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
Nicholas Espalin nespalin@gmail.com Chemistry High School
Mentor Email School/District Date
bray@calca.connectionsac Connections
Brittany Ray 3/1/22
ademy.org Academy/SJCUSD
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
T - Guide students to think critically through use of questioning
critical thinking by designing structured inquires into
strategies, posing/solving problems, and reflection on issues in
Promoting critical thinking through complex problems.
T – Applying content. T – Innovating
1.5 inquiry, problem solving, and S - Students pose and answer a wide-range of complex
S – Exploring S - Students respond to varied questions or tasks designed to S - Innovating
reflection questions and problems, reflect, and communicate
promote comprehension and critical thinking in single lessons or
understandings based on in depth analysis of content
a sequence of lessons.
learning.

T- Plans instruction using a

 Planning instruction wide range of strategies to
T-Selects strategies for single
that incorporates address learning styles and
lessons or sequence of lessons
appropriate meet students’ assessed
4.4 T-Exploring that respond to students’ diverse T-Integrating
strategies to meet language and learning needs.
learning needs.
the learning needs Provides appropriate support
of all students and challenges for students.

T-Uses technology to design and

implement assessments, record
Using available T-integrates a variety of
and analyze results, and
technologies to technologies into the
communicate about student
assist in assessment, development, implementation,
5.6 T-Applying learning with administration, T-Integrating
analysis, and analysis of assessments, and
colleagues, families, and students.
communication of communication of student
Ensure that communications are
student learning learning to all audiences.
received by those who lack access
to technology.
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
My hypothesis is by using
There will be a pre assessment
differentiated strategies on student
where the student identifies
computers will result in having 80% in
factors that contribute to reaction
Will multiple strategies through the class score 80% or better on the
rates as well as a self-assessment
the use of computers help unit summative assessment. One The lessons will cover
rating for their knowledge. There
students reach the target goal of difficulty in meeting the goal is the chemical reaction rates and
will also b e a unit assessment
the unit in reaction rates? limited use of only computers at our predicting the rate law based
covering reaction rates in multiple
school. However expanding the on a chemical equation.
choice and written response
strategies through the virtual lens of
format that students will assess
our curriculum I hope will have a
their understanding of the topics
positive impact for student learning
covered during the lesson series.
outcomes.
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
Performance This is an EL student with expanding This students has an IEP and has This student is an engaged
Data
proficiency. He has struggled previously shown previously that she has a student who regularly attends
with understanding some concepts. He difficult understanding especially our live lesson help sessions.
often is not engaged however has shown during lessons. She often requires She struggles regularly with the
to complete work on his own. He additional time and support on content being taught and has
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 6
 an overall gpa of 65%. She will
assignments as well as assessments.
often ask for extra clarification
Her overall grades are in the D and C
currently has an 85% in the class. which I think the differentiated
range and she currently has a 58% in
strategy will benefit her
the class.
learning.
I hope this student will benefit
I am hoping this student will improve his I hope this student can show an
from the differentiated
overall written responses on assignments. improvement in her overall grades
strategies as she is engaged
I picked him because I believe he would and specifically show an improvement
and can further her
Expected Results benefit specifically with the use of the with her submitted work for
understanding. I hope that her
technological strategy of virtual chemistry. If she shows a greater
overall grades will improve
simulations that will be used this lesson work ethic and understanding my
where she will be 70% or
series. hope is that she passes the class.
higher.
Inquiry Lesson Implementation Plan
Directions: that Semester 3 requires a lesson that focuses on use of technology to support teaching and learning.
Discuss Results with
Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results
Mentor
Identify dates for activities. March 28th,
March 10, 2022 March 17th, 2022 March 24th, 2022 April 1st, 2022
2022
My lesson covering reaction rates will first use the pre assessment and self-assessment. Students will
then participate in a near pod activity virtually which will have several different learning tools
Provide 1-2 sentence summary of
your lesson plan.
embedded in the near pod lesson. Students will then conduct an online virtual lab investigation and
complete and lab report portfolio assignment. Finally students will complete a post assessment which
will be a summative unit test.
The pre assessment will consist of a google form self-assessment where students will answer questions
on chemical reactions and factors affecting reaction rates. The pre assessment will also have a self-
Summarize process for
assessment where students rate from 1-5 where they feel they understand reaction rates at that time.
administering and analyzing pre-
and post-assessments. The post assessment will be given after the lesson through an online unit test administered through our
curriculum that will be multiple choice and written response questions. Students will be tested on
reaction rates and calculations.
Semester 3 Only: Identify the
specific technology tools,
applications, links, and/or 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.)
Piggott, A. (2002). Putting differentiation into practice in
secondary science lessons. School science review, 83, 65-72.
I learned best practices when incorporating differentiated
instruction. A helpful takeaway from the article is the use of
student learning styles as an aim to understand differentiation.
Having students promote teamwork and different tasks help them
become pupil managed and students may be interested and
concentrate on areas that interest them as teachers guide them.
Raja, R., & Nagasubramani, P. C. (2018). Impact of
modern technology in education. Journal of Applied and
Advanced Research, 3(1), 33-35.
This articles talks about the importance of technology in
education. I discusses the change of passive and reactive styles
of learning to interactive styles which technology has
enhanced. This is especially true for my school since it is an
online high school. The articles discusses the benefits of
having no geographical barriers to learn and how active
learning through technology can have benefits by having the
students learn at their own pace which is can facilitated
through the teacher. Our school has a flexible curriculum
because we are technology and computer based which
promotes student led learning goals.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
A colleague of mine has used the curriculum and enriched in many ways by Another colleague of mine based out of one of our partner schools has
creating several different resources and strategies embedded in the online setup an enrichment website that students can access through their
format. Her students respond well to her work and has successful student school computers. This website has several different activities and
achievement outcomes. resources and calendars to help students organize their online learning
and enrich their learning experience where they are guided through
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 6
 their curriculum but also feel that it is self-paced based on their needs.
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

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
Focus student 1: Preassessment 62%, Post assessment 68%
This student passed his post assessment score which is an
improved performance score from his last unit. He improved
his pre assessment to post assessment score by 6%.

Focus student 2: Pre assessment 56%, post assessment 62%

For the class the pre assessment data students scored at an average
This student did not perform as well as I hoped. She struggled
of 77%.
specifically with calculations and I will focus on calculation
For the post assessment data students scored an average of 82%
practice with the student for future units. She did improve her
with 60% of students scoring 80% or higher.
pre assessment score to his post assessment score by 4%

Focus student 3: This student performed well in the unit and

she did well with understanding the topics as well as
calculations. She was engaged throughout the unit. Her score
reflected her performance this unit.
Evidence/Rational for Rating
CSTP Element Initial Rating Revised Rating Suggestions for Moving Forward
(Summarize from POP Section 3)
To move to INNOVATING level: Consider how to
Promoting critical thinking Teacher asked questions of analysis and evaluation. increase complexity of task beyond a single lesson so
T – Applying T – Integrating
1.5 through inquiry, problem Students answered questions that included all levels of Bloom’s. that there are continuing opportunities for students to
S – Exploring S - Integrating
solving, and reflection Students created their own math problems. engage in inquiry in complex problem. How could you
extend lesson into PBL?

Within the lesson I had several

different activities the students To move to integrating I will
performed in including the use assessment data for a
collaboration board, short practice variety of assessments to plan
Planning
questions, and modeling drawings. instruction and develop
instruction that
Student participation was high and I lessons based on information
incorporates
sent messages to students who from the assessments. I will
appropriate
4.4 T-Exploring T-Applying were struggling and answered also include more supports for
strategies to
questions of students who asked students learning and
meet the
during the lesson. They asked language needs by making
learning needs
directly to me through the class chat alternative assignments, and
of all students
link or they spoke on their mic. Both supplement lessons more with
ways are encouraged and I got challenging enrichment
plenty of questions and activities.
engagement.
Using the nearpod platform as a
learning tool was adequate in
Using available
analyzing assessment data. To move to integrating I will
technologies to
Students did several different create more opportunities to
assist in
assessment activities including quiz provide feedback for students
assessment,
5.6 T-Applying T-Applying checks, creating models and open not only formal assessments
analysis, and
ended questions. All assessments but also informal assessments
communication
were posted immediately to me and such as quizzes, modeling
of student
I can see class averages as well activities, and lab simulations.
learning
drawing all tiled into one screen to
see each students work in real time.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 6
 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

Action Items
I will continue to be involved with curriculum design for the chemistry PLC for the science department.
For curriculum design, lesson I will provide feedback to administrators and curriculum developers that I feel will benefit students
planning, assessment planning learning. I plan to create assessments and use assessment data to make adjustments and further
modifications to lesson planning.
I plan to use more differentiated strategies in the classroom and create more activities to promote a
For classroom practice
positive environment for all students.
For teaching English learners,
students with special needs, and I will continue to create accommodations to students who may need them. I will also have more focus
students with other instructional on ELL students and create more supplemental strategies to support them.
challenges
I am planning on attending a few school sponsored professional development conferences to further
For future professional
development
my teaching practice. I also will continue to attend trainings and courses to further professional
development.
I will further my student performance goals and create a new goal that will focus on student
For future inquiry/ILP
achievement based on teaching practices.
I plan to meet with my mentor and plan for semester 3 for the next POP cycle. I will build on what I
For next POP cycle
learned from previous POP cycles
Semester 3 Only:
For future use of technology
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
Nick Espalin nespalin@calca.connectionsacademy.org Chemistry High School
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Class Average: 77% Class Average: 82%
A: 7 A: 3
B: 5 B: 8
C: 4 C: 4
D: 2 D: 2
F: 2 F: 3
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL C 72% B+ 86%
2. Focus Student: 504/IEP F 56% D 62%
3. Focus Student: Teacher Choice C+ 77% B 82%
4. B- 80% B- 82%
5. C 75% B+ 88%
6. B+ 88% A 94%

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 6
 7. B 85% A- 92%
8. B 85% A 94%
9. B 82% B+ 87%
10. D+ 68% C- 72%
11. A+ 100% A+ 100%
12. C 75% C+ 77%
13. F 50% F 58%
14. B 85% B+ 85%
15. B- 82% C+ 79%
16. F 52% F 55%
17. C 75% C 74%
18. A- 90% A+ 96%
19. B+ 87% A+ 100%
20. 92% A 94%

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 6
 pREPPE910111213141516

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