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
Shin Sul ssul@nlmusd.k12.ca.us Physics in the Universe 9th/10th
Mentor Email School/District Date
Lucia Nguyen lnguyen@nlmusd.org NLMUSD Nov 3rd
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 strategies, T - Facilitates systematic opportunities for students to apply critical thinking
Promoting critical thinking posing/solving problems, and reflection on issues in content. by designing structured inquires into complex problems.
T – Applying T – Innovating
1.5 through inquiry, problem S - Students respond to varied questions or tasks designed to promote S - Students pose and answer a wide-range of complex questions and
S – Exploring S - Innovating
solving, and reflection comprehension and critical thinking in single lessons or a sequence of problems, reflect, and communicate understandings based on in depth
lessons. analysis of content learning.
Establishing and T - Establishes and communicates to students clear learning goals for Establishes and articulates comprehensive short-term and long-term
4.2 articulating goals for T - Applying content that are accessible, challenging, and differentiated to T - Innovating learning goals for students. Assists students to articulate and monitor
student learning address students’ diverse learning needs learning goals.
Decides on the purpose for assessment and skills to be assessed to
Demonstrates purposeful use of a wide range of assessments to
Applying knowledge of the select appropriately matches pre-, formative and summative
support differentiated student learning needs and reflect progress.
purposes, characteristics, assessments.
5.1 T - Applying T - Innovating
and uses of different types
Draws flexibility from a repertoire of appropriate assessment options
of assessments Selects assessments based on clear understanding of the purposes
and characteristics to maximize student demonstration of knowledge.
and characteristics of assessments to support student learning.
Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments to ILP)
Inquiry Focus Inquiry question Pre-Assessment Post-Assessment Expected Results
Based on your selected CSTP elements, Pose measurable and observable question
What will you use as your baseline What will you use as your final How do you expect student performance
identify a focus of inquiry (e.g., group in terms of students (e.g., what impact will
assessment of student assessment of student to change? Use percentages to describe
discussion, differentiation, strategy X have on student performance
actions/performance? actions/performance? anticipated growth.
motivation…) as 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
successfully completed the worksheet.
as measured by chapter exam?
What strategies are being used and how well do
Students will have an improved format of C.E.R.
Use of proper planning to establish proper they work? How effective will rubrics and pre-
and a clear conclusion to their hypothesis.
goals for student learning as well as analyzing writes be in establishing a proper goal for the Previous reports on Newton’s First Law Lab report on Newton’s Second Law
Students will have 10% increase in average lab
student assessments. experiment. What are the signs of student learning
report score.
in their lab reports?

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
Senior with reading comprehension assistance
Student has been in the states for 8 months, we still
needs. Have been communicating well verbally but Student makes tiny mistakes as he rushes. Participates well in class
communicate with help from other students and google
Performance has hard time comprehending directions. Student but grades do not reflect his enthusiasm. Student was chosen to see if
translate. Student was chosen because I believe he can
Data overcome the obstacle of language
was chosen because he seems to not get the results there would be an improvement in the inquiry.
he wants in comparison to the effort he puts in. Performance data : currently at 78%
Performance data : currently receiving a 71% in class.
Performance data : currently at 73%

Expected Results 80% average score on lab report. 80% average score on lab report. 85% average score on lab report.

Inquiry Lesson Implementation Plan

Administer Post-
Administer Pre-Assessment Deliver Lesson(s) Analyze Results Discuss Results with Mentor
Assessment
Identify dates for activities.
October 14 October 24-27 October 28th November 3rd November 3rd

This is a week long lesson plan where students start with prewriting potential changes that they can make with accelerating an object (soccer ball will be used in class).
Provide 1-2 sentence Independent variables will be identified to affect the dependent variable, which is acceleration of the object. Students then will form hypothesis on what will happen if their
summary of your lesson plan. independent variable is changed. Students then will be given the tool (simulation) to test out their theories by being able to change the said variables on the simulation. Students
will gather data and use their technology to make a graphical representation of their data. Students will look for patterns in their data and make conclusions.
Summarize process for Pre-assessment is the previous lab-report and post assessment will be the lab-report for this lesson.
administering and analyzing The lab report has a rubric that will set a clear goal for students to follow and a guideline for me to grade. The changes in grade in each criteria of rubric will show area of
improvement and challenges.
pre- and post-assessments.
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.)
6 reasons why science teachers should use simulations.
https://www.eschoolnews.com/2018/05/03/6-reasons-why-science-teachers-should-use-simulations/ Assessing Student Learning
Going through ISTE for both teachers and students, doing an experiment with simulations was an option I was https://cft.vanderbilt.edu/assessing-student-learning/
willing to explore. This article points out 6 positive aspects of using a simulation in classrooms. The one that The article provides various forms, purposes and guides for student assessments along with some
was the tipping point was that Simulations can provide immediate feedback. This point helped me to see one examples of situations for assessments. My inquiry focus was analyzing student assessment and what
of my inquiry point of establishing a clear goal for students. Students will be able to see immediate feedback signs to look for and this website helped me with some mindsets and steps in analyzing assessment with
on the changes they make on simulations, which in turn will help them realize the goals of the lesson even guides and setting up an assessment plans.
during the simulation activities.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Colleague 2. 9th-12th, Biology
Colleague 1. 9th-12th, Physics
Analyzing student assessments is the key to helping students. It is important to be fair to all students and
Establishing learning goals throughout the lesson is a tough one for teachers and students at the same time.
while we think we are being fair, we are human and should have a guideline. Rubric and scoring guides will
Having a rubric is a good idea for students and teachers to have a solid copy of goals and their levels of
help the student assess themselves as well as teachers being fair to students to assess. Having a rubric will
achievements to better understand what we are currently doing.
also make it easier to assess areas of improvement and need.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
1.3 Knowledge Constructor - Students critically curate a variety of resources using digital tools to construct
knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. Students will be given digital tools (PhET simulations, graphing tool) for students to find evidence and
Focused on: make connections to their hypothesis, ultimately making conclusions on their example of Newton’s second
1.3.c Students curate information from digital resources using a variety of tools and methods to create law through proper reasoning.
collections of artifacts that demonstrate meaningful connections or conclusions.
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
The pre/post assessment data analysis did not show too much The biggest change is the use of simulation from hands-on labs
change in the strength/weakness of the class. Although this might with the concern the focus students will be late on catching up
not seem to be a step forward for most, this does open up a lot of on the digital formats. The digital tool was deliberately picked
options for me as students had to use simulations instead of hands for its modeling which required minimum English skills but
on lab. The results showed no clear difference between the two, rather understanding of situation. The modeling enabled by the
showing students can utilize digital learning platform in the future. simulation seems to work out well.
Initial Evidence/Rational for Rating
CSTP Element Revised Rating Suggestions for Moving Forward
Rating (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?
Goals for the assignments were articulated through the
To move on to the next step, I would hope to create an
Establishing and guided lab report and students answered the series of
environment where students create their own lab report
4.2 articulating goals T - Applying T - Innovating questions in the lab to follow along to the conclusion of
without being guided. The learning goal to not need a
for student learning Newton’s Laws. Post assessment showed that students had
reading guide but something of a mental note for students.
understanding of Newton’s Laws.
Applying knowledge The Lab report involves multiple assessment in one form. To move on to the next step, I would need to research many
of the purposes, Each element of the report was a deliberate assessment different types of assessments and develop mastery for the
characteristics, and from mathematical understanding of data to writing skills assessments, identifying strengths and challenges of each
5.1 T - Applying T - Innovating
uses of different with science in its base. Students with different needs in format. It is also key to analyze which assessment works
types of each area were free to ask questions, indicating that the best for which sets of students as well, ultimately hoping for
assessments assessment required and covered wide variety of knowledge individualized sets.
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
Students were given digital tools (PhET simulations, graphing tool) for students to find evidence and make
Incorporation of simulation/digital tools to replace a lab experiment raised certain concerns. Students
connections to their hypothesis, ultimately making conclusions on their example of Newton’s second law through
responded that the physical form was more fun, but they had no issue of carrying out the task. The
proper reasoning. The concern was the switch from physical hands-on lab to a simulated lab to improve digital
results and data were more fine tuned with the simulation, but it takes away the teaching moment of
citizenship in students. The lesson went well with students understanding mechanics of the simulation and ended
error analysis due to many factors of the physical lab.
with completed lab reports.

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.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 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
Shin Sul ssul@nlmusd.org Physics in the Universe 9th
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average

1 period, 32 students, average lab score 71% 1 period, 32 students, average lab score 74%

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
Improvements were seen but there were other
1. Focus Student: EL 70% 95% factors involved such as communication with
EL teacher is now more fluent to support needs
Student was still not able to focus on task each
2. Focus Student: 504/IEP 72% 70%
time. Multiple reminders were made.
3. Focus Student: Teacher Choice 78% 100% Student was able to excel with reminders.
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 35.
36. 910111213141516

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