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
Christian Jake Glennon jglennon@popfremont.org Music 3-8
Mentor Email School/District Date
Jenny Cid jcid@popfremont.org N/A 03/01/2021
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 - Guide students to think critically through use of questioning strategies, T - Facilitates systematic opportunities for students to apply critical thinking
Promoting critical thinking posing/solving problems, and reflection on issues in content. by designing structured inquires into complex problems.
T – Applying T – Innovating
1.5 through inquiry, problem S - Students respond to varied questions or tasks designed to promote S - Students pose and answer a wide-range of complex questions and
S – Exploring S - Innovating
solving, and reflection comprehension and critical thinking in single lessons or a sequence of problems, reflect, and communicate understandings based on in depth
lessons. analysis of content learning.

Using
knowledge of
students’
academic When it comes to student readiness, I
have been using a website called
readiness,
“Musicthoery.net” to gage where my
language
4.1 T students are and how to plan each
proficiency,
lesson. I would like to explore more
cultural
ways to achieve the same goal.
background,
and individual
development to
plan instruction.
The difficult part is to do this while
teaching. I am very good with writing
lesson plans but sometimes it does not
Monitoring
go as planned. I would like to find out
student learning
ways to be better at being “put on the
1.6 and adjusting T
spot”.
instruction
while teaching.
Finding time for individual assistance
and breaking students into smaller
groups has been a challenge for me.
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 elements, Pose measurable and observable question in
What will you use as your baseline What will you use as your final How do you expect student performance
identify a focus of inquiry (e.g., group terms of students (e.g., what impact will
assessment of student assessment of student to change? Use percentages to describe
discussion, differentiation, strategy X have on student performance as
actions/performance? actions/performance? anticipated growth.
motivation…) measured by 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 performance as
successfully completed the worksheet.
measured by chapter exam?

The post-assessment
will be given after the 5 Culturally relevant musical
musical elements are choices will increase student
Will incorporating culturally The pre-assessment will taught during the lesson engagement.
Culturally Relevant relevant songs into choir and be a Google Form which series. It will ask similar
Music Analysis band gain the students student finds out the questions from the pre- An analysis of the student’s
attention? student’s background assessment on a musical background will
knowledge about the 5 separate Google Form. allow the teacher to choose
musical elements. Students will also have level appropriate material.
to listen to a popular
song and identify the
musical elements.
Focus Students
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
 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
While presenting new material, While introducing an
students will be placed in breakout assignment, the teacher will
rooms to talk over the directions and aurally speak the directions
Students will be allowed use the chat
share their ideas for the assignment. while also writing them on the
Performance feature instead of raising their hand to
Data
This will help Focus Student 1 because white board for a visual
talk. This will help a specific student who
it gives the teacher a chance to meet reference. The visual
is selectively mute.
with that student to check for representation will help Focus
understanding and any language Student 2 who has trouble
barrier. remembering aural directions.
Focus Student 2 will not have
Focus Student 1 will hear the Focus Student 3 who is too shy to talk in
to remember directions
directions multiple times, and in front of the class will have more of a
Expected Results because they will be written
multiple ways, which will help them to voice by using the chat feature
out for them to refer bac to
better understand. throughout our Zoom classes.
throughout the class.
Inquiry Lesson Implementation Plan
Administer Post-
Administer Pre-Assessment Deliver Lesson(s) Analyze Results Discuss Results with Mentor
Assessment
Identify dates for activities.
March 11 March 18 March 25 April 1 March 15
The lesson series will start the first week of March. The lessons series will break down the 5 Musical
Provide 1-2 sentence Elements, and how they work together to make music. Culturally relevant examples will be utilized when
summary of your lesson plan. showing examples of Musical Elements. Data will be collected using Google Forms, which will quiz the
student’s memory of class lectures.
The pre-assessment will be a Google Form which student finds out the student’s background knowledge
about the 5 musical elements. Students will to complete this Google form at the beginning of each class. A
different musical element will be introduced each time.
Summarize process for
administering and analyzing
pre- and post-assessments. The post-assessment will be given after the 5 musical elements are taught during the lesson series. It will
ask similar questions from the pre-assessment on a separate Google Form. Students will also have to listen
to a popular song and identify the musical elements. Students will have to complete this Google Form at the
end of each class.
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://journals.sagepub.com/doi/full/10.1177/0027432119856083

Kastner JD, Menon S. Popular Music in Choir: Helping Students “Find Their
https://www.tandfonline.com/doi/full/10.3402/qhw.v8i0.20597
Voices.” Music Educators Journal. 2019;106(1):48-54.
doi:10.1177/0027432119856083
Even Ruud (Professor) (2013) Can music serve as a “cultural
immunogen”? An explorative study, International Journal of Qualitative
This article provides many ways to include modern pop songs into a traditional
Studies on Health and Well-being, 8:1, DOI: 10.3402/qhw.v8i0.20597
music class.
Student-Led Popular Music Projects- The students will get to share their music
This article focuses on the importance of including culturally relevant
taste, while also explaining the musicality behind their song choice.
music which can improve the well-being of your students. One part of this
Active Listening Guides- Have the students conduct a theoretical analysis on
article talks about how music therapists will use music from composers
popular songs.
such as Chopin, to explore feelings of loss or grief. I would love to
Cover Songs- Have the concert band cover a popular rock song.
incorporate this into my music classes to host a conversation on mental
Mash-Ups- Consider mixing a popular song with a classical song if they are in the
health. Hosting class conversations about the meaning behind songs and
same key.
lyrics has so far captured my student’s attention.
These techniques will help gain student interest and allow each student find “their
own voice” in music.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
One teacher stated how they use a similar strategy when teaching their
Another teacher mentioned how their art classes have had
history class. They have the students take specific problems from the past
conversations around mental health. They looked at paintings from
and relate it to problems of with our current society. This has helped the
different time periods which brought up similar emotional feelings.
students gain interest.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
Instructional Strategy Cultural integration will be incorporated through the use of pop
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
 culture music the students are familiar with. The students will be
relating their modern music to traditional music theory assignments.
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
1. This student was able to understand the directions
because they were aurally as well as visually
explained.
The students did a great job achieving the lesson objective. The main
2. Students used the whiteboards to show their work.
goal was for the students to identify ways to improve their
This student was able to see the teacher write down
performance and they achieved that when we took a final run
the music terms. The visual representation helped
through of the song.
this student to follow along with the rest of the class.
3. Supplies were given to this student so they could
participate with the rest of the class.
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

The difficult part is to do this while

Monitoring teaching. I am very good with
student writing lesson plans but sometimes
I can pre plan specific time for
learning it does not go as planned. I would
working with individual students in
and like to find out ways to be better at
1.6 Exploring Exploring my lesson. If this time is not
adjusting being “put on the spot”. Finding
needed, it can still be a time to
instruction time for individual assistance and
meet with students.
while breaking students into smaller
teaching. groups has been a challenge for
me.
Establishing
and When I create my lesson plans, I
I should plan an overarching goal
articulating always aim to reach a specific goal.
4.2 Exploring Exploring and set mini goals which connect
goals for The hard part is connecting that
to the larger picture.
student goal to future lesson plans.
learning.

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
Explaining a concept and then demonstrating it helped the students
to better understand topics. After watching the teacher demonstrate
A teacher needs to explain something in more than just way.
the learning goals, the students were able to identify musical
Using visual and auditory directions will help students to
elements within their sheet music and wrote them down on white
better understand what is expected of them.
boards.

For curriculum design, lesson
planning, assessment
planning
For classroom practice
For teaching English learners,
students with special needs,
and students with other
instructional challenges
For future professional
development
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
Action Items
Next time I would utilize the breakout rooms. The students could use that time to repeat the musical
elements definitions to each other. The breakout rooms would also give the teacher an opportunity to meet
with individual students.
Getting the students engaged by starting class off with fun vocal warmups made the students laugh and feel
comfortable. I will aurally and visually explain directions which will help the students to follow along. Taking
one last final run through of the song made the lesson feel complete.
I would find out more about these specific students by revisiting their cumulative folders and talking to their
homeroom teachers.
Next time, I would focus on sticking to the lesson plan and not switching things up at the last minute. I
would also slow down my speech. Talking too fast can make it hard for the students to understand.
Page 3 of 5
 Especially if English is not their first language.
Look at the ILP ahead of time so I can remind myself of the post observation conference and the comments
For future inquiry/ILP
for future improvement.

For next POP cycle Create a POP cycle that connects to this previous POP cycle of “Musical Elements”.

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 4 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
Christian Jake Glennon jglennon@popfremont.org Music 3-8
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average

Using a Kahoot, the average score was a 5 out of 10 Using a Kahoot, the average score was an 8 out of 10

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL 5/10 7/10
2. Focus Student: 504/IEP 4/10 8/10
3. Focus Student: Teacher Choice 6/10 7/10
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910111213141516

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