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
Joseph Garcia Joseph.garcia@academylongbeach.org High School Science 9-12
Mentor Email School/District Date
John.rodriguez@academylongbeach.or
John Rodriguez Intellectual Virtues Academy 10/11/20
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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.
CST
Element Initial Rating Description Goal Rating Description
P
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.
T – Applying posing/solving problems, and reflection on issues in content. T – Innovating
1.5 through inquiry, problem S - Students pose and answer a wide-range of complex questions
S – Exploring S - Students respond to varied questions or tasks designed to promote S - Innovating
solving, and reflection and problems, reflect, and communicate understandings based on
comprehension and critical thinking in single lessons or a sequence of lessons.
in depth analysis of content learning.

Planning
instruction that
Plans instruction using a wide range of Plans instruction incorporating a
incorporates
strategies to address learning styles and meet repertoire of strategies specifically
appropriate
Integratin students’ assessed language and learning meet students’ diverse language and
4.4 strategies to Innovating
g needs. Provides appropriate support and learning needs and styles to advance
meet the learning
challenges for students. learning for all.
needs of all
students

Maintains physical environments

that reflect student diversity and
provides a broad range of resources,
Develops physical environments that reflect
displays, and artifacts that are
Creating physical student diversity and provide a range of
current and integral to instruction.
or virtual learning resources for learning. Utilizes a variety of
Integrates a variety of structures for
environments structures for interaction during learning
interaction that engage students
that promote activities that ensures a focus on and
constructively and productively in
student learning, completion of learning tasks.
learning.
reflect diversity, T-Applying T-Integrating
2.2 S-Integrating
and encourage S-Applying Students use a variety of resources in learning
Students routinely use a range of
constructive and environments and interact in ways that
resources in learning environments
productive deepen their understanding of the content
that relate to and enhance
interactions and develop constructive social and academic
instruction and reflect their diversity.
among students interactions.
Students share in monitoring and
assessment of interactions to
improve effectiveness and develop a
positive culture for learning.

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

Inquiry Focus
Based on your selected CSTP elements,
identify a focus of inquiry (e.g., group
discussion, differentiation, motivation…)
Use of analysis, synthesis, and evaluation
questions + student problem generation
Use of technology to increase student
engagement in distance learning.
Inquiry question Pre-Assessment Post-Assessment Expected Results
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 assessment of performance to change? Use
students (e.g., what impact will strategy X have on assessment of student
student actions/performance? percentages to describe
student performance as measured by Y?) actions/performance?
anticipated growth.
There will be a 20% increase in the
What impact will increased use of higher-order questions (teacher
average exam score for students who
talk, worksheet, and student problem generation) have on student Previous examination scores New chapter exam
participated in class and successfully
performance as measured by chapter exam?
completed the worksheet.
The percentage of students with a C or
How does using Jamboard contribute to student engagement,
Current grades as well as baseline Average change in overall grades as well as data on higher will increase by 25% and the level
interaction and learning?
engagement without the use of Jamboard. student engagement using Jamboard vs not using it. of student engagement will increase by
50%.

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.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 6
 Focus Student 1: English Learner Focus Student 2: Student with ILP/504 Focus Student 3: Your Choice
I chose this student because she has some
attendance issues and only turns in
I chose this student because he has shown
I chose this student because he failed the class last year assignments occasionally. However, when she
interest in improving and has a mother that
and is not showing any improvement so far. He also has does turn in assignments, they are usually well
is very involved and responsive.
Performance Data shown little desire to improve and pass the class. done.
Current Grade: 68%
Current Grade: 33.8% Current Grade: 61%
Will participate occasionally but rarely will
Shows up to class but rarely participates. When she shows up to class, she will
voluntarily share.
participate when forced to, but has
attendance issues.
Ideally, grade will increase by 20%
Ideally, grade will increase to a 60% Ideally, grade will increase by 10%
Expected Results Attendance will increase and participation will
Student will increase participation by 20% Participation will increase by 30%
increase by 50%
Inquiry Lesson Implementation Plan
Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results Discuss Results with Mentor
Identify dates for activities.
10/8/2020 Month of October 10/28/2020 11/2/2020 11/2/2020
Students will be working on a project in an attempt to colonize Mars. The first step in this process will be for them to
Provide 1-2 sentence summary figure out how to get liquid water to be sustainable on Mars. During the course of the project, we have and will
of your lesson plan. continue to use Jamboards to share ideas as a class and in small groups to help all students have a chance to share
what they are thinking and learn from each other.
Summarize process for For pre-assessment, I am using current grades and participation numbers that I have already started keeping track
administering and analyzing of. For post-assessments, I will be using the grade on the submitted project, overall grade in the class, and final
pre- and post-assessments. participation numbers as comparisons.
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.)
https://techandcurriculum.pressbooks.com/chapter/engagement
https://www.chalk.com/resources/increasing-student-engagement-technology/ -and-success/
This article gave a lot of good examples of ways to utilize technology to increase student This article discusses using technology to increase engagement by
engagement. There were a few references to using interactive whiteboards, which is tapping into what motivates our students. Using different forms
basically what Jamboard is, to help increase student engagement and ownership in their of technology can help motivate students by making it seem
learning. more fun to engage in class, which is also linked to increase
academic success.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Ms. Marquez, the Spanish teacher (9-12) at my school, has been using Jamboards all Mr. Avery, the Math teacher (9-12) at our school doesn’t use
year. She has had varying success with them, but overall she speaks highly of how much Jamboard often. Instead, he relies on using his iPad as a second
more engaged her students are when she uses them vs when she does not. screen to use different technologies to try to engage students.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
In Biology, we are framing everything around the idea of
being able to colonize Mars. The specific lesson series will
involve students understanding the biochemical needs of life
(water, organic macromolecules, etc) as well as the
importance of the relationship between photosynthesis and
cellular respiration. As part of this lesson series, students
will use Jamboard to brainstorm ideas as a class. This will be
used as a way to simulate what would happen in a normal
ISTE 6: Facilitator (Educators facilitate learning with technology to support class setting even though we are all virtual. Students will add
student achievement of the ISTE Standards for Students) “sticky notes” to the board with their ideas regarding the
- 6b, 6c, and 6d central topic of the day. We will then organize the sticky
notes and look for common ideas or themes that come up
and use that as the jumping off point for our discussions. To
compare engagement using this specific piece of technology,
I will also be asking students to respond to questions in the
Zoom chat and verbally. I will then compare engagement
and participation between the standard (verbal/chat) and
the Jamboard.

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
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 6
 Initial Evidence/Rational for Rating
CSTP Element Revised Rating Suggestions for Moving Forward
Rating (Summarize from POP Section 3)
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 so
thinking through inquiry, T – Applying T – Integrating
1.5 Students answered questions that included all levels of Bloom’s. Students that there are continuing opportunities for students to
problem solving, and S – Exploring S - Integrating
created their own math problems. engage in inquiry in complex problem. How could you
reflection
extend lesson into PBL?

Planning The lesson planned did incorporate I agree with my mentor

instruction various strategies to help meet the teacher that I need to be more
that learning needs of students. The agenda intentional about participation.
incorporates for the day was displayed at the Randomly calling on students
appropriate beginning of class and clear instructions to share and participate might
Integratin
4.4 strategies to Integrating were given for each transition. The up the level of engagement as
g
meet the Jamboard activity was interactive and they won’t have as much of a
learning needs encouraged student participation and choice regarding their level of
of all involvement. Students were also given participation. This is definitely
students time to process information before worth exploring for future
being asked to participate. lessons.
Creating
physical or
virtual I feel that I did a pretty good job
I need to be more intentional
learning breaking up the class period. Having the
about calling on students and
environment intro, the short video, the Jamboard,
not just let students sit by
s that and the discussion helped things not
passively all the time. I allow
promote get stale and promoted student
students to share on a
student engagement. I think that the Jamboard
voluntary basis, mainly to not
learning, does promote productive interactions
T-Applying T-Applying/Integrating make kids feel more
2.2 reflect among students, however, it would be
S-Applying S-Applying uncomfortable and awkward
diversity, and more productive if more students were
than they already do in this
encourage willing to share verbally and have
virtual setting. If I allow
constructive conversation with each other. This is
students to volunteer but then
and something that happens all the time in
also call on random students, it
productive a physical classroom that I have had a
might help the level of
interactions hard time replicating in a virtual
participation and engagement.
among classroom.
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 think that incorporating the Jamboard into the lesson was successful. I have
I think what I learned the most from my mentor’s
since used it in many other classes for different purposes and have gotten fairly
observation is how much I allow my students to be passive
good results. I know that a lot of my colleagues have been using Jamboard as well
in my class. I want to take a more active role in pushing my
and have had some success using that to illicit student participation. It seems like
students to participate and engage and not always leave it
a good distance learning tool, but I’m not sure how useful it would be in a normal
up to them.
school setting.
Action Items
I really liked my lesson design. I think in the future I will make the videos I have them watch more interactive and
For curriculum design, lesson
planning, assessment planning
give them a specific set of questions to guide them as they watch the video. I like to give them chances to just watch
and absorb, but I see how this might give them opportunities to disengage as well.
For classroom practice I think I need to give my students more opportunities to read and defend their own thoughts. I often have them give
answers and then I’ll read them aloud myself. I do this with the goal of making sure students only share if they feel
comfortable and to keep the virtual classroom a safe space, but I can see that doing this might allow students to
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 6

For teaching English learners,
students with special needs,
and students with other
instructional challenges
For future professional
development
For future inquiry/ILP
For next POP cycle
Other
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
disengage from the lessons.
I feel like my students with special needs are being successful in my class. With my English Learners, I have started to
do a lot more translating on assignments. I have started posting assignments in both English and Spanish so that my
students can choose the language they feel more comfortable with. I also allow my students to respond in Spanish if
they choose, but I think my ELLs in this class specifically feel uncomfortable doing that for fear that their classmates
might judge them.
I’d love to continue to look at other software that would be useful for in person learning as well as distance learning.
I feel like a lot of time and energy is going into figuring out distance learning and a lot of it will be irrelevant next
school year.
I’d Like to see how randomly calling on students affects student participation and engagement down the line. If they
know they might get called on, they may be more likely to stay engaged.
I think for the next cycle I would like my mentor to observe me introducing a project and giving instructions. I want
to see if how I am designing and introducing my projects is efficient and engaging and would like to see what I can do
to improve this process.
Other Notes
Pre-/Post- Assessment Data Table follows this document.
Page 4 of 6
 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
Joseph Garcia Joseph.garcia@academylongbeach.org Science 9th
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average

Average participation was 25% Average participation was 55%

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
Student began to participate a little more
and submitted more assignments.
1. Focus Student: EL 0 5 However, level of participation was still
fairly low and student was caught leaving
Zoom classes early a few times.
Student has been showing up to class
more regularly and has improved his
grade in class by over 10%. Student still
2. Focus Student: 504/IEP 5 7 will only participate at a bare minimum
and turns in assignments that are rushed,
but overall has improved in both
engagement and work submitted.
Student hasn’t shown up to class as
regularly and has stopped turning in
assignments. I think this has more to do
3. Focus Student: Teacher Choice 5 3 with stuff going on at home and the
pandemic than her academic abilities.
Will be reaching out to her and her
parents to see what is going on.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 6
 27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
910111213141516

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