Fullerton Online Teacher Induction Program

Pre/Observation/Post Cycle Form (POP)

Revised 4.20.17
Directions for Preparation for POP Cycle
1. New Teacher (NT) and Mentor (ME) identify date for lesson observation and set dates/times for pre- and post-observation conferences.
2. Minimum three days before lesson delivery, NT prepares POP Cycle Form.
3. NT completes Section 1: New Teacher Information, lesson plan, and Section 2, Part A NT Reflection.
4. NT emails POP Cycle Form and Lesson Plan to ME.
Directions for Pre-Observation
5. Minimum 48 hours before lesson delivery, ME reviews Lesson Plan and Section 2, Part A: New Teacher Reflection; completes Section 2, Part B: ME Feedback.
6. ME shares feedback with NT during pre-observation conference. Lesson plan is adjusted as needed and finalized for delivery.
Directions for Observation and Preparation for Post-Observation Conference
7. During lesson delivery, ME completes Section 3A: ME Observation of Lesson Delivery, noting both Teacher Actions and Student Actions.
8. Prior to Post-Observation Conference, NT reflects on lesson outcomes and completes Part 3B: NT Reflection on Lesson Delivery.
Post Observation Conference Directions:
9. Within 48 hours, NT and ME share notes; discuss lesson observations and outcomes; complete Section 4. All parts should be transcribed into one document and submitted to course instructor. Information is used for ILP.
Section 1: New Teacher Information
New Teacher Email Subject Area Grade Level
Steven Knepper sknepper@csu.fullerton.edu Single Subject 6-12
Mentor Email School/District Date
The Charter School of San
Heather Long hlong@altusschools.net Spring 2023
Diego
Content Standard Lesson Objectives Unit Topic Lesson Title
8.F.5. Describe qualitatively
the functional relationship
between two quantities by
analyzing a graph (e.g., where
the function is increasing or
decreasing, linear or Students will be able to
nonlinear). Sketch a graph that qualitatively describe the
exhibits the qualitative functional relationships
features of a function that has between two quantities by
been described verbally. analyzing a graph and
constructing a graph that
ELD.PI.8.1.Br - Exchanging exhibits the qualitative
information/ideas features of a function that
has been described verbally
Contribute to class, group, and as measured by earning a
partner discussions by passing score on the SBA
following turn-taking rules, and Quizizz assessments.
Series of 8th grade
asking relevant questions,
Students will create mathematics lessons focused
affirming others, adding
personalized goals based on on Smarter Balanced
relevant information and Functional Relationships in Graphing
their progress and Assessments Target F, focusing
evidence, paraphrasing key
achievement levels and self- on functional relationships in
ideas, building on responses,
assess their achievement of graphing.
and providing useful feedback.
these goals as measured by
ELD.PI.8.3.Br - Supporting completing the goals
opinions and persuading creation sheet and the final
others  self-assessment activity.

Negotiate with or persuade Students will be able to

others in conversations using exchange information and
an appropriate register (e.g., support opinions as
to acknowledge new measured by observations of
information and justify views) student group interactions.
using a variety of learned
phrases, indirect reported
speech (e.g., I heard you say X,
and that’s a good point. I still
think Y, though, because . . .)
and open responses.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of
 CSTP Element(s) Focus for POP Cycle (In semesters 2, 3, 4, copy pertinent elements from ILP for POP Cycle focus.)
1 - Emerging 2 - Exploring 3 - Applying 4 - Integrating 5 – Innovating
NT pedagogical skills are newly formed and Skills are developing as NT investigates Skills are applied as NT makes Skills are refined as NT combines elements Skills are polished as NT expands ability to
just coming into prominence and examines pedagogical practices increased relevant and suitable use into a cohesive and unified pedagogical add new methods and strategies into
of pedagogical choices repertoire pedagogical repertoire
CSTP Element Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
Selects strategies for single lessons or sequence of lessons that
Planning instruction that incorporates respond to students’ diverse learning needs.
4.4 appropriate strategies to meet the Exploring
learning needs of all students Seeks to learn about students’ diverse learning and language needs
beyond basic data.
Uses data from available assessments to establish content-based
learning goals for class and individual students in single lessons or
Using assessment data to establish sequences of lessons.
5.4 learning goals and to plan, Exploring
differentiate, and modify instruction Plans adjustments in instruction to address learning needs of individual
students.

Section 2: Pre-Observation Conference

Focus Students
 Summarize critical needs and how
you will address them during this
lesson.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Focus Student 1: English Learner
This student’s ELPAC score is level
3. This student needs support in
developing academic language in
the content area. This student
struggles with understanding
complex terminology, forming
sentences with supports, and
reflecting on what was learned.
This student currently has a C- in
math, and struggles with passing
assessments, comprehending
procedural and conceptual
knowledge, comprehending
vocabulary, and participating. This
student’s assessment data on
NWEA math assessments indicate a
low performance for same-aged
peers.
This student will benefit from this
intervention series of lessons that
will improve classroom, school-
wide, and state-wide assessments.
This student will benefit from
having a smaller group setting to
work in and to create personalized
goals that could aid this student in
other areas of academics.
Instruction will be adjusted for this
student based on assessment
results and informal monitoring to
ensure equitable access to
vocabulary content through direct
instruction, modeling, sentence
stems, images, videos, and a
vocabulary sheet guide.
Focus Student 2: Student w/ILP/504
This student’s identified learning
challenge is Specific Learning
Disability and their IEP goals in
math focus on computation,
interpretation, and scoring
proficient on assessments. This
student needs support in
understanding complex
mathematical concepts and
processes. This student struggles
with computation, fluency, word
problems, procedural knowledge,
and conceptual knowledge.
This student currently has a C in
math, and struggles with complex
word problems, graphing, and
connecting math to real-world
situations. This student’s NWEA
math assessments indicate
challenges with word problems,
multi-step problems, and this
student struggles to use available
tools to solve problems.
This student will benefit from this
intervention series of lessons that
will improve their course grade and
scores on statewide assessments.
This student tends to work well in
small groups and through
technology, so this lesson will be
appropriate to meeting IEP goals,
along with meeting critical state
standards in mathematics.
Instruction will be adjusted for this
student based on assessment
results and informal monitoring to
ensure equitable access to content
Focus Student 3: Your Choice
This student has been identified
as gifted or GATE. This student
needs support in understanding
practical applications, extending
learning, and being motivated
through challenging content. In
addition, this student could use
assistance in alternative pacing to
keep them on task.
This student currently has a B in
math, but struggles with
motivation and making consistent
progress. This student’s class
assessment scores are strong, but
this student struggles with the
advanced mathematical tasks
required on Smarter Balanced
Assessments and performance
tasks. This student’s NWEA math
assessment scores are low, but
this could be the result of rapid
guessing and a lack of motivation,
rather than ability.
This student will benefit from this
intervention series of lessons that
will improve their motivation,
understanding of real-world
applications, and knowledge of
how to construct a strong
response on SBA testing
performance tasks. This student
tends to work well with
differentiated pacing, which is
present in these lessons.
Instruction will be adjusted for
this student based on prior
knowledge, pacing needs,
Page 2 of

Inquiry Focus/Special Emphasis
 What is your inquiry focus and/or special emphasis?
 How will you incorporate the inquiry focus and/or
special emphasis into the lesson?
 What specific feedback do you want from your ME?
Inquiry Focus/Students
 What specific feedback regarding your focus students
do you want from your ME?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
through accommodations and
built-in supports throughout the
lesson such as visuals, captioning,
hands-on opportunities, and peer
collaboration.
Part A: NT Reflection
Use questions to guide reflection on the lesson plan.
For the inquiry focus, I will be focusing on CSTP
4.4 and 5.4. Specifically, I will be focusing on
using assessment data to inform, adapt, and
accommodate student learning and the
selection of appropriate resources. This inquiry
focus will be incorporated into the lesson series
through careful planning, pre-analysis of data,
lesson development and adjustments, and the
post-analysis of data.
The following inquiry question will guide the
lesson series: How can I use student data to
make informed instructional decisions to
differentiate student learning and create
personalized goals?
In terms of student inquiry, this series of lessons
will help improve students’ higher-order
thinking skills and reasoning skills in math. The
students will be exploring functional
relationships in graphing, along with
constructing personalized goals to track
individual growth. This inquiry focus will be
incorporated into the lesson series through the
Desmos activities and multiple assessments that
engage students in higher-order thinking
processes.
I would like feedback on how to approach the
student goal creation section of the lesson. I
would also like feedback on how to better use
pre-assessment data to inform instruction.
I would like feedback on how I can support my
EL students in comprehending complex
vocabulary through instructional strategies or
resources.
I would like feedback on how to use Focus
Student 2’s previous assessment data to further
inform instruction to provide appropriate
accommodations and supports.
I would like feedback on how to further extend
learning for the GATE student through
strategies and resources.
collaborative opportunities, and
motivation by allowing this
student to adjust pacing and to
expand on the content.
Part B: ME Feedback
Provide feedback on lesson plan reflection.
You improved on the timing and pacing it took
to complete the lesson. I thought it followed
smoothly.
You did really well in making real world
connections in the lesson to show students how
this is applicable to their lives. Lessons mean
more when you are able to understand and
have those deeper connections.
For pre-assessment data, you can organize this
data in an Excel spreadsheet to help with data
analysis. You can also analyze the data to
determine class trends to make targeted
adjustments for the whole class or for individual
students. You can then use this data with
students to help them construct their goals.
I also like that you are using a mixed variety of
strategies and resources to help your students
understand the concepts. Just remember,
sometimes less is more, so do not convolute the
lesson with too many of these things.
You can create opportunities for students to
pair/group and discuss math sentence stems
based on DOK to support higher level thinking
and academic discussions. This discussion can
then also be tied to their goals creation.
Front loading vocabulary and giving students a
hard copy of a vocabulary list can help support
EL students in comprehending more complex
concepts. They can also create a vocabulary
notebook (digitally or on paper) that they can
add to each lesson and review when needed.
This should include images and meanings in
student’s words. We can also use the Math talk
sentence starters to increase use of academic
vocabulary.
Using data and information about what
challenges FS2, you can frontload
equations/vocabulary to help support during
the lesson and then find alternate assignments
that break down word problems or allow them
Page 3 of

Specific Feedback
 What additional specific feedback do you want from
your ME regarding lesson implementation?
Instructional Planning
 How is the lesson structured (opening, body, and
closing)?
 What varied teaching strategies and differentiated
instruction will help students meet lesson goals?
 What progress monitoring strategies will be used?
How will results inform instruction?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
I would like feedback on how to improve
student engagement, what appropriate pacing
suggestions my mentor has, and how to bridge
the gaps between these lessons to make this
mini unit flow.
The opening of this lesson series includes
administering an assessment that gauges
students’ content-specific knowledge before
lesson instruction begins. Specifically, at the
beginning of this lesson series, I will use Smarter
Balanced Assessment (SBA) practice questions
to gauge students’ initial comprehension and
skills in the content. The students will then, in
collaboration with me, create personalized goals
that focus on content acquisition and
assessment performance. The rest of the lesson
series opening will include introducing the topic,
tapping into prior knowledge, and going over
norms, the essential question, standards, and
learning targets.
The body of this lesson series includes multiple
days of math content instruction that includes
several Desmos math lesson activities that
include vocabulary instruction, modeling,
practice problems, videos, guided discussions,
and reflections.
The closing of this lesson series will include
delivering the post-assessment, which consists
to work with a peer, who is strong in math. You
can also use the IEP “at a glance” to pull goals in
Math and accommodations to implement into
your lesson.
Allow opportunities for your GATE student to
explore more real-world situations that connect
with your lesson through extension activities.
You want to give them more challenging work,
not just more work.
To help with student engagement, I have found
that more interactive assignments in the
beginning capture their interest and get them
engaged in the lesson. Desmos has some fun
activities that you can add to your lesson to
review concepts or simply capture attention.
Start with a brief review of prior concepts and
discuss how the new lesson will build upon it.
Base your pacing off of students. Desmos offers
the ability to set pacing by allowing a set
number of windows to be done before moving
forward by the teacher. You can set pacing
specifically to each student to allow extra time
or extra activities based on the level of a
student.
To bridge lesson gaps, continue to review old
concepts with students and help them see the
relationship to new concepts.
You structured this lesson within the series
really well. The structure flowed and built upon
the students’ prior knowledge. You started off
and closed the lesson with connections and
reviews to check for understanding while
engaging students.
Technology is being used to enhance the
learning of concepts. The various instructional
strategies and differentiation will support all
learners in this lesson. There is a good use of
progress monitoring throughout the lesson to
gauge student understanding and make
targeted adjustments.
Results from the lesson will be both formative
and summative, which captures all student
understanding throughout the lesson to help
with remediation or extension of concepts.
Page 4 of
 of similar SBA practice questions, a district-
created quiz on Quizizz, and a self-assessment
that allows students to determine if they met
the learning objectives and their personalized
goals. 

In terms of varied teaching strategies and

differentiated instruction to help students meet
lesson goals, I will use modeling, vocabulary
instruction, sentence stems, video captioning,
practice problems, self-pacing, goals creation,
guided discussions sentence stems, adapted
questioning, reflections, exit tickets, and
assessments.

I will use a variety of progress monitoring

strategies such as initial assessment data, goals
progress monitoring, the lesson activities,
questioning, engagement, and exit ticket
responses.

These results will inform instruction because I

will be able to make adjustments to subsequent
lessons by reteaching or extending learning to
ensure students are prepared for the
summative assessments.

I will make the lesson relevant to all students by
making interdisciplinary connections, allowing
students to create personalized goals, and by
engaging students in discussions and reflections
Student Engagement/Learning that help them see the connections between
 How will you make the lesson relevant to all the
students? math content and real-world applications.
 How will students show progress towards master of
lesson objectives?
The students will show progress towards
mastery of the lesson objectives through the
lesson activities, questioning, assessment
responses, exit tickets, and goal monitoring.
For student engagement, you can also provide
more activity choices that allow them to
explore the concept and give them some
autonomy in the lessons to increase motivation
(ie. Choice boards or individual exploration
time).
During the lesson, you have many ways to
check for understanding and mastery of
concepts. This gives student numerous
opportunities to show their abilities.

You do a good job frontloading norms and

Classroom Management
 How will you maintain a positive learning
environment with a welcoming climate of caring,
respect, and fairness?
 Identify specific classroom procedures and strategies
for preventing/redirecting challenging behaviors.
I will maintain a positive learning environment
through positive introductions, greeting
students, explaining the norms, and going over
the expectations. Whenever issues arise, I will
remind students of these norms and
expectations.
In terms of classroom procedures and
strategies, I will prevent and redirect
challenging behaviors by reinforcing norms,
using proximity, using constant movement
around the classroom, and by keeping the
students busy with tasks.
expectations in the beginning of the lesson. It
sets the students up for success.
I am curious what other strategies will you use
for if/when classroom management challenges
arise?
Going over the norms and expectations are
important to starting the lesson. Maybe add an
activity to increase student engagement in the
beginning with introductions. You could also
have students create these norms and
expectations with you, so they have buy-in and
a voice in the classroom.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 5 of

Closure
 How will you close your lesson?
 How will you assess student learning and prepare
them for the next lesson?
EXAMPLE
CSTP 1: Engaging All Students
 In what ways were students
engaged?
Specific Feedback
 What information can you
provide the NT regarding
requested special
feedback?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Overall, you did a good job using multiple
In terms of lesson closure, I will deliver the post- summative assessments to gain information
assessment, which consists of similar SBA about how your students are doing. However,
practice questions, a district-created quiz on be careful about how long these assessments
Quizizz, and a self-assessment that allows will take, along with student buy-in. Too many
students to determine if they met the learning assessments can cause burn out.
objectives and their personalized goals. 
You can also use this data to help inform future
I will assess student learning based on the tutoring sessions and SBA preparation this
results from these post-assessments and the semester, which is great for your students.
self-assessment. Based on this data, I will make
adjustments to subsequent lessons to further
prepare my students for summative SBA testing I liked that this lesson closure assessment will
this semester. This data analysis will also help provide you with a lot of data to use to
me further develop my skills in helping students determine the next steps for instruction and
construct personalized goals in future lessons. where your students are currently at in
understanding the concepts taught.
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Teacher Actions Student Actions Lesson Delivery
Student groups answered worksheet questions that included all
When teacher reviewed worksheet, she asked additional questions Students completed the worksheets and were able to ask questions.
levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
of analysis and evaluation (“which problem-solving strategy do Most groups needed revisions for their questions;
strategies and identify at least one similarity and one difference
you prefer? How could you create a math problem that could be
between them”). Groups then selected a strategy and created
comparison/contrast was the most common analysis question. I
solved with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.
NT requested feedback on goals
creation, how to use pre-
assessment data to inform
instruction, EL strategies, SPED
accommodations, GATE extension
ideas, how to improve student
engagement, pacing suggestions,
and bridging gaps between lessons.
Students’ goal creation was I thought that the goals creation
Based on requested feedback, the appropriately scaffolded through portion of the lesson went very well.
NT can improve student goals student participation in discussions, Since I have only had a few
creation through group discussions, modeling, and practice. experiences helping students
student feedback, and modeling of construct personalized goals, I think
appropriate goal setting. that I learned a lot of valuable
Students were provided with
information that will assist with
appropriate strategies and
future lessons. Also, I think that I
For pre-assessment data, NT can use accommodations to support their
used a good variety of instructional
Excel spreadsheets to assist with learning, such as interaction with
strategies. However, as part of my
analysis and to determine trends to vocabulary cheat sheets, images,
continued growth, I wish I would
make targeted adjustments. math sentences starters, and
have included some newer strategies
extension activities.
that I have not used before with my
For EL, SPED, and GATE strategies, students to help improve student
NT can frontload vocabulary with a The students seemed fairly engaged learning. Additionally, I am excited
vocabulary list, create a vocabulary throughout the lessons, were able that most of my students were fully
notebook, use images, math to complete activities at their own engaged in the lesson series and
sentence starters, offer alternative pace, and could make connections were able to make clear connections
assignments, incorporate student between prior and new learning. between prior and new learning.
accommodations in strategies, and
provide extension activities that
have real-world relevancy.
For student engagement, NT can
use fun Desmos introduction
activities. For pacing, NT must base
pacing off of students, since Desmos
Page 6 of

CSTP 1: Engaging All
Students
 In what ways were students
engaged? How were
students not engaged?
 How did students contribute
to their learning?
 How did teacher and/or
students monitor learning?
 How were the focus
students engaged and
supported throughout the
lesson?
CSTP 2: Effective Learning
Environment
 How did students and
teacher contribute to an
effective learning
environment?
CSTP 3: Organizing
Subject Matter
 What actions of the NT
contributed to student
assimilation of subject
matter?
 How did students construct
knowledge of subject
matter?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
allows for individualized pacing
based on student needs. To bridge
lesson gaps, NT can review old
concepts in each new lesson and
help students make explicit
connections.
NT was able to engage students in
the Desmos activities through fun
introduction/anticipatory set
activities. NT was able to maintain
engagement through videos,
images, student interactions, and
individual pacing. NT did notice
when students were disengaged and
was able to redirect attention and
behaviors back to the lesson.
The NT had students contribute to
their learning through discussions,
activities, and engagement in the
Desmos lessons.
NT monitored student learning
through discussions, group work,
and independent work. NT allowed
students to monitor their learning
through immediate feedback on
goals creation and embedded
feedback system in Desmos.
NT engaged and supported the
focus students by ensuring they had
equitable access to the content
through embedded supports and
accommodations.
NT contributed to an effective
learning environment through
positive introductions of greeting
the students, setting expectations,
and going over classroom norms.
The NT also helped tap into
students’ prior knowledge by asking
engaging questions, going over the
essential questions, learning targets,
and standards, and by redirecting
challenging behaviors through
proximity, reinforcing norms,
movement, and keeping students
busy on tasks.
NT’s actions that contributed to
student assimilation included
providing students with real-world
connections, making connections to
prior learning, and effectively using
questioning, discussions, group
The students engaged in this lesson
series by constantly working on
some activity. Whether this be
discussions, modeling, guided
practice, goals creation, or Desmos
interactions, the students remained
engaged. Some students’ attention
drifted throughout parts of the
lesson series, but students were I think that student engagement
redirected back toward learning. worked well in this lesson series. My
students seemed to be engaged
The students contributed to their most of the time and were able to
learning by completing all required demonstrate excitement during the
activities, engaging in self- collaborative nature of these
assessment and goals creation, and lessons. For my students who
by extending their learning through
appeared disengaged at times, I
the Desmos extension activities.
think I did a fairly decent job of
redirecting their attention and
The students monitored their own behaviors.
learning by assessing their
achievement of their individualized
goals, and through immediate
feedback on Desmos.
The focus students were engaged
and supported through equitable
access to the content and activities.
The students contributed to an
effective learning environment by
engaging in each section of the
Overall, I think that my students and
lesson series. The students mostly
I worked very well together to create
worked well together in small
an effective and safe learning
groups, and mostly followed the
environment for everyone. I was
classroom norms and expectations.
excited to see my students using the
Students were given multiple
classroom norms and meeting the
opportunities to ask questions,
expectations during whole class,
work with their peers, and were
small group, and individual learning
given high expectations. Students
opportunities.
appeared to be respectful to each
other when working in groups.
The students assimilated to the I think that my students were able to
subject matter through NT’s actions construct their knowledge fairly well
to help make cross-curricular and throughout this lesson series. While
real-world connections. Students there were some slight
were able to use prior knowledge misconceptions, the use of modeling
and think critically about new and having conversations with
Page 7 of

 What misconceptions did
students have and how
were they addressed by
the teacher?
CSTP 4: Learning
Experiences
 How were students
supported through
differentiated instruction?
 How did students
participate?
 How did the NT contribute
to student learning?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
work, and independent practice
through the lessons.
NT assisted with student
construction of subject matter
knowledge through various
strategies and assessments. These
included modeling, practice
opportunities, guided discussions,
videos, exit tickets, reflections, self-
assessments, and summative
assessments.
NT identified student
misconceptions of graphing
functional relationships, compared
to graphing other types of problems
in previous lessons. NT worked with
students in both the large group and
small group settings to model, allow
mistakes to occur, redirect student
thoughts, practice opportunities,
reteaching, and extension activities.
The NT made sure that the students
were supported through
differentiated instruction by
providing a variety of strategies and
accommodations. For example, NT
used modeling, sentence stems,
vocabulary front loading, visuals,
practice problems, self-pacing, self-
assessment opportunities, guided
discussions, adapted questioning,
reflections, exit tickets, and adjusted
summative assessments.
The NT ensured that all students
participated by using a variety of
grouping strategies, such as whole
group, small groups, and individual
practice.
NT contributed to student learning
through these various instructional
strategies, grouping strategies, and
embedded supports and
accommodations as the students
completed all lesson activities and
assessments.
content.
The students constructed
knowledge of subject matter by
being actively engaged and
participating in all lesson activities
that the NT provided. The main
activities that seemed to foster
knowledge construction were the students helped to mitigate these
goals creation and the small group challenges. However, I think that to
work. better help my students construct
knowledge in the future, I would like
The students had misconceptions of my lessons to include a larger
graphing functional relationships emphasis on project-based learning,
compared to graphing other types performance tasks, and hands-on
of equations and problems in learning experiences.
previous lessons. NT actions
seemed to remedy these student
misconceptions.
The students were supported
throughout the lesson series
through the various differentiated
strategies and supports that were
embedded. Each student’s unique
needs were considered, which I think that one of the most
successful aspects of this lesson
allowed for a robust lesson series
that ensured each student was series was the many ways that
learning was differentiated. All of my
provided with equitable supports.
students, regardless of their specific
needs, strengths, and weakness,
The students participated in the
were able to successfully participate
lesson series through a variety of
in the lesson series. There was a
grouping strategies, such as whole
strong connection between
class, small groups, and individual
differentiation and student
grouping.
participation in this lesson series,
which is evident in the formative and
Student learning was supported by summative assessment results.
the NT through these grouping
strategies, supports, and
accommodations to ensure that
each student could equitably
participate in their learning.
Page 8 of
 The NT ensured that students
demonstrated achievement of The students demonstrated
lesson objectives by using a variety achievement of the lesson
of reflections, practice problems, objectives by engaging in the lesson
exit tickets, goals creation series, completing the assignments,
opportunities, and summative and successfully completing the
assessments to allow students to Overall, all students were able to
summative assessments. demonstrate achievement of the
demonstrate mastery of the content
and lesson objectives. lesson objectives. While some
CSTP 5: Assessing Student The students struggled a little with students struggled a bit more than
Learning misconceptions regarding graphing
 How did students The NT noticed that the students others, I think that the differentiated
demonstrate achievement functional relationships, and they nature of this lesson ensured that all
of lesson objectives? struggled with some content as demonstrated these struggles
 In what ways did students
evidenced by reduced engagement, students had the necessary tools to
struggle or demonstrate through body language, limited be successful. My actions toward
limited understanding? body language, lack of participation, engagement, and questioning.
 What teacher actions
answers, and questioning. contributing to student achievement
contributed to student
achievement? seemed to be fairly effective,
Student achievement was particularly the frequent use of
The NT action that contributed to supported and maintained through varied progress monitoring
student achievement included the NT’s actions and the interactive, yet strategies.
carefully planned lesson series, self-paced nature of this lesson
frequent check-ins with students, series.
numerous formative assessments,
group interaction, and summative
assessments.

Section 4: Post Observation Conference

All of the students were able to successfully achieve the lesson objectives as demonstrated by formative and
summative assessment scores. For example, after carefully analyzing the various assessment data sources,
each student was able to successfully construct personalized goals and achieve proficient scores on the
summative assessments. This was possible due to careful lesson construction of providing extensive practice
opportunities, encouraging personalization in lesson goals, and utilizing multiple instructional strategies and
accommodations that effectively differentiated the lesson series to ensure equitable access to the content,
To what degree did students
achieve lesson objectives?
process, and products of the lesson segments. While student misconceptions and struggles obviously occurred
throughout this lesson series, each student was able to overcome these challenges and effectively participate
in the lessons. While some students demonstrated mastery of the learning objectives, other students were
able to sufficiently meet the expectations of the lesson. Students who demonstrated mastery will be provided
with extension activities in subsequent lessons, while other students who need further instruction will receive
remediation in subsequent lessons.

To what degree did focus Focus Student 1: English Learner
students achieve lesson
objectives?
Focus student 1, an English learner,
was able to successfully achieve the
lesson objectives. For instance, this
student’s formative and summative
assessment data suggests that they
successfully formulated an
appropriate goal that was achieved
by the end of the lesson series.
Based on this EL’s ELPAC and NWEA
assessment results, the areas of
concern are understanding complex
vocabulary, sentence construction,
and reflection. Through the
embedded supports in this lesson,
this student was able to
demonstrate comprehension of the
vocabulary and successfully
completed the reflection portions
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
Focus Student 2: Student w/ILP/504
Focus student 2, a student with an
IEP, was able to successfully
achieve the lesson objectives. For
example, this student’s assessment
results indicate strong progress
toward IEP goals, along with
successful achievement of the
lesson objectives. Based on this
student’s IEP goals of working with
word problems and multi-step
problems, carefully planned
accommodations and supports
were built into this lesson. As a
result, this student was able to
demonstrate mastery of the lesson
objectives after analyzing
formative and summative
assessment data.
Focus Student 3: Your Choice
Focus student 3, a student who is
identified as GATE, was able to
demonstrate mastery of the
lesson objectives. For example,
this student’s needs in motivation
and real-world applications were
met through the rigorous lesson
activities. Not only was this
student able to demonstrate
mastery of the standards, but this
student also completed extension
activities that allowed them to
become more motivated in the
lesson series, while also making
connections to real-world
concepts.
Page 9 of
 of this lesson series.

What would you do differently
next time?
In terms of what I would do differently next time, I would like to improve my use of math instructional
strategies and resources more effectively. For example, I have found that I have used the same instructional
strategies throughout many lesson segments. In order to maximize student learning and to determine what
strategies work best for my group of students, I would have liked to incorporate a wider variety of instructional
strategies to try with my students. Also, next time I would like to be more intentional and structured with
student collaboration. While my students worked well together and had frequent opportunities for student
interaction, I think that I could have made this collaborative time more structured through more specific
prompts, a better delegation of roles and tasks, and by requiring a more formal product to be created through
these group discussions.

The top three lesson strengths are the use of differentiation, the goals creation self-assessments, and the
summative SBA assessment on Quizizz. For example, in terms of differentiation, I felt that each student was
provided with the supports and resources necessary to help them be successful. Each student had equitable
access to the content, which was demonstrated by their successful achievement of the learning objectives.
Next, in terms of the goals creation self-assessment, I found that the structured nature of this lesson
What were three top Lesson component allowed each student to construct a personalized, realistic, and targeted goal for the lesson series.
Strengths? Allowing my students to receive modeling, practice, and feedback helped them construct their personal goal.
Lastly, in terms of the summative assessment, each student was able to answer the Quizizz quiz with at least
60% accuracy. Since this assessment was designed to mimic the types of problems that students would see on
the summative SBA exam, this assessment provided me with strong data to uncover student areas of strengths
and weaknesses that need to be addressed as we lead up to these assessments.

The top three areas for improvement are providing a wider variety of instructional strategies, improving
student collaboration time, and making stronger real-world connections. For example, in terms of providing
varied instructional strategies, I have found myself getting in the same groove of using the same instructional
strategies in each lesson series. While these instructional strategies have proven to be effective for my
students, I would like to become more skilled and comfortable using a wider variety of instructional strategies
to improve student learning. Next, I would like to improve student collaboration time by making it more
What were three top areas for
improvement?
structured, ensuring each student is equally participating, and a better delegation of tasks. While these
discussions have been successful, I would like to try some new strategies to improve my use of group
discussions and grouping formats. Lastly, in terms of making strong real-world connections, I would like to
improve on finding more innovative ways to help students make connections between content and the real
world. Since math is not a strong subject for a lot of my students, helping them make these connections could
really improve student learning, motivation, and buy-in.

What are next steps?
While these students were able to demonstrate achievement of the learning objectives, there are some next
steps that I can take in subsequent lessons. For example, subsequent lessons will need to readdress my
students’ misconceptions regarding graphing different equations and concepts. I will provide my students with
a variety of mathematical scenarios, and they will have to demonstrate comprehension of the steps to graph
these concepts or equations. For my students who demonstrated mastery of the lesson objectives, subsequent
instruction will allow them to engage in a performance task where they will apply their learning to real-world
situations in which these types of problems would be used by professionals in the field. Finally, I would like to
be more cognizant and prepared for what misconceptions my students might have before I deliver the lesson.
For example, being more prepared to adjust instruction in-the-moment based on these misconceptions could
really help me improve my teaching skills to reduce student confusion and unnecessary pauses in instruction.

Other Comments/Notes
Overall, this lesson series was well planned and organized to improve student learning. The students were engaged throughout the
lesson series and were able to demonstrate achievement of the learning objectives. I have been able to improve my practice compared
to the first POP cycle, and I have learned valuable information on how to continue to refine my practice. I look forward to continuing to
refine my repertoire of strategies, technologies, and resources to make my lessons even more effective, engaging, and supportive of
student learning differences. I am happy to have identified the areas of continued improvement to help me further refine my practice
and to help inform future Pop cycles and the ILP. I will continue to work hard in each CSTP element to ensure that I continue to grow as
an educator.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 10 of
 All parts of this form should be transcribed (typed; not hand-written) into a single document and submitted to course instructor.
Information from this POP Cycle should be summarized on the NT ILP as appropriate.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 11 of