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 Marisol.marquez@academylongbeach.org Spanish 9-12
Mentor Email School/District Date
Intellectual Virtues
John Rodriguez John.rodriguez@academylongbeach.org Academy Long 10/7/21
Beach/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.
CSTP Element Initial Rating Description Goal Rating Description
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- Guide students to think

critically through use of
questioning strategies,
T- Includes questions in single lessons or a
T- posing/solving problems,
Promoting critical sequence of lessons that require students to
Explorin and reflection on issues in
thinking through recall, interpret, and think critically. T-
g content.
1.5 inquiry, problem S- Students respond to varied questions or Applying
S- S- Students respond to
solving, and tasks designed to promote comprehension S-Applying
Explorin questions and problems posed
reflection and critical thinking in single lessons or a
g by the teacher and begin to
sequence of lessons. pose and solve problems of
their own related to the
content.
Using available T- Uses technology to design and implement T- Integrates a variety of
technologies to assessments, record and analyze results, and technologies into the
T-
assist in communicate about student learning with development,
Applying T-
5.6 assessment, administration, colleagues, families, and implementation, analysis of
S- Integrating
analysis, and students. Ensure that communications are assessments, and
Applying
communication of received by those who lack access to communication of student
student learning technology. learning to all audiences.
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
Pre-assessment:
What impact will technology Initial Free Write
resources for content delivery about Día de Los
(narrative videos, technology based At the end of the lesson sequence, there Muertos/Voice
games, etc.) have on the students’ will be an average of a 20% increase of Recording
Día de Los Muertos
ability to demonstrate words used to describe what students Post-assessment:
understanding and reflect on what know about Día de Los Muertos. Final Free Write
they learned in written and about Día de Los
speaking form? Muertos/Voice
Recording
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
Performance Data WM: WM is an English Learner. Currently, they MR: This student has a IEP due to WPR: This student has had
have a 94% in the class. Since Spanish is their severe anxiety in the classroom. a lot of difficulty this year
first language, they have had success in Often times he has had to step out with the attachment that
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 9
 of the classroom to seek support he has with his phone. He
from the counselor. When asked to has a hard time staying off
understanding the content of the course read long texts in class, he tends to of it. When his phone is
despite having missed a portion of the year due struggle with tenacity and does not taken away, he has a hard
to illness. They interact well with others, and like to ask for help. He understands time staying focused on
are slowly starting to gain more confidence content pretty well (being a Spanish the content and requires a
with conversational English speaking skills. speaker) but he struggles more with lot of redirecting in class
the output skills (speaking and to be attentive towards
writing). the content.
Through redirecting and
seating placement at the
front of the room, WPR
will be able to focus more
on the content being
With supports offered as per his IEP,
taught. WPR will see an
MR will see an increase of 20%
WM will see an increase of words in his free increase of 15% more
more words between his initial and
write after gaining new knowledge of the topic words on his final free
final free write about Día de Los
of the lesson series. WM needs instructions in write about Día de los
Expected Results Muertos. MR needs flexibility when
English translated to Spanish. A Spanish version Muertos. WPR needs to
working in group or partner tasks.
of documents with Spanish instructions will be know what is going on for
MR needs to be checked in with or
given to them. the day so he will be given
offered support on a 1 to 1 basis.
a paper copy of the
Can use notes on assessments.
agenda with duration
times listed for each
activity. A timer will also
be used to give WPR and
the class.
Inquiry Lesson Implementation Plan
Directions: that Semester 3 requires a lesson that focuses on use of technology to support teaching and learning.
Administer Post- Discuss Results with
Administer Pre-Assessment Deliver Lesson(s) Analyze Results
Assessment Mentor
Identify dates for activities. 10/25-
10/12-10/13 10/13-10/22 10/22 10/28
10/26
Students will learn about Día de Los Muertos, its history, and how it is celebrated today. Students will
Provide 1-2 sentence summary of interact with videos, informational texts, a movie (Coco), and content based games throughout the
your lesson plan. lesson sequence. The goal is for students to be able to describe the holiday in Spanish through written
text.
The pre-assessment will be given on the first day of the lesson sequence (10/12-10/13). Students will be
asked to write a summary or description of Día de Los Muertos. This pre-assessment gives me
information about what students know, what words they know, and how many (various) words they can
Summarize process for
use to describe the holiday. Students will be asked to record themselves reading their free write through
administering and analyzing pre-
and post-assessments. Flipgrid. The post-assessment will be delivered at the end of the lesson-sequence ( around 10/22).
Students will be asked to write a free write again that describes Día de Los Muertos. This time they must
cite evidence from any of the informational resources that were shown or discussed in class. Again,
students will be asked to record themselves reading their free write through Flipgrid.
Semester 3 Only: Identify the
specific technology tools,
3 informational videos about Día de Los Muertos, Google Slides for readings and collaborative games,
applications, links, and/or devices
to be incorporated into the Flipgrid for students to be able to record themselves sharing the information that they wrote.
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.)
http://www.chinacall.org.cn/cc/newsletter/20161124110811199/Chun_et_al-2016- https://doi.org/10.1016/j.sbspro.2011.11.012
The_Modern_Language_Journal.pdf
Technology in Language Use, Language Teaching, and Language The Capabilities of Computers for Language
Learning Learning

This article discusses the use of computers for

This article discusses the issues and benefits that arise when
language learning. It poses a variety of ways that
teachers use technology when teaching language. Rather than
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 9
 software and computers can provide means for
using technology as a means to an end or for posttest scores, the students to receive language input and
use of technology should support learning goals. demonstrate language output. Use of visual media
supported language acquisition and reading
comprehension.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
History teachers, 10-12: The history teacher has used podcasting as a means for students Philosophy teacher, 11-12: The philosophy teacher has
to demonstrate understanding of historical topics learned. He first started by having a course dedicated to learning about philosophy topics
students listen to different types of podcasts on different historical subjects so that they through digital resources such as films and videos.
could hear a variety of ways to podcast and share information. Students were able to Students were able to attach meaning to visual cues in
successfully share what they learned after listening to podcasts and creating their own. order to gain an understanding of philosophical ideas.
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
Students will use technology through reading and
answering questions using a digital form of text.
1c Students use technology to seek feedback that informs and improves their
They will share information verbally through a
practice and to demonstrate their learning in a variety of ways..
recording site. They will be able to receive
feedback from the teacher, as well as give
5b Design authentic learning activities that align with content area standards and
feedback to others through the recording site.
use digital tools and resources to maximize active, deep learning.
Students will learn about content area topics
through digital learning activities like reading,
game play, and analyzation of videos.
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
10/25-10/27

The EL student had an increase of 50% words

used. They had a high number of words used for
the pre-assessment which I had expected. Using
the information from texts and videos, they were
10/12-10/13 able add an additional amount of information that
Students saw an increase of 32% (class average) in words used between the pre elevated their writing.
and post assessments. This exceeded the percentage of the 20% increase that I
had hypothesized. There was only one student who decreased the number of The 504 student had a small increase of words at
words that they used between the pre and post assessment. This could be due to 11%. They were able to use notes for each of the
the fact that they were absent for the majority of the time that this unit was assessments. Since they had a variety of notes
taking place so they missed a lot of the in class content. A pattern that I noticed is accessible to them, they were able to write more
that the Spanish speakers did not increase their word usage as much as the non- about the topic in the post-assessment. I think
Spanish speakers. Most of the Spanish speakers had an increase of words that they could have written more had their notes
were less than 10%. This shows me that they are able to write a concise summary been in Spanish instead of English.
of information but have opportunity to elaborate and include more details.
The teacher choice student had an increase of
66% of words used between their pre and post
assessment. They still had a low number of words
written for the post assessment but the amount is
considerable considering that this student has a
hard time focusing in class/being on their phone.
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 increase complexity of task beyond a single
Promoting critical thinking Teacher asked questions of analysis and evaluation.
T – Applying T – Integrating lesson so that there are continuing
1.5 through inquiry, problem Students answered questions that included all levels of
S – Exploring S - Integrating opportunities for students to engage in inquiry
solving, and reflection Bloom’s. Students created their own math problems.
in complex problem. How could you extend
lesson into PBL?

1.5 Promoting T- T- Applying Students were able to analyze Students should engage
critical thinking Explorin S-Applying information texts that helped more in self-reflection
through g them answer questions about an and identify what steps
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 9
 are needed to take in
order to improve their
inquiry, writing skills. This allows
S- event and identify what facts are
problem them to think critically
Explorin important to include when writing
solving, and about the process of
g about the event.
reflection learning as well as the
content that they are
learning.
I can design assessments
that better uses
technology to easily
The assessments were gather data. Additionally,
administered through alternative ways for
paper, and it was difficult students to use
Using available technology to complete
to easily identify how
technologies to assessments would be
assist in T- many words were used beneficial for
assessment, Applying T-Applying between post and pre differentiation. Instead of
5.6
analysis, and S- S-Applying assessments. Feedback having students record
communication Applying was given to students their writing after the
of student through Google Classroom fact, students can record
learning and comments on their themselves talking about
the topic in Spanish
writings. Feedback was not rather than writing about
shared immediately with it. Some students can
parents, but was sent later communicate in Spanish
on in regards to overall better through speaking
progress in the class. than in writing.
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 would probably assign students specific students
to give feedback to. Spanish speaking students
could offer feedback to non-Spanish speaking
Students were able to acquire information about Dia de Muertos through students. Additionally, so that each student
different technologies such as videos, infographics, and digital text. For digital engages with and turns in a Flipgrid recording, I
text, they were able to easily interact with the reading. Additionally, students would incorporate the recording and feedback
who were not in class for the lesson were able to access the readings through into the grade of the post-assessment. Not all the
Google Classroom. students completed a Flipgrid recording.

By recording their writing in on Flipgrid, they were able to give each other verbal Additionally. When students watched a video or
and written feedback regarding their work. By engaging with the recording, they engaged with an infographic, I had them complete
were able to practice their listening skills and analyze the comprehensibility of a viewing guide which helped students process
language used in the other students’ submissions. information that was being shared in Spanish. The
viewing guide included multiple choice and fill in
the blank questions instead of open-ended
questions. Incorporating these viewing guides
Action Items
Incorporate more opportunities for voice and choice in assessments and manner of completing
For curriculum design, lesson
planning, assessment planning
assessments. I also would like to create a database for technology resources that I used throughout the
school year so that students are able to access them whenever they need to.
Be more intentional about partner pairings and including groupwork. This unit was lacking on
For classroom practice
collaborative engagement, and I would like for students to engage more with each other.
For teaching English learners,
students with special needs, and
students with other instructional
Continue to ask questions and involve the RSP teacher in the planning of curriculum and assessments.
challenges

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 9
 For future professional Present findings of data across the unit to staff when we talk about student goals and outcomes. Most of
development the times we focus on single assignments or lesson plans.

For future inquiry/ILP Involve Mentor teacher in the data analysis and brainstorming process of the ILP.

For next POP cycle N/A

Semester 3 Only: Create and introduce data base of technology resources prior to each unit or incorporate them into
For future use of technology Google Classroom so that they are more accessible.
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

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL 42 63 50% increase
2. Focus Student: 504/IEP 24 35 11% increase
3. Focus Student: Teacher Choice 12 20 66% increase
4. M. Cardona 23 36 56% increase
5. C. Crawford 35 45 28% increase
6. E. Garcia 32 38 18% increase
7. J. Gomez 35 37 5% increase
8. N. Gonzalez 39 42 7% increase
9. B. Luna 21 34 61% increase
10. M. Mendoza 43 47 9% increase
11. T. Myles 13 22 69% increase
12. L. Scales 16 30 87% increase
13. K. Sharma 20 31 55% increase
14. G. Stewart 14 15 7% increase
15. E. Sanchez 17 25 47% increase
16. K. Wellham 16 13 18% decrease
17. F. Gonzalez 18 21 16% increase
18. C. Cota 31 42 35% increase
19. E. Guerrero 20 28 40% increase
20. C. Lopez 45 47 4% increase
21. I. Medina 25 30 20% increase
22.
23.
24.
25.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 9
 26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
910111213141516

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 6 of 9
 Pre-assessment: Write as much as you can about Día de Muertos. You will be given the same free write
topic at the end of the unit. The hope is that you increase the number of words that you write at the
end of the unit.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 7 of 9
 Post-assessment: Write as much as you can about Día de Muertos having engaged with the readings
and videos in the unit. On the back side of the page, cite which videos and/or readings that you
included information from. The goal is to write more words than your original free write.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 8 of 9
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 9 of 9