Fullerton Online Teacher Induction Program

I​ndividualized​ ​L​earning​ ​P​lan ​(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
katiemilano@kineticacademy.
Kathryn Milano Physical Education TK-5 (5th Grade focus)
org
Mentor Email School/District Date
Becki Roy beckiroy@kineticacademy.org HBCSD 10/13/19
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
T - Guide students to think critically through use of questioning strategies,
Promoting critical thinking by designing structured inquires into complex problems.
T – Applying posing/solving problems, and 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 promote S - Innovating
solving, and reflection problems, reflect, and communicate understandings based on in depth
comprehension and critical thinking in single lessons or a sequence of lessons.
analysis of content learning.

3.5 Using and

adapting
resources,
technologies, T- Demonstrate how to use video program
and that uses slow motion technology as an
T- Teacher will gather measurable data
standards-alig T-Explo example for students to change their T-
using google sheets to count how many
ned ring physical form during class time. Applyin
successful forearm passes students
instructional g
3.5 complete out of 3 chances.
materials S- S- Students will have access to videos of S-
S- TSWBAT correct form after reviewing/
including Explori themselves performing volleyball passes Applyin
critiquing a video of themselves
adopted ng with a partner. Students will be able to g
performing volleyball passes.
materials, to slow down videos to visually correct form
make subject during skill stations.
matter
accessible to
all students
Connecting T- Will be able to use pre-assessment data
learning to T- to separate students into smaller learning
T- Will use an informal self pre-assessment T-
students’ Integra communities where they can be the most
to gather information on students previous Innovati
prior ting successful based on their skill levels.
experience playing the game of volleyball ng
1.2 knowledge,
backgrounds, S- S- Will be able to perform these skills
S- Student will answer questions to S-Innov
life Integra outside of a classroom setting and reflect
honestly assess their volleyball skill level ating
experiences, ting on their experiences with people outside
and interests of their learning community.
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 in
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 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 as
actions/performance? actions/performance? anticipated growth.
motivation…) 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?

20/40 Students will be able to use proper form to

How can using proper forearm passes in a game of
Physical skill analysis using video technology Student Self-Assessment Peer Observation Worksheet forearm pass a volleyball to a partner 3/3 times
volleyball help my team score more points?
consecutively

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 ILP/504 Focus Student 3: Your Choice
H.O. Y.K. H.G.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
 This student has previous
Student often lacks interest in physical experience playing the game of Student is physically active and has high
activity. Has trouble communicating volleyball.He has expressed cardiovascular endurance levels. Has not
understanding in a non-formal setting. interest in previous years and exceedingly performed skills using
Performance Data Student has expressed interest in the plays with family on a regular hand-eye coordination in the past.
game in the past but has not shown basis. Student does have a 504 Student has positive interactions with her
enthusiasm when performing for verbal testing so I think peers and cooperates well with students
amongst her peers. having a video visual will help of lower ability levels.
him be successful.
I am hoping his confidence will
If a student is placed in the right Student often performs with enthusiasm
grow throughout this unit and he
group setting with peers of the same but I think this activity will challenge her. I
Expected Results
will also be an asset to other
ability level, students should be able expect she will perform with a positive but
students in his class. This will
to succeed in the set goal of 3/3 hope to see her exceed the goal of 3/3
benefit his social and emotional
successful forearm passes. successful passes.
goals as well.
Inquiry Lesson Implementation Plan
Administer
Administer Pre-Assessment Deliver Lesson(s) Analyze Results Discuss Results with Mentor
Post-Assessment
Identify dates for activities.
11/06 11/13 11/21` 11/22 12/04
Provide 1-2 sentence We will introduce forearm passes in a whole group setting. Students will them be placed into pairs to practice
summary of your lesson plan. their form and count the amount of successful passes between students.
Summarize process for
administering and analyzing Pre assessments will be collected
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.)
Palao, Jose Manuel, et al. "The impact of video technology
on student performance in physical education." Thornburg, R. & Hill, K. TECHTRENDS TECH
Technology, Pedagogy and Education​ 24.1 (2015): 51-63. TRENDS (2004) 48: 53.
https://doi.org/10.1007/BF02763585
The article explained how technology can be a useful tool
This article explained the benefit to using
for the students. They tested students who practiced with
technology during P.E. and how it can ease
and without videos. Their findings were that the students’
skills improved greatly after watching videos of themselves
assessment time for educators. I also found it
performing said tasks. However, the article did also state discussed how using technology that makes us
that it was a lot of extra effort on educators, coaches and move can be an intriguing way to keep students fit
trainers to use this technology on top of traditional outside the classroom environment.
assessments.
Colleagues ​(Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
My mentor who teaches Art discussed with me that she also prefers
In speaking with my fellow enrichment teacher at my school, we talked to limit technology in her classroom. She refers to it as “getting
about how much technology time our students have already in their regular students out of their right brain and into their left brain”. She does
ed. classrooms. She teaches spanish and enjoys using apps and read-alongs use videos of directed drawings and documentaries to learn about
on ipads for students to familiarize themselves with vocabulary, but prefers artists in her curriculum. We stated that many times in our subject
to offer these technologies as a supplemental curriculum. area, technology can often hinder our goals during class rather than
assist the students.
Special Emphasis: Instructional Strategy, ISTE ​Standards​, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
Ipads will be rented from our library for students to use in pairs
Using video app feedback so students will be able to immediately
or groups of 3. These ipads will have the video app available for
adjust their form to be more successful.
them to use and take advantage of.
Section 5: Results and Reflection
Directions:​ Record Pre- and post- assessment data into P
​ re/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 2 of 5
 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?

3.5 Using and

adapting
resources,
technologies,
T- I introduced a new app to students T- To get to Innovating I think I could
and
and allowed them to analyze their have them use google sheets to
standards-alig T-Explo
form using the Ipads. track their progress on mastering
ned ring
the skill.
instructional T- Integrating
3.5 S- Still at exploring because they
materials S- S-Exploring
were using this app for the first time. S- Students could use the videos to
including Explori
Students could train younger grades coach younger students during class
adopted ng
on the app to move up to integrating time.
materials, to
level
make subject
matter
accessible to
all students
Connecting T- Students were given the initial
learning to T- assessment to practice their form T- I could create a video timeline for
students’ Integra before being tested on it. Students each tudent and track their progress
prior ting T- Integrating were also placed into groups based for different activity skills.
1.2 knowledge, on skill level.
backgrounds, S- S- Innovating S- Students could play volleyball
life Integra S- Students were able to use with people at home and complete
experiences, ting classmates knowledge of skills to a survey on their coaching skills.
and interests better improve their outcomes.

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 100% engaged and enjoyed taking videos of their I used an app I never used before, and I also incorporated
classmates. 11/19 Students improved their volleyball pass successes. Ipads for students to use that our school rents out from the
Students documented their own work and others. library.

Action Items
For curriculum design, lesson I would like to split this lesson into two lessons. I would also love to have them graph their results.
planning, asessment planning

For classroom practice If I had a gym or room I would like to have ipads to track data and analyze information.
For teaching English learners,
students with special needs,
and students with other This visual was helpful for students to refer to but also easy to use on the Ipads.
instructional challenges
For future professional
development I hope to find more apps to use during P.E. time.

For future inquiry/ILP I hope to use this app for other activity units such as basketball, soccer, badminton etc.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 5
 Next pop cycle I would like to do this lesson split into two lessons so students had enough time to really
For next POP cycle
analyze their data.

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 4 of 5
 Fullerton Online Teacher Induction Program
I​ndividualized​ ​L​earning​ ​P​lan ​(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
katiemilano@kineticacademy.
Katie Cunningham P.E. Volleyball 4th
org
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average

0/19 instruction pre assessment 11/19 successful passes post assessment

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
Student in previous years was only succesful
for two forearm passes but is now able to max
1. Focus Student: EL (H.O) 3 2
complete 3 passes. Student was also in a group
with similar skill levels
Student is often distracted and off task but has
outside experience playing volleyball. He was
2. Focus Student: 504/IEP (Y.K) 5 5 in a leadership role and helped other students
be successful. Gave student the option to use
over head (set) pass to challenge him.
Student was able to stay focused during
instruction and also collaborate with other
3. Focus Student: Teacher Choice
3 5 students. She was successful in 3 passes
(H.G)
initially and then adjusted her form to be
successful 5 times post assessment.
4. Ball, Zachary 3 4
5. Blanciak, Jovie 1 4
6. Brodersen, Roman 1 1
7. Graham, Tallulah 4 4
8. Hess, Sawyer 3 3
9. KHZOUZ, YOUSEF 5 5
10. Le, Johana 3 4
11. Lyons, Vida 3 3
12. Makros, Cameron 4 5
13. McCarroll, Dane A
14. Menne, Max 4 5
15. North, Cooper 2 3
16. REEVES, TRINITY 3 1
17. Slater, Cambrie 1 5
18. Stewart, Zoey 1 0
19. Tourgeman, Leah 1 1
20. Vasquez, Adrian 5 5
21. Vasquez, Braden A
22.
23.
24.

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