Fullerton Online Teacher Induction Program

Individualized Learning Plan (ILP)

Revised 6.1.17
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
Salvador Estrada sestrada@fjuhsd.org Mathematics 9-12
Mentor Email School/District Date
Lisa Kuster lkuster@fjuhsd.org FJUHSD 3/6/18
Section 2: CSTP Areas of Inquiry
Directions: Identify 2-3 CSTP elements for ILP focus, including at least one as required: Semester 2 – CSTP 1/2/3; Semester 3 – CSTP 4/5/6; Semester 4 -all. 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
T - Facilitates systematic opportunities for students to apply critical
strategies, posing/solving problems, and reflection on issues in
Promoting critical thinking thinking by designing structured inquires into complex problems.
T – Applying content. T – Innovating
1.5 through inquiry, problem S - Students pose and answer a wide-range of complex questions and
S – Exploring S - Students respond to varied questions or tasks designed to S - Innovating
solving, and reflection problems, reflect, and communicate understandings based on in depth
promote comprehension and critical thinking in single lessons or a
analysis of content learning.
sequence of lessons.

T- Infuses assessments strategically and

Collecting and T- Collects a variety of formal and
systematically throughout instruction to
analyzing informal assessment data on
collect ongoing assessment data
assessment data student learning.
T- Applying T- Innovating appropriate for the range of learner
5.2 from a variety of S- Applying S- Uses analysis of a variety of data S- Innovating
needs.
sources to to inform planning and
S- Uses results of ongoing data analysis
inform differentiation of instruction.
to plan and differentiate instruction for
instruction.
maximum academic success.

T- Facilitates collaboration with

Collaborating T- Consults with colleagues to
colleagues. Works to ensure the
with colleagues consider how best to support
broadest positive impact possible on
and the broader teacher and student learning.
instructional practice and student
professional T-Applying S- Begins to identify how to access T- Innovating
6.3 S- Applying S- Innovating achievement at school and district levels
community to student and teacher resources in
and for the profession.
support teacher the broader professional
S- Initiates and develops professional
and student community.
learning opportunities with the broader
learning.
professional community focused on
student achievement.
Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments to ILP)
Inquiry Focus Inquiry question Pre-Assessment Post-Assessment Expected Results
Pose measurable and observable question in
Based on your selected CSTP elements, What will you use as your baseline What will you use as your final How do you expect student performance
terms of students (e.g., what impact will
identify a focus of inquiry (e.g., group assessment of student assessment of student to change? Use percentages to describe
strategy X have on student performance as
discussion, differentiation, motivation…) actions/performance? actions/performance? anticipated growth.
measured by Y?)
What impact will increased use of higher-order
There will be a 20% increase in the average exam
Use of analysis, synthesis, and evaluation questions (teacher talk, worksheet, and student
Previous examination scores New chapter exam score for students who participated in class and
questions + student problem generation problem generation) have on student performance as
successfully completed the worksheet.
measured by chapter exam?

There will be a
significant increase in
student understanding
from a theory-based
How can I develop and
Investigation on Outdoor activity to online activity and a
implement effective
parabolas in the real- see how well the hands-on learning
Implementing effective assessments/activities that
world using the students understand activity. Students will
assessments. will successfully measure a
DESMOS software the concept of know the terminology of
student's understanding of
program. parabolas. the parabola unit while
the material being taught?
working on the post-
assessment since they
have seen it while using
DESMOS.
Focus Students

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 6
 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
Struggles with maintaining his Struggles with cooperation and group
attention during a lesson. He is participation. He has difficulty engaging
Struggles with wording questions
easily distracted and needs to with lessons and frequently gives up
when called on and often spells words
be reminded to pay attention. during a lecture. I have to constantly
incorrectly on a written assignment.
Performance Data His math skills are strong but remind him to get back on task and for
His math skills are somewhat low and
does feel discouraged if the him to write down his notes. His math
has difficulty recalling the correct
math problems are somewhat skills are average. He struggles with
steps to answer a math problem.
confusing or the amount of completing his assignments and showing
work is lengthy. his work.
This student might struggle
with the outside activity (post-
There will be some difficulty with the
assessment) because he might Similar to the student with IEP/504, I will
terminology and understanding its
get distracted while in a monitor this student more so than
connotation within the lesson. The
different classroom setting. He others. This student very seldom
pre-assessment using technology and
tends to daydream quite often participates during group activities and I
Expected Results the post-assessment that requires a
and I’m concerned he will get find myself reminding him to get back on
hands-on approach with the material,
distracted while working on task. I hope the outside setting of this
should give this student a better
this activity. I plan on lesson will encourage him to participate
opportunity to comprehend what the
monitoring his group more so and work together with his group.
terminology means.
than others to make sure he is
on task.
Inquiry Lesson Implementation Plan
Administer Post-
Administer Pre-Assessment Deliver Lesson(s) Analyze Results Discuss Results with Mentor
Assessment
Identify dates for activities. 3-12/18 –
3/12/18 3/21/18 3/22/18 3/22/18
3/20/18
I would like to start the lesson by exposing students to the idea of graphing parabolas without giving them
Provide 1-2 sentence any formulas or equations to compute, but instead having them figure out the important components of a
summary of your lesson plan. parabola and what might be needed to graph them. The lesson will conclude with the students completing
a hands-on assessment where they can apply all they have learned throughout the lesson.
I will be monitoring throughout both the pre- and post-assessments. I would like to give the students an
opportunity to arrive at the answers on their own so they can own their success. The terminology will be
Summarize process for
listed on the board and they will work together to answer the problems. We have been solving quadratics
administering and analyzing
pre- and post-assessments. using factoring, quadratic formula, square roots, and completing the square so far. I would like to make a
connection now on what these quadratics look when graphed. I believe that showing them real-world
examples will resonate better with them so they can see how important quadratics are in everyday life.
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.)
Guskey, T. R. (2003). How Classroom Assessments Improve Learning.
In Educational Leadership. Retrieved from Briggins, S. (2018). 20 Simple Assessment Strategies You Can
http://www.ascd.org/publications/educational- Use Every Day. In Teach Thought: We Grow Teachers.
leadership/feb03/vol60/num05/How-Classroom-Assessments- Retrieved from
Improve-Learning.aspx https://www.teachthought.com/technology/20-simple-
assessment-strategies-can-use-every-day/
http://www.ascd.org/publications/educational-
leadership/feb03/vol60/num05/How-Classroom-Assessments- https://www.teachthought.com/technology/20-simple-
Improve-Learning.aspx assessment-strategies-can-use-every-day/

Article goes on to mention how teachers who develop useful This article contains a detailed list of simple assessment
assessments, provide corrective instruction, and give students strategies and tips to help the teacher become more frequent
second chances to demonstrate success; can improve their in their teaching, planning, and curriculum design.
instruction and help students learn.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 6
 Grade Level: 9-12
Subject: Mathematics Grade Level: 9-12
Subject: History
Summary of Ideas: Some assessments that my colleague has used to
Summary of Ideas: My colleague believes that one of the best
improve her instruction include; 1-2-3 check, partner talks, ticket out
forms of assessment is to have students constantly
the door, and regular quizzes. The 1-2-3 check is where you ask
communicating in class and to give them an opportunity to
students to show you a 1, 2, or 3 based on their understanding of a
explain their answers to another student. He tries not to
topic. One means they are still confused and need help, two is they
overemphasize multiple choice exams at the end of units, but
kind of get it, and three is they feel they know it really well and could
instead he gives students several opportunities as they move
teach the class. This is quick and lets you know immediately if
through the unit to show their understanding. He also tries to
students feel like they understood the concept. Partner talks are
sit students next to someone that will challenge them
when they have to explain to their partner how to do a problem
academically when reviewing material. He gives them
without looking at their notes. Ticket out the door is nice because
opportunities to express their knowledge on the material
teachers can start collecting them about 5 minutes before the bell
using their different skills. He also uses a binder that teaches
rings and if the student has it wrong, the teacher can make them go
students how to be organized in their daily work which is
back and fix it. This way they figure out what they are doing wrong
crucial to becoming proficient with the material being taught.
immediately. Quizzes are good but sometimes too late and then a
student’s grade is lowered if they didn’t understand a topic.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
Both the pre- and post-assessments follow the ISTE standard
ISTE STANDARD: 2. Design and develop digital age learning
listed beside this explanation.
experiences and assessments.
The pre-assessment creates a technology-enriched learning
Teachers design, develop, and evaluate authentic learning
environment that enables all students to become active
experiences and assessments incorporating contemporary tools and
participants during the activity. Students will be researching
resources to maximize content learning in context and to develop
parabolas and how they are connected to everyday activities.
the knowledge, skills, and attitudes identified in the Standards.
The activity they will be working on will be shooting a
basketball into a hoop. All of this will be done with the use of
a. Design or adapt relevant learning experiences that incorporate
the DESMOS software program.
digital tools and resources to promote student learning and
creativity.
The post-assessment will be a customized and personalized
b. Develop technology-enriched learning environments that enable
learning activity that addresses students diverse learning
all students to pursue their individual curiosities and become active
styles. Students often engage in group activities inside the
participants in setting their own educational goals, managing their
classroom that revolve around completing a worksheet. This
own learning, and assessing their own progress.
activity will instead see them outside the classroom putting
c. Customize and personalize learning activities to address students’
what they have learned during the pre-assessment to practice
diverse learning styles, working strategies, and abilities using digital
(measuring the distance between them and their partners,
tools and resources.
throwing a ball to their partner, and writing down how long it
d. Provide students with multiple and varied formative and
took for the ball to reach their partner). By changing the
summative assessments aligned with content and technology
learning environment, my goal is that every student
standards, and use resulting data to inform learning and teaching.
participates and cooperates with their group.
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
The pre-assessment was more of a “how much do you know” activity All three of my focus students did remarkably well in the pre-
for the students. We had been previously working on solving assessment. I was able to provide definitions to the vocabulary
quadratic equations by factoring, square root method, completing for my English learner and my other two students were
the square, and quadratic formula. My goal was for students to engaged with the activity. Focus Student 2 in particular
make connections on how they believed these quadratic expressions surprised me the most with his attentiveness and ability to
would be represented via a graph. Students did fairly well make connections with quadratic equations and their graphic
throughout my three Algebra 1 classes, but specifically in the period representation.
where my focus students are in. The majority of students were able
to make connections like realizing the solutions of a quadratic Both my English learner and my student with ILP/504 did an
equation represent the x-intercepts on its graph. exceptional job on the post-assessment. They received higher
grades than usual on their exam, which tells me that they
The post-assessment yielded more mixed results. The main focus were spending time outside of class reviewing and studying.
here was having students graph quadratic equations and find My Focus Student 3 struggled a lot more and has been
important information like its axis of symmetry, vertex, domain, participating less each day since the pre-assessment. I was
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 6
 range, etc. We practiced graphing quadratic equations by writing hoping he would do better on his post-assessment, which
them in three distinct forms; standard form, vertex form, and would have raised his grade significantly.
intercept form. The post-assessment showed that about a third of
the class struggled with graphing in intercept form more so than the
other two forms.

Evidence/Rational for Rating

CSTP Element Initial Rating Revised Rating Suggestions for Moving Forward
(Summarize from POP Section 3)
Promoting critical To move to INNOVATING level: Consider how to increase
Teacher asked questions of analysis and evaluation.
thinking through T – Applying T – Integrating complexity of task beyond a single lesson so that there are
1.5 Students answered questions that included all levels of Bloom’s.
inquiry, problem S – Exploring S - Integrating continuing opportunities for students to engage in inquiry in
Students created their own math problems.
solving, and reflection complex problem. How could you extend lesson into PBL?

Developing
To move to INTEGRATING level:
and
Teacher implemented pre- Consider keeping a portfolio of
sequencing
assessment in the beginning of the every student’s long-term and
long-term
school year to measure student short-term instructional plans to
and short-
mathematical skills. He then used measure growth throughout the
4.3 term T – Exploring T – Applying
these results to plan and sequence school year. If the student has
instructional
long-term and short-term some difficulties with a topic, I can
plans to
instructional plans to support always refer to their portfolio to
support
student learning. accommodate his instructional
student
plans.
learning
Collecting To move to INNOVATING level:
and Consider keeping a portfolio (same
analyzing Teacher researched his student’s as above) of every student’s pre
assessment previous assessment data from and post assessments to measure
5.2 data from a T – Applying T – Integrating their past math teachers. He then growth throughout the school
variety of used this data to inform instruction year. These will be helpful to their
sources to this school year. future math teachers if they
inform require assessment data from
instruction. them.
Reviewing To move to INNOVATING level:
data, both Consider keeping the
individually Teacher has collaborated with aforementioned portfolios of
and with colleagues both in and out of his student long-term and short-term
5.3 T – Applying T – Integrating
colleagues, department to review student data instructional plans and assessment
to monitor and monitor student learning. data to use during the school year
student to collaborate more effectively
learning with colleagues or individually.
Special Emphasis (Skills, Themes, ISTE Standards·Teachers, NBPTS Core Propositions (if applicable)
Results of Incorporation into Lesson Key Learnings and New Skills/Knowledge Developed by Teacher
I learned that many students find teaching by modeling
Something I did differently was to model the directions prior to letting
useful and necessary. The majority of the students would
the students work on their assignment. I decided that showing them
probably be lost or confused if I simply wrote the directions
how to do it was beneficial for their understanding and it diminished
on the board without explanation. Modeling allows them to
the questions/doubts the students may have had. Once I let the
mimic my actions in order to complete their assignment. This
students begin to work on their assignment, they proceeded to do
is something I will continue to implement in further
exactly as I showed them.
assignments.
Action Items
Gather previous assessment information from their former teachers and case carriers if students have an
For curriculum design, lesson IEP/504 plan. Use assessments in the future that were effective this year and helped students excel in
planning, assessment planning mathematics. Once their portfolio grows and more data is known, I can use it to further perfect their short-
term and long-term lesson planning.
Use “ticket-out-the-door” assessments or “post-it wall” activities to see how well students understand the
For classroom practice material. It is helpful to regularly hold these small assessment activities for classroom practice to indicate if
we need additional time to review.
For teaching English learners,
students with special needs, Make it a priority to construct their short-term and long-term lesson plans first. These students require
and students with other additional support to give them an opportunity to be successful in the class. They will receive specific
instructional challenges
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 6
 accommodations to assist them in the classroom that will allow them to understand the material at their
own pace.
Gather assessment ideas I have used this school year and share with colleagues and other math teachers in
For future professional
development
the district. Networking with other teachers has allowed me to learn a lot of assessment techniques to
implement in my classroom. I would like to pass down some information to newer teachers in the future.
Create a broader area of inquiry that will umbrella other components in the classroom. I can focus on other
For future inquiry/ILP
areas instead of assessments next time to grow as a professional and help my students further.
Plan a more elaborate and multi-day lesson that incorporates the teacher inquiry mentioned above and
For next POP cycle effective pre-assessments and post-assessments. Design it to be educational and engaging for students so
their scores can reflect their dedication to complete the work.

Other NA

Other Notes

NA

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.

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

Salvador Estrada sestrada@fjuhsd.org Mathematics 9-12

Pre-Assessment Data Range and Average Post-Assessment Data Range and Average

Range: 15 Average: 16.7 Range: 37 Average: 40.3

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL 16/20 41/50 NA
2. Focus Student: 504/IEP 17/20 48/50 NA
3. Focus Student: Teacher Choice 15/20 15/50 NA
4. S4 18/20 37/50 NA
5. S5 14/20 40/50 NA
6. S6 18/20 45/50 NA
7. S7 19/20 35/50 NA
8. S8 13/20 48/50 NA
9. S9 20/20 46/50 NA
10. S10 15/20 47/50 NA
11. S11 17/20 49/50 NA
12. S12 19/20 48/50 NA
13. S13 20/20 44/50 NA
14. S14 18/20 50/50 NA
15. S15 20/20 44/50 NA
16. S16 15/20 48/50 NA
17. S17 17/20 46/50 NA
18. S18 20/20 45/50 NA
19. S19 16/20 20/50 NA
20. S20 16/20 49/50 NA
21. S21 20/20 43/50 NA
22. S22 9/20 30/50 NA
23. S23 20/20 50/50 NA
24. S24 20/20 40/50 NA
25. S25 20/20 34/50 NA
26. S26 19/20 47/50 NA
27. S27 11/20 32/50 NA
28. S28 5/20 13/50 NA
29. S29 18/20 46/50 NA
30. S30 20/20 45/50 NA
31. S31 15/20 24/50 NA
32. S32 16/20 42/50 NA
33. S33 17/20 33/50 NA
34. S34 20/20 46/50 NA
35. S35 14/20 NA NA
36. S36 15/20 NA NA
910111 21314 1516

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