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IndividualizedLearningPlan(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
Cristobal Gomez crisg0mez@csu.fullerton.edu Spanish K-4
Mentor Email School/District Date
St. Junipero Serra Catholic
Julie Radzai jradzai@serraschool.org October 14, 2018
School/Diocese of Orange
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 - Guide students to think critically through use of questioning T - Facilitates systematic opportunities for students to apply critical
Promoting critical thinking strategies, posing/solving problems, and reflection on issues in content. thinking by designing structured inquires into complex problems.
T – Applying T – Innovating
1.5 through inquiry, problem S - Students respond to varied questions or tasks designed to promote S - Students pose and answer a wide-range of complex questions and
S – Exploring S - Innovating
solving, and reflection comprehension and critical thinking in single lessons or a sequence of problems, reflect, and communicate understandings based on in depth
lessons. analysis of content learning.
Establishing
Establishes and communicates to
and
Establishes and shares learning goals students clear learning goals for content
articulating
4.2 Exploring for skill development with students in Applying that are accessible, challenging, and
goals for
single lessons and sequence of lessons. differentiated to address students’
student
diverse learning needs.
learning
Adapting
instructional
plans and Makes adjustments and adaptations to
Makes ongoing adjustments to
curricular differentiate instructional plans. Uses
instructional plans and uses a variety of
4.5 materials to Applying culturally responsive pedagogy and Integrating
materials as the instructional needs
meet the additional materials to support
arises to support student learning.
assessed students’ diverse learning needs.
learning needs
of all students.
Section 3: Inquiry Focus and Planning(Attach Pre/Post Assessments to ILP)
Inquiry Focus Inquiry question Pre-Assessment Post-Assessment Expected Results
Based on your selected CSTP Pose measurable and observable question in How do you expect student
What will you use as your baseline What will you use as your final
elements, identify a focus of inquiry terms of students(e.g., what impact will performance to change? Use
assessment of student assessment of student
(e.g., group discussion, strategy X have on student performance as percentages to describe anticipated
actions/performance? actions/performance?
differentiation, motivation…) measured by Y?) growth.
What impact will increased use of higher-order
There will be a 20% increase in the average
Use of analysis, synthesis, and evaluation questions (teacher talk, worksheet, and student
Previous examination scores New chapter exam exam score for students who participated in
questions + student problem generation problem generation) have on student performance as
class and successfully completed the worksheet.
measured by chapter exam?
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 8
Inquiry Lesson Implementation Plan
Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results Discuss Results with Mentor
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 8
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
ISTE Standard, Designer, 5a.
Use technology to create, adapt and personalize learning
experiences …
Greater experience and confidence with using technology-based resources to
furnish students with means to achieve a given learning goal. Willingness and
Students were able to have a number of resources available to them through their one-on-
one device, and options for producing a finished product. Students generally were very self-
confidence to use this method frequently.
motivated and collaborative in performing the task required for the lesson.
Action Items
For curriculum design,
Continue to research lessons and assessments that work for colleagues and peers teaching the subject of
lesson planning, assessment
planning world languages.
Involve students more in establishing learning goals and how to demonstrate them with activities that are
For classroom practice
accessible and interesting for them.
For teaching English
learners, students with Discuss with school-site instructional specialist, school psychologist, and other staff that work with students
special needs, and students of such needs to understand the norms that teachers should follow when teaching while these students are
with other instructional present, and to know about methods that have currently worked in their instruction.
challenges
For future professional
development
Continue to attend school-wide and district-wide workshops and seminars as they are available.
For future inquiry/ILP Further research working methods for formal and informal assessment and differentiating after assessment.
Attempt differentiated activities at a younger grade-level. Continue improving effective assessments for
For next POP cycle
these younger students.
Other
Other Notes
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 8
caden 5400 60% Mon 05, Nov 06:21 PM
Class Level
Questions
# Correct # Incorrect # Un
Thank you
21 1
please
19 3
Dia de Gracias
13 9
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 8
Dia de Gracias se celebra en ...
18 4
God
5 17
the Lord
17 5
Comida
6 16
Apples
17 5
Pumpkin
9 13
Total 133 87
Accuracy 60%
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 8
Gracie 4750 50% Mon 03, Dec 06:44 PM
Class Level
Questions
# Correct # Incorrect # Unattempted
Thank you
15 3 0
please
16 2 0
Dia de Gracias
13 5 0
God
10 8 0
the Lord
15 3 0
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 6 of 8
Comida
8 10 0
Apples
13 5 0
Pumpkin
7 11 0
Total 119 61 0
Accuracy 66%
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 7 of 8
Fullerton Online Teacher Induction Program
IndividualizedLearningPlan(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
th
Cristobal Gomez cgomez@serraschool.org Spanish K-4 grade
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
18 students, 10 point quiz, 60% average accuracy 18 students, 10 point quiz, 66% average accuracy
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 8 of 8