Fullerton Online Teacher Induction Program

Individualized Learning Plan (ILP)

Revised 11.5.18
Section 1: New Teacher Information
New Teacher Email Subject Area Grade Level
Jill Sundlof JSundlof@caliva.org Science 9-12
Mentor Email School/District Date
MBerning@caliva.org
Manon Berning, Rachel Stephan California Virtual Academy 10/06/23
RStephan@caliva.org
Section 2: CSTP Areas of Inquiry
CST
Element Initial Rating Description Goal Rating Description
P

Provides systematic opportunities for

Involving all Models and scaffolds student self-
student self-assessment, goalsetting,
students in self- assessment and goal setting processes
and progress monitoring. Develops
assessment, for learning content and academic
5.5 Applying Innovating students’ meta-cognitive skills for
goal-setting, language development. Guides
analyzing progress and refining goals
and progress students to monitor and reflect on
towards high levels of academic
monitoring progress on a regular basis.
achievement.

Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments and Data Collection Tools)
Assessments/Data
Inquiry Question Hypothesis Lesson Series Topic
Collection

Students who participate in Pre/post assessment,

Will use of self-evaluation and
self-assessment and progress student self-evaluations,
progress monitoring improve my Unit 4: Cellular Reproduction
monitoring activities will be participation data from
students’ ability to complete Target Standards: HS.LS1-4
most likely to complete progress monitoring
asynchronous assessments with and HS.LS3-1
asynchronous work proficiently activities such as surveys
proficiency?
(75%) and quick polls.

Focus Students
Focus Student 2: Student with
Focus Student 1: English Learner Focus Student 3: Your Choice
IEP/504

Y. – EL-Emerging M. – IEP Z. – MKV (homeless)

Biology Semester Pre-Test – 70%
Star360 Reading – Below Basic, GE 1.6
Star360 Math – Below Basic, GE 2.7
Biology Grade – 43%
She just moved to CA from
Performance Afghanistan with extremely limited
Data English-speaking skills. When she uses
a translator tool, she is able to
produce proficient scientific writing.
She is avoiding written assignments,
but is attending class and completing
independent reading lessons.
Biology Semester Pre-Test – 70%
Star360 Reading – Basic, GE 10
Star360 Math – Below Basic, GE 3.2
Biology Grade – 75%
I am awaiting access to this
student’s IEP. She is a highly
engaged and enthusiastic learner,
but struggles with content quizzes,
assessments, and scientific writing
skills. Elements of UDL are built into
my course to meet the needs of all
students, modeled from the most
common accommodations provided
to our school’s IEP students.
Biology Semester Pre-Test – 100%
Star360 Reading – Below Basic, GE
7.6
Star360 Math – Basic, GE 7.9
Biology Grade – 71%
He is a very well-spoken and
enthusiastic student who enjoys
math and science. He has missed
some classes and participation
points, completes lessons, and does
well on computer-graded content
assessments. He is avoiding the
written virtual lab assignments.

Expected Content assessment – 60% Content assessment – 70% Content assessment – 85%
Results Written/Analytical virtual lab – not Written/Analytical virtual lab – 80% Written/Analytical virtual lab – not
attempted, or 60% if attempted attempted, or 70% if attempted.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 15
 Inquiry Lesson Implementation Plan
Administer Pre- Administer Post- Discuss Results
Deliver Lesson(s) Analyze Results
Identify dates for Assessment Assessment with Mentor
activities.
10/23 10/23 – 11/02 11/03 11/06 11/10

Provide a 1-2 sentence Students will use a variety of self-assessment and progress monitoring strategies throughout a 2-week
summary of your lesson learning unit about cell division. Students will use these strategies to ensure timely completion of the unit
plan. and inform readiness for completing the unit’s asynchronous assessments.

Summarize process for Formative and summative assessments are asynchronous with opening dates and due dates that set a pace
administering and for completion. Self-assessment and progress monitoring assessments will be delivered mostly during live
analyzing pre- and class sessions for participation credit. Pre-assessments and practice test feedback will be discussed as a
post-assessments. learning strategy in class, but they will also be available asynchronously.

Semester 3 Only: Tools for progress monitoring and self-assessment include: Google forms, OLS assessments, OLS
Identify the specific content/grades/class plan, Newrow quick polls and quizzes, Kahoot and other virtual practice activities.
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.)

Hellerich, Kimberly. "Using Retakes to Nurture Growth Mindset."
Edutopia, 5 Oct. 2020, https://www.edutopia.org/article/using-
retakes-nurture-growth-mindset.
The article offers a variety of strategies and class-cultural norms
that empower a growth mindset for learners. An essential
component of teachers fostering a growth mindset for students is
to offer opportunities to fail, try again, and improve. It is important
to provide continuous feedback so that students may safely learn
from their mistakes and see the path toward improvement in the
form of retakes on tests and assignments. The article also
emphasizes engaging in a growth mindset dialogue, something I
already have instilled in the culture of my classroom. My students
are free to make mistakes during class, re-attempt all of their
work, and (re)submit assignments past the due date without
penalty. My goal is incorporate the growth mindset into my
students’ progress monitoring activities.
Willis, Judy. "How Metacognition Can Improve Learning
Outcomes." Edutopia, George Lucas Educational Foundation, 18
Sept. 2023, https://www.edutopia.org/article/fostering-
metacognition-boost-learning.
The article outlines several strategies that implement
metacognitive thinking for students. Strategies include reflection
on learning experiences, teacher explanation of learning
strategies, journaling/sharing successful strategies, prediction
and test review, and self-evaluation of knowledge and effort. I
have several tangible activities planned for my students based
on these strategies including goal-setting, practice questions,
grade monitoring, and self-reflection of knowledge and effort
toward the learning target.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary
of ideas.)

My mentor Manon Berning is also my instructional coach. She
recommended goal setting strategies that she has used in her own
biology class and observed with other high school science teachers
(9-12). Students should set goals for the learning unit and be given
the opportunity to reflect and what steps they took (or did not
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
I had a discussion with my fellow high school biology teacher (9-
12) Jennifer Young about how to get virtual students to engage
with progress monitoring and other engagement activities that
are not directly tied to their grade. She is including these types
of activities into a robust participation grade. We also discussed
Page 2 of 15
 take) to reach their learning goal throughout the unit. I will ask my
students to set a percentage goal for their content unit test and a
separate percentage goal for the virtual lab assignment.
Special Emphasis: ISTE Standards (Semester 3 only)
Special Emphasis Focus
2.7 Analyst - Educators understand and use data to drive their
instruction and support students in achieving their learning goals.
1.1 Empowered Learner - Students leverage technology to take an
active role in choosing, achieving and demonstrating competency
in their learning goals, informed by the learning sciences.
Section 5: Results and Reflection
Pre/Post Assessment Data Analysis Findings for Three Focus
Pre/Post Assessment Data Analysis Findings for Whole Class
Students completed a pre-learning survey and post-learning
survey that asked them to evaluate their use of self-directed
academic skills that are necessary for success in the virtual school
setting. The pre-survey asked students to write goals related to
improving their academic skills, and the post-survey asked them to
reflect on their efforts and progress toward those goals. Taking
notes, asking for help, and completing asynchronous TGAs
(teacher-graded assignments) were the skills that were ranked
lowest on average by students both before and after the learning
unit. Students written goals also mirrored a desire to improve
note-taking and study skills, while also acknowledging barriers to
these goals such as procrastination, low motivation, and personal
challenges. . I used the results of the pre-learning survey to plan
my instruction toward skills that students wanted to improve the
most.
From the post-data, there were modest improvements in
students’ confidence and use of their self-directed academic skills,
but not as much as I had hoped for. The academic skills that saw
an average improvement were all skills related to the work that
was done during live instruction: attending on time, participating,
taking notes, asking for help, and completing synchronous
independent work. This indicates that instructional time is
necessary to help students improve upon self-directed learning
skills that they will go on to use independently. Students who did
not attend and participate in live class sessions were most likely to
give themselves a low score on the skills, and several never
completed the self-assessment at all. The overall average
improvements in student self-ratings were small and modest. I
attribute some of this to the fact that it is the later half of the
semester and they have been showing so much fatigue during live
sessions. Another factor could be that many of them are simply
new to the idea of using self-directed learning skills and have not
made much sense of their own skillset yet. With continued
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
how it is important to designate time during class to instruct on
and complete these activities instead of adding them to a long
list of asynchronous assignments that students need to
complete.
How Special Emphasis will be Incorporated
2.7 - A variety of data will be collected from class participation,
self-assessments, formative assessments, a summative unit test
and lab activity. I will use the data to inform instruction
throughout the unit and to identify students who need targeted
support.
1.1 - Students will use surveys, quiz grades, and practice
questions, and practice activities to self-assess and monitor
their progress in the unit. Students are empowered work at
their own pace, ask questions, and learn from their mistakes
and struggles without penalty.
Students
English-Learner: Y is good about attending a majority of live class
sessions, but she is very seldom engaged in the learning
activities. During the unit, I provided multiple opportunities for
practice and review of the most essential vocabulary, but it was
difficult to get her to join along, even as we reviewed and
explained the answers all together as a class. In the
asynchronous part of the course, she seems to do much better.
She has been using translating tools to complete her reading
lessons, take notes, and write thorough scientific sentences.
Because she is still very new to English, she is likely intimidated
in the live setting, but is feeling much for comfortable finding
and using skillsets that help her in the asynchronous setting.
Although she has not demonstrated all of the self-directed
learning skills I want to see from her, she has demonstrated
mastery of the content standard through her assessments.
IEP: M has autism and specific learning disabilities. She is a
vibrant and enthusiastic participator in every class session. She
demonstrates effort towards practice and self-assessment
activities. Although she earned 73% on the post-learning
assessment, she earned 81% overall for all the quizzes and other
assignments in the unit, demonstrating mastery toward the
standard. She has demonstrated self-directed learning skills in
participation, collaboration, and asking for help. She looks
forward to improving her organizational and note-taking skills in
the future.
McKinney-Vento (homeless): My student Z had been actively
attending and participating in most classes for most of the
semester, with about a 75% grade in the class. Just before the
beginning of the learning unit, he started coming to class less
frequently, participating less, and eventually stopped submitting
work to the course. He was eventually withdrawn from the
school at the request of the parent.
Page 3 of 15
 instruction in self-directed academic skills, this self-assessment
metric could continue to increase.
The use of self-directed learning skills seemed to have an impact
on over content understanding and timely completion of the unit.
Post-assessment scores increased by an average of 7 percentage
points. Students who attended and participated in the live sessions
were most likely to complete assignments in a timely manner and
approaching mastery toward the standard. Many students have
still not turned in their post-learning assessments or other
important assignments. These students will be compiled into a list
for targeted support towards demonstrating mastery of the
content standard and using academic time-management skills.
I have another MKV student D who is bright and engaged in
every biology class. She is sometimes late, or has spotty internet
connection, but she has been great about communicating those
issues with me, an excellent self-directed learning skill. She
frequently asks for help on assignments and spends time
studying for tests. She has demonstrated mastery of a variety of
self-directed learning skills this semester. She has also
demonstrated mastery of the standard through the post-
learning assessment and 88% overall for all unit assignments.

Initial Revised Evidence/Rational for Rating

CSTP Element Suggestions for Moving Forward
Rating Rating (Summarize from POP Section 3)

Self-assessments related to progress Consider ways to further integrate

monitoring, goal setting, and
reflection were used in the learning
unit, both during live instruction and
Involving all students in the asynchronous online course.
in self-assessment, Self-assessment was delivered at the
5.5 Applying Integrating
goal-setting, and beginning, middle, and end of the
progress monitoring learning unit. Students received
instruction and support in self-
directed learning skills such as note-
taking, asking for help, and studying
for tests.
self-directed learning skills into
the biology curriculum. Establish
norms and expectations at the
beginning of the semester.
Provide note-taking and
organizational tools to students,
promote their use during class
time. Create participation grade
items related to self-evaluation,
progress monitoring, and goal
setting.

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 implementation of these ISTE standards has converted me
2.7 Analyst - Educators understand and use data to drive their into a strong advocate for self-directed learning skills. Previously,
instruction and support students in achieving their learning I had focused a majority of my instructional time towards direct
goals. instruction and guided practice. This was because so many
A variety of assessment data was collected throughout the unit in students were not doing the reading, not taking notes, and not
both content knowledge and self-assessment skills. Pre- studying the material on their own. I felt like I had to deliver as
assessments, practice activities, participation data, and much content to them as possible during class time, assuming
asynchronous quiz data helped inform the direction of my that a large proportion of them had completely skipped the
instruction as the unit progressed. Students exercised new self- asynchronous content. I am now shifting my valuable
directed academic skills through the new types of self-assessments instructional time towards emphasizing progress monitoring and
that were delivered. They checked their assignment completion, self-directed learning skills. Through the variety of assessment
grade totals, evaluated their skills, set goals to try new academic data I collected, I was able to discern that most students were
skills, and reflected on their efforts at the end of the unit. The struggling with note taking, asking for help, and studying for
progress I measured with my students seemed minor, but positive. tests. I asked them to set goals related to these and other
They are just beginning to incorporate more self-directed learning related academic skills, prompting many of them to consider the
skills into their daily habits. use of these skills for the very first time during the semester.
Progress monitoring data has been helpful for me to identify
how my students are doing, but it has more importantly opened
1.1 Empowered Learner - Students leverage technology to take up my students’ thinking about their own learning. Through the
an active role in choosing, achieving and demonstrating self-directed learning approach, students are seeing themselves
competency in their learning goals, informed by the learning as agents of their own learning for the very first time. They are
sciences. realizing that they can set goals, make plans, and develop
My virtual biology students use technology every day, but they got academic skills that will serve them in our unique online learning
to try out some new skills with that technology during this learning environment. In addition to the shift away from direct content
unit. Students used quick polls to practice content, review instruction in class, I am working to add more interesting
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 15
 answers, and monitor their own understanding. Students also
used quick polls to indicate their progress on the asynchronous
assigned content. On Tuesdays, students evaluate their progress in
the course, then choose a breakout room to complete
content and options for my students in their asynchronous
independent work. A menu of videos, games, lessons, and
content courses. This includes adding in Youtube videos, games,
recording is provided so all students can find something to work
simulations, and virtual labs that make the asynchronous
on in the course. While students complete independent work in
content more appealing and enticing for my students.
the breakout rooms, I met with small groups for targeted support
in the main room. Students used Google surveys to set goals and
reflect on their efforts throughout the unit.

Action Items
Incorporate self-directed learning assessments and activities into all learning units. This includes pre-
For curriculum design, lesson
and post-surveys, goal setting, asynchronous progress monitoring, skills practice, and opportunities for
planning, assessment
student choice in meeting learning goals.
planning
Add in academic skills such as note-taking, using flashcards, searching for helpful videos, conducting
personal research, and collaborating with other students towards learning content. Less time will be
For classroom practice
spent on content delivery, and more time will be spent on these broader self-directed academic skills.

Create vocabulary lists, note-taking templates, and pre-made flashcards to support a high volume of
For teaching English learners,
new vocabulary. Spend time breaking down the Latin roots of certain words and sharing comparison
students with special needs,
examples. Share mnemonic devices to help all students memorize abstract content. Use independent
and students with other
work class periods to provide targeted support to Els and other small groups.
instructional challenges
Complete the NSTA professional learning unit: “Science Notebooks in Student-Centered Classrooms:
Module 1: Introduction and Using Science Notebooks for Sensemaking”. This professional learning
module examines “a variety of ways scientists use science notebooks and use a science notebook
strategy to experience the critical components of sensemaking. The learning targets for this module
include: Understand how notebooks support three-dimensional instruction and sensemaking. Identify
For future professional benefits and drawback of various science notebook models Experience and reflect on use of science
development notebook strategy #1: See/Think/Wonder”. I want to complete this professional learning course
because my biology students most strongly expressed that they wanted to improve their note-taking
skills both in class and independently. Note-taking can be a tedious task that causes students to dread
their content lessons, so I want to find ways to make their notebooks fun, engaging, interesting,
technology-forward, and something they will actually use to study!

What strategies promote the greatest participation and collaboration among virtual high school
students in the online live class session setting?
Peer collaboration is a self-directed learning skill that I would like to improve upon with my students.
The majority of my students do not turn on their cameras and are extremely shy about simply
speaking on the microphone in front of their peers. While I try to encourage them to turn on their
For future inquiry/ILP
cameras, use the microphone, and talk directly to each other, it has felt like pulling teeth. I
hypothesize that if I can promote a culture of engagement and collaboration, more students will be
able to help each other in improving both their content and academic skills. I want to find more to
help my students help each other, because communication among them is extremely low.

Implement the same framework of self-directed learning assessments and activities, but now focusing
on the next learning unit. Use the assessment data to determine if students are seeing the
For next POP cycle improvement in their own academic skills, and measure the effect these activities have on mastery on
the content skills.

Research more digital tools and technology skillsets that promote self-directed learning and share
Semester 3 Only: these with my students. I am still looking for reliable note-taking tools and a variety of media to help
For future use of technology with digital practice and studying.

Other Notes

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 15
 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
New Teacher Email Subject Area Grade Level
Jill Sundlof JillSundlof@gmail.com Science 9-12
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Content Pre-Learning Assessment: Cellular Reproduction: Content Pre-Learning Assessment: Cellular Reproduction:
Mean: 76% Mean: 83%
Maximum: 100% Maximum: 100%
Q3: 93% Q3: 93%
Median: 80% Median: 87%
Q1: 67% Q1: 71%
Minimum: 27% Minimum: 20%

Self-Directed Learning Self-Assessment Data:

Students are asked to rank their confidence in a variety of academic skills on a scale of 1-5. The class average results are shown for
both the pre- and post-learning survey.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 6 of 15
 Students were asked to select skills they would like to improve upon during the upcoming learning unit. Taking notes, studying for
tests, completing assignments accurately and on time were skills that students wanted to improve most on average.

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
Student has demonstrated mastery
toward the standard through the post-
learning assessment.
Moderate to low levels of attendance,
1. Focus Student: EL 80% 93%
participation, and overall unit
completion. Student is approaching
mastery in self-directed learning skills.

Student has demonstrated mastery

toward the standard through the post-
learning content assessment, a skills-
based alternate assessment (17/20 pts),
and overall completion of the unit.
2. Focus Student: 504/IEP 60% 73%
High levels of attendance, participation,
and timely completion of the unit.
Student has demonstrated mastery in
self-directed learning skills.

McKinney Vento student (homeless).

Student stopped making progress in the
course, no work was submitted at all
3. Focus Student: Teacher
during the learning unit, though some
Choice No data No data
live classes were attended. This student
McKinney-Vento (homeless)
has since been withdrawn from the
school at the parent’s request.

4. Alternate Student: Teacher 73% 93% Student has demonstrated mastery

Choice: toward the standard through the post-
McKinney-Vento (homeless) learning content assessment and overall
completion of the learning unit (88%)
High levels of attendance, engagement,
accuracy, and collaboration during live
instruction. Student has demonstrated
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 7 of 15
 mastery in self-directed learning skills.

Pre- and Post-Assessment data – Biology Unit 4: Cellular Reproduction

Pre-Assessment Post-Assessment
Name Score Score Comment
Adkins 1.00 1.00 Student demonstrated mastery toward the standard.
Ahumada 0.73 0.87 Student demonstrated mastery toward the standard.
Al Tamimi 0.87 Student did not demonstrate mastery of the standard.
Algahim 0.80 0.93 Student demonstrated mastery toward the standard.
Algots 0.80 0.87 Student demonstrated mastery toward the standard.
Alshugaa 0.87 0.87 Student demonstrated mastery toward the standard.
Alvarenga 0.33 0.33 Student did not demonstrate mastery of the standard.
Alvarez Landin 0.80 1.00 Student demonstrated mastery toward the standard.
Alzaga-Servin 0.80 Student did not demonstrate mastery of the standard.
Amador 0.60 0.53 Student is approaching mastery of the standard.
Anagnos 0.73 0.87 Student demonstrated mastery toward the standard.
Anda velazquez 0.27 0.33 Student did not demonstrate mastery of the standard.
Angelo 0.73 0.87 Student demonstrated mastery toward the standard.
Armendariz 0.60 0.67 Student is approaching mastery of the standard.
Arnold 1.00 1.00 Student demonstrated mastery toward the standard.
Barragan-Rosario 1.00 Student demonstrated mastery toward the standard.
Barros 0.80 0.87 Student demonstrated mastery toward the standard.
Bigall 0.93 0.93 Student demonstrated mastery toward the standard.
Blanco-Chavez 1.00 0.87 Student demonstrated mastery toward the standard.
Bolanos Dominguez 0.87 0.93 Student demonstrated mastery toward the standard.
Bonner 0.93 1.00 Student demonstrated mastery toward the standard.
Bowie 0.73 Student is approaching mastery of the standard.
Brown 0.73 0.73 Student is approaching mastery of the standard.
Cabrera 0.27 Student did not demonstrate mastery of the standard.
Cadiz 0.80 Student demonstrated mastery toward the standard.
Campos 0.27 0.87 Student demonstrated mastery toward the standard.
Casanova-Cook 0.87 0.93 Student demonstrated mastery toward the standard.
Chrisman 0.93 1.00 Student demonstrated mastery toward the standard.
Cody 0.93 1.00 Student demonstrated mastery toward the standard.
Conner 0.67 Student did not demonstrate mastery of the standard.
Covault 0.87 Student did not demonstrate mastery of the standard.
Cropper 0.93 0.80 Student demonstrated mastery toward the standard.
Derr 0.93 0.93 Student demonstrated mastery toward the standard.
Dixon 0.93 1.00 Student demonstrated mastery toward the standard.
Dryer 1.00 0.93 Student demonstrated mastery toward the standard.
Duran De Leon 0.80 0.80 Student demonstrated mastery toward the standard.
Ehret 1.00 0.87 Student demonstrated mastery toward the standard.
Faily 0.67 0.87 Student demonstrated mastery toward the standard.
Ferrara 0.80 0.87 Student demonstrated mastery toward the standard.
Flores 0.80 0.87 Student demonstrated mastery toward the standard.
Flores 0.93 0.80 Student demonstrated mastery toward the standard.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 8 of 15
 Flores Meza 0.93 1.00 Student demonstrated mastery toward the standard.
Ford 0.93 0.93 Student demonstrated mastery toward the standard.
Gant 0.33 0.33 Student did not demonstrate mastery of the standard.
Garcia 1.00 0.93 Student demonstrated mastery toward the standard.
Garcia 1.00 0.73 Student is approaching mastery of the standard.
Gastelum 0.87 0.87 Student demonstrated mastery toward the standard.
Gerlek 0.87 0.73 Student is approaching mastery of the standard.
Gomez-Olmos 0.67 Student did not demonstrate mastery of the standard.
Gonzalez 0.93 Student did not demonstrate mastery of the standard.
Goreham Harper 0.67 Student did not demonstrate mastery of the standard.
Grant 0.87 0.87 Student demonstrated mastery toward the standard.
Green 0.67 0.53 Student is approaching mastery of the standard.
Hall 0.87 1.00 Student demonstrated mastery toward the standard.
Harris 0.73 0.67 Student is approaching mastery of the standard.
Helaiqa 0.67 Student is approaching mastery of the standard.
Hernandez 0.67 0.93 Student demonstrated mastery toward the standard.
Hernandez 0.53 0.93 Student demonstrated mastery toward the standard.
Hernandez-Martinez 0.73 Student did not demonstrate mastery of the standard.
Herrera 0.80 0.93 Student demonstrated mastery toward the standard.
Herrmann 0.93 0.87 Student demonstrated mastery toward the standard.
Holmes 0.47 0.87 Student demonstrated mastery toward the standard.
Homran 1.00 1.00 Student demonstrated mastery toward the standard.
Hussein 0.93 Student did not demonstrate mastery of the standard.
Ibarra 0.60 0.87 Student demonstrated mastery toward the standard.
Kakkad 0.73 0.87 Student demonstrated mastery toward the standard.
Kim 0.73 Student did not demonstrate mastery of the standard.
Lemus 0.93 0.93 Student demonstrated mastery toward the standard.
Lopez 0.80 Student did not demonstrate mastery of the standard.
Lopez Mendoza 0.80 0.73 Student is approaching mastery of the standard.
Lucero 0.87 0.73 Student is approaching mastery of the standard.
Mana 0.47 0.53 Student is approaching mastery of the standard.
Martinez 0.80 0.87 Student demonstrated mastery toward the standard.
Mateo Alvaro 0.80 0.73 Student is approaching mastery of the standard.
McFadden 0.73 Student did not demonstrate mastery of the standard.
Mckibben 0.80 0.93 Student demonstrated mastery toward the standard.
Medina 0.67 0.80 Student demonstrated mastery toward the standard.
Mejia 0.60 0.80 Student demonstrated mastery toward the standard.
Mendoza Hernandez 0.87 0.87 Student demonstrated mastery toward the standard.
Merriwether 0.60 0.87 Student demonstrated mastery toward the standard.
Miraglia 1.00 0.93 Student demonstrated mastery toward the standard.
Miranda 0.93 0.93 Student demonstrated mastery toward the standard.
Moamer 0.93 1.00 Student demonstrated mastery toward the standard.
Mooney 0.60 0.67 Student is approaching mastery of the standard.
Mousid 0.67 Student did not demonstrate mastery of the standard.
Najibi 0.73 0.80 Student demonstrated mastery toward the standard.
Nasser 1.00 0.93 Student demonstrated mastery toward the standard.
Navarro 0.53 Student did not demonstrate mastery of the standard.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 9 of 15
 Nguyen 0.87 0.87 Student demonstrated mastery toward the standard.
Norato 0.60 Student did not demonstrate mastery of the standard.
Obeso 0.47 Student did not demonstrate mastery of the standard.
Okabe 0.67 Student did not demonstrate mastery of the standard.
Palomar 1.00 0.80 Student demonstrated mastery toward the standard.
Parker 0.87 0.73 Student is approaching mastery of the standard.
Pavlovich 0.73 0.73 Student is approaching mastery of the standard.
Penuelas 0.73 Student did not demonstrate mastery of the standard.
Petty 0.53 Student did not demonstrate mastery of the standard.
Phom 0.93 0.93 Student demonstrated mastery toward the standard.
Picazo-Bedolla 1.00 1.00 Student demonstrated mastery toward the standard.
Polanco Ortega 0.87 0.93 Student demonstrated mastery toward the standard.
Ponce Martinez 0.73 Student did not demonstrate mastery of the standard.
Popovic 1.00 1.00 Student demonstrated mastery toward the standard.
Quelex 0.73 0.87 Student demonstrated mastery toward the standard.
Quintanilla Callejas 0.80 Student did not demonstrate mastery of the standard.
Qwfan 1.00 Student did not demonstrate mastery of the standard.
Ramos 0.80 0.93 Student demonstrated mastery toward the standard.
Ramos 0.93 0.67 Student is approaching mastery of the standard.
Raty 0.87 1.00 Student demonstrated mastery toward the standard.
Rifkin 0.93 Student did not demonstrate mastery of the standard.
Rodrigues-Germany 0.73 0.93 Student demonstrated mastery toward the standard.
Rodriguez 0.93 0.87 Student demonstrated mastery toward the standard.
Rodriguez-Lopez 0.87 Student did not demonstrate mastery of the standard.
Rolon 0.53 0.67 Student is approaching mastery of the standard.
Ross 0.80 0.40 Student did not demonstrate mastery of the standard.
Rowe 0.67 0.87 Student demonstrated mastery toward the standard.
Rowett 0.80 Student did not demonstrate mastery of the standard.
Ruiz 0.73 0.80 Student demonstrated mastery toward the standard.
Ruiz 0.73 0.53 Student is approaching mastery of the standard.
Russ-Armendariz 0.53 0.60 Student is approaching mastery of the standard.
Sanchez 0.60 Student is approaching mastery of the standard.
Saucedo 0.20 Student did not demonstrate mastery of the standard.
Sayedzai 0.80 0.80 Student demonstrated mastery toward the standard.
Scott 0.67 0.93 Student demonstrated mastery toward the standard.
Serrano 0.93 Student did not demonstrate mastery of the standard.
Singh 1.00 0.80 Student demonstrated mastery toward the standard.
Smith 0.40 0.40 Student did not demonstrate mastery of the standard.
Souza 0.60 0.80 Student demonstrated mastery toward the standard.
Spain 0.73 Student did not demonstrate mastery of the standard.
Stanton 0.93 0.87 Student demonstrated mastery toward the standard.
Sur 0.20 Student did not demonstrate mastery of the standard.
Sustaita Velasco 0.47 0.60 Student is approaching mastery of the standard.
Taibi 0.93 0.87 Student demonstrated mastery toward the standard.
Tellez 0.60 0.80 Student demonstrated mastery toward the standard.
Timmins 0.60 0.73 Student is approaching mastery of the standard.
Trujillo 0.87 1.00 Student demonstrated mastery toward the standard.

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 Tyler 0.80 0.73 Student is approaching mastery of the standard.
Valencia 0.87 Student did not demonstrate mastery of the standard.
Valle Acosta 0.80 0.93 Student demonstrated mastery toward the standard.
Vilaysith 0.60 0.87 Student demonstrated mastery toward the standard.
Webb 0.67 0.80 Student demonstrated mastery toward the standard.
Willey 0.80 0.87 Student demonstrated mastery toward the standard.
Williams 0.67 1.00 Student demonstrated mastery toward the standard.
Williams 0.87 0.93 Student demonstrated mastery toward the standard.
Williams 1.00 0.87 Student demonstrated mastery toward the standard.
Wright 0.87 0.87 Student demonstrated mastery toward the standard.

PRE-/POST- ASSESSMENT

Self-Directed Learning Surveys

 Sundlof Biology Unit 4 Pre-Learning Survey
 Sundlof Biology Unit 4 Post-Learning Survey

Content Pre-and Post- Assessment – Unit 4: Cellular Reproduction:

1.

2.
3.

4.
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 5.

6.

7.

8.

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10.

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