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 TRHS/FJUHSD 10/7/18
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
T - Facilitates systematic opportunities for students to apply critical thinking
questioning strategies, posing/solving problems, and
Promoting critical thinking by designing structured inquiries into complex problems.
T – Applying reflection on issues in 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
analysis of content learning.
lessons or a sequence of lessons.

T- Utilizes a variety of strategies

Using a variety including culturally responsive T- Creates, adapts, and integrates a broad
of instructional pedagogy, resources, and range of strategies, resources, and
strategies, technologies during ongoing technologies into instruction designed to
resources, and T- Applying instruction to meet students’ T- Integrating meet students’ diverse learning needs.
1.4 S- Applying S- Integrating
technologies to diverse learning needs. S- Students actively engage in instruction
meet students’ S- Students participate in and make use of a variety of targeted
diverse learning instruction using strategies, strategies, resources, and technologies to
needs. resources, and technologies meet their individual students’ needs.
matched to their learning needs.
Using and
T- Selects, adapts, and utilizes
adapting
appropriate instructional
resources,
materials, resources, and
technologies,
technologies for concept and T- Integrates a wide range of adapted
and standards-
skill development in subject resources, technologies, and instructional
aligned
matter. Resources reflect the materials to meet identified student
instructional
T- Applying diversity of the classroom and T- Integrating needs and make subject matter accessible
3.5 materials S- Applying S- Integrating
support differentiated learning to students.
including
of subject matter. S- Assists student with equitable access to
adopted
S- Guides students to use materials, resources, and technologies.
materials, to
available print, electronic, and Seeks outside resources and support.
make subject
online subject matter resources
matter
based on individual needs.
accessible to all
students.
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
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
in terms of students (e.g., what impact
identify a focus of inquiry (e.g., group assessment of student assessment of student to change? Use percentages to describe
will strategy X have on student
discussion, differentiation, motivation…) actions/performance? actions/performance? anticipated growth.
performance 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?

How will reviewing Students will work Students will work on I am hoping for a 70%
mathematical on and complete a and complete a or more accuracy
Utilizing effective concepts with the use pre-assessment chapter assessment increase upon
technologies and of the ALEKS web- quiz that will test that will measure reviewing the
resources within based educational measure their their knowledge of concepts using ALEKS.
lessons. software, improve understanding of simplifying radicals Their scores should
student learning at or simplifying radicals after working with significantly increase
above 70% accuracy, prior to working ALEKS. I am from their pre-
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 6
 as shown by their
chapter assessment
test?
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
Struggles with wording questions
when called on and often spells
words incorrectly on a written
assignment. His math skills are
Performance Data somewhat low and has difficulty
recalling the correct steps to answer
a math problem. Extremely shy and
won’t ask for help unless I stop by
his seat and ask to see his work.
There will be some difficulty with the
terminology and understanding its
connotation within the lesson. The
pre-assessment will be challenging
Expected Results for him to recall previous concepts,
but I believe his post-assessment
scores will show progress. He is a
student that tries and doesn’t give
up easily. He is motivated to do well.
Inquiry Lesson Implementation Plan
Administer Pre-Assessment
with ALEKS. I will
utilize the data
found in this pre-
assessment quiz
and compare it to
the scores of their
chapter
assessment test.
Focus Students
Focus Student 2: Student with
ILP/504
Struggles with maintaining his
attention during a lesson. He is
easily distracted and needs to be
reminded to pay attention. His
math skills are low and feels
discouraged if the math
problems are somewhat
confusing or the amount of work
is lengthy. Test scores are low as
he doesn’t seem to retain
information very well.
This student might struggle with
both the pre-assessment and
the post-assessment since his
retention skills are not very
strong. I will make sure to
monitor this student more
closely to ensure that he is
engaged, working hard, and
completing his work correctly.
Parents are very supportive, so I
know he has the extra help at
home as well.
Deliver Lesson(s)
interested in seeing assessment quiz. This
the progress, or lack web-based
thereof, after using educational software
the web-based works with them at
educational software. their own pace and
This comparison will shows them worked
allow me to better out examples as they
implement ALEKS in complete the review,
the future. thus emphasizing how
it is we simplify a
radical.
Focus Student 3: Your Choice
A speech impediment causes this student
to refrain from speaking in class due to
fear students will make fun of him. Math
skills are decent, but he needs additional
help after every lesson. He has come
during my tutoring hours and has shown
some progress. I will continue supporting
this student with additional help, so he
has a successful semester and school year
overall.
Student will need additional help after his
pre-assessment to ensure he does better
on his post-assessment. He needs the
extra encouragement and support to be a
successful student. He is attentive, takes
good notes, and is respectful towards
teacher and peers. I believe the
implementation of ALEKS has already
demonstrated some progress with him
this school year.
Administer Post-Assessment Analyze Results Discuss Results with Mentor

Identify dates for activities. 10/22/18-

Provide 1-2 sentence
summary of your lesson plan.
Summarize process for
administering and analyzing
pre- and post-assessments.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
10/22/18 10/26/18 10/29/18 10/30/18
10/25/18
My students have already taken the square root of perfect squares, so they are familiar with the concept of
radicals. I will administer a pre-assessment quiz at the beginning of class to see how much previous
information they remember. We will proceed to the lesson after the pre-assessment quiz. The lesson will
focus primarily on simplifying numbers inside the radical that are not perfect squares. I will be
demonstrating two methods; the “Finding a Perfect-Square Factor” method and the “Factor Tree” method.
My goal is to show them these methods and have them practice simplifying radicals on their own. ALEKS
will be an excellent tool to help emphasize the steps and procedures of answering these problems correctly.
The lesson will conclude with the students completing a post assessment test to determine their growth on
the topic.
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. Important terminology will
be listed on the board as an extra resource to help students simplify radicals. There will be 3-4 days of
practice, review, and utilizing ALEKS in between both assessments. The goal is for the students’ scores to
greatly improve upon using the web-based education software tool. This technological tool will allow them
Page 2 of 6
 to understand the concept of simplifying radicals with the help of worked out examples and a unique pacing
for each student.
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.)

“Teacher Value Beliefs Associated with Using Technology:

“What Factors Facilitate Teacher Skill, Teacher Morale, and
Perceived Student Learning in Technology-Using
Classrooms?” Computers & Education, Pergamon, 29 Oct. 2002,
www.sciencedirect.com/science/article/pii/S0360131502000751.
This article gives a quantitative study investigating the impact of
seven factors related to school technology. These seven factors
are planning, leadership, curriculum alignment, professional
development, technology use, teacher openness to change, and
teacher non-school computer use.
Addressing Professional and Student Needs.” Computers &
Education, Pergamon, 14 June 2010,
www.sciencedirect.com/science/article/pii/S0360131510001612.
This article goes on to explain how research indicates that when
technology uses are valuable, they are more likely to incorporate
those uses into their practices. This is precisely my though
process behind incorporating ALEKS into my lesson plans. I firmly
believe that it is a helpful tool for my students in helping them
master the concepts we learn about.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Grade Level: 9-12
Subject: Mathematics Grade Level: 9-12
Subject: History
Summary of Ideas: Some of my colleagues have utilized other apps
or web-based learning tools to review concepts and materials for Summary of Ideas: Review tools incorporating technology are more
upcoming assessments. Some of these tools include Kahoot!, abundant in non-math courses at my school site. One colleague who
Quizlet, DESMOS and Quiziz. These tools engage students by teaches World History, utilizes Kahoot! every week to emphasize
treating the review process as a game and therefore student important vocabulary terms, important dates, and famous historical
figures. My colleague and I both agree that it’s a simpler task to
participation is more evident than if a teacher simply handed them
construct one of these Kahoot! quizzes when the questions are either
a review packet. Review tools of this manner tend to be utilized in
defining a vocabulary term or matching a historical figure with what
lower-level math classes where students need the extra describes them, as opposed to creating math problems from scratch and
motivation to practice the concepts that they learn about. I will be asking students to solve. In any case, my colleague has mentioned that
incorporating some of these tools and ALEKS in my Algebra incorporating technology in his classroom has yielded positive results
Foundations 2 classes to ensure that my students strengthen their and has increased his students’ class participation.
algebra skills.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
ISTE STANDARD: 2. (Leader) Educators seek out opportunities for
The implementation of ALEKS follows the ISTE standard listed
leadership to support student empowerment and success and to
beside this explanation.
improve teaching and learning.
My goal is for students to get exposed to the idea of simplifying
2a. Shape, advance, and accelerate a shared vision for empowered
radicals that are not perfect squares and to practice the concept
learning with technology by engaging with education stakeholders.
by completing homework assignments and in-class group
activities. After utilizing ALEKS, I believe their understanding of
2b. Advocate for equitable access to educational technology,
the concepts will be further strengthened and this way, they can
digital content and learning opportunities to meet the diverse
own their success. One of the above articles goes on to explain
needs of all students.
that research indicates that when technology uses are valuable,
teachers are more likely to incorporate those uses into their
2c. Model for colleagues the identification, exploration,
practices. This is how I perceive my inclusion of ALEKS in my
evaluation, curation, and adoption of new digital resources and
lesson plans.
tools for learning
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

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 6
 The pre-assessment my students took was more of a “how much
do you know” activity for them. We had previously talked about
All three of my focus students did well in the pre-assessment. I
squaring numbers and taking their square roots, so my students
was able to provide my English Learner with definitions to the
understood the concept of radicals. My goal was for students to
vocabulary prior to the pre-assessment. All three students were
make connections on how they believed we would go about taking
engaged and determined to do well in this section. Focus Student
the square root of non-perfect squares. Students did fairly well
3 in particular surprised me the most with his collaboration with
throughout my two Algebra Foundations 2 classes, but particularly
others since he is usually withdrawn and rarely talks. His ability to
in the period where my focus students are in. The majority of
make connections with square roots early on was great.
students were able to make connections like realizing the non-
perfect squares contain a perfect square factor and a non-perfect
Both my English learner and my student with ILP/504 did not do
square factor when you break down the number.
so well on the post-assessment. They seemed to struggle with
the computational components more than the vocabulary itself.
The post-assessment yielded greater results. The main focus here
This tells me that they were not spending enough time outside of
was having students simplify radicals where the radicand was not
class reviewing and studying. More time reviewing the material
a perfect square. Students were to do so by using either the
on Aleks should help. My Focus Student 3 did surprisingly well on
“Finding a Perfect-Square Factor” method and the “Factor Tree”
the post-assessment. He has been participating more each day
method. We practiced both of these methods extensively in class.
since the pre-assessment which is a welcomed breakthrough. I
The post assessment showed that the majority of students
hope he continues doing a great job and that my other two focus
preferred the “Factor Tree” method because it breaks down the
students work a little harder to understand the material and raise
radicand to its prime factors and students can easily see what
their grade significantly.
stays inside the radical and what comes out.

Revised Evidence/Rational for Rating

CSTP Element Initial 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?

Developing
To move to INNOVATING level:
and Teacher implemented pre-
Teacher kept a portfolio of every
sequencing assessment in the beginning of the
student’s long-term and short-term
long-term unit to measure student
instructional plans used since the
and short- understanding of taking square roots
T– beginning of the year to measure
4.3 term T – Applying of perfect squares. He then used
Integrating growth throughout the school year.
instructional these results to plan and sequence
If the student had difficulties with a
plans to long-term and short-term
topic, the teacher referred to their
support instructional plans to support student
portfolio to accommodate the
student learning during this unit.
instructional plans.
learning
To move to INNOVATING level:
Collecting Teacher kept a portfolio (same as
and above) of every student’s pre and
Teacher researched his student’s
analyzing post assessments to measure
previous assessment data from their
assessment growth throughout the school year.
T– T– previous math teachers. He then
5.2 data from a These will be helpful to their future
Integrating Integrating used this data to inform instruction
variety of math teachers if they require
this school year, in particular, the
sources to assessment data from them. There
Simplifying Radicals unit.
inform is always room for improvement,
instruction. which is why I rated myself still as
“Integrating”.
To move to INNOVATING level:
Reviewing Teacher kept the aforementioned
data, both portfolios of student long-term and
individually Teacher has collaborated with short-term instructional plans and
and with T– T– colleagues both in and out of his assessment data to use during the
5.3
colleagues, Integrating Integrating department to review student data school year to collaborate more
to monitor and monitor student learning. effectively with colleagues or
student individually. There is always room
learning for improvement, which is why I
rated myself still as “Integrating”.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 6
 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 benefited from the class
Something I did differently was to hold more class discussions prior
discussions about radicals and their different representations.
to the post-assessment. In particular, there was a small-group
Students feel included and more willing to participate if they
activity that gave each member of the team a role. The activity dealt
sense they are in a welcoming and collaborative classroom
with making connections between the different representations of
setting. This also gives even the shyest of the students the
radicals (fully simplified, as decimals, as fractions, etc.) We held
opportunity to ask questions if they are confused with a topic
class discussions after each part of the activity to make sure
or math problem. The majority of the students would probably
students made the correct connections and understood the
be lost or confused if they simply had individual classroom
concepts better before their exam. Many students participated in
activities. Lower-level math classes need that extra support, so
the discussions, particularly two of my focus students. This was a
small group activities are necessary. This is something I will
nice surprise because they tend to be very withdrawn other days.
continue to implement in further units.
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. I will continue implementing this idea that I used in my previous ILP.
Use “ticket-out-the-door” assessments or “post-it wall” activities to see how well students understand the
material. Continue holding class discussions when working in small groups. It is helpful to regularly hold
For classroom practice
these small assessment activities for classroom practice to indicate if we need additional time to review. I
will continue implementing this idea that I used in my previous ILP.
For teaching English learners, Make it a priority to construct their short-term and long-term lesson plans first. These students require
students with special needs, additional support to give them an opportunity to be successful in the class. They will receive specific
and students with other accommodations to assist them in the classroom that will allow them to understand the material at their
instructional challenges
own pace. I will continue implementing this idea that I used in my previous ILP.
Gather assessment ideas I have used this school year and share with colleagues and other math teachers in
For future professional the district. Networking with other teachers has allowed me to learn a lot of assessment techniques to
development implement in my classroom. I would like to pass down some information to newer teachers in the future as
well. I will continue implementing this idea that I used in my previous ILP.
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. I will
continue implementing this idea that I used in my previous ILP.
Plan a more elaborate and multi-day lesson that incorporates the teacher inquiry mentioned above and
effective pre-assessments and post-assessments. Design it to be educational and engaging for students so
For next POP cycle
their scores can reflect their dedication to complete the work. I will continue implementing this idea that I
used in my previous ILP.

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: 7 Average: 9.6 Range: 32 Average: 41.1

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL 7/12 26/50 NA
2. Focus Student: 504/IEP 8/12 38/50 NA
3. Focus Student: Teacher Choice 10/12 42/50 NA
4. S4 12/12 48/50 NA
5. S5 9/12 41/50 NA
6. S6 12/12 50/50 NA
7. S7 8/12 40/50 NA
8. S8 10/12 46/50 NA
9. S9 10/12 39/50 NA
10. S10 11/12 49/50 NA
11. S11 9/12 38/50 NA
12. S12 6/12 27/50 NA
13. S13 10/12 50/50 NA
14. S14 12/12 48/50 NA
15. S15 9/12 43/50 NA
16. S16 11/12 45/50 NA
17. S17 10/12 45/50 NA
18. S18 10/12 41/50 NA
19. S19 10/12 39/50 NA
20. S20 8/12 30/50 NA
21. S21 10/12 47/50 NA
22. S22 11/12 42/50 NA
23. S23 5/12 18/50 NA
24. S24 10/12 46/50 NA
25. S25 10/12 40/50 NA
26. S26 10/12 45/50 NA
27. S27 10/12 39/50 NA
28. S28 9/12 40/40 NA
29. S29 8/12 36/50 NA
30. S30 12/12 50/50 NA
31. S31 10/12 46/50 NA
32. S32 10/12 40/50 NA
33.
34.
35.
36.
910111 21314 1516

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