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
Marisol Marquez m.marquez816@gmail.com Spanish 9-10
Mentor Email School/District Date
Intellectual Virtues
John.rodriguez@academylongbeach.or
John Rodriguez Academy High School/ 1/5/2021
g
LACOE
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.
CST
Element Initial Rating Description Goal Rating Description
P
T - Facilitates systematic opportunities for students to
apply critical thinking by designing structured inquires
T - Guide students to think critically through use of questioning strategies,
Promoting critical thinking through into complex problems.
T – Applying posing/solving problems, and reflection on issues in content. T – Innovating
1.5 inquiry, problem solving, and S - Students pose and answer a wide-range of complex
S – Exploring S - Students respond to varied questions or tasks designed to promote S - Innovating
reflection questions and problems, reflect, and communicate
comprehension and critical thinking in single lessons or a sequence of lessons.
understandings based on in depth analysis of content
learning.

T- Models and scaffolds

student self-assessment and
T- Informs students about learning objectives,
Involving all goal setting processes for
T- outcomes, and summative assessment results. T-
students in self- learning content and academic
Emerging Recognizes the need for individual learning Applying
5.5 assessment, goal- language development.
S- goals. S-
setting, and
Emerging S- Monitors progress using available tools for Applying
progress monitoring S- Guides students to monitor
recording.
and reflect on progress on a
regular basis.
T- Provides students with clear
and timely information about
strengths, needs, and
Using assessment T- Provides students with feedback through strategies for improving
information to share assessed work and required summative academic achievement.
T- T-
timely and assessments.
Emerging Applying
5.7 comprehensible S- Provides opportunities for
S- S-
feedback with S- Notifies families of student proficiencies, comprehensible and timely
Emerging Applying
students and their challenges, and behavior issues through two-way communications with
families school mandated procedures. families to share student
assessments, progress, raise
issues and/or concerns, and
guide family support.
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.
Assessments/Data
Inquiry Question Hypothesis Lesson Series Topic
Collection
Current grades of
class, initial self
By involving students in reflection of their assessment of “can-
learning, students will show an increase do” statements,
Can weekly self-assessments of “can
of mastery in Spanish comprehension “El Secreto”/irregular weekly self-
do” statements increase skill
and communication skills. The class preterite verbs assessments, post
mastery in my class?
average grade will improve by at least self-assessment of
3%. “can-do” statements,
grades of class at the
end of the chapter
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

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 7
 identify someone that poses an instructional challenge.) Identify expected results for each focus student.
Performance Data
Expected Results
Directions: that Semester 3 requires a lesson that focuses on use of technology to support teaching and learning.
Identify dates for activities.
Provide 1-2 sentence summary of
your lesson plan.
Summarize process for
administering and analyzing pre-
and post-assessments.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
Focus Student 2: Student with
Focus Student 1: English Learner Focus Student 3: Your Choice
ILP/504
This student has struggled
consistently with attending
classes, which makes up a
large sample of my school
This focus student has been population during distance
identified as a student with an IEP learning. His current grade
and 504 plan. The student needs in the class is a 63%. If he
frequent checks for attends class, he usually
This focus student has a 79.1% (C+) in the class
understanding, frequent breaks, arrives late and he misses
currently. This student is a Native Spanish
and frequent reminders of the bulk of
speaker and has shown competency with
assignments. He currently has a instruction/content. He has
English language skills. She has been
85% in my class. He is constantly not been completing
inconsistent with attending classes on Zoom for
asking questions and for assignments, and only
my classes, as well as other classes. Her current
clarification in my class. occasionally participates
grades show that she has mostly D’s or NY’s
when he is in class. I have
(equivalent to not passing) in her classes.
I chose this student because I sent him emails to makeup
have noticed that he seems to do assignments and attend
I chose this student because I think that the
well when he knows what he has class. He has been
consistency of self-assessment of learning will
to work towards. He has been responsive to them, but I
have a positive effect on her attendance of class
self-reflective of his learning, but have not seen active steps
and ultimately her grade in class.
can improve by being more to improve his grade in
thorough with his learning and class.
achieving goals/objectives.
He is a very
introspective/reflective
student, so I think that he
would benefit greatly from
self-assessment in class.
I would like to see more
thoroughness from this student
I would like to see this
in relation to goals and
Improvement in attendance/participation in student improve in his
objectives. While he is
class. It would be great to see her grade raise up work ethic and take
knowledgeable of content,
to at least an 85%. responsibility of his
reflection of specific skills can
learning in my class.
help him become more reflective
of his goals.
Inquiry Lesson Implementation Plan
Administer Post- Discuss Results with
Administer Pre-Assessment Deliver Lesson(s) Analyze Results
Assessment Mentor
Reflection of “can-do”
statements related to the March 17-April 14 April 14/16 April 21/23 April 21/23
chapter: March 17/19
Students will learn new vocabulary in context and interpret stories, read biographies of historical and
public figures, complete post-reading activities, make logical inferences based on familiar text, and
complete a summative writing assessments. Students will complete self-assessments each week to
track their progress towards learning goals.
At the beginning of the chapter, students will complete a self assessment based on can-do statements
that reflect the learning objectives. From there, students will create goals that will help them achieve
the can-do statements. The inquiry will begin with their current grades, the average grade of the class,
and their initial self-evaluation of skills that are necessary to achieve goals in this chapter. The post-
assessment, which will include grades and student self-assessments, which will inform me of the
hypothesis was proven correct or incorrect.
Page 2 of 7
 Semester 3 Only: Identify the
specific technology tools,
applications, links, and/or devices
to be incorporated into the lesson.

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.)
Alishah, A. R., & Dolmaci, M. (2012). The interface
Roberts, E. W. (2017). Using student self-assessment scoring guides to improve between self-efficacy concerning the selfassessment on
student self-efficacy and achievement (Doctoral dissertation) students studying English as a foreign
The purpose of this study was to analyze the impact that self-assessment scoring language (Doctoral dissertation, Elsevier Ltd.)
The purpose of this study was to determine whether a
guides had on student achievement. The study confirmed that the use of self-
continuous form of self-assessment would improve
assessments plays an important role in student achievement and self-efficacy. student self-efficacy. The study concluded that teachers
The study suggested that a way to improve student efficacy is through mastery should emphasize skill development by setting proximal
experiences of learning outcomes. Including self assessment scoring guides gave learning goals. The study also concluded that mastery
students the opportunity to experience mastery of their learning. experiences are influential towards students self-
efficacy.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
The science teacher (9/10 Biology/Physics) has had
students create SMART goals at the beginning of the
My mentor teacher (9-12 English) in the past has had student set goals in his classes so semester for their participation and classwork
that they have something to work towards. He also has looked at class averages to inform completion. He has had students analyze their progress
whether students are improving in his classes. Students have self-analyzed their grades towards their goals at specific dates (progress report
as well which informed them of their progress towards their learning goals. deadlines and end of units). He has mentioned wanting
to do more frequent check ins of progress but he has
not executed that.
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

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
All of the focus students raised their grades to
All of the students either improved their grades or stayed right around where
above an 80% during the unit. The IEP and Teacher
their original grade was at the beginning of the unit. The class average was raised
Chosen student both assessed themselves at a
from an 85% to a 91.5%. Three students placed themselves at a higher
higher proficiency level at the end of the unit. The
proficiency level than what they identified for the pre-self assessment. Six of the
EL student is a Spanish speaker so they felt that
students stayed at the same proficiency level. Through the self-assessment,
they maintained their proficiency level, and did
students were able to identity what areas they needed growth in (both in
not see significant improvement. An outside factor
proficiency and grades) and work towards improving their grade and proficiency
that could have contributed greatly to the jump in
level. One student disenrolled from the school so his grade at the end of the unit
grades is the return of students to in-person in the
is not available.
middle of the unit.
Initial Evidence/Rational for Rating Suggestions for Moving
CSTP Element Revised Rating
Rating (Summarize from POP Section 3) Forward
To move to INNOVATING level: Consider how to
Promoting critical thinking Teacher asked questions of analysis and evaluation. increase complexity of task beyond a single
T – Applying T – Integrating
1.5 through inquiry, problem Students answered questions that included all levels of lesson so that there are continuing opportunities
S – Exploring S - Integrating
solving, and reflection Bloom’s. Students created their own math problems. for students to engage in inquiry in complex
problem. How could you extend lesson into PBL?

5.5 Involving all T- T- Exploring I provided self-assessments for To move to applying, I can
students in self- Emerging S- Exploring students to take prior to and at model to students how to
assessment, S- the end of the unit so that create goals from action
goal-setting, Emerging students can reflect on their steps that they identified
and progress learning. In addition, students during the self-
monitoring self-assessed themselves on assessments so that they
their progress towards a higher can always point back to it
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 7
 proficiency level at the end of as the foundation of their
the week. learning.
Using
Students were given feedback To move to applying, I
assessment
after completing the pre and need to provide feedback
information to
T- post self-assessments. I met about student
share timely
Emerging T- Exploring with them one to one to discuss learning/reflection
5.7 and
S- S- Exploring their assessments and what throughout the unit to
comprehensible
Emerging they could do to reach a higher students and not just at
feedback with
proficiency level and/or improve the beginning/end of the
students and
their grade. unit.
their families

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

For curriculum design, lesson
planning, assessment planning
For classroom practice
For teaching English learners,
students with special needs, and
students with other instructional
challenges
For future professional
development
Action Items
Incorporate SMART Goals for unit after students fill out the self-assessment at the beginning of the unit.
Students will be able to come back to their goals at the end of the unit so that they can see if they were
able to achieve the goal. Align self-assessment with virtues/learner experiences that are implemented
school wide. Provide students with my assessment of their mastery level so that they can compare.
Meet with students one to one throughout the unit to check in on their progress and discuss self
assessment results to gauge the validity of what they reported.
For students with special needs, I would like to align their goals or self-assessment with their IEP goals.
I would like to present my findings to my staff or give a presentation on self-assessment in relation to
student autonomy and reflection.

For future inquiry/ILP

For next POP cycle

Semester 3 Only:
For future use of technology
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
Directions: Record student pre and post scores in this table. Do not use student’s actual names.
New Teacher Email Subject Area Grade Level
Marisol Marquez m.marquez816@gmail.com Spanish 9-12
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Class Average: 85.6% (B) Class Average: 91.5% (A)
Total A’s: 5 Total A’s: 5
Total B’s: 2 Total B’s: 4
Total C’s: 1 Total C’s: 0
Total D’s: 1 Total D’s: 0
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 7
 Total F’s: 0
Total F’s: 1
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL 79.1% (C)/Novice High 80.2% (B)/Novice High Spanish speaker
2. Focus Student: 504/IEP 85.3% (B)/Novice Mid 100% (A)/Novice High
3. Focus Student: Teacher Choice 63% (D)/Novice Low 82.9% (B)/Novice Mid
4. R. Aguayo 100% (A)/Novice High 98.5% (A)/Novice High
5. R. Castro 97%(A)/Intermediate 100% (A)/Intermediate Spanish speaker
6. J. Jamarillo 86.1% (B)/Novice Mid 85.9% (B)/Novice Mid
7. M. Jones 89.8% (B)/Novice Mid 86.6% (B)/Novice Mid
8. A. Maldonado 50% (F)/Novice High N/A Spanish speaker. Student disenrolled.
9. M. Moore 91.8% (A)/Novice High 96.9% (A)/Novice High
10. M. Shields 95.9% (A)/Novice Low 93.1% (A)/Novice Mid
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
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 5 of 7
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 6 of 7
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 7 of 7