c-1 Ilp Year 1 Individual Learning Plan 2016-2017

Participating Teacher:
Mary Sandoval
Teaching Assignment:
2nd grade
Based on data (TPE

Reflection, Student Class
Profile, and CSTP
Continuum SelfAssessment collected,
determine the CSTP
element(s) area of focus.
CSTP Element(s):
C-1
Individual Learning Plan
Mentor:
District: Tracy Unified
Eden Matelski
School District
School: Freiler Elementary
Content Area:
Credential Area of
Emphasis:
Date: 10/20/16
Please Indicate (x)

__X___ Year One
_____ Year Two
Inquiry Focus CSTP 6

CSTP 2 Creating and Maintaining Effective Environments for Learning
2.7 Using instructional time to optimize learning.
CSTP Inquiry Question:
How will adjusting instructional time using a variety of strategies engage and
challenge students to optimize learning?
SMART Goal:
Strategic and Specific
Measurable
Attainable
By providing differentiation in Unit 3 Math, 80 % of students will demonstrate 5%

growth each week by the end of Unit 3.
TUSD Induction Program

2016-2017
Teacher Inquiry C-1 Document
C-1
Results Oriented
Time Bound
Professional Development/Action Plan

Examining research related to my focus question and applying new learning in my instructional
setting
CSTP 1
CSTP 2
Integrating 4
Describe the
Activity: What
were the main
points of the
Research/PD
you engaged
in? How does
it relate to
your Inquiry
Topic?
Application:
Describe
implementatio
n of new
knowledge.
How did you
implement
what you
learned into
your teaching
practice?
I implemented
Initial Self-Assessment
Rating
Professional
Development &
Research
(Date/Hours)
10/31 2 hour
2016-2017
Have been
CSTP 5
Measurable
Results:
Describe the
impact on
teaching and
student
achievement.
The impact on
Reflection:
With these new
insights, what
are your
appropriate
next steps?
Planning. Will
C-1
speaking with
what we talked
grade level team about as a team
about what
to my students
strategies to
by honing on 1-2
teach for 2 digit
strategies a
addition using
week. Started
strategies (Unit
off with
3). We have all
Decompose
been struggling
"Carrots" and will
with what
move on to the
strategies to
different
teach in our own strategies. We
classrooms. One have already
teacher is
done hundreds
getting ready to
chart. Teammate
give the Unit 3
introduced
test already. As
"hundreds
a team, we have boxes" and have
decided to teach: taught that as
Decompose
well. "Draw a
(carrots), Open
picture" is an
Number line,
extension of ten
Hundreds Chart,
frames, which is
Hundreds Boxes
something we
and Draw a
have done and
picture. Will
continue to work
focus on 1-2
on.
strategies a
2016-2017
my teaching is
that I am now
more focused on
exactly what
strategies to
teach. I was a
little all over the
place, not
knowing where
to start and now
with input and
guidance of
grade level
mentor and
teammates, I
have a clear
picture of what is
to happen in the
next few weeks.
do 1-2 strategies
a week. Need to
put something
together for
parents
explaining each
strategy and how
to help students
with their
homework.
C-1
11/01 1 hour
11/02 1 hour

2016-2017
week before
giving Unit Test.
Discussions
about going full
on Engage New
York and if it is a
possibility for our
team.
--discussion to
continue.
Teammate made
posters for her
class to show
each strategy.
Made posters for
my classroom.
Made a mini
version of my
posters which
As I teach each
strategy, we will
go over the
strategy on the
poster to
introduce. Will
start with
decompose.
Decompose
uses expanded
form. This is an
extension of
Place Value from
previous unit.
Posters will serve
as a visual for
students.
Mini version will

be sent home in
this week's
homework folder
Students will
have additional
support at home
from parents if
Posters
extremely
helpful. Posters
are put up in the
room as a
"reminder" for
students and
also to let them
see which
strategy is the
best one for
them to use on
the problem.
Response from
parents have
been
C-1
with a note for
includes step by
parents. This is
step on how to
to explain to
use each
them what each
strategy. Each
strategy is and
strategy will be
how to help their
used to solve the child with
same problem as homework at
an example.
home. This is to
be kept at home
or homework
folder.
11/03 1 hour

2016-2017
Continue to
teach
Decompose/Carr
ots-introduce
open number
line. I am having
students "make
their boxes"
(folding a blank
sheet of paper
into quarters) to
Taught students
how to "make
your boxes" and
to number them.
Students will
"make boxes" for
homework to
practice various
problems.
parents
understand what
strategies are
and how they
work. This is
also a "reminder"
for students who
forget what
strategies we
have learned
when they are
doing homework.
They are an
exact replica of
the posters in
the classroom.
Eases the
problem of
practice
worksheets. I
can work on
specific problems
with students
based on their
needs. In small
stations that are
problematic to
overwhelming
positive. Will
share with grade
level teammates
my mini posters.
The boxes
allowed student
to be more
organized and for
me to see their
work a lot better.
Parents were
able to see what
C-1
practice
decomposing.
Students number
their boxes 1-8
and do one
problem in each
box. Found this
method while
observing a
different
classroom a few
weeks ago.
Made worksheets
for homework
focusing on
decomposing
and open
number line.
**shooting for
pre test next
week and post
2016-2017
them/reteach
concepts.
we have been
working on this
week with the
homework that
was sent home.
C-1
11/7 1 hour
test before we on
on Thanksgiving
break.
Grade level team
meeting to
discuss
strategies.
Teacher that is
ahead by 1Unit
feels her
students did well
with the
strategies and
unit test. Other
teachers feel
they will really
focus on
decompose and
open number
line as these two
strategies will be
used for
subtraction as
well.
Talked to a 3rd
grade teacher

2016-2017
On the Unit Post

test, students
will be asked to
show two
different
strategies for
one problem.
Like the other
teachers, I will
focus more on
open number
line and
decompose as
these will be
used in
subtraction.
Review Open
Number Line and
Decompose.
Having students
make their
"boxes" and then
doing 2
Impact on
teaching is that I
am looking
ahead to
subtraction as
the other
teachers have
pointed out what
strategies we will
be using.
Subtraction with
strategies will
start in January.
I will focus on
decompose and
number line
while still
teaching the
other strategies
as well.
C-1
who showed
strategies for 1
regrouping with
problem, 1
decompose/carro problem per box.
ts. Will make
Taught students
note of and
that their
teach next unit.
answers should
No regrouping
be the same for
required for now. each box. If it is
not, they need to
Will give Unit Pre go back and
Test tomorrow.
check their work.
11/8 1 hour

2016-2017
Unit 3 Pre Test

given. Corrected
Pre Test and
made a spread
sheet.
Many students
did not do the
number line like
how I taught
them. Students
using "one hops"
instead of doing
multiple hops in
one. For
example instead
of doing one
hope of "5," they
did 5 hops of
one. Students
would miscount
Getting ready for

first formal
observation. Will
hone on Open
Number Line
concept for
observation and
re teach this
concept.
--Not sure. Will

meet with grade
level mentor and
teammates to
discuss.
C-1
11/9 1 hour
11/10
2 hour
2016-2017
Met with grade

level mentor.
Explained to her
my concerns
with the number
line of students
using too many
hops together
and then
miscounting.
She has the
same problem in
her classroom
too. Not sure
where the
disconnect came
from.
My first formal
observation is
set up for 11/29.
due to all the

hops and it
became
disorganized on
their test. It was
hard to read
many tests.
Reteach open
number line
during small
group. Give
students extra
paper on the
Post test in the
event they need
more room to do
their number
line.
Reteach number
line. Drew two
number lines
Making too many

hops accounted
for miscounting
and
disorganization.
Small group
instruction/retea
ch of open
number line
concepts
needed.
With whole group

discussion about
the importance
Less students
using a mass
amount of hops.
C-1
I spent time
with 1 hop of 10
watching
and one with 10
youtube videos
hops of ones.
and coming up
Showed the
with ideas on
difference side
how to help
by side. "Do I
students with the want to count
too many hops
just 1 hop of 10?
together and
Or ten hops of
miscounting and 1?"
tying it with my
observation.
Link to a real life
scenario. Each
Things to help
student has a
students with
class bank that I
Number line and pay them for
too many hops,
varoius things
color coding and that they do such
relating quantity
as their job,
to hops, maybe
Rowley math,
coming up with a spirit and
real life
behavior. "Do
scenario?
you want 100
pennies to count
or 4 quarters?" I
put out 100
pennies and 4
quarters. "When
2016-2017
of quantity of
hops on a
number line,
students did
more practice
problems by
themselves.
Some still using

it. After asking
students who are
still using it why,
I've come to the
conclusion that
students that use
1 hops are
having a hard
time with Place
Value and
understanding
10 more.
C-1
mom or dad goes
to the grocery
store would they
take a bag of
pennies or bills?"
We discussed
why we want to
count less (saves
time and room
for mistakes).
11/11/16
1 hour
1/3/2017
1 hour

2016-2017
Gave PreTest.
Review Pretest
with grade level
mentor after
school.
Afterschool
meeting with
grade level
mentor. We are
starting the next
math unit (2 digit
subtraction using
strategies). We
will focus on
decompose,
open number
line and base ten
for this unit. She
Plan for this

week is to
refocus on place
value while
moving onto 2
digit subtraction
using strategies.
We will do one
strategy every 34 days. (adjust
as needed) Unit
is 3 weeks long
with 2 buffer
Impact on
student
achievement is
that my students
who are still
struggling with
place value need
the additional
help. We keep
moving forward
and without
having a solid
Tomorrow we will
start Mystery
Number and
Beans to retouch
on Place value
and move on to 2
digit subtraction.
First strategy to
teach will be
Base Ten. Will
use Beans to
teach Base Ten.
1/4/2017
1 hour
2016-2017
C-1
is reteaching
days. Must give
place value.
next unit test
Went over some
Jan. 25 & 26 (no
interactive
school the 27th)
notebook
and too long of a
activities she will weekend to take
be using to
when we get
reteach 10 more
back.
10 less and 100
more 100 less.
Brainstormed
ideas to continue
teaching place
value to support
those students
who are still
struggling with
place value. She
also has students
still not fully
grasping place
value. Will do
"beans" again
and Mystery
Number.
After school
From doing this
meeting with
activity, I learned
grade level
really quick
grasp of place
value, they are
struggling with
the strategies.
The impact on
teaching is that
in small group, I
My lowest
student was held
back at my
C-1
mentor to go
which students
over how Beans
struggled with
and Mystery
place value.
Number went.
Gave extra
support during
These two
small group. We
activities help
did Beans again
support place
at centers.
value and
Students are in
incorporate our
groups of 5-6.
new math. Each
student gets a
laminated T
chart with H on
one side and O
on the other,
mini solo cups
and a bag of
beans (less than
100). Students
sort beans into
the cups. 10
beans per cup.
Cups are stacked
and then placed
on the "T" side.
Any left over
beans are on the
2016-2017
am able to really
see who needs
the extra support
and what kind of
help. I am able
to answer
questions and
make
clarifications on
a smaller scale.
station for his

station time plus
2 other stations
to get the extra
support and help
needed. Will
continue to work
with him one on
one.
C-1
"O" side.
Students write
the number of
beans they have
on their white
board. Every
student will have
a different
amount of beans.
I then instructed
all students to
write 8 = next
to their number.
Then I asked
students to find
the difference
using their
beans. Some
students found
out really quick
that they didn't
have enough
beans in the
ones place to
minus. Went
around and
explained how to
borrow from tens
2016-2017
C-1
1/10/17
2016-2017
using the beans

in 1 cup, moving
them over,
putting them
under "O" and
then minusing 8.
How many tens
and ones are left
over? **Extra
support in small
group today.
Grade level
mentor
suggested
teaching the
next step and an
extention of this
activity to
prepare students
for testing. We
watched the RCD
unit video on this
strategy and will
work on a Parent
explanation of
strategies to
send home.
After school
At stations, every
Students who are
We still need
1 hour

2016-2017
C-1
meeting with
student got a
grade level
hundreds chart.
mentor. We
I circled a
discussed ideas
number (starting
hands on ideas
number), drew a
for our struggling path to a
students.
different number
and then circled
My struggling
the ending
students need
number. I gave
extra support in
directions to
place value. We
students based
will learn Open
on place value.
Number Line this They moved with
week. We talked their finger on
about using the
the 100's chart.
hundreds chart
(10 more, 10
and having
less, 1 more, 1
students do "ten less).
more, ten less,
one more, one
An extension for
less." Each
higher level
student will have students will be,
their own
they will be the
hundreds chart.
one calling the
With their finger, directions to
they start on the their group. The
number that I tell student who
struggling with
place value,
were able to
visualy see and
move their finger
along the
hundreds chart
to see the
changes in
numbers. When
we "down" (10
more) the
numbers got
bigger. When we
went up the
numbers got
smaller (10 less)
and so on. I
wanted them to
see this and
hopefully be able
to apply it to the
Open Number
Line when we
add 10 more, 1
more.
When we did
more practice
with Place Value
for my lower
kids. Will
continue to play
this game.
Maybe use a
marker next time
so they can see
the path
afterwards.
1/16/17
2 hours

2016-2017
C-1
them. I give
guesses
them directions.
correctly, gets to
Example: "Start
be the next
on 25, 10 more"
person to call the
and they move
accordingly to
my directions. At
the end, I ask
them what
number am I?
Plan to work on
this in small
group stations
this week.
As part of my
For this week's
masters course, I stations, I will
am completing
mix my groups.
an eportfolio.
They are
We are required
grouped by
to do a Literature abilities already
Review each
but I will mix
week and apply
them for the
it to what we
purpose of this
have done
activity. We will
professionally. I
do our hundreds
read "How
chart game
Students Learn:
again but by
History,
mixing groups,
Open Number
Line, I gave
students the
hundreds chart
and if they were
having trouble,
they looked at
the hundres
chart and just
like we practiced
during our game,
they were able to
see "10 more."
Mathematics,
and Science in
the Classroom"
by Suzanne
Donovan and
John Bransford.
Donovan and
Bransford talk
about essential
questions/princip
les that should
be in place
before teaching
a concept. You
should ask
yourself
Question 1:
Where are we
now? All
students will
have a variety of
abilities and
there needs to
be a medium in
lesson plans to
reach all
students. In the
primary grades,
2016-2017
C-1
higher leveled
kids can the
number/direction
callers for the
other students.
C-1
number sense is
the most
important thing
to teach and for
students to
learn. It is the
basis of all math
from here on out
for students.
This leads to
Question 2:
Where do I want
to go? In the
primary ages,
students start off
counting, then
associate
counting to
quantity and
then to symbols.
Right now, for
my students we
are between
associating
counting with
quantity (place
value) and will
soon be working
2016-2017
C-1
on symbols
(money). The
last Question 3:
What is the best
way to get
there? As
teachers, we
want our
students to
become
resourceful, self
regulating
mathematical
thinkers and
problem solvers.
To get there, due
to the varied
amount of
abilities, there
are a handful of
programs out
there to engage
and help
students achieve
this. Using
manipulatives
and collaborative
games are a
2016-2017
C-1
great way to
have students
work towards
reaching the
objective.
CSTP 1
Final SelfAssessment
Rating:
Reflection:
Describe the
growth and
development of
your teaching
practice and
the impact it
had on student
learning.
Reflection:
What area of
your teaching
practice would
2016-2017
Reflection of Practice
CSTP 2
CSTP 5
C-1
you like to
continue
developing and
why?
Participating Teacher Signature: ____________________________________________
_______________________________
Date:
Mentor Signature: _______________________________________________________

_______________________________
Date:
Site Administrator Signature: ______________________________________________

_______________________________
Date:

2016-2017

c-1 Ilp Year 1 Individual Learning Plan 2016-2017

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c-1 Ilp Year 1 Individual Learning Plan 2016-2017

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Copyright:

Verfügbare Formate

Participating Teacher:

Based on data (TPE

Please Indicate (x)

Inquiry Focus CSTP 6

CSTP Inquiry Question:

By providing differentiation in Unit 3 Math, 80 % of students will demonstrate 5%

TUSD Induction Program

Professional Development/Action Plan

TUSD Induction Program

Mini version will

TUSD Induction Program

TUSD Induction Program

On the Unit Post

TUSD Induction Program

Unit 3 Pre Test

Getting ready for

--Not sure. Will

Met with grade

due to all the

Making too many

With whole group

Some still using

TUSD Induction Program

Plan for this

station for his

using the beans

Students who are

TUSD Induction Program

TUSD Induction Program

Mentor Signature: _______________________________________________________

Site Administrator Signature: ______________________________________________

TUSD Induction Program

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