Fullerton Online Teacher Induction Program

Individualized Learning Plan (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
Yadira I. Rivera Yadira.rivera@sgv.csarts.net Spanish 9-11
Mentor Email School/District Date
Andrew Pegan Andrew.pegan@sgv.csarts.net Duarte Dec 9, 2018
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
Selects, adapts, and utilizes appropriate Integrates a wide range of adapted
Using and adapting instructional materials, resources, and technologies resources, technologies, and instructional
resources, technologies, and for concept and skill development in subject matter. materials to meet identified student
standards-aligned Applying Resources reflect the diversity of the classroom and needs and make subject matter accessible
3.5 instructional materials support differentiated learning of subject matter. Integrating to students.
including adopted materials,
to make subject matter Guides students to use available print, electronic, Assists student with equitable access to
accessible to all students and online subject matter resources based on materials, resources, and technologies.
individual needs. Seeks outside resources and support.
Using knowledge of
students’ academic Plans single lessons or sequence of lessons using T - Plans differentiated instruction, which
readiness, language additional assessment information on student is based on broad knowledge of students.
4.1 proficiency, cultural Exploring academic readiness, language, cultural background, Innovating Matches resources and specific strategies
background, and individual and individual development. to students’ diverse learning needs and
development to plan cultural backgrounds.
instruction.
Models and scaffolds student self-
Informs students about learning objectives,
assessment and goal setting processes for
outcomes, and summative assessment results.
Involving all students in self- learning content and academic language
Emerging Recognizes the need for individual learning goals.
5.5 assessment, goal-setting, Applying development.
and progress monitoring
Monitors progress using available tools for
Guides students to monitor and reflect on
recording.
progress on a regular basis.
Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments to ILP)
Inquiry Focus Inquiry question Pre-Assessment Post-Assessment Expected Results
Pose measurable and observable question How do you expect student
Based on your selected CSTP elements, identify a What will you use as your baseline What will you use as your final
in terms of students (e.g., what impact will performance to change? Use
focus of inquiry (e.g., group discussion, assessment of student assessment of student
strategy X have on student performance as percentages to describe
differentiation, motivation…) actions/performance? actions/performance?
measured by Y?) anticipated growth.
There will be a 20%
increase in the average
How can I effectively use
I will use September speaking I will use a 1:1 formal of the speaking
technology that allow my
score as a baseline of student Speaking assessment as assessment score for the
student self-assessment and students to independently and
performance. a final assessment of students who self-
technology accurately assess themselves
student performance. assessed and monitor
while they master the Speaking
their progress
objective?
independently and
accurately.
Focus Students
Directions: Identify three focus students for your inquiry. Identify special characteristics of the students and include performance dat a. 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
ILP/504
My second focus student has been My third focus student is a very smart and
My first focus student is a ELL student that really struggled with
diagnosed with dyslexia and ADHD. He has popular students who is very unmotivated
Spanish even if he is Hispanic. He struggled last year and with
difficulty with paying attention, remaining in my class. The student doesn’t
my guidance and the use of a lot of visual he passed Spanish 1.
Performance on task, and completing classwork. He participates in class and does not bother
This year have been a little better, but he needs extra help and a
Data currently has a 66% in the class, primarily completing classwork or homework. I have
lot of practice to get the structures.
due to missing work. talk to her but not any change so far.

Previous Assessment – 55%

Previous Assessment – 65% Previous Assessment – 50%
I hope that this student will improve in writing and speaking
skills by the end of the year. I would also like his grade to rise to I hope to see an improvement in his work I will like to see a change on this students
Expected a C or higher. ethic and study habits. I think this will attitude and improvement towards the
Results
improve his grade into a B or higher. learning process and also the grade.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 Inquiry Lesson Implementation Plan
Administer Post- Discuss Results with
Administer Pre-Assessment Deliver Lesson(s) Analyze Results
Assessment Mentor
Identify dates for activities.
October 18, 2018 From October 18 - Nov 2 Nov 6 Nov 16 Nov 30

Provide 1-2 sentence summary of

Students will be learning about: “El Día de los Muertos”(Day of the Dead) During two week lesson plan students will be working on a
your lesson plan.
variety of activities including readings, listening, writing , and speaking activities. On every speaking activity, they will self-evaluate
and evaluate their speaking partner.

I will use their actual grade on speaking skill as the Pre-Assessment baseline. Formative Assessments: I will use a variety of Speaking
Summarize process for administering activities, including Task Card activities, running dictation, Human Bingo, Flipgrid, etc. as my formative assessments for my lessons.
and analyzing pre- and post- Summative Assessments: Students will be assessed on demonstrating their ability of speaking in the TL. I will give them a 1:1
assessments. speaking assessment at the end of the unit.

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.)
Title: Student Self-Assessment: The Key to Stronger Student Motivation and Higher Achievement Title: Structures for students Self-Assessments

Author: James H. McMillan and Jessica Hearn
The main point is that when students set goals to improve their understanding, then self-evaluate their
progress towards learning, and reflect on that learning, this generates more learning with meaningful
motivation. Two important goals: improved student self-efficacy and confidence to the learners as well
as high scores on accountability tests.
https://files.eric.ed.gov/fulltext/EJ815370.pdf
Author: The Foundation for Critical Thinking (This article is based from
the resource: Critical Thinking: Basic Theory and Instructional
Structures Handbook by Richard W. Paul, Linda Elder
This article provides an in depth look at how didactic instruction makes
students dependent on the teacher, and when students assesses
themselves they are developing their critical thinking. Because of the
importance of self-assessment to critical thinking, it is very important
that students should be giving and receiving feedback (to and from
other students) on their quality of their work. Also provides a great
variety of structures to be used when assessing reading, listening,
writing and reading.

http://www.criticalthinking.org/pages/structures-for-student-self-
assessment/458
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Grade Level: 1th grade
Subject:
Grade Level: 4th grade
“I find that having students involved in goal setting and progress
Subject: Science
monitoring gives them a sense of ownership in their education.
The structure of your lesson is well organized. When I read your
“I too chose Element 5.5 for my teacher inquiry and believe that students who set their own academic
question, the word “effectively” stood out to me. I find that
goals can work towards personal growth that they can measure and obtain.
effectiveness coincides with organization. To monitor my first graders
My only suggestion is to perhaps create a rubric and/or weekly goal sheet wherein students can gauge
in an organized manner, I have a tracking folder. Maybe for your high
and measure their growth on a regular basis.
school students, they can have each a folder where they track their
Here is a resource for creating a writing rubric: https://www.thoughtco.com/writing-rubric-
progress and a self-evaluate themselves at the end of a lesson. This
2081370. Although your focus is not on writing, there is a hyperlink that leads to "creating a rubric."
also gives you the opportunity to observe and analyze your students’
progress monitoring after you have taught the lesson. I hope that this
could be of help to you.”

Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions

Special Emphasis Focus How Special Emphasis will be Incorporated
Students choose the appropriate platforms and tools
ISTE Standards – Creative Communicator for meeting the desired objectives of their creation
or 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 Three
Pre/Post Assessment Data Analysis Findings for Whole Class
Focus Students

My students increase their performance on the speaking activity from 4.2% to

I am very happy with these results. AT their level any
4.8%. It doesn’t seem a lot of increase, but it is a good increase for a Spanish 2
increase on the speaking skill is very significant.
class. Levels 1 and 2 are more focus on input(reading and listening), therefor
this class is showing a significant increase even that they are on the novice
level.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4

CSTP Element
Promoting critical thinking through
1.5
inquiry, problem solving, and reflection
Using and adapting
resources, technologies, and
standards-aligned
3.5 instructional materials
including adopted materials,
to make subject matter
accessible to all students
Evidence/Rational for Rating
Initial Rating Revised Rating
(Summarize from POP Section 3)
Teacher asked questions of analysis and evaluation.
T – Applying T – Integrating
Students answered questions that included all levels of
S – Exploring S - Integrating
Bloom’s. Students created their own math problems.
Selects, adapts, and utilizes appropriate
instructional materials, resources, and
technologies for concept and skill
Applying Integrating development in subject matter. Resources
reflect the diversity of the classroom and
support differentiated learning of subject
matter.
Guides students to use available print,
electronic, and online subject matter
resources based on individual needs .
Suggestions for Moving
Forward
To move to INNOVATING level: Consider how to
increase complexity of task beyond a single lesson
so that there are continuing opportunities for
students to engage in inquiry in complex problem.
How could you extend lesson into PBL?
Integrates a wide range of adapted
resources, technologies, and
instructional materials to meet
identified student needs and make
subject matter accessible to
students.
Assists student with equitable
access to materials, resources, and
technologies. Seeks outside
resources and support.

Using knowledge of students’

Plans single lessons or sequence of lessons Plans single lessons or sequence of
academic readiness,
using additional assessment information lessons using additional
language proficiency, cultural
4.1 Exploring Exploring on student academic readiness, language, assessment information on student
background, and individual
cultural background, and individual academic readiness, language,
development to plan
development. cultural background, and individual
instruction.
development.
Informs students about learning
Informs students about learning
objectives, outcomes, and
objectives, outcomes, and summative
summative assessment results.
Involving all students in self- assessment results. Recognizes the need
Emerging Emerging Recognizes the need for individual
5.5 assessment, goal-setting, and for individual learning goals.
learning goals.
progress monitoring
Monitors progress using available tools for
Monitors progress using available
recording.
tools for recording.
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 engaged during the lesson. They were participating and Engaging the students in their goal setting and
answering using the prompt given and the vocabulary new vocabulary. self- assessment went really well. Besides the
Students did a good job engaging with their partners in academic student speaking in the TL and engaged, the
conversation using Flipgrid and the self-assessment rubric. reason they were assessing themselves helps them
being more engage.
Action Items

For curriculum design, lesson

On my lesson planning, I will involve my students in setting goals and monitor their learning.
planning, assessment planning

For classroom practice Visible I can do statements, lesson goals, conversation rubric

For teaching English learners,

students with special needs, and Continuous monitoring and individual support .
students with other instructional
challenges

For future professional development Focus on academic readiness, language proficiency and individual instructions.

How will students collaborate using technology when working in small homogeneous group based on
For future inquiry/ILP
skill level?

For next POP cycle Series of small group work, using technology to compare with individual learning .

Other Notes

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