Fullerton Online Teacher Induction Program

Individualized Learning Plan (ILP)

Revised 11.5.18
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
Christopher Lucas clucas@marinerscs.org Music 6th-8th
Mentor Email School/District Date
Jordan Brown Jordan.brown@marinerscs.org Mariners Christian School Oct. 4, 2021
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 - I have students use printed music, electronic music on their iPads, music
Using a variety of
read through the TV screen, music through recording studio and sound board T – Teacher demonstrates new technological resources for students to use in
instructional strategies,
T – Applying mixing programs, music notation software, and music apps for students’ T – Innovating order to improve learning.
1.4 resources, and technologies
S – Exploring diverse music learning needs. S - Innovating S – All students use the resources specific to their needs in order to learn
to meet students’ diverse
S - Through several offerings of music technology, only a few resources are musical concepts and improve music literacy.
learning needs
used by students to meet their diverse learning needs.
Using and adapting resources,
technologies, and standards T - Various materials and activities are used and identified to support the T – Teacher uses, adapts, and innovates resources, technologies, and
aligned instructional materials, T – Applying standards-based curriculum. A textbook does not drive the curriculum. T – Innovating standard aligned instructional materials in the music classroom.
3.5
including adopted materials, to S – Exploring S - Instructional materials have academic value that guide students to use a S – Applying S - Students take ownership of the instructional material and use a variety of
make subject matter accessible variety resources in order to enhancing comprehension of the music content. resources to help meet their diverse learning needs.
to all students.
T – Teacher involves all students in a variety of innovative assessments
including peer-assessment, self-assessment, and both group and individual
T – Teacher demonstrates a variety of assessments, goals, and data of assessments. In addition, goals are clearly established so that monitoring
Involving all students in self-
T – Applying progress for students to collect and continue improvements. T – Innovating progress is clearer and more concise.
5.5 assessment, goal-setting, and
progress monitoring S – Exploring S – Students need more activity in their self-assessments, understanding of S - Innovating S - Students take ownership of their own assessments and provide effective
goals, and monitor their own progress. positive and constructive feedback. Students monitor their own progress,
recognize their own mistakes, and take big steps towards setting and
meeting goals.

Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments and Data Collection Tools)
Directions: Your inquiry question should be concise and likely no more than 8-10 words. Your hypothesis should indicate what you expect students to be able to do after the lesson, and it should
be able to be evaluated based on your assessment plan. Note that Semester 3 requires an inquiry question that focuses on use of technology to support teaching and learning.
Inquiry Question Hypothesis Lesson Series Topic Assessments/Data Collection
- To assess student understanding, I will evaluate the
student's appropriate and various uses of music symbols on
How will using iPad music notation software/apps as an
their music notation software.
intervention to teach music symbols increase student Students’ proficiency in music literacy will increase as a result of
Creating Music Compositions - Students will show and play their composition’s electronic
proficiency in music literacy? using iPad music composition apps as an intervention strategy.
recordings through their iPad.
- Student will play their compositions on their designated
instrument.

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
G3 A III – He struggles to read music accurately. This student needs J.T. – This student is advance and has been playing his instrument
Performance accommodation with writing in notes. He always has finger picture position
E.W. – He struggles to hear tones effectively to match pitch with others.
This student tries his best to accurately play notes, but still cannot fully
consistently for 5 years. This student leads the class in warm-up
chart nearby to refer to notes. This student misses class often due to trips demonstrations and moves at a quick pace. He needs to be challenged
Data and sports.
grasp adjusting when the music is off.
regularly.

This student will enhance his music reading ability and his ability to listen This student will enhance his music reading and playing abilities by
This student will enhance his music reading ability by creating his own
to his own music playing to make quick adjustments. With the technology creating challenging, enjoyable compositions for himself. By giving him a
Expected Results music work. He will not struggle to write in the notes as it is easily and
in place, this student can listen to examples and make sure he copies individualized, self-paced music project, this student will take on the
readily available.
exactly what he just heard. challenge to create a product suitable for his talent.

Inquiry Lesson Implementation Plan

Directions: that Semester 3 requires a lesson that focuses on use of technology to support teaching and learning.
Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results Discuss Results with Mentor

Identify dates for activities.

Nov. 2nd Nov. 9th Nov. 16th Nov. 19th Nov. 23rd
Using Music Notation with Technology, Students will demonstrate their knowledge of music concepts including: Beat, Rhythm, Duration, Rhythmic values,
Provide 1-2 sentence and notation, Staff, Clefs, Pitch, Note names, and solfège, Rest duration, values, and notation, Measures and Time Signature, and both Simple and
summary of your lesson plan. Compound meter. Students will use the notes of the concert Bb major scale to create reasonable rhythmic and pitch pattern decisions.

Pre-assessments- To assess student understanding, I will evaluate the appropriate uses of symbols on regular staff paper and their ability to
interpret what they’ve wrote.
Summarize process for
administering and analyzing Post-assessment- I will evaluate multiple and appropriate uses of music symbols on electronic staff paper and their ability to interpret what
pre- and post-assessments. they’ve wrote. Students will show and play their composition electronic recordings and play their compositions live on their designated
instrument

Semester 3 Only: Identify the

specific technology tools,
Student ipads, noteflight music composition website, headphones, tv, laptop computer, electronic tuning
applications, links, and/or
devices to be incorporated devices, metronomes, bandmate app.
into the lesson.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 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.)
Menard, E. A. (2015). Music Composition in the High School Curriculum: Deutsch, D. (2016). Authentic Assessment in Music Composition:
A Multiple Case Study. Journal of Research in Music Education, 63(1), Feedback That Facilitates Creativity. Music Educators Journal, 102(3),
114–136. http://www.jstor.org/stable/43900283 53–59. http://www.jstor.org/stable/24755706

Students using music composition technology identified time as a challenge to composition This article offers guidance for the authentic assessment of precollege student music
and indicated frustration in their lack of fundamental music knowledge. Students identified composition. It includes commentary on rubrics, offers suggestions for providing meaningful
enjoyment, improved musical understanding, personal expression, increased interest in music, feedback, and gives advice for implementing student-centered assessment of young
and understanding composition process as benefits to composition experience. composers’ works.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Grade level: 4th-8th Grade. Subject: Orchestra Music
Grade level: 4th and 5th Grade. Subject: Band Music th-8th grade orchestra director also deals with different levels of
The 4
The 4th and 5th grade band teacher at my school discussed how students
music literacy in the orchestra classroom due to varying music
learn music literacy in a variety of ways. Levels of students are varied due
experiences of students. The orchestra director combats teaching music
to previous music learning experiences of some and having zero musical
literacy by constant assessment and clear benchmarks for students to
background before entering the band classroom. To address this issue,
meet from meeting to meeting. In addition, the orchestra director
the teacher designated classroom student leaders to aid those who do
allows students to writing in their own bowing directions, note
not move at their pace. In addition, advanced students may have
positions, and/or note letters for students to remember their music
independent work while the teacher may provide more attention to
reading. Eventually, students need to read the music without pencil
students that are not at the same level.
writing in clues.
Special Emphasis: ISTE Standards (Semester 3 only)
Directions: Identify at least one ISTE-Educator and at least one ISTE- Student Standards that are the primary focus of your project. Explain how these standards will be incorporated.
Special Emphasis Focus How Special Emphasis will be Incorporated
4. Students use a variety of technologies within a design process
to identify and solve problems by creating new, useful or The ISTE-Educator standard will be incorporated through iPad
imaginative solutions. music composition websites and TV music screen group
4a. Students know and use a deliberate design process for readings. Students will design their own music and identify and
generating ideas, testing theories, creating innovative artifacts or solve their own music literacy issues by creating new exercises.
solving authentic problems.
6. Students communicate clearly and express themselves The ISTE-Student standard will be incorporated through
creatively for a variety of purposes using the platforms, tools, assessment demonstrations of the music composition platforms
styles, formats and digital media appropriate to their goals. and digital tools. Using the music composition website, students
6a. Students choose the appropriate platforms and tools for will communicate their music clearly and have freedom to
meeting the desired objectives of their creation or express themselves creatively with their composition inventions.
communication.
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
The whole class knows how to interpret music symbols very well.
The technology Mr. Lucas proposes using will enhance the
students’ ability to learn new music symbols as well as interpret EL student gets slightly anxious when playing solo. We needed to
these symbols effectively. A new concept Mr. Lucas will challenge play this assessment together in order to play comfortably.
the class includes areas of articulation with dynamic markings. In a Overall, when listening back through the recording, this student
situation where students are asked to perform music quietly with is average on their interpretation of music symbols. For the post-
accented notes, is it possible for 6th-8th graders to accomplish such assessment, we focused on reading the music ahead in
task? Students may use the noteflight app to hear the differences anticipation of what to demonstrate. The 504/IEP student is
in articulation and copy what they hear electronically through the confident but does not fully understand some concepts. In the
device. It is their challenge to manipulate their tongues to slurring music section, the student continued to separate notes
correctly play the articulation markings on the music. As students through tonguing. Because of his own distractions, the student
were divided into small groups, each student guided one another missed that last 2 articulation markings on the music. In order to
in their assigned job. Each student was to identify their prepare for an improved post-assessment, this student focused
articulation marking, listen to the symbol and explain how it was on effective breathing. The focus student is a very high achieving
different, demonstrate the symbol on their instrument, and student that needs more challenges in the class. Based off the
explain what actions they took in order to recreate the symbol pre-assessment, I want to provide more advanced exercises so
marking on their instrument. All students actively participated. that the student is able to learn more concepts at their pace.
The requirement for each student to count on each other to This student continues to accel in the music class. Outside,
accomplish goals were highly motivating for all. While students advanced music exercises are given in order to challenge this
listened to their particular note articulation, written descriptive student.
words were jotted down electronically to describe and remember
what was being heard according to the symbol. Some groups
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 decided to collaboratively listen to the articulation rather than
individually listening to their assigned articulation. This particular
group of students thought that by working together, a more
effective outcome would play out. Several students enjoyed their
inquiry independence.
Initial Evidence/Rational for Rating
CSTP Element Revised Rating Suggestions for Moving Forward
Rating (Summarize from POP Section 3)
Using a variety of
instructional
T – Teacher demonstrates new technological resources for
strategies, resources, T – Teacher is more than prepared for the technological
T – Applying T – Innovating students to use in order to improve learning.
1.4 and technologies to resources.
S – Exploring S - Innovating S – All students use the resources specific to their needs in order to
meet students’ S – All students use a variety of resources.
learn musical concepts and improve music literacy.
diverse learning
needs
Using and adapting
resources, technologies,
and standards aligned T – Teacher uses, adapts, and innovates resources, technologies,
instructional materials, and standard aligned instructional materials in the music T – Teacher clearly explains the use of resources and technology
T – Applying T – Innovating
3.5 including adopted classroom. S - Students take ownership of the instructional material and
materials, to make S – Exploring S – Applying
S - Students take ownership of the instructional material and use a experiments with resources they might now be comfortable with.
subject matter variety of resources to help meet their diverse learning needs.
accessible to all
students.
T – Teacher involves all students in a variety of innovative
assessments including peer-assessment, self-assessment, and
T – Teacher involves students through a variety of ways such as
both group and individual assessments. In addition, goals are
Involving all students in groups, individual work, and large class collaboration.
clearly established so that monitoring progress is clearer and
self-assessment, goal- T – Applying T – Innovating S - Students take ownership of their own assessments and provide
5.5 more concise.
setting, and progress S – Exploring S - Innovating effective positive and constructive feedback. Students monitor
monitoring S - Students take ownership of their own assessments and provide
their own progress, recognize their own mistakes, and take big
effective positive and constructive feedback. Students monitor
steps towards setting and meeting goals.
their own progress, recognize their own mistakes, and take big
steps towards setting and meeting goals.
Special Emphasis ISTE-Educator and ISTE-Student Standards (Semester 3 only)
Results of Incorporation into Lesson Key Learnings and New Skills/Knowledge Developed by Teacher
I learned that technology is highly engaging in the music
Focus students enhanced their learning through the incorporation classroom. Often, the tradition of playing band instruments is
of the ILP plan. Students listened to what they needed to do and necessary to remain the same because of the way the sheet
experimented with different ways to produce the sound they music, folders, chairs, and music stands are very common when
desire to hear. playing certain music. This new technology was a great way to
improve the learning and engagement of students.
Action Items
For curriculum design, lesson Explore more ways to use menti.com or flip grid for students’ multiple responses. For lesson planning, insert
planning, assessment more technology opportunities for students. For assessments, continue allowing students to provide a
planning rubric. Perhaps even use a paper version of the rubric for students to fill out.
For classroom practice, your students are very happy and positive about each other and being there.
For classroom practice
Continue allowing students to be themselves in your classroom.
For teaching English learners, For EL, Students with special needs, and students with instructional challenges, continue to provide all
students with special needs,
and students with other
options for learning content. I enjoyed that there were several stations that allowed students to test
instructional challenges themselves on their learned content of articulations in music.
For future professional For future professional development, collaborate with the elementary music teachers or with local private
development Christian school music teachers to learn what they have done to explain articulations in music.
For future inquiry, try to see if students can teach each other in their learning. Designate student leaders to
For future inquiry/ILP
take over the classroom and explain what they need to learn for the class.
For the next POP cycle, include an assessment where all students need to move up and down withing the
For next POP cycle
staff music assessment sheet.
Semester 3 Only: For future use of technology, be more than prepared to use at least 3 different resources where students
For future use of technology can be engaged.
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.

Fullerton Online Teacher Induction

Program
Individualized Learning Plan (ILP)
Revised 5.1.17

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 4
 Directions: Record student pre and post scores in this table. Do not use student’s actual names.
New Teacher Email Subject Area Grade Level

Christopher Lucas clucas@marinerscs.org Music 6th-8th

Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
All students score 20/20 points. Post-
14-20 out of 20. The average score is 16.33.
assessment scores are 20/20
PRE-/POST- ASSESSMENT DATA TABLE
Post-Assessment
Student Pre-Assessment Score Comments
Score
EL student gets slightly anxious
when playing solo. We needed
to play this assessment
together in order to play
comfortably. Overall, when
listening back through the
recording, this student is
1. Focus Student: EL 20/20
average on their interpretation
of music symbols.

For the post-assessment, we

15/20 focused on reading the music
ahead in anticipation of what to
demonstrate.
The 504/IEP student is
confident but does not fully
understand some concepts. In
the slurring music section, the
student continued to separate
notes through tonguing.
Because of his own distractions,
2. Focus Student: 504/IEP 20/20 the student missed that last 2
articulation markings on the
music.

In order to prepare for an

improved post-assessment, this
14/20 student focused on effective
breathing.
This is a very high achieving
student that needs more
challenges in the class. Based
off the pre-assessment, I want
to provide more advanced
exercises so that the student is
3. Focus Student: Teacher able to learn more concepts at
20/20
Choice their pace.

This student continues to accel

in the music class. Outside,
20/20
advanced music exercises are
given in order to challenge this
student.
4.
5.
6.
7.
8.
9.
10.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 4