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
miss.donoff@christc
Megan Donoff Multiple Third
m.org
Mentor Email School/District Date
mrs.tornow@christc
Leah Tornow Christ Lutheran Costa Mesa 10/3/18
m.org
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.
I
incorporates differentiated instructional strategies into ongoing planning
Planning instruction that that addresses culturally responsive pedagogy, students’ diverse
incorporates language, and learning needs and styles. Plans instruction using a wide range of strategies to address learning
T-Applying T-Innovating
4.4 appropriate strategies to styles and meet students’ assessed language and learning needs.
S-Applying S-Innovating
meet the learning needs Uses assessments of students’ learning and language needs to inform Provides appropriate support and challenges for students.
of all students planning differentiated instruction.

Using and adapting

resources, technologies, Integrates a wide range of adapted resources, technologies, and
and standards aligned instructional materials to meet identified student needs and make Engages students in identifying and adapting resources, technologies
instructional materials subject matter accessible to students. and standards-aligned instructional materials to extend student
T-Integrating T-Innovating
3.5 including adopted understanding and critical thinking about subject matter.Ensures that
S-Integrating S-Innovating
materials to make Assists student with equitable access to materials, resources, and student are able to obtain equitable access to a wide range of
subject matter technologies. Seeks outside resources and support. technologies through ongoing links to outside resources and support.
accessible to all
students.

Developing and
sequencing long-term
and short-term
4.3
instructional plans to
support student learning
Establishes short- and long-term curriculum plans for subject matter Refines sequence of long-term plans to reflect integrations of
T-Applying T-Integrating
concepts and essential related academic language and formats that curriculum guidelines, frameworks, and assessed instructional needs to
T-Applying S-Integrating
support student learning ensure student learning.

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
Use of digital tools incorporated into our
new math curriculum.
Inquiry question
Pose measurable and observable question in
terms of students (e.g., what impact will
strategy X have on student performance as
measured by Y?)
What impact will increased use of higher-order questions
(teacher talk, worksheet, and student problem
generation) have on student performance as measured
by chapter exam?
How will the use of technology based manipulatives
(numberline app) improve student learning as
demonstrated by achievement on the checkpoint
assessment? How Can I provide alternative ways for
students to demonstrate competency and reflect on their
learning using technology (ISTE7a)
https://apps.mathlearningcenter.org/number-line/
Pre-Assessment
What will you use as your baseline
assessment of student
actions/performance?
Previous examination scores
Pre Assessment
Students will complete a pre-assessment which
requires them to explain their thinking using
number line sketches. I will compile this data
along with the Unit 2 overview Pre-Assessment
and their MAP data to assess how well they
understand using a ​ digital number line ​to
represent thinking. This will give me an idea of
how I need to use the app.
Post-Assessment
What will you use as your final
assessment of student
actions/performance?
New chapter exam
Students will complete the checkpoint
assessment to see how effective the math
app tool is at training them to use number
lines to represent mathematical thinking.
Expected Results
How do you expect student performance
to change? Use percentages to describe
anticipated growth.
There will be a 20% increase in the average exam
score for students who participated in class and
successfully completed the worksheet.
There will be a 20% increase in the average score
on the Post-Assessment for the Unit when
compared to the Pre-Assessment. Their checkpoint
assessment will have students using a number line
to correctly represent mathematical thinking on
75% of the questions.

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 Focus Student 3: Your Choice
IEP/504
Student #16
Student #8
In the previous unit, this student Student #9
In the previous unit, this student
scored a 26% on her Unit 2 In the previous unit, this student scored a
Performance Data
scored a 39% on her Unit 2
Pre-assessment for math. With 14% on her Unit 2 Pre-assessment for
Pre-assessment for math. She
Spanish being her first language, she math. This student struggles with reading
takes her tests in a separate
struggles to comprehend all the word comprehension and math.
room so she can have a human
problems and directions written in
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 6
 English. She also struggles with basic reader. She has an ILP for her
math facts. diagnosed ADD and Dyslexia.
I expect this student to improve
I expect this student to improve her
her Unit Assessment by 20% I expect this student to improve her Unit
Unit Assessment by 20% from her
from her Pre-Assessment. I also Assessment by 20% from her
Pre-Assessment. I also expect her to
Expected Results
expect her to represent her Pre-Assessment. I also expect her to
represent her mathematical thinking
mathematical thinking using a represent her mathematical thinking using
using a number line on half of the
number line on half of the a number line on half of the problems that
problems that require sketches to
problems that require sketches require sketches to explain your answer.
explain your answer.
to explain your answer.
Inquiry Lesson Implementation Plan
Administer
Administer Pre-Assessment Deliver Lesson(s) Analyze Results Discuss Results with Mentor
Post-Assessment
10/4, 10/8, 10/9, 10/11, 10/19 Checkpoint
Identify dates for activities. 10/3 Unit Pre-Assessment 10/15, Week of 10/18 Numberline
11/1-11/3 11/5
10/8 Number line Assessment Mentor Observation, 10/31 Unit
10/22, 10/24 Post-Assessment
Provide 1-2 sentence I will instruct students on how to use the ​numberline app​ to represent mathematical thinking.
summary of your lesson Students will use the numberline app to explain multiplication problems.
plan. https://apps.mathlearningcenter.org/number-line/
Pre and Post-Assessments will be electronic and paper based. First students will complete a Unit Pre
Assessment and a Numberline Skill Checker. The results will determine students’ current abilities and check for
Summarize process for missing skills . Having them perform a self-evaluation on their pre-assessments will show benchmarks and allow
administering and
analyzing pre- and us to set goals. It will show me what students already know so I can build upon prior knowledge and make sure
post-assessments. we are mastering standards and meeting goals. After practicing using the number line both on paper and using
the math app, students will perform a checkpoint assessment that requires them to use number lines to
represent mathematical thinking.
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.)
Blogs on Bridges:

Article: Teaching Constant Difference with the​​ Number Line App​​ by Cynthia
Hockman-Chupp (Curriculum Specialist)
Statement: This article shared how to use the digital tool to represent
Math Learning Center:
subtraction problems.
Article: Learning to Think Mathematically using the Number Line by
Jeff Frykholm PHD
Article: Modeling Math with the MLC Apps by Tod Johnston
Statement: Resource for understanding the many ways number lines
(Ed Tech Specialist)
can be used to represent math problems.
Statement: Discusses how to challenge students to see a single problem
https://www.mathlearningcenter.org/sites/default/files/pdfs/LTM_
from multiple solution points and allow them to approach the problem
Numberline.pdf
with their preferred method. Hits on the different math apps that can be
used with this curriculum.
https://bridges.mathlearningcenter.org/implementation/blog/modeling-m
ath-mlc-apps

Colleagues ​(Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Teacher: Marsha Hafer
Teacher:Leah Tornow
Grade: Second
Grade:Fourth
In 2nd grade, students use a number line to count forward for
addition and backward for subtraction. They have discussed how to
In fourth grade, we have used an open number line to represent
skip count by 10s since this is the daily practice in Number Corner
multiplication problems, skip-counting, and multiples. We also have a
(currently, the number line represents 0-290 by 10s). In order to
classroom number line from 0-100 and are marking multiples of 2, 4, 6, and
count by 10s, the students will often remind others in conversation to
8 on it and looking for patterns. Students share their thinking about the
decompose the number to get to the closest 10 and then move
patterns they notice during Number Corner. We are still learning to share
forward. Some will simply count by tens and then add the ones since
our thinking, but modeling different strategies while students are sharing
they are familiar with a number's representation of tens and ones.
so they can see different visual representations is helping them learn to use
The number line is a tool students like to use since it's tangible and
mathematical language. Taking one story problem and giving plenty of
they can visually see the numbers and skip jump to represent
time to solve it and discuss it seems to be better than completing a whole
counting. Even though it's a new tool to represent counting by tens,
page of problems. Talking with partners first and then sharing with the
they have applied their learning of counting by one on the number
class is also helpful.
line from last year. They have commented that a bigger "arch"
represents a 10 and a smaller one is a one.
Special Emphasis: Instructional Strategy, ISTE ​Standards​​, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 6
 7a. My current group of students struggle with explaining their
Technology: ISTE Standard thinking which involves about half of their points on
assessments. With problem string lessons, we will use the
7a. I provide alternative ways for students to demonstrate number line app​ to build their equations. Number lines are
competency and reflect on their learning using technology. familiar to them yet they don’t use them as efficiently as they
could.
2c. I model for colleagues
the identification, exploration, evaluation, curation and adoption of new 2c. ​Ultimately I will present my findings to my colleagues in a
digital resources and tools for learning. professional development training on ​BTSA Math App Tools​. I
will use what I learn to help educate my colleagues on how the
digital tools can be incorporated into our math program.
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
The pre assessment results demonstrated the need to
teach students strategies to explain their mathematical My English Language learner improved her score
thinking. The math curriculum from their previous year 1. Focus Student: EL from an 11/41 to a 30/41. When questions asked
did not require explanations the way that this curriculum (#16) her to explain her thinking, the knowledge of the
does. The number line was not as emphasized and number line helped her show with a visual.
memorization of facts was a main technique. Knowing
My student with Dyslexia and ADD improved her
this would not give students great results in assessments score from a 17/41 to a 36/41. When given the
is why I applied number line support strategies and 2. Focus Student: option to represent her mathematical thinking on
technology to practice it. 504/IEP (#8) her post assessment, she nearly always used a
number line. That was not the case prior to this
Every student made improvements in their overall scores. unit. The resulting score I believe is because of this.
They also all improved in their ability to use strategies to
explain their mathematical thinking. On all the tests I My third focus student improved her score from an
18/41 to a 23/41. Although her final scores do not
noticed number lines being used to show their answers. demonstrate a significant increase, her ability to
The students who used the number lines the most in 3. Focus Student: (#9)
represent her thinking using number lines has
general seemed to have the higher scores. This tells me improved. She understands the tools now. She
that the addition of the ​number line technology​ was a needs more understanding in how to apply them.
good decision.
Initial Evidence/Rationale 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
thinking through Teacher asked questions of analysis and evaluation.
T – Applying T – Integrating complexity of task beyond a single lesson so that there are
1.5 inquiry, problem Students answered questions that included all levels of Bloom’s.
S – Exploring S - Integrating continuing opportunities for students to engage in inquiry in
solving, and Students created their own math problems.
complex problem. How could you extend lesson into PBL?
reflection
Planning
instruction that
We used our math forum to explain their mathematical
incorporates To move to the innovating level: Have students reflect upon
thinking. They took ownership of their learning. The
appropriate the impact of these new strategies and how they can use
4.4 strategies to
Applying Integrating introduction reminded them of the goals and expectations, the
their acquired technology knowledge to support future
body allowed them to solve problems using technology, and
meet the mathematical thinking.
the conclusion had them reflecting with one another on their
learning needs
findings.
of all students
Using and adapting
resources,
technologies, and Students wrote answers on worksheets as individuals shared
To grow within the innovating level: Adopt other digital
standards aligned by hooking their chromebook up to the television to display
platforms like this one which require students to think
instructional work.
3.5 materials including
Integrating Innovating
They were instructed on how to share verbally using their
creatively using technology. Create a choice board which
allows them to choose and use these tools for future
adopted materials Chromebook number lines.
mathematical thinking.
to make subject They used tools in the classroom walls to help skip-count
matter accessible to
all students.
Developing and After researching supplemental materials, I found a series of
sequencing basic number line skill sheets. We used these as ideas to
long-term and demonstrate on the number line app. Then students To move to the innovating level: Grow in knowledge of
4.3 short-term Applying Integrating completed number line problem strings ihch scaffolded supportive curriculum to support all learners. Design long-
instructional problems to move them to higher level thinking. Finally they term instructional plans for EL and special needs students.
plans to support used their number line app to solve problems they would need
student learning to explain their thinking for the final unit assessment.
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

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 6
 Students were trained on how to use the number line app for this learning
Technology ISTE Standard 7a. I provided alternative ways for students to demonstrate
inquiry. For this lesson, they used this app to show mathematical thinking.
competency and reflect on their learning using technology.
Student screens were then projected for the group to see. Students
Rather than doing the student paper worksheet, We used technology to demonstrate
demonstrated their competency by teaching the other groups how to
the multiple ways to solve a problem.
complete the story problem they were given. They were allowed to construct
the number line to represent their mathematical thinking to find the solution.
Action Items
For curriculum design,
lesson planning, Continued use of number line app with the addition of incorporating different types of equations.
assessment planning

Teach students how to demonstrate/identify number lines with division and multiplication. Use the app to
For classroom practice demonstrate the connection between subtraction and division along with multiplication and addition.

For teaching English

learners, students with
special needs, and students
with other instructional
challenges
For future professional
development
For future inquiry/ILP
For next POP cycle
Allow students with instructional challenges the continued use of the app to demonstrate mathematical
thinking. For the student with dyslexia for example, allow the opportunity to provide answers digitally instead
of with the challenging pencil and paper.
Look into how to use other digital apps such as this one to provide students with choices to represent their
thinking digitally. Learn how to screenshot on a chromebook, save, and upload to Google Classroom to provide
evidence of learning. and teach this to students.
How can I use this app for future math forums to improve student engagement? How an the use of other
similar apps allow for results such as these?
Focus on how to incorporate these apps more regularly. Perhaps use what I have learned to instruct other
education stakeholders in how these apps can be used in the classroom.

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 6
 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
Megan Donoff miss.donoff@christcm.org Multiple Subject Third Grade
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
The lowest score was a 7/41 (17%) and the highest a 37/41 (90%). The lowest score was a 17/41 (41%) and the highest was a 40/41
The average was a 21.2%. (97%). The average was a 32.76%
PRE-/POST- ASSESSMENT DATA TABLE
Pre-Assessment Post-Assessment
Student Comments
Score Score
Previously struggled with standards 3.OA.3, 3.OA.7, and 3.OA.9. She
now understands how to choose an equation or expression to match
4. Focus Student: EL (#16) 11 30
a multiplication problem. She can identify patterns among basic
multiplication facts.
Previously struggled with standards 3.OA.3, 3.OA.7, and 3.OA.9. She
could not solve story problems or explain her thinking. Now she can
5. Focus Student: 504/IEP (#8) 17 36 interpret products of whole numbers within story problems. She can
choose equations or expressions to match multiplication story
problems.
Previously struggled with standards 3.OA.3, 3.OA.7, and 3.OA.9. She
improved in using strategies to multiply fluently with products to 100.
6. Focus Student: (#9) 18 23 She can now identify patterns among basic multiplication facts. She
still needs to understand how to interpret story problems and
decipher what to do with numbers presented in words.
He struggles with rushing through math sheets and not explaining his
4. C.D 26 39 thinking. After this post-test, I noticed the use of number lines and
words to explain his thinking.
She can now identify patterns among basic multiplication facts. She
5. R.D. 7 17 still needs to understand how to interpret story problems and
decipher what to do with numbers presented in words.
His stress levels during math are still very high even though he is a
high scoring student. Continued reassurance and encouragement is
6. J.F. 28 39
not effective. I’m in need of new strategies to help student
understand he is capable.
This student was already a high scoring student. She did use new
7. M.F. 37 40 strategies however to represent his thinking, including number lines.
She improved in using words to explain why the answer is what it is.
He still needs to understand how to interpret story problems and
8. S.H. 11 29 decipher what to do with numbers presented in words. However, he
is much better at using strategies to find answers.
He grew exponentially in his ability to explain his thinking. He really
9. D.L. 18 37
benefited from the number line.
This student was already a high scoring student. He did use new
10. C.M 35 36
strategies however to represent his thinking, including number lines.
High scoring student. He improved in deciphering story problems and
11. C.Mc 26 39
being able to create them.
Although a high scoring student, she can benefit from more
12. H.T. Absent 34
manipulative use to better understand numbers.
This student is not quite meeting standard yet. He understands basic
multiplication facts but has difficulty explaining his thinking or
13. A.S. 18 29
deciphering word problems. He is attempting to use the number line
though which reflects improvement along with a high score.
This student tends to rush. Asking her to slow down and explain her
thinking results in tears. Word problems which require more time to
14. J.V. 23 33
understand are a struggle for her. She can benefit from more
manipulative use.
This student still needs to understand how to choose an equation or
15. C.C. 24 25 expression to match a multiplication problem. She now can identify
most patterns among basic multiplication facts.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 6
 Grew in being able to interpret the products of whole numbers and
16. S.C. 14 32
being able to identify missing number in multiplication equations.
Improved in her understanding of matching multiplication story
17. E.D. 27 39
problems to equations or expressions.

31-41 Meeting
Standard
21-30
11-41 Working at
Approaching
Tier 1/2
Standard
0-10 May Need
11-20 Strategies
Intervention
Needed
0-10 Intensive
910111213141516
Intervention

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