Fullerton Online Teacher Induction Program

Individualized Learning Plan (ILP)

Revised 12.1.17
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
MUSA AVSAR musavsar@yahoo.com BIOLOGY Grade 10
Mentor Email School/District Date
OMER FARUK POLAT ofpolat@magnoliapublicschools.org Magnolia Science Academy 4 10/11/2018
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.
CSTP Element Initial Rating Description Goal Rating Description
T - Facilitates systematic opportunities for students to apply critical
T - Guide students to think critically through use of questioning strategies,
Promoting critical thinking 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.

T- Plans instruction using a wide range

T- Incorporates differentiated instructional of strategies to address learning styles
Planning
strategies into ongoing planning that and meet students’ assessed language
instruction that
addresses culturally responsive pedagogy, and learning needs. Provides
incorporates
students’ diverse language, and learning appropriate support and challenges
appropriate T-App. T-Int.
4.4 needs and styles. for students.
strategies to S-App. S-Int.
meet the
S- Uses assessments of students’ learning S- Integrates results from a broad
learning needs of
and language needs to inform planning range of assessments into planning to
all students
differentiated instruction. meet students’ diverse learning and
language needs.
S- Implements structures for students
T- Models and scaffolds student self-
Involving all to self-assess and set learning goals
assessment and goal setting processes for
students in self- related to content, academic
learning content and academic language
assessment, T-App. T-Int. language, and individual skills.
5.5 development.
goal-setting, and S-App. S-Int.
progress T- Integrates student self-assessment,
S- Guides students to monitor and reflect on
monitoring goal setting, and progress monitoring
progress on a regular basis.
across the curriculum.
Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments and Data Collection Tools)
Inquiry Question Hypothesis Lesson Series Topic Assessments/Data Collection
How will teaching
If I model and teach my focus
students study skills and students how to study Biology,
strategies improve students will improve their course
outcome of student achievement at least by 10%.
achievement? Four weeks Chemistry in Past and future exam
Biology. results.
How can I use
technology in my I will incorporate Kahoot, Google
Classroom, Padlet, and GoGuardian
classroom to increase to increase student engagement.
student engagement?
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
This student is currently failing in my My second focus student is My third focus group student is
class. He completes his classwork and diagnosed with ADD. He is having completing her assignments
homework, however he does poorly on difficulty focusing on specific task. poorly, although she does not
Performance Data
exams and quizzes. His quiz average He is easily getting distracted. He have any missing assignment. She
score is 60%. He got 46% in his first has difficulties with staying is currently failing my classes and
exam. organized, keeping track of time, ten points away from a passing
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
 and completing tasks. He is often grade. She also does poorly on
missing classwork and homework exams and quizzes.
assignments. He scored 70 on the
exam and his quiz average is 55.
I want him to increase his quiz average
and exam score to 70%. I will work with I want to work with him one on I expect her to show an
Expected Results him one on one four weeks once a week one and help him to improve his improvement and have a
during the after-school tutoring to make overall grade by ten percent. passing grade in four weeks.
sure he will achieve the goal.
Inquiry Lesson Implementation Plan
Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results Discuss Results with Mentor
First unit exam
results; I will implement
Identify dates for activities. Student 1: 46 variety of teaching Second Unit
Student 2: 60 activities and exam results.
Student 3: 26 strategies.

I will be working with these students one on one during the class time while they are working on their
classwork assignments. I will observe them frequently while I am lecturing, and I will try my focus group
students to participate more often. I will also have them come to my after-school tutoring once a week to
Provide 1-2 sentence improve their study skills. I will use Kahoot at the beginning of the lesson as warm up to measure what
summary of your lesson plan. students know about the organic molecules (macromolecules). After the lecture, I will have students to
watch a video by using Google Classroom to extend their knowledge. At the end of the lesson, I will use
Padlet for students to summarize what they learned. I will use GoGuardian to make sure students will not
surf on the other website during the activities.
Summarize process for
administering and analyzing Students have already taken the first Unit test. They will take the second unit test in four weeks.
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.)
Deans for Impact (2015). The Science of Learning. Austin, TX: Deans for
Pashler, H. et al (2007). Organizing instruction and study to
Impact.
improve student learning. National Center for Education
The purpose of The Science of Learning is to summarize the existing research
Research, Institute of Education Sciences
from cognitive science related to how students learn and connect this research
to its practical implications for teaching and learning. This document is
The recommendations in this guide are intended to provide
intended to serve as a resource to teacher-educators,
teachers
new teachers, and anyone in the education profession who is interested in the
with specific strategies for organizing both instruction
best scientific understanding of how learning takes place. This document
and students’ studying of material to facilitate learning
identifies six key questions about learning that should be relevant to nearly
and remembering information, and to enable students
every educator.
to use what they have learned in new situations.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
My colleagues also point out that these students have sense of
I have talked to math and world history teachers about the performance of my
responsibility and they complete their assignments however they
focus group students, they have agreed with me that these students need to
are having issues retaining information and as a result they do
improve their study skills to improve their achievements.
poorly on exams and quizzes.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
I have high expectations for my students. I believe in them, and I
Proposition 1
will help them meet their goals. I have a belief that all students can
Teachers are committed to students and their learning.
learn and meet high expectations.
Proposition 3
I acknowledge the distinctive traits and talents of each learner, I
Teachers are responsible for managing and monitoring student learning
am dedicated to and skilled at making knowledge accessible to all
students.
ISTE Educator Standards: 5c Explore and apply instructional design
I will use Kahoot, Padlet, and Google Classroom to support
principles to create innovative digital learning environments that engage and
learning.
support learning.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
 ISTE Student standards: 2b Students engage in positive, safe, legal and ethical I will use GoGuardian to provide students a safe online learning
behavior when using technology, including social interactions online or when environment.
using networked devices.

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
EL Student: I am thrilled with the improvement, performance,
and hard work of my EL student. He attended after school for
four weeks. He worked hard. He not only improved his grade
but also changed his emotions toward biology class. He now
feels confident that he can learn biology, and as a result, he
completes his assignments with high quality. He received the
highest on the last section quiz.

IEP Student: Although he stills checks out during the class, he

Instead of using one assignment result, I used the class grade average as
assessment data which included all of the grading categories. Pre-assessment
data is generated as of October 11th, 2018 and post-assessment grade is
collected as of December 8th, 2018. According to the whole class grade
average; there is only one percent increase. Although higher achieving
students retained their letter grades, their number grades went down by a
couple of points. On the other hand, lower achieving students improved both
their letter grades and number grades increased significantly. Failing students
number went down from eight to four including the focus group students.
has been participating more often. He communicates with his
peers and me more often. The most importantly, he monitors
his progress and asks questions to improve his progress. He
started to turn in his assignments on time. He grew his grade by
four percent.
Teacher Choice: She improved her grade by thirteen points. She
has shown some improvements in her classwork and homework
assignments. She is still struggling to learn the content in the
classroom; therefore, she regularly attends after-school
tutoring. I am working with her one on one and trying to help
her to improve her self-study skills. I am confident that she will
retain her grade until the at the end of the semester.

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
T – Applying Teacher asked questions of analysis and evaluation.
thinking through T – Integrating complexity of task beyond a single lesson so that there are
1.5 S– Students answered questions that included all levels of Bloom’s.
inquiry, problem S - Integrating continuing opportunities for students to engage in inquiry in
Exploring Students created their own math problems.
solving, and reflection complex problem. How could you extend lesson into PBL?

The confidence building activity

and warm up helped the different
learning style students pay
attention to the subject. Also, with Moving forward, I will continue
Planning
the effective implementation of planning my lessons considering
instruction
the audiovisual helped the teacher all of the types of learners that I
that
differentiate the instruction for have in my classroom. I will
incorporates
audio and visual learners. The card implement a variety of teaching
appropriate T-App. T – Integrating
4.4 game helped the kinesthetic and learning strategies to make
strategies to S-App. S - Integrating
learners gain the information. Also, sure all of my students learn the
meet the
because it was a collaborative content. I will also provide
learning
group activity, everyone with alternative assessment for my
needs of all
different learning styles, English students to reflect their learning
students
learners, and students with in a way they fell comfortable.
learning disabilities enjoyed
playing the game and learn at the
same time.
Involving all Teacher talks to students one on I will continue meeting with
students in T-App. T – Integrating one to set goals at the beginning of students to help them determine
5.5
self- S-App. S - Integrating each grading period. He also some goals for their learning
assessment, provides some incentives to process. I am also considering
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 5
 goal-setting, motivate students to achieve their having students to keep a weekly
and goals. journal to write down their
progress weekly goals and evaluate
monitoring whether they achieve their goal
or not.

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 am committed to students and their learning. As a teacher, it is
important for me to acknowledge the diverse backgrounds of my
students. It is my responsibility to make sure all students are given the
possibility to learn the materials. As a consequence, in my POP
Monitoring students and their learning help me build
experience, I made a point in differentiating my instruction. By using
relationship, and trust between students and me. Meeting
teaching menu, I let the students choose which activity they think
with students and setting goals with them motivated
would be more beneficial for them and give them more time to work. I
students to take ownership of their learning. As a result,
always come to school early and stay after school whenever my
they pay more attention to suggestions that I make for their
students needed my assistance. I am responsible for managing and
learning process, and they also show more effort to do high-
monitoring students’ learning. I use many forms of formative
quality work.
assessment to monitor student learning and to inform me to adjust my
teaching to address the learning gap. I consistently analyze the
students’ work to find if there is any learning goal that I readdress next
class.
Action Items
I will have students keep a weekly journal to set goals for a particular week, and at the end of the week
For curriculum design, lesson
planning, assessment planning
they will write down if they reach their goal or not. I will continue using teaching menu for students to
choose the assignment of their choice. I will plan lesson plans with the backward lesson planning design.
I feel that I am having a problem with the pacing of the lesson. I sometimes rush while lecturing. I will learn
For classroom practice
to slow down for maximizing learning.
For teaching English learners, I will intergrade more collaborative learning activities. I will seek technological learning tools specially
students with special needs,
and students with other
designed for EL learners. Because students struggle self-studying, I will integrate hands-on classwork
instructional challenges activities for students to explore the content while I am monitoring their progress.
For future professional
development
I am planning to attend national NSTA conference in April.

I want to continue focusing on self-assessment, goal-setting, and progress monitoring. I will also work on
For future inquiry/ILP CSTP 6.3 Collaborate with colleagues and the broader professional community to support teacher and
student learning.

For next POP cycle

Other

Other Notes

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 5
 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
Musa Avsar musavsar@yahoo.com Biology Grade 10
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Class Average: 78.1 Class Average: 79
As: 6 As: 6
Bs: 7 Bs: 8
Cs: 11 Cs: 15
Fs: 8 Fs: 4
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL F 63.1% C 75.8%
2. Focus Student: 504/IEP F 69.9% C 73.6%
3. Focus Student: Teacher
F 60.2% C 73.5%
Choice
4. Student 1 F 69.6% C 74.4%
5. Student 2 B 80.8% B 81%
6. Student 3 B 88.8% B 86.9%
7. Student 4 A 91% A 90.4%
8. Student 5 A 91.5% A- 91%
9. Student 6 C 70% C 70%
10. Student 7 B 83.8% B 83.8%
11. Student 8 C 75% C 72.1%
12. Student 9 A 93% A- 91.4%
13. Student 10 B 88.7% B 89.3%
14. Student 11 C 76.8% C 77.5%
15. Student 12 C 74% C 71.9%
16. Student 13 F 47% F 56.6%
17. Student 14 B 89% B 88.6%
18. Student 15 A 91% A 90.3%
19. Student 16 C 79.3% B 80.8%
20. Student 17 C 78.8% C 76.7%
21. Student 18 C 73% C 72.1%
22. Student 19 A 98.6% A 97.2%
23. Student 20 B 81.5% B 81.2%
24. Student 21 C 75.6% C 76.9%
25. Student 22 B 85.1% B 84.4%
26. Student 23 F 57.6% F 63.7%
27. Student 24 A 91.7% A 90.1%
28. Student 25 Refusing to do work and get help. He has
not attended tutoring although I asked
F 56.9% F 52%
him multiple times, and connected to his
parent
29. Student 26 F 68.5% C 70.2%
30. Student 27 C 71.8% C 73.4%
31. Student 28 C 71.2% C 75.3%
32. Student 29 C 71.5% C 73.5%
33. Student 30 F 58% F 65.6%
34.
35.
36.

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