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
Sarah Sulman ssulman@californiaops.org Multiple Subject 4th
Mentor Email School/District Date
California Connections
Katelynn Schneringer kschneringer@californiaops.org 10/08/23
Academy
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 - Guide students to think critically through use of questioning strategies,
Promoting critical thinking
T&S – T - Asks questions that focus on factual knowledge and comprehension. T&S – posing/solving problems, and reflection on issues in content.
1.5 through inquiry, problem
Emerging S - Some students respond to questions regarding facts and comprehension. Applying S - Students respond to questions and problems posed by the teacher and
solving, and reflection
begin to pose and solve problems of their own related to the content.
T- Paces instruction with students to provide adequate time for instruction,
Using instructional time to T- Paces instruction based on curriculum guidelines. Develops awareness of
T&S – T&S- checking for understanding, completion of learning activities and closure
2.7 optimize learning how transitions and classroom management impact pacing and lessons.
Emerging Applying S- Students participate in and complete a variety of learning activities in
S- Some students complete learning activities in time allotted
the time allotted with options for extension and review

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
Will incorporating technology websites such as mathigon allow
my students to better visually see the correct process of
multiplying two-digit by one-digit numbers? The use of mathigon will allow students to visually see the proper Students will complete 10 two-digit by one-digit questions
steps in multiplying two-digit by one-digit numbers. The resource in Blooket after the direct and guided instruction. Teacher
(Additional Questions: will provide a space for students to successfully continue to Multiplying Two-Digit by One-Digit Numbers is able to see a report of the percentage of how many
Will using a website such as Blooket allow my students to be assessed in practice this process even when they are not in class with the questions each student got right, and how the class
a manner that allows them to do so more confidently?
Will beginning the lesson with an open-ended, inquiry-based number
teacher. performed as a whole.
talk question help my students in their understanding of this math
concept?)

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 2: Student with
Focus Student 1: English Learner Focus Student 3: Your Choice
ILP/504
Sa: the student suffers from Stickler’s Syndrome, which Su: this student is new, missing his old school, and the
makes certain movement more difficult for the student at transition to being 100% online has been hard on him.
times. Her 504 plan allows for her to complete problems He is reacting by attempting to gain attention by any
Z: when looking at the student’s past years performance,
by hand when otherwise directed to type, and allows her means necessary during class time. I am working to get
Performance Data she is able to “reason abstractly and quantitatively”
to have extra allotted time to complete her work. I intend the student feel heard while also learning to follow class
(CCSS.Math.Practice.MP2) at a 88% success rate.
to give the student the 10 problems ahead of time, so she expectations consistently. I will make sure this student
can complete them on her whiteboard or she can play in can share during the number talk, and allow him to
Blooket if she feels able. participate in the voting of the Blooket mode.
In encouraging the student to participate in the number talk By giving the student choices, and allowing him to
Giving the student the problems ahead of time, and
at the beginning of the lesson, the student will be able to be share his opinion during the lesson, I have noticed that
Expected Results more comfortable with answering abstract and open-ended
allowing her to use her whiteboard instead will give her
helps to give him a sense of autonomy, and reduces the
proper time to complete all problems.
problems. amount of potential behavioral issues during class.
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. 10/16 10/23 10/23 10/30 10/30

 Learning Objective: Students will be able to multiply two-digit numbers by one-digit numbers using the standard
multiplication algorithm, demonstrating both fluency and understanding of the process.
 Lesson Idea (Live Online Lesson):
o Welcome Students: into the class as they enter the virtual Class.com platform.
o Morning Meeting: share Google Slide screen and review the day's date, class expectations, allow students to
answer a rebus puzzle, and go over the agenda for the lesson.
Provide 1-2 sentence summary o Number Talk: set a timer for three minutes, display a problem that has a visual representation and does not have
of your lesson plan.
one right or wrong answer (open-ended), the question of the day will entail a multiplication concept, the students
are able to get on the mic a discuss their ideas freely
o Direct/Guided Instruction: Share screen, and review the skill of multiplying two-digit numbers with one-digit
numbers in Mathigon. The website allows me to display a multiplication table for reference, and solve the
problem in a grid allowing the students to clearly see the steps. (1 I Do, 1 We Do)
o Exit Ticket: Students will then attempt 10 problems on their own in Blooket.

Summarize process for Pre:

administering and analyzing The week before the lesson is taught. Students will be asked to complete a two-digit by one-digit multiplication question during their
pre- and post-assessments. warm up time.
Post:
After the lesson is taught, the students will answer 10 multiplication problems (2 digits by 1), within the Blooket website, allowing
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 7
 them to participate in a game called Fishing Frenzy as they work on their questions. This helps the students to not feel like they are
being tested, and gives them the opportunity to win the game even if they are not getting the problems correct, helping to build their
confidence, all the while I am collecting data on their fluency with this skill.

 Technology Application:
Semester 3 Only: Identify the o Class.com App (platform in which I meet my students for a virtual live class session)
specific technology tools,
applications, links, and/or
o Google Slides (presented slide decks for morning meetings, and number talks)
devices to be incorporated into o Mathigon (website w/ virtual manipulatives to practice the skill)
the lesson. o Blooket (website to assess student's understanding w/ in a game mode)

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.)

 1. https://shelleygrayteaching.com/do-you-need-help-with-number-talks-heres-the-
quick-start-guide/
 2. https://www.k-5mathteachingresources.com/number-talks.html
 1. Shelley Gray discusses the potential benefits of number talks, and how it
teaches students that there can be multiple ways to get to the correct answer of a
problem.
 2. K5 Math discusses that using number talks helps students to better explain
and justify their answers.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
 5th Grade Multiple Subject Elementary Teacher: this teacher has access to a
 3rd Grade Multiple Subject Elementary Teacher: this teacher is also using number platform called Wonder Workshop where her students are able to be introduced
talks. She is including the use of sentence stems, so that when students are discussing to block coding. This is fun and interactive for the students, but it is yet another
their answers, they are also practicing proper academic vocabulary. means to having the students productively struggle, and “get stuck” and figure
out how to solve problems without the solutions just being handed to them.

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
 ISTE Student Standard:
o 1.4.d Open-Ended Problems  Our open-ended number talk as a warm up at the beginning of the
Students exhibit a tolerance for ambiguity, perseverance and lesson will serve as a time for students to practice and experience that
the capacity to work with open-ended problems not all questions will have just one right or wrong answer.
 My research was done before hand, in searching for open ended
 ISTE Educator Standard: warm ups. It has been discussed in our PLCs how positive inquiry
o 2.1.c Keep Current on Research based and open-ended time for students can be. This creates a space
Stay current with research that supports improved student where they can productively struggle, and build resilience. In my
learning outcomes, including findings from the learning research I found “4th Grade Number Talks- Daily Math
sciences. Conversations to Boost Number Sense” by Shelley Gray.

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
Focus Student 1 (Z) got 89% of the problems correct.

Whole class successfully answered average of 89% of the problems

Focus Student 2 (Sa) got 85% of the problems correct.
correctly.
Focus Student 3 (Su) got 92% of the problems correct.
Initial Evidence/Rational for Rating
CSTP Element Revised Rating Suggestions for Moving Forward
Rating (Summarize from POP Section 3)
Promoting critical
T– To move to INNOVATING level: Consider how to increase
thinking through Teacher asked questions of analysis and evaluation.
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– S - Integrating continuing opportunities for students to engage in inquiry in
solving, and Students created their own math problems.
Exploring complex problem. How could you extend lesson into PBL?
reflection
Students were able to engage in an open
Promoting critical
thinking through discussion at the start of the lesson. This I would like to extend these discussions for
T&S –
1.5 inquiry, problem
Emerging
T&S – Applying allowed students to think about the strategy longer, so that more of my students have
solving, and
reflection behind their work, as well as practice self- opportunity to engage in these discussions.
assessment.
Using instructional Maintaining the routine that I followed in
I would like to continue to follow this same
time to optimize T&S – this lesson, helps students to know what is
2.7 learning Emerging
T&S – Applying routine for my math lessons. It seems to
coming next, and know what is expected of
work well for my class.
them.

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
The use of both https://www.blooket.com/ and I learned how to more appropriately use Mathigon during a
https://mathigon.org/polypad was successful. Mathigon provided a lesson. This website will prove helpful in teaching my students
whiteboard and math manipulative all in the same place. Since this is new math skills, online. I equate this website with how an in-
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 7
 a free virtual program, it is easily accessible to my students. The use person teacher would utilize their whiteboards and physical
of Blooket, allowed me to assess my students in a format that was manipulatives. This website will help me more efficiently
relevant and engaging to them. follow a routine in math lessons.
Action Items

For curriculum design, lesson

planning, assessment planning Find assessments platforms that can still engage my students but collect and store data more efficiently.

For classroom practice
For teaching English learners,
students with special needs,
and students with other
instructional challenges
For future professional
development
In order to practice getting more of my students involved in the lesson, I would like to practice extending
discussions and adding in wait time, to give my students more of a chance to think process and then speak
up.
I want to be better about consistently using visuals in my lessons, especially when teaching on a new skill.
I would like to research more helpful ways (such as songs, visuals, anchor charts, catchy phrases, etc.) that
can help students remember the proper steps to skills such as this topic.

For future inquiry/ILP How could I incorporate social emotional learning into a math lesson such as this?

I would like to practice another math lesson, but perhaps next time with Long Division or a furthers
For next POP cycle
multiplication skill.
Semester 3 Only: How I can I more effectively give my students access to the plethora of platforms I use with them, so they
For future use of technology have access even when I am not with them, given the independent study nature of my school.
Other Notes

N/A

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
th
Sarah Sulman ssulman@californiaops.org Math 4 Grade
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Range: 54%-100% Average: 89% (10 problems on repeat for 5
Range: 0%-100% Average: 69% (2 problems)
minutes)
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL 0% 89%
2. Focus Student: 504/IEP 50% 85%
3. Focus Student: Teacher
100% 92%
Choice
4. YA 100% 100%
5. RC 0% 66%
6. MC 100% 92%
7. HD 50% 89%
8. JD 50% 72%
9. MF 100% 98%
10. GF 100% 100%
11. HG 50% 72%
12. FG 100% 100%
13. KI 50% 89%
14. BK 0% 66%

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 7
 15. AI 50% 100%
16. KM 100% 100%
17. BM 50% 86%
18. CP 0% 77%
19. TR 0% 64%
20. BR 0% 54%
21. ER 100% 100%
22. JR 100% 100%
23. HT 50% 92%
24. NV 50% 89%
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.

Pre-Assessment:
Students were asked to answer two, two digit by one digit multiplication problems as a warm up.
Questions were displayed on my screen, and students were asked to use pencil and paper to work out
their problems but then put their answers in the chat. The questions were 12x3 and 17x2.

Post-Assessment:
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 7
 Students logged into Blooket to participate in the ten question 2 digit by 1 digit assessment. Students
participated in the Fishing Frenzy mode. The game timer was set for 5 minutes. Students were able to
continue to answer the questions as many times as they could during the 5 minutes. Questions shown
below.

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