be something to look into in the near future. Maybe he and his
21. Aidan P. 9:14 10:14 partner (or group) didn’t get along or he felt uncomfortable while
training.

22. Haven R. 8:20 6:56

23. Hannah S. 13:15 12:10
Angel already had an amazing time completing the test before he
began. He is in phenomenal shape, so any reduction in his time is a
24. Angel A. 5:45 5:19 testament to his hard work. It can be very tough to beat a time that
is already very fast.

25. Chalie E. 8:12 7:19

26. Emma H. 9:51 9:51
27. Abigail M. 8:21 7:10
28. Sydney W. 8:37 8:00
29. America M. 13:43 9:58
910111213141516

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