Fullerton Online Teacher Induction Program

Individualized Learning Plan (ILP)

Revised 11.5.18
Directions: The ILP should be completed with Mentor input. Complete blue cells prior to classroom implementation. Complete orange cells after POP Cycle is completed. Cells will expand as
needed. When submitting completed ILP to instructor, please include copies/images of pre/post assessments/directions and the Pre/Post Assessment Data Table.
Section 1: New Teacher Information
New Teacher Email Subject Area Grade Level
Jamie Richard [email protected] Biology 9
Mentor Email School/District Date
Fullerton Joint Union High
Jessica Hojnacki [email protected] 10/6/21
School District
Section 2: CSTP Areas of Inquiry
Directions: Identify 2-3 CSTP elements for ILP focus. Use most recent CSTP Assessment for Initial Rating. Identify both teacher and student rating for CSTP 1 and 2. See example.
CST
Element Initial Rating Description Goal Rating Description
P
T - Guide students to think critically through use of questioning T - Facilitates systematic opportunities for students to apply critical
Promoting critical thinking strategies, posing/solving problems, and reflection on issues in content. thinking 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.

T-creates a plan to have meaningful

T-connects the subject topic and its relating of the subject matter and to
effects on our everyday life and how it haves students positively influence to
T- T-
Connecting relates in real life contexts to those of make those connections in order
Applying integrate
subject matter to the students. increase students interest and
1.3 S- ing
meaningful, real- S-use the examples given to relate the participation in the learning of the
Explorin S-
life contexts subject matter to the use/effect of the subject matters- use the connections
g Applying
topic in our everyday life and make that are made during lesson to their
real-life connections. everyday lives in order to further their
knowledge of the topic.
T-conducts different and numerous
methods in order to assess student
Collecting and T- creates an assessment plan that uses
T- learning. Teacher also uses analysis T-
analyzing and collects the data from the formal
applying from student data in order to plan integrate
assessment data and informal assessments.
5.2 S- ways teacher can differentiate during ing
from a variety of S-respond to adjustments made during
Explorin instruction to the student S-
sources to inform planning by improving their scores with
g S-will participate in the lesson and its Applying
instruction. supporting data
activities while improving their abilities
to complete the task.
Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments and Data Collection Tools)
Directions: Your inquiry question should be concise and likely no more than 8-10 words. Your hypothesis should indicate what you expect students to be able to do after the lesson, and it should
be able to be evaluated based on your assessment plan. Note that Semester 3 requires an inquiry question that focuses on use of technology to support teaching and learning.
Inquiry Question Hypothesis Lesson Series Topic Assessments/Data Collection
-Pre assessment: Warm up question and class discussion
about food label nutrients
-Student Questioning Board using Jamboard
The use of Gizmos will allow students to be able to determine
-“macromolecules” video with embedded questions using
the presence of Protein, Starch, and lipid present in food
To what degree did students use Gizmos to determine the Edpuzzle
substances. This will be demonstrated by completing an Biomolecules and nutrients
macromolecules in different substances? -Formative assessments during using Gizmos questions
actual lab experiment to find the contents of a “victims” last
and short answer questions on the results of Gizmo
meal as well as a Unit Exam using Formative.
virtual lab
-Questions and completing of the actual lab
-Unit Exam using Formative

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
Performance Data S1 is a English Learner that currently S2 has an IEP and a current grade of This student currently has a grade
has a 63% in the class. S1 struggles to 74% in the class. Student is given of 64% in the class. S3 currently has
complete or turn in several modifications of extra time for family issues happening at home
assignments and has a hard time assignments and test, preferential and is willing to share her
staying on task during class. S1 also is seating and written instructions for difficulties with staying focused on
absent several times per month and all assignments. S1 often struggles school work. She does seem to try
does not attempt to make up the work with staying on task during class to stay focused and complete her
they missed while gone. He rarely time but seems willing to work at assignments but seems to
participates or ask questions during home to complete assignments. disengage several times during the
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 6
 Student struggles with
class. comprehension and retention but is
period.
willing to ask questions and receive
help when needed.
This is student is hard working and
The goal for this students is for him
The goal for this student is to seems to want to improve her
to self-monitor his study habits and
participate during class time more grade. The goal is to keep S3
work ethic in order to turn in
frequently and attend class regularly. I engaged to stay focused on
missing assignments and raise his
Expected Results am hoping he will improve his reading competing class work during class
grade to a B or better. I would like
and writing skills as they pertain to time due to not being able to work
to see him using his
Biology and raise his grade to a C or at home very much. I would like to
accommodations to deepen his
better. see this student raise her grade to a
learning and understanding.
B or better.
Inquiry Lesson Implementation Plan
Directions: that Semester 3 requires a lesson that focuses on use of technology to support teaching and learning.
Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results Discuss Results with Mentor

Identify dates for activities.

10/14/2021 10/15/2021 10/21/2021 10/22/2021 10/25/2021
Students will analyze food labels to be pre-assessed on what they already know about macromolecules.
Ask questions about Macromolecules using Jamboard then learn about the structure and function of the
different macromolecules by completing a POGIL type assignment in groups. They will watch a video that
Provide 1-2 sentence summary helps explain the function of macromolecules. Theys will complete a virtual lab that allows them to learn
of your lesson plan. how to test substances for the presence of different macromolecules in order to determine which mixed
up food bag should be fed to the lions and which to the elephants. Finally, student will complete an In-
person lab that requires them to do the actual mixing of samples with solution to determine the “victims”
last meal. A Unit test will follow.
Pre-assessment will be analyzed using Formative in real time, helping with class discussion. Video will be
Summarize process for watched using EdPuzzle which will have imbedded questions through out the video. The virtual lab will be
administering and analyzing done using Gizmos where students can move the test tubes to the testing area and add different solution
pre- and post-assessments. depending on what they are testing for. Post-assessment data of the Unit test will be analyzed using
Foramtive.
Semester 3 Only: Identify the
-Students use of Chrombooks
specific technology tools, -Jamboard
applications, links, and/or -Formative
devices to be incorporated into -Edpuzzle
the lesson.
-Gizmos
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 Structures and Supports for the Inquiry Based Classroom
INQUIRY-BASED LEARNING
Discovery Education
Answers That Are a Little Out of Reach
Edutopia
Informed Inquiry focus allows teachers to not only think deeper and more
critically but also allow us to be models for our students to do the same.
Real scientists explore, make observations, ask questions, and then do
We are deliberate in the way the lessons are formed and guided to allow
experiments and or research to seek the answers to their questions.
students to ask questions and then reflect on those questions in order to
Inquiry-based learning allows students to become scientist doing all
analyze and create in order to learn. Sharing each other’s ideas is an
those things rather than memorizing facts given to them by the
important part of inquiry and should be encouraged through out the
teacher. This article made me realize that this is also what this
lessons. We learn from each other as well as the content being given. A
program is helping me to do. Experience the observation, question,
Culture of inquiry is established by teachers routinely incorporating
and experiment prosses to better myself as a science teacher. Inquiry-
learning that fosters students’ innate curiosity. Allowing the students to
based learning does not always have to be hand on fun lab time. It is
pose the questions that help to drive the content learned and the rigor
allowing students to explore new ideas and build upon what they
which they understand gives them ownership of ideas and deeper learning
already know as well as the conversations with their classmates.
with the connections made.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
One of my colleagues that teaches 12 grade Anatomy and Physiology in my A colleague of mine that teaches 9th grade Biology starts every Unit
district starts every class period with an inquiry warm up question. She with a Student Questioning Form. Students are in the habit of asking
likes to have the students start thinking about what they already know and open ended questions that can then be referred to as the Unit
then use this class discussion and what she sees on their answers to drive progresses. This allows for the students to formulate their own
the lesson. She is fond of using “Sketch notes” when she lectures so that questions based on their interests and prior knowledge and then also
student color and fill in the blanks and/or write on the margins as they the satisfaction of determining the answer by exploration and
listen to her lecture. She feels this gives them more freedom to question discovery rather than a simple answer by the teacher that they will
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 6
 most likely not remember after a few days. It has a larger impact in
and visually interpret the information.
deep, critical thinking and learning for the students.
Special Emphasis: ISTE Standards (Semester 3 only)
Directions: Identify at least one ISTE-Educator and at least one ISTE- Student Standards that are the primary focus of your project. Explain how these standards will be incorporated.
Special Emphasis Focus How Special Emphasis will be Incorporated
Educator #5: Use assessment data to drive adaptations and
speed of lesson progression. Analyze assessment results from
ISTE Standard for Educators: #5 Educator as Designer: I design Formative, Edpuzzle and Gizmo to provide additional support to
authentic, learner-driven activities and environments that specific students or extending more challenging students are
recognize and accommodate learner variability that are ready for that.

ISTE Standard for Students: #5 Computational Thinker: As a Student #5: Students will use Gizmo as a tech tool to test
student, I develop and employ strategies for understanding and solutions and solve problems. They will need to use this digital
solving problems in ways that leverage the power of technological tool in order to collect data, analyze the results and make
methods to develop and test solutions. informed decision on which suspect stole the air pods and
which mystery food bag to feed the two different animals at the
zoo.
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 three focus students were challenged by this activity but
The class average for the pre-assessment was 80% compared to the ultimately they each learned about the different
post assessment results of 89%. Most students were engaged and macromolecules and succeeded in demonstrating they can
were interested to find out about macromolecules in order to perfume a virtual lab in order to determine which
discover who stole the Air pods. This class is part of the Forensic macromolecules are in unknown samples. F1 received a score
Police and Fire Academy so they tend to be more interested when I of 70%. He did not finish all of the questions but overall was
add detective work into the assignments. I only had one student engaged and knows how to read the results. F2 earned a 80%
not turn this assignment in and receive a 0. The way I collected this and also was engaged completing the task. F3 did try to
assignment is by going to each student and grading it on the spot as complete the assignment and seemed to understand the
they were working on a different assignment. This allowed me to overarching concepts although she was very distracted and
talk to each student in order to assess what they had learned and needed several encouraging comments to stay on task. All
give some credit even if it was not complete. three students were able to use technology in order to perform
a virtual lab and determine the significance of the results.
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?

Even though the next assignment

was the “Suspects last meal” lab,
students might be asked to design
there own experiment using
This lesson connected
macromolecules to solve a crime.
Connecting macromolecules with a person
T- This will allow students to use their
subject stealing air pods and eventually the
Applying new knowledge of
matter to T-integrating students used this knowledge to
1.3 S- macromolecules to realize that if
meaningful, S-Applying determine a victims last meal by
Explorin they are in the food we eat they
real-life analyzing the vomit. Most students
g must also be in human vomit and
contexts were engaged and wanting to solve
feces. Gross, I know, but students
the crime.
are so engaged in gross and it can
easily be a part of Biology and
Forensics because this is what
interests them.
5.2 Collecting T- T-integrating Students were able to determine Moving forward with this element
and applying S-Applying the culprit that stole the air pods I will strive to allow students to be
analyzing S- by determining the aware of there own learning and
assessment Explorin macromolecules that were found goals. They should be able to
data from a g on top of the textbook. They had analyze there own assessment
variety of to determine which food type data in order to determine if they
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 6
 are on track or need to focus on a
contains those macromolecules in different direction. One way of
order to know the food that doing this might be to have five
matched up with the correct multiple choice questions in a
macromolecules. Students were Formative that will instantly give
sources to
then able to perform a “Victims last feedback when they submit. This
inform
meal” lab where they used their way they will see if they get all five
instruction.
knowledge on macromolecules to questions correct, they are on the
determine where she ate last so right path but the questions they
investigators will ask questions at miss they can go back to the
that location. written assignment and figure out
why they missed that question.
Use and
adapt It is important for students to have
resources, a real world connection to why
technologies, they are required to learn certain
and topics in order to get more buy in I will work on offering students
standards from them. Some students will not multiple options for how to
T-
aligned even try if it is a topic that they demonstrated knowledge of the
applying
instructional T-integrating can’t relate to. I had a student who content in the lesson. I will
3.5 S-
materials, S-Applying hardly ever comes to class raise his encourage them to explore new
Explorin
including hand today to talk about the ways ways to use technology in order to
g
adopted we can collect DNA evidence at a acquire and demonstrate
materials, to crime scene and it was amazing. I knowledge.
make subject need to find more topics like this to
matter interest this student.
accessible to
all students
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
Most students were engaged in learning about and figuring out
the macromolecules in foods because they could connect it
with how they could use this information in the real world.
The main focus of this lesson was to have students use technology
Since macromolecules are not visible and difficult to picture
as a instructional material so that it could be adaptable and have a
even existing, it is important to relate this unit to something
real world connection. The students had a real problem to solve by
they can do with the information. Students learned about
looking for the air pod thief and they could only do this by analyzing
forming hypothesis, analyzing the chemical reactions, the
the macromolecules the thief left behind. I was able to collect and
macromolecule structures and how they can be used in
analyze the pre and post assessment results in order to adjust as
forensics. When I step back and think about it, it is these big
needed.
picture ideas and skills that students will remember and use
instead of memorizing facts that they might forget in a few
months.
Action Items
I plan to work on designing lessons that require students to reflect on their own academic progress and set
For curriculum design, lesson goals for themselves. I want to make sure they have the tools and the time to determine what they did
planning, assessment planning that was showing evidence of learning and were they need to improve. I also want to continue to find and
develop real world engaging lessons where students are figuring out solutions to real problems.
Using technology in the classroom is commonplace so that students are building on tech skills on a daily
For classroom practice
basis.
For teaching English learners, I plan to work more on assisting these students with more supports for future lessons. They have me and a
students with special needs,
and students with other
special education teacher (only in 1st period) walking around while they work, but they need sentence
instructional challenges frames and possible a Spanish version of the handout.
I have started following several teaching groups on social media and I plan to engage and develop
For future professional
development
meaningful lessons with their help. I have plans to attend Illinois Story lining Group Workshop over the
summer.
I will work on reaching out more to my students’ parents and families when needed. I also want to
For future inquiry/ILP incorporate more of their culture and surroundings into the lessons. This might increase motivation and
goal setting of my students.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 6
 The next POP cycle I will move towards having students to use technology to research and create. I want
For next POP cycle
to focus on student self assessment and developing personal learning goals.
Semester 3 Only: Use technology as an engaging resource in order to research, create, and solve real world problems. Make
For future use of technology sure to give students the tools to self assess with a rubric and time to read it.
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.

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
Jamie Richard [email protected] Biology 9
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Range 1-5 Average 80%
Range 3-10 Average 89%

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL 70% 90% 20% improvement
2. Focus Student: 504/IEP 70% 80% 10% improvement
3. Focus Student: Teacher Choice 50% 100% 50% improvement
4. 90% 100%
5. 80% 90%
6. 70% 90%
7. 100% 100%
8. 50% 50%
9. 70% 70%
10. 100% 100%
11. 70% 70%
12. 70% 90%
13. 100% 100%
14. 100% 100%
15. 60% 70%
16. 50% 0 Has not turned in
17. 90% 100%
18. 90% 100%
19. 70% 70%
20. 70% 90%
21. 90% 100%
22. 90% 90%
23. 90% 100%
24. 90% 100%
25. 100% 100%
26. 100% 100%
27. 90% 90%
28. 100% 100%
29. 60% 60%

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 6
 30. 90% 90%
31. 1000% 70%
32. 90% 70%
33. 80% 90%
34. 60% 60%
35. 90% 90%
36. 20% 50%
910111213141516

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