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
Soomi Park Soomi.parky@gmail.com General Education 3rd/4th grade
Mentor Email School/District Date
Heather Pfaff heather@steppingstonesacademy.com Stepping Stones Academy October 4, 2018
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 - Facilitates systematic opportunities for students to apply
critical thinking by designing structured inquires into
T - Guide students to think critically through use of questioning strategies, posing/solving
Promoting critical thinking complex problems.
T – Applying problems, and reflection on issues in content. T – Innovating
1.5 through inquiry, problem S - Students pose and answer a wide-range of complex
S – Exploring S - Students respond to varied questions or tasks designed to promote comprehension and S - Innovating
solving, and reflection questions and problems, reflect, and communicate
critical thinking in single lessons or a sequence of lessons.
understandings based on in depth analysis of content
learning.
Connecting learning to T – Uses gathered information about students’ prior knowledge, cultural backgrounds, life T – Develops and systematically uses extensive information
students’ prior experiences, and interest to support student learning. regarding students’ cultural backgrounds, prior knowledge,
T – Exploring T – Innovating
1.2 knowledge, backgrounds, S – Some students connect learning activities to their own lives. life experiences, and interests.
S - Emerging S – Innovating
life experiences, and S – Students can articulate the relevance and impact of
interests lessons on their lives and society.
T – Adapts physical and/or environments flexibly to
Creating physical or
facilitate access to a wide range of resources that engage
virtual learning
students in learning. Ensures that environments enhance
environments that
learning and reflect diversity within and beyond the
promote student learning, T – Is aware of the importance of the physical and/or virtual learning environments that support
T – Emerging T – Innovating classroom. Selects from a repertoire of structures for
2.2 reflect diversity, and student learning. Is aware that structured interaction between students can support learning.
S - Emerging S - Innovating interaction to ensure accelerated learning for the full range
encourage constructive S – Some students use available resources in learning environments during instruction.
of students.
and productive
S – Students participate in monitoring and changing the
interactions among
design of learning environments and structures for
students
interactions.

Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments to ILP)

Inquiry Focus
Based on your selected CSTP
elements, identify a focus of inquiry
(e.g., group discussion,
differentiation, motivation…)
Use of analysis, synthesis, and evaluation
questions + student problem generation
Differentiation
Inquiry question Pre-Assessment Post-Assessment Expected Results
How do you expect student
Pose measurable and observable question in terms of What will you use as your baseline What will you use as your final
performance to change? Use
students (e.g., what impact will strategy X have on student assessment of student assessment of student
percentages to describe
performance as measured by Y?) actions/performance? actions/performance?
anticipated growth.
There will be a 20% increase in the
What impact will increase use of higher-order questions (teacher talk,
average exam score for students who
worksheet, and student problem generation) have on student performance Previous examination scores New chapter exam
participated in class and successfully
as measured by chapter exam?
completed the worksheet.
Prior to the post assessment, I will
allow my students to have flexible
I will teach and assess my students in one
How does teaching in different physical and virtual learning environments seating. They will be able to work in Students will do better when they
learning environment (at their desks). Prior to
affect student learning, and do some students learn better in different any part of the classroom (group choose their working space and get
the assessment, students will only be allowed
learning environments? tables, their desks, carpet area, assessed in their area of choice.
to work at their desks.
reading corner) and assess them in
their learning area of choice.

Focus Students
Directions: Identify three focus students for your inquiry. Identify special characteristics of the students and include performance data. Explain why you have selected them for this inquiry focus.
Do not use actual names of students. (Note: At least one focus student should be an English learner and at least one must have an ILP/504 accommodation. The third is your choice, but please
identify someone that poses an instructional challenge.) Identify expected results for each focus student.
Focus Student 1: English Learner Focus Student 2: Student with ILP/504 Focus Student 3: Your Choice
N is in 4th grade and has been an English Learner since Kindergarten. He E is in 4th grade and is believed to be on the autism spectrum. He has M is in 3rd grade and is younger than all of her classmates –
struggles with using grammatically correct sentences in speech and difficulty socializing with the other students in our class and prefers to she is not yet 8 years old. According to her age, she is
writing. He is very active and loves collaborative work. work alone most of the time. supposed to be in 2nd grade this year, but she was admitted
into Kindergarten early. She struggles with even the
CTP Testing Results CTP Testing Results simplest concepts, such as adding single-digits.
Performance Verbal Reasoning - 12 percentile Verbal Reasoning - 7 percentile
Data Auditory Comprehension – 49 percentile Auditory Comprehension – 69 percentile CTP Testing Results
Reading Comprehension – 28 percentile Reading Comprehension – 35 percentile Auditory Comprehension – 99 percentile
Writing Mechanics – 43 percentile Writing Mechanics – 71 percentile Reading Comprehension – 99 percentile
Writing Concepts & Skills – 55 percentile Writing Concepts & Skills – 73 percentile Word Analysis – 98 percentile
Quantitative Reasoning – 24 percentile Quantitative Reasoning – 40 percentile Writing Mechanics – 99 percentile
Mathematics 1 & 2 – 25 percentile Mathematics 1 & 2 – 28 percentile Mathematics – 88 percentile
I expect E to also do slightly better on his post assessment because I expect M to do very well working in her area of choice. M
I expect N to perform slightly better on his post assessment after being he’ll have the option to work alone. When working at his desk, E often often gets distracted by her classmates while working at
Expected Results allowed to sit anywhere in the class to complete his work and assessment. complains that his desk group is distracting him. Having the option to her desk. By choosing another area of the classroom to
work completely alone may help him concentrate on his work. work, I expect her to focus better on her work.

Inquiry Lesson Implementation Plan

Administer Post- Discuss Results with
Administer Pre-Assessment Deliver Lesson(s) Analyze Results
Assessment Mentor
Identify dates for activities.
October 17, 2018 October 17 – November 2, 2018 November 6, 2018 November 9, 2018 November 13, 2018

Provide 1-2 sentence

summary of your lesson The unit on Inheritance and Variation of Traits includes 8 lessons. I will be using various videos, Powerpoint presentations, and activities to teach the unit.
plan.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
 Summarize process for
administering and The pre- and post- assessments are quite similar. I will be assessing my students on the information they learned in the science unit. During the pre-assessment, I will be teaching and assessing the
students at their desks only. During the post-assessment portion, I will be teaching and allowing students to work in different areas of the classroom and allow them to choose whether they want to
analyzing pre- and post- take a paper-and-pencil assessment or an assessment using technology.
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.)
Title: Classroom Seating Considerations for 21st Century Students and Faculty
Citation: Harvey, Eugene J., and Melaine C. Kenyon. Classroom Seating Considerations for 21st Century Students and Faculty. Journal Title: Flexible Seating and Student-Centered Classroom Redesign
of Learning Spaces, files.eric.ed.gov/fulltext/EJ1152707.pdf Citation: https://www.edutopia.org/blog/flexible-seating-student-centered-classroom-kayla-delzer
Statement of Learning: This study addresses 5 different seating styles with typical classrooms in urban areas. The study’s results Statement of Learning: This article argues that allowing students to select their own seats in the
show that students rated the modern mobile chairs highest and indicate that allow students to select seating based on principles of classroom allow them to become “problem solvers” in that they create opportunities for collaboration,
universal design may be beneficial in their achievement. communication, creativity, and critical thinking. The study found several benefits in using flexible seating,
including student motivation and engagement, as well as better oxygen flow to the brain.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
My colleague from last year taught third grade and used flexible seating in her classroom. She had a wide
My mentor has a class of second graders and has her students’ desks arranged in groups. She frequently allows students to switch variety of special chairs, including bean bags, yoga balls, seat cushions, chairs with wheels, etc. She even
seats in the classroom while learning and doing different activities. She also utilizes the other tables in her classroom, including low- allowed her students to work on the floor and at a nook. After speaking with her about flexible seating, I
tables. I like how she has her students’ desks in groups, which allows them to be more collaborative and communicative. I adapted her learned that many studies show the benefits of flexible seating. I also learned a lot about different virtual
idea of utilizing the other tables and desks in my classroom to allow my students the freedom to choose their own seats in the learning environments that students can use. I learned how to use Google Forms and Google Classroom
classroom during certain activities, such as silent reading. from her, as well as Quizlet and Quizlet Live. I’ve used some of these ideas in my class and am already
finding these resources beneficial for my students.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
ISTE 1c. I stay current with research that supports improved student learning outcomes, including findings from the learning sciences.

I will continue to read studies about flexible seating and more importantly, virtual learning
ISTE 7a. I provide alternative ways for students to demonstrate competency and reflect on their learning using technology.
environments, for my students.

As part of the post-assessment, I will be allowing students to choose whether they would like a paper-
and-pencil assessment or an alternative assessment using technology.

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
Pre- assessment: Students were given a pre-assessment at their desks. All students had the same access to the same study materials –
their science booklets and flashcards.

Post-assessment: Students were divided into two different groups. One group was able to use technology to study the science lessons
while the other group were only able to use their science booklets and flashcards. The two groups had access to the same information
– the science booklet was provided to the students in a digital format, and the flashcards were given to the students on Quizlet, a
digital resource where students can study flashcards and test themselves using the app/website. Students in the “digital resource”
group will also be allowed to sit anywhere they choose in the classroom.
My three focus students scored a bit lower than the rest of the class. E was in the group that was only
allowed to use the paper resources, while N and M were in the group that were able to use digital
resources. M scored the lowest in her

After analyzing the data, I found that most students scored about the same, whether they had access to only the paper resources or
the digital resources.

Initial Evidence/Rational for Rating Suggestions for Moving

CSTP Element Revised Rating
Rating (Summarize from POP Section 3) Forward
Promoting critical To move to INNOVATING level: Consider how to
thinking through Teacher asked questions of analysis and evaluation. increase complexity of task beyond a single lesson
T – Applying T – Integrating
1.5 inquiry, problem Students answered questions that included all levels of so that there are continuing opportunities for
S – Exploring S - Integrating
solving, and Bloom’s. Students created their own math problems. students to engage in inquiry in complex problem.
reflection How could you extend lesson into PBL?
Connecting T – Innovating – Develops and systematically uses
T – Teacher used different resources from the school t help
learning to extensive information regarding students’ cultural
students expand their understanding of the science unit.
students’ prior backgrounds, prior knowledge, life experiences,
T – Exploring T – Applying S – Students made connections between the lessons in the
1.2 knowledge, and interests.
S – Emerging S – Applying science unit and also made connections from the science
backgrounds, life S – Innovating – Students can articulate the
unit to their prior knowledge, background, life experiences,
experiences, and relevance and impact of lessons on their lives and
and interests.
interests society.
Creating physical T – Innovating – Adapts physical and/or
or virtual learning environments flexibly to facilitate access to a wide
environments that T – Teacher provided different physical environments in range of resources that engage students in
promote student which students work – at their desks and other flexible learning. Ensures that environments enhance
learning, reflect seating arrangements for students who were in the “digital learning and reflect diversity within and beyond
T – Emerging T – Applying
2.2 diversity, and resource” group. Teacher used a variety of structures for the classroom. Selects from a repertoire of
S - Emerging S – Applying
encourage interaction during the lessons in the unit. structures for interactions to ensure accelerated
constructive and S – Students were able to use a variety of resources and learning for the full range of students.
productive learn in different learning environments. S – Innovating – Students participate in monitoring
interactions and changing the design of learning environments
among students and structures for interactions.
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
Technology use - Students in the “digital resource” group were taught how to maneuver around the Quizlet app and use the different tools on the
Not Applicable
Quizlet platform.

Action Items
For curriculum design, Although my students didn’t score drastically higher when studying and practicing with online resources, I still believe that digital resources allow students to more
lesson planning, engaged in their learning and gives them different types of resources to use and study from. Therefore, in future curriculum designing and lesson planning, I plan on
assessment planning designing and implementing more online resources for my students to use and study from in future lessons and units.

My students really enjoy having the option of flexible seating. My students in the first group (where they can only do their work and quiz at their desks) thought it was
For classroom practice unfair for other students to work anywhere in the classroom. Students who were only allowed at their desks seemed to be more distracted while students who had
flexible seating seemed to be on task more than the other group of students.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
 For teaching English
learners, students with
special needs, and
students with other
instructional challenges
For future professional
development
The online flashcards helped my English learners students immensely. They were able to go back to the Quizlet flashcards and test themselves on it (with pictures for
visual reference) and it seemed to help a lot. Having a variety of different activities to choose from using digital resources allowed my students with special needs stay
more focused on task and gave them a choice on what and how they can work on.
For future professional development, I think my colleagues would find it helpful to have a demonstration on how to use the app Quizlet. My students navigated through
the app really well and were even able to create their own study materials using the app. That way, they could focus on what they needed more work on.

I’m interested in flexible seating and how that helps students in other subject areas in addition to science. In my next ILP, I’m interested in learning about how having
For future inquiry/ILP flexible seating allows students to be more/less productive in their work.

I would like feedback on a lesson that I teach on a different subject. Because my mentor has observed me teaching science and reading, I would like to do a math lesson
For next POP cycle for my next POP cycle.

Other

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 3 of 5
 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

Soomi Park Soomi.parky@gmail.com Science 3rd/4th

Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Range: 36% Range: 32%
Average: 47% Average: 91%
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL (Nicolas) 14/25 = 56% 22/25 = 88%
2. Focus Student: 504/IEP
9/25 = 36% 18/25 = 72%
(Edwin)
3. Focus Student: Teacher Choice
7/25 = 28% 17/25 = 68%
(Minah)
4. Katelynn 13/25 = 52% 20/25 = 80%
5. Zachary 14/25 = 56% 25/25 = 100%
6. Arah 13/25 = 52% 25/25 = 100%
7. JJ 5/25 = 20% 20/25 = 80%
8. Eliana 14/25 = 56% 25/25 = 100%
9. Phoebe 14/25 = 56% 25/25 = 100%
10. Ziah 11/25 = 44% 25/25 = 100%
11. Jin 10/25 = 40% 23/24 = 92%
12. Connor 14/25 = 56% 25/25 = 100%
13. Gavin 14/25 = 56% 25/25 = 100%
14. Nathan 11/25 = 44% 23/25 = 92%
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 5
 36.
910111 21314 1516

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