Fullerton Online Teacher Induction Program

Individualized Learning Plan (ILP)

Revised 11.5.18
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
Ben Hopson bhopson@nlmusd.k12.ca.us Biology 11th
Mentor Email School/District Date
Shay Fairchild sfairchild@nlmusd.k12.ca.us NLMUSD 10/10/21
Section 2: CSTP Areas of Inquiry
Directions: Identify 2-3 CSTP elements for ILP focus. 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
T - Guide students to think critically through use of questioning strategies,
Promoting critical thinking 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 and problems,
S – Exploring S - Students respond to varied questions or tasks designed to promote S - Innovating
solving, and reflection reflect, and communicate understandings based on in depth analysis of content
comprehension and critical thinking in single lessons or a sequence of lessons.
learning.

Connecting T- T - Guide students to realize how science applies in a real

T - Lead and observe students in productive discussions with
subject matter Apply world setting by thinking critically about what they see/hear T - Inn each other, providing varied viewpoints.
1.3 around them.
S - conduct a successful discussion in which all students are
to meaningful, S- S - Students read through scientific articles and writings, S - Inn
heard and listened to.
real-life contexts Apply thinking critically about the information they are given

Demonstrating
knowledge of
subject matter, T- T - provide students with appropriate T - Create project/assignment where
academic Apply outlet to demonstrate scientific knowledge T - Inn students practice skill based on knowledge
3.1
content S- S - Successfully display scientific knowledge S - Inn S - Students create project/item or succeed
standards, and Apply via assessment in procedure where they apply knowledge
curriculum
frameworks
Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments and Data Collection Tools)
Directions: Your inquiry question should be concise and likely no more than 8-10 words. Your hypothesis should indicate what you expect students to be able to do after the lesson, and it should be
able to be evaluated based on your assessment plan. Note that Semester 3 requires an inquiry question that focuses on use of technology to support teaching and learning.
Inquiry Question Hypothesis Lesson Series Topic Assessments/Data Collection

Can students properly use a microscope and Dichotomous key Students will be able to see plankton, but will struggle with Students upload pictures and identifications to schoology,
2.6 Ecology Unit
to identify Plankton? identification. along with Written lab report.

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
Student struggles to read scientific/latin-based vocabulary Student has trouble focusing on assignments, wandering away Student excels at taking notes, but struggles to apply
Performance Data words and struggles with species names and forgetting lab safety procedures knowledge.

Student will successfully find specimens under microscope, but Student will struggle to complete the lab, and will rely on group Student will wait for the group to find specimens and will try to
Expected Results will have trouble identifying them using Dichotomous Key members to find specimen. identify all of them on their own.

Inquiry Lesson Implementation Plan

Directions: that Semester 3 requires a lesson that focuses on use of technology to support teaching and learning.
Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results Discuss Results with Mentor

Identify dates for activities.

10/13 10/14-15 10/18-19 10/19 10/21

Provide 1-2 sentence

summary of your lesson plan.
Students will apply microscopy skills to find species of plankton, then identify them with a Dichotomous Key.

Summarize process for

Students will be tested on proper microscopy and use of dichotomous key prior to lab, then will be analyzed
administering and analyzing
pre- and post-assessments. with a formal lab report after.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 Semester 3 Only: Identify the
specific technology tools,
applications, links, and/or Microscope, Dichotomous key (via Lab Aids online textbook), Schoology, Google Docs
devices to be incorporated
into the lesson.

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://www.science.org/doi/abs/10.1126/science.1082160
https://link.springer.com/chapter/10.1007/978-1-4899-0762-2_12
This article provides both basic and advanced applications of Light
Students will be looking at Phytoplankton, this paper informed me of the
Microscopy, which is the type of microscope in science classrooms. Not
sizes of different species, why they are that species, and easy traits to
only does it provide basic teaching strategies, but some more advanced
identify them by.
tools and troubleshooting ideas when specimens can’t be found.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Colleague 1 gave me advice on how to guide students through safe use
Colleague 2 provided me with a Microscope manual to help with
of glass specimens, including procedures on how to give and then collect
troubleshooting and proper use of our specific brand of microscope,
them from students before and after use. Such procedures will be
which was helpful in lesson planning and teaching proper use.
practiced for the rest of the year. 11th, Bio
Special Emphasis: ISTE Standards (Semester 3 only)
Directions: Identify at least one ISTE-Educator and at least one ISTE- Student Standards that are the primary focus of your project. Explain how these standards will be incorporated.
Special Emphasis Focus How Special Emphasis will be Incorporated
T - Model for colleagues the identification, exploration,
evaluation, curation and adoption of new digital resources T - Students use digital tools that help them understand their goal
(ie. what they are looking for on their specimens) as well as tools
and tools for learning.
that help them identify their specimen’s species
S - Students use technology to seek feedback that informs
S - Students use both Chromebooks and Microscopes to
and improves their practice and to demonstrate their demonstrate use of technology, both in finding specimens under
learning in a variety of ways.. the microscope and using a digital tool to identify their specimen.

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
Students had very little trouble using lab skills to observe Students were good at practicing skills, but really struggled with
specimens, but had trouble identifying them via dichotomous key. the reading and critical thinking portions.
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
Teacher asked questions of analysis and evaluation.
thinking through T – Applying T – Integrating complexity of task beyond a single lesson so that there are
1.5 Students answered questions that included all levels of Bloom’s.
inquiry, problem S – Exploring S - Integrating continuing opportunities for students to engage in inquiry in
Students created their own math problems.
solving, and reflection complex problem. How could you extend lesson into PBL?

Connecting
Teacher uses real life samples and Students learn more about the
subject T-
connects them to real places and ecosystems and niche of plankton in
matter to Apply T - Integrating
1.3 events that students can relate to. the greater world, and the
meaningful, S- S - Apply
Students apply lab skills to solve a assignment becomes more of an
real-life Apply
real-life problem. investigation.
contexts
Demonstrat
ing
knowledge
of subject Teacher Gives students the chance to
T- Give a comprehensive lab practical
matter, demonstrate skills in a physical sense.
Apply T - Apply where students are given an
3.1 academic Students apply skills learned in the
S- S - Apply unknown species (or blood sample?)
content lab to practice and display their
Apply that they must identify.
standards, knowledge.
and
curriculum
frameworks
Applying Teacher assesses student learning
T-
knowledge based on display of skill and adjusts
Apply T - Integrating Regular check-ups on skill, similar to
3.2 of student future lessons to scaffold.
S- S - Apply a “soft” lab practical.
developme Students display or directly convey
Apply
nt and weaknesses and strengths, and then
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 proficiencie practice to improve their existing
s to ensure skills.
student
understandi
ng of
subject
matter
Special Emphasis ISTE-Educator and ISTE-Student Standards (Semester 3 only)
Results of Incorporation into Lesson Key Learnings and New Skills/Knowledge Developed by Teacher
Very well, doing this assignment in a digital setting made More digital resources! saves time for grading, handing out
identification and handing out resources very easy. material, and negates losing material.
Action Items
For curriculum design, lesson
planning, assessment This lesson needs more work beforehand to help students understand what a dichotomous key is used for.
planning

For classroom practice Make the key less wordy, descriptions should be more clear.
For teaching English learners,
students with special needs,
and students with other
Translated copies of work, and generally less wordy assignments.
instructional challenges
For future professional
development
Share assignment with other teachers, ask for advice

For future inquiry/ILP How can I turn this into a long term project/investigation?

For next POP cycle How can i order/get more diverse samples?

Semester 3 Only:
For future use of technology
Add a research portion to the assignment, learn more about different plankton species

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.

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

Ben Hopson bhopson@nlmusd.k12.ca.us Science 9/11

Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Before assessment, I would give students an A in lab skills as a class
Avg: .84 Range: .5 - 1
as an average, with a few students failing.
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL A .75 Needed translation help
2. Focus Student: 504/IEP A .8
did very well overall, but I’m not sure it’s their
3. Focus Student: Teacher Choice A .95
own work
4. A .6
5. A .65
6. A .6
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 4
 7. A .95
8. A .95
9. A 1
10. A 1
11. A .95
12. A .75
13. A .8
14. A .6
15. A .75
16. A .85
17. A .8
18. A .9
19. A 1
20. A .9
21. A 1
22. A Didnt turn in
23. A Didnt turn in
24. A Didnt turn in
25. F - Didnt turn in
26. F - Didnt turn in
27. F - Didnt turn in
28.
29.
30.
31.
32.
33.
34.
35.
36.
910111213141516

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