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 March 11, 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
Using knowledge of
students’ academic T - 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.
Reflects individually and with colleagues
Reflecting on teaching
Begins to engage in reflection on teaching practice on refinements in teaching practice and
practice in support of Exploring
6.1 individually and with colleagues that is focused on Integrating connections among the elements of the
student learning
methods to support the full range of learners. CSTP to positively impact the full range of
learners.
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 establish a I will use First semester final I will use a 1:1 formal of the speaking
procedure that allow my students speaking score as a baseline of Speaking assessment as assessment score for the
student self-assessment and
to independently and accurately student performance. a final assessment of students who self-
monitoring of progress
assess themselves while they student performance. assessed and monitor
master the Speaking objective? their progress
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
She is an ELL Hispanic student who also struggles to speak He is a 504 student with Asperger, very She has been struggling in all areas, but
Performance Spanish. smart and talented. speaking the most.
Data
Previous Assessment – 65% Previous Assessment – 75% Previous Assessment – 50%
Expected
ER- 75% ER- 88% ER- 65%
Results
Inquiry Lesson Implementation Plan
Administer Post- Discuss Results with
Administer Pre-Assessment Deliver Lesson(s) Analyze Results
Assessment Mentor
Identify dates for activities.
December 2017 From March 22-April 18 April 20 April 24 April 26

Students will be Reading a novel: Vida y Muerte: La Mara Salvatrucha. During the pre-reading, reading, and post-reading activities,
Provide 1-2 sentence summary of
students will be working on a variety of speaking activities. On every activity, they will self-evaluate and evaluate their speaking
your lesson plan.
partner.
I will use their final speaking score from last semester as the Pre-Assessment baseline. Formative Assessments: I will use a variety of
Summarize process for administering Speaking activities, including Task Card activities, running dictation, Human Bingo, Flipgrid, etc. as my formative assessments for my
and analyzing pre- and post- lessons. Summative Assessments: Students will be assessed on demonstrating their ability of speaking in the TL. I will give them a
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 assessments. 1:1 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

In general, my students increase their performance on the speaking activity

I am very happy to see these results. The
from 4.35% to 4.95%, a little more than half percent. It doesn’t seem a lot of
performance increase from 2.67 to 3.67. The self-
increase, because in that class I have plenty of high achievers and 30% of the
assessment rubric impacted more my focus students.
class are heritage speakers.

Evidence/Rational for Rating Suggestions for Moving

CSTP Element Initial Rating Revised Rating
(Summarize from POP Section 3) Forward
To move to INNOVATING level: Consider how to
Teacher asked questions of analysis and evaluation. increase complexity of task beyond a single lesson
Promoting critical thinking through T – Applying T – Integrating
1.5 Students answered questions that included all levels of so that there are continuing opportunities for
inquiry, problem solving, and reflection S – Exploring S - Integrating
Bloom’s. Students created their own math problems. students to engage in inquiry in complex problem.
How could you extend lesson into PBL?
Using knowledge of students’
academic readiness, Plans single lessons or sequence of lessons
Plans differentiated instructions,
language proficiency, cultural using additional assessment information on
4.1 T – Exploring T – Exploring which is based on broad knowledge
background, and individual student academic readiness, language,
of students.
development to plan cultural background, and individual
instruction. development.
Begins to encourage students to stablish Provides systematic opportunities
Involving all students in self-
learning goals through single lessons or for students to set goals, self-assess
5.5 assessment, goal-setting, and T – Emerging T – Exploring
sequence of lessons that include goal and monitor their progress across
progress monitoring
setting exercises. the curriculum.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 Reflects individually and with
Reflecting on teaching Begins to engage in reflection on teaching colleagues on refinements in
practice in support of student practice individually and with colleagues teaching practices and connections
6.1 learning T – Exploring T – Exploring
that is focused on methods to support the to support student learning and
full range of learners. rising the level of academic
achievement.
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 inquiry activity in guessing and exploring the Engaging the students in their goal setting and
coming content. They were asking questions to clarify or seek specific vocabulary self- assessment went really well. Besides the
and actively engaged in marking on their worksheets. Students did a good job of student speaking in the TL and engaged, the
engaging with their partners in academic conversation. Students were able to use reason they were assessing themselves helps
the rubric as a feedback point for their partners during the conversation. them being more engage.
Action Items

For curriculum design, lesson

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

For classroom practice Visible I can do statements, lesson goals, conversation rubric
For teaching English learners,
students with special needs, and
students with other instructional
Continuous monitoring and individual support
challenges

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

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

For next POP cycle Series of small group work, compare with individual learning

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 3 of 4
 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

Yadira I Rivera Yadira.rivera@sgv.csarts.net Spanish 9-11

Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Range – 5 Range – 3
Average – 4.35 Average – 4.95

Scale (6-100% & 3-50%) Scale (6-100% & 3-50%)

PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL 3 3 Struggles in both languages
2. Focus Student: 504/IEP 4 5 Very hard working student
3. Focus Student: Teacher Choice 1 3 Great improvement
4. Student 6 6 Heritage speaker
5. Student 3 5 Great improvement
6. Student 4 5 improvement
7. Student 5 5 Same
8. Student 3 3 Same
9. Student 4 4 Same
10. Student 6 6 Heritage speaker
11. Student 4 5 improvement
12. Student 4 4 Same
13. Student 5 6 improvement
14. Student 6 6 Heritage speaker
15. Student 6 6 Heritage speaker
16. Student 5 6 improvement
17. Student 3 5 Great improvement
18. Student 3 4 improvement
19. Student 6 6 Heritage speaker
20. Student 6 6 Heritage speaker
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
910111213141516

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