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
Abbie Stirling astirling@newroads.org Elementary Physical Education 1st

Mentor Email School/District Date

Alayna Baron abaron@newroads.org Santa Monica October 2, 2020

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 thinking by
Promoting critical thinking strategies, posing/solving problems, and reflection on issues in content. 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 wide-range of complex questions and
solving, and reflection S – Exploring
comprehension and critical thinking in single lessons or a sequence of
S - Innovating
problems, reflect, and communicate understandings based on in depth
lessons. analysis of content learning.
T-develops shared responsibility with students for resolving
Using knowledge of conflict and creating and maintaining a caring classroom
T- Reinforces positive, responsible, and respectful
students’ academic community.
student interactions. Assists students to resolve conflicts.
readiness, language T- Supports students in taking leadership in developing a caring
Incorporates cultural awareness to develop a positive T- Integrating
proficiency, cultural Applying community that is responsive to the diverse cultural norms of
2.1 classroom climate. S- Integrating
background and S- identities of all students.

individual Applying
S-Students demonstrate efforts to be positive, accepting,
development to plan S- Take responsibility resolving conflicts and maintaining a
and respectful of differences.
instruction caring classroom community. Students promote respect and
appreciation for differences.
Using knowledge of
T- Plans single lessons or sequence of lessons using T- Plans differentiated instruction, which is based on broad
students’ academic
additional assessment information on student academic knowledge of students. Matches resources and specific
readiness, language T-
readiness, language, cultural background, and individual T- Integrating strategies to students’ diverse learning needs and cultural
proficiency, cultural Exploring
4.1 development. S- Integrating backgrounds.
background and S-

individual Exploring
S-Students become aware of potential areas of bias and S- Planning addresses bias, stereotyping, and assumptions
development to plan
seeks to learn about culturally responsive pedagogy. about cultures as members of cultures.
instruction
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
Based on your selected CSTP
question in terms of students (e.g., What will you use as your baseline How do you expect student performance
elements, identify a focus of inquiry What will you use as your final assessment
what impact will strategy X have on assessment of student to change? Use percentages to describe
(e.g., group discussion, of student actions/performance?
student performance as measured by actions/performance? anticipated growth.
differentiation, motivation…)
Y?)
What impact will increased use of higher-order
There will be a 20% increase in the average exam
Use of analysis, synthesis, and evaluation questions (teacher talk, worksheet, and student
Previous examination scores New chapter exam score for students who participated in class and
questions + student problem generation problem generation) have on student
successfully completed the worksheet.
performance as measured by chapter exam?

I have two 1st grade students (S

and M) who have weekly minutes
for Adaptive P.E. due to their IEPs.
Our school takes an inclusive
approach, meaning a lot of the I expect a 20% increase in participation
weekly Adaptive P.E. minutes are among all 3 students who avoid
done in my general P.E. classes. Post assessment students will re-record participating. Furthermore, I expect
With the help of the Adaptive P.E. What kinds of supports can I put in their videos and grade themselves with these three students to go from
teacher my goal is to provide place that will help S, M and K get Pre-recorded videos of students audio on Seesaw. exploring to applying their taught
targeted support to these two the most out of being in a General preforming skill sets on Seesaw.
skillsets. Finally, students who are
students as well as student K who Physical Education setting?
is an English language learner triggered by competition will be able
along with any other students to self-regulate and de-escalate during
who may have an adverse live classes.
reaction to physical activity, so
that all students can fully
participate in a general education
setting.
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
K moved from Korea last year and did not know
any English when he started. Throughout last
S is my second student of focus who has an IEP
school year and this year, he is working one on one
and S struggles with focus and to remain on task. Finally, my third student M has adaptive P.E. to strengthen the
with an EL coach to support his English language
S also has weekly adaptive P.E. minutes which right side of her body and specifically her right hand. M lacks
Performance development. In P.E. I use a lot of TPR and visual
must be met in my general physical education confidence because of her lack of mobility in her right hand
cues for K to support his understanding of the
Data setting. When he is learning a new skillset he and often jumps to being silly as a way to distract. However,
games. Thus, far K is approaching grade level for
often becomes distracted and I believe this may she is often capable of doing what the other kids do when she
P.E. and I believe this is due to that he is an English
be a coping mechanism because of his physical tries and has support of myself along with her classmates.
learner. K is naturally athletic and thus if I can use
restrictions which is supination of the foot.
more tools to support his understanding I think he
will be able to be on grade level.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
 S will be given an activity tracker chart for each
P.E. class to mark how many times he has
I expect that given more visual cues and pre- attempted the skillset and activity. I expect that
recorded videos for the assessment that my EL he will be able to do this without or a few
I expect that after put into small, intentional breakout rooms M
student will be able to master the skillset of reminders and therefore be able to remain on
Expected Results throwing, tossing and catching first a scarf which is task and focus. To support his supination of the
will use her right hand or both hands together with the support
of my encouragement and pre-mini lesson with her.
the adaptation in this lesson and then a ball. The foot I will be in close contact with his parents to
scarf is bright and therefore more visible. make sure he comes to class wearing his support
shoes which is not always happening right now
and this will set S up for further success.
Inquiry Lesson Implementation Plan
Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results Discuss Results with Mentor
Identify dates for activities. 10/05/202 10/06/2020 10/07/2020 10/08/2020 10/09/2020

One week unit, 5 days a week for 50 minutes, students will learn fundament skillsets of playing capture the flag in mini groups/lessons which they will then be
Provide 1-2 sentence able to apply these skills to play a whole class games in the non-distance learning future. In these mini lessons students, will be in rotations where they practice
throwing and catching a ball along with running through a home obstacle courses. My goal with these scaffold rotations is to provide targeted support to these
summary of your lesson three students as well as any other students who have an adverse reaction to physical activity so that students can fully participate in a general Physical
plan. Education setting.

• Pre-recorded assessment videos on Seesaw
• Digital Activity Tracker/Log Sheet
Summarize process for
administering and analyzing
• Post assessment students will re-record their videos and grade themselves with audio

pre- and post-assessments. • Students who are triggered by competition will be able to de-escalate and self-regulate
• Students who avoid participating will participate

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.)
• “50 Million Strong for All: Universally Designing CSPAPs to Align with APE Best
• “Educating the Student Body Taking Physical Activity and Physical Education to
Practices” by Brian, Grenier, Lieberman, Egan & Taunton.
School” by Institute of Medicine of the National Academies


• https://www.shapeamerica.org/publications/journals/joperd/september-free-
• file:///Users/user/Downloads/115407-
access-article.aspx
208753.educatingthestudentbodyinsert.pdf


This article taught me how important it is to get my students practicing the skill set at hand while
This article taught me about how to get S and M to participate fully. S likes to take a leadership
not comparing themselves to others so that they do not feel left out or inadequate. This is
role in teaching the game, but when the game starts he often steps back and does not
something I have struggled with and the article suggests starting these kids off first so that they
participate. M also has a BII, and she helps keep him on task. Strategy of proximity and
don’t have a gage to compare themselves to along with giving students extra chances as much as
reminding language is what I will be implementing.
possible and using the support of the BIIs if the students have them which mine do.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
K-5th grade Music Teacher:
1st Grade Lead Teacher: The music teacher has noticed students K and S rarely come to class with this supplies that they
She suggests that during the rotations I use break out rooms in Zoom in order to further need and therefore they are not prepared which starts them off already behind with the class as
support students K, M and S. She offered this suggestion because she has noticed these they are running around trying to gather what they need. Since this lesson involves equipment she
students are able to focus more easily when in smaller groups because she believes they feel suggested emailing the parents and also having a mini check in with students before the class
less of a sense of competition. begins to assure they start off successfully with the lessons.

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

ISTE Student Standard: Empowered Learner

This lesson will allow students to reflect on their own growth after we are done with the lesson
and do a compare/contrast by watching their own Seesaw videos and reflect on their own learning
1.A: Articulate and set personal learning goals, develop strategies leveraging technology to process.
achieve them and reflect on the learning process itself to improve learning outcomes.

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
According to my pre/post assessment my whole class did extremely well and everyone except
a few people moved up at least 1 point. My whole class of 9 students’ pre-assessment data put Pre-Assessment: I expect a 20% increase in participation among all 3 students who avoid participating.
them at a level of applying their skillsets. Meeting with students to go over their individual Furthermore, I expect these three students to go from exploring to applying their taught skillsets. Finally,
goal really motivated them to succeed along with the pre/post recorded Seesaw videos which students who are triggered by competition will be able to self-regulate and de-escalate during live
gave them a wonderful understanding of their progress. It was important to show how they classes.
could reach that goal with the right tools. This was successful due to the break out groups, Post Assessment: Among my three focus students there was a 20% increase in participation. These three
individual on-on-one meetings, and whole class discussion, and the pre-recorded videos. Each students did a wonderful job self-regulating and de-escalating with the mini pre-class check in, the small
element contributed to the student’s success.
break out groups, the teacher modeling and the positive reinforcement.

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
thinking through Teacher asked questions of analysis and evaluation.
T – Applying T – Integrating complexity of task beyond a single lesson so that there are
1.5 inquiry, problem Students answered questions that included all levels of Bloom’s.
S – Exploring S - Integrating continuing opportunities for students to engage in inquiry in
solving, and Students created their own math problems.
complex problem. How could you extend lesson into PBL?
reflection
Promoting S was able to complete the activities, with some
In order to move students to the innovating level I
social reminding and encouragement. One of the activities was a
am considering how I could improve upon the
Development T- relay race where students must use a hula hoop as a jump
student’s grading and reflection. Meaning I would
and Applying T-Integrating rope to cross the course, and we made sure she used both
2.1 like to improve on student’s buy in for the lesson so
responsibility S- S-Integrating hands together to get the hula hoop to rotate over her
that during their reflection they can truly connect the
within a caring Applying body. The other game was a trio activity, where two
content to their lives and therefore feel a deeper
community players hold a noodle across, while the third player leap-
sense of responsibility.
where each frogs over it again and again. She was able to use her right
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
 student is hand to hold the noodle, but she still hopped over the
treated fairly noodle favoring her left side.
and respectfully

Using
knowledge of
students’ M made it through the activity with Coach R, as he is pretty In order to move students from the applying level to
academic confident with dribbling. He also loved the “build your own the integrating level I would like to incorporate more
readiness, T- obstacle course” station. Mine was the third rotation he of what sports the kids are particularly interested in.
language Exploring T- Applying came to, and he did not want to participate. I’m not sure I think this would also require opening up student’s
4.1
proficiency, S- S-Applying why exactly, but he wanted to go to the bathroom (which is minds to the idea of what a sport is as often I feel
cultural Exploring a common technique he uses to get out of non-preferred kids only think of traditional sports. This then could
background and activities). His BII and I told him he had to try at least three be applied to their academic readiness with the link
individual times for him to be able to use the bathroom and he did it. to their backgrounds and interests.
development to
plan instruction

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
According to my pre/post assessment my whole class did extremely well and everyone except a
few people moved up at least 1 point. My whole class of 9 students’ pre-assessment data put
My three focus students did very well. I noticed my student with behavior problems did very well
them at a level of applying their skillsets. Meeting with students to go over their individual goal
in the small group because he received more attention. My EL students did well when I modeled
really motivated them to succeed along with the pre/post recorded Seesaw videos which gave
and he echoed after. My IEP student also moved up a level because I made sure he felt
them a wonderful understanding of their progress. It was important to show how they could
comfortable in my class and I made sure to give him a little more extra attention with a Zoom
reach that goal with the right tools. This was successful due to the break out groups, individual
check-in lunch.
on-on-one meetings, and whole class discussion, and the pre-recorded videos. Each element

contributed to the student’s success.

Action Items
I am already taking things I’ve learned from this lesson and applying it in my other PE classes, regardless of whether or not I have students who qualify for
For curriculum design, Adaptive PE, or have an IEP or are an EL student. I truly believe these adaptations are best teaching practices for all students, and what works for kids with
lesson planning, assessment special needs also works for students without. Some of the adaptations I really love are all of the visual scaffolding that we use, as well as interactive modeling,
and giving extra opportunities for those students who really need the practice.
planning

Incorporate goal setting meetings with each student for other subjects. Get student in the habit of setting goals, identify the skills/tools needed to achieve these goals,
For classroom practice and reflect on progress.

For teaching English

learners, students with This inquiry process had a positive impact on my students S, M and K in their ability to participate in a general education setting. In addition, I built a strong
professional relationship with my colleague, Coach R, and learned a tremendous amount from his expertise. Essentially, we are making sure that S and M are
special needs, and students hitting all the same standards that any student would have to meet, but they are getting extra support to make sure they are successful. Coach R is always
with other instructional helping me, using knowledge of S and K’s abilities and individual development, to come up with adaptations that will support their full participation.
challenges
I will continue to collaborate with Coach R, and I am already taking things I’ve learned from him and applying it in my other PE classes, regardless of whether or
For future professional not I have students who qualify for Adaptive PE. I truly believe these adaptations are best teaching practices for all students, and what works for kids with
development special needs also works for students without. Some of the adaptations I really love are all of the visual scaffolding that we use, as well as interactive modeling,
and giving extra opportunities for those students who really need the practice.
For my future ILP, I will continue to focus on students who require more support and it will be interesting to figure out how I will teach this way from 6 feet
For future inquiry/ILP apart as I am used to making adjustments with student’s form. I think the next ILP inquiry will naturally lead into this due to the current circumstances of the
world.

My next POP cycle will be different because it will be in person but my students will need to be socially distanced. Thus, I will be able to incorporate the skillsets
For next POP cycle they learned in this lesson to scaffold their in-person instruction.

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 3 of 5

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
Abbie Stirling astiring@newroads.org Elementary Physical Education 1st

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

Pre-Assessment Data Range: 3/5 Post-Assessment Data Range: 5/5

Average: Applying Average: Integrating

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
Student 1 was able to complete the activities
with the mini-lesson ahead and he also scored
1. Focus Student: EL 3/5 5/5 2 points higher from his pre and post
assessment and I attribute this to the mini-
lesson.
Student 2 with the adaptive PE hours was able
to use her right hand to throw and catch the
2. Focus Student: 504/IEP 3/5 5/5
ball while running through a homemade
obstacle course.
This student’s internet connection is very poor
and although the lead teacher and principal
have reached out to her family there hasn’t
3. Focus Student: Teacher Choice 3/5 4/5 been improvement. I relate this to her lack of
participation and feeling of disconnection. Her
post assessment recording failed half way
through.
4. Student 4 4/5 5/5
5. Student 5 5/5 5/5
6. Student 6 4/5 4/5
7. Student 7 4/5 5/5
8. Student 8 5/5 5/5
9. Student 9 5/5 5/5
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 5
 28.
29.
30.
31.
32.
33.
34.
35.
36.
910111213141516

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 5