Fullerton Online Teacher Induc on Program

Individualized Learning Plan (ILP)

Revised 11.5.18
Direc ons: The ILP should be completed with Mentor input. Complete blue cells prior to classroom implementa on. Complete orange cells a er POP Cycle is completed. Cells will expand as needed.
When submi ng completed ILP to instructor, please include copies/images of pre/post assessments/direc ons and the Pre/Post Assessment Data Table.
Sec on 1: New Teacher Informa on
New Teacher Email Subject Area Grade Level
Michael Meza mmeza3850@gmail.com English 10
Mentor Email School/District Date
rtodoroff@calca.connec onsa
Ryan Todoroff Capistrano Unified 10/3/22
cademy.org
Sec on 2: CSTP Areas of Inquiry
Direc ons: Iden fy 2-3 CSTP elements for ILP focus. Use most recent CSTP Assessment for Ini al Ra ng. Iden fy both teacher and student ra ng for CSTP 1 and 2. See example.
CSTP Element Ini al Ra ng Descrip on Goal Ra ng Descrip on
T - Facilitates systema c opportuni es for students to apply cri cal thinking by
T– T - Guide students to think cri cally through use of ques oning strategies, T–
Promo ng cri cal thinking designing structured inquires into complex problems.
Applying posing/solving problems, and reflec on on issues in content. Innova ng
1.5 through inquiry, problem solving, S - Students pose and answer a wide-range of complex ques ons and problems,
S– S - Students respond to varied ques ons or tasks designed to promote S-
and reflec on reflect, and communicate understandings based on in depth analysis of content
Exploring comprehension and cri cal thinking in single lessons or a sequence of lessons. Innova ng
learning.

T- Michael does well using the technology but

he does not use it all the me. He seems to
sing available
U T- cherry pick what he wants when he wants to
technologies to T- T- Michael should be experimen ng with
Apply use it. He could be implemen ng this
assist in Integ new opportuni es to use this tech and not
ing technology more o en and probably see
assessment, ra ng only use it when it is convenient. l
5.6 greater results.
analysis, and S- S- I want to be more consistent at using the
S- S- I tend to find things that work and just use
communication Integ available technology and then keep an eye
of student Apply that for a while. I do not want to have to keep
ra ng out for more ways to u lize it.
learning ing constantly finding new tech/so ware/apps,
even though I know how beneficial it is. This
is what I am trying to break out of.
T-Michael is very aware of where his students
and are where they need to be. Our 1:1
T-Michael can be be er by implemen ng
structure of our school makes reading these
more strategies to reach the students that
struggling students easy and effec ve.
are not reaching out and are suffering in
Michael does a great job at applying this
silence. He can u lizing the technological
Planning standard and taking his me to make sure the
tools to help organize these kids and call
instruc on that kids are being brought up with proper
them strategically.
incorporates T&S- scaffolding. T&S-
S- I think that I can take a more ac ve role
4.4 appropriate Apply S-I have office hours every week for and hour Integ
in helping the struggling popula on of my
strategies to meet ing plus 30 minute call sessions with my ra ng
classroom. I tend to wait un l another
the learning needs homeroom kids. For students that are not in
homeroom teacher or school counselor lets
of all students my class are invited to my office hours and/or
me know of a student. I can schedule out
to book a call with me for a 30 minute
me to not only hunt down these kids but
appointment. I like to meet these kids in the
make sure they are ge ng the support
zoom room to make sure they are not only
they need.
hearing me but seeing me and seeing what I
am doing to help them be er their skills.
Sec on 3: Inquiry Focus and Planning (A ach Pre/Post Assessments and Data Collec on Tools)
Direc ons: Your inquiry ques on should be concise and likely no more than 8-10 words. Your hypothesis should indicate what you expect students to be able to do a er the lesson, and it should be
able to be evaluated based on your assessment plan. Note that Semester 3 requires an inquiry ques on that focuses on use of technology to support teaching and learning.
Inquiry Ques on Hypothesis Lesson Series Topic Assessments/Data Collec on
By ge ng more teachers involved
in the LL more kids will be
Does u lizing all 7 teachers in engaged, more students can be Unit 2 Compare and Contrast PLC SMART Goal
the breakout room result in targeted and more students will essay Essay grading rubric
be er essays and turn in rates? understand what we are looking
for in the essays.

Focus Students
Individualized Learning Plan, Fullerton Online Teacher Induc on Program (FOTIP), 2017 Page 1 of 6
 Direc ons: Iden fy three focus students for your inquiry. Iden fy special characteris cs 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 accommoda on. The third is your choice, but please iden fy
someone that poses an instruc onal challenge.) Iden fy 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 Aby Quevedo Stephen Sims Armen P.

Aby is a strong self mo vated learner. I

I think that Stephen will do well with Armen is a good student but gets
think that she will do well with this
the targeted help. However, Stephen distracted easily. With the help from
assignment because not only will she
Expected Results might just not do the assignment the Live Lesson, if he shows up, he
come to the Live Lesson but she will
because of his mental health should be able to focus on this
look up the rubrics we have posted as
concerns. Lack of mo va on assignment long enough to do well.
well.
Inquiry Lesson Implementa on Plan
Direc ons: that Semester 3 requires a lesson that focuses on use of technology to support teaching and learning.
Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results Discuss Results with Mentor

Iden fy dates for ac vi es.

Provide 1-2 sentence summary
of your lesson plan.
Summarize process for
administering and analyzing pre-
and post-assessments.
Semester 3 Only: Iden fy the
specific technology tools,
applica ons, links, and/or
devices to be incorporated into
the lesson.
9/4 10/18 11/14 11/17 11/20
Students will answer a couple of discussion based ques ons about the essay that they were supposed to
have turned in. Then we will have breakout rooms where all 7 other teachers will be running them. Each
room has a par cular name that will cover that aspect of the essay. So students will join the room that they
are needing help in. A er 10-15 minutes breakout rooms will end and a er a short break we will transi on
into the next part of the lesson.
Students will submit the rough dra before the lesson. Which will be counted and graded. Then a er the
lessons students that had not yet finished will turn in theirs. A er about a week all the assignments will be
graded and feedback provided. Then the students will submit their final dra s which will be their post
assessment.
Nearpod anonymous polls, collabora on board where students can all post and read what they post
anonymously, and video clips with embedded ques ons.

Sec on 4: Inquiry Research and Explora on

Research/Professional Learning (Iden fy two ar cles that have informed inquiry focus. Provide tle, URL or cita on, and statement of what was learned.)
Welch, Marshall, Kerrilee Brownell, and Susan M.
Sheridan. "What's the score and game plan on
teaming in schools? A review of the literature on team
teaching and school-based problem-solving teams."
Remedial and Special Education 20.1 (1999): 36-49.
This article showed me that team teaching is definitely
not a new phenomenon and even as early as the 90s
was showing “an improving attitude on the part of
teachers toward shared responsibility in the inclusion
of students with disabilities” (44). Since my school has
a high population of students with disabilities the
simple act of working together can make a positive
impact on these students and families.
Another thing I learned is that the “social validation of
collaborative partnerships” was emphasized. Meaning
that teachers participating in team teaching were not
feeling pushed aside or belittled. This I know is not the
case for everyone but with healthy communication and
professionalism teachers can positively collaborate to
benefit themselves and the students.
Anderson, Rebecca S., and Bruce W. Speck. "“Oh
what a difference a team makes”: Why team teaching
makes a difference." Teaching and teacher education
14.7 (1998): 671-686.
This article reminded me that just because my PLC does well
with team teaching does not mean that I will be successful
with team teaching in all my endeavors. In the article the
author states that “this finding suggests that while it is
acceptable, and perhaps even desirable for team teachers to
have different teaching styles, it is imperative for them to be
compatible, committed, and clear about the vision of the
class. Otherwise, students receive mixed messages and
become confused” (677).This will help me remember that
team teaching is not the end all be all for everybody. If I were
to leave my PLC I might find it more beneficial to teach solo
to make sure that my students are benefiting.

Individualized Learning Plan, Fullerton Online Teacher Induc on Program (FOTIP), 2017 Page 2 of 6
 Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Iden fy grade level, subject, and summary of ideas.)
One colleague has addressed this issue by spli ng off from the team and Another colleague of mine has taken their large PLC of 8 and split it into
just doing solo teaching. He decided that the team teaching model was 2 groups of 4. This cut down on the amount of students joining the class
not for him and his students were not benefi ng from it. He s ll and made the breakout rooms more focused. She says that it does take
collaborates with his PLC however, they are not in his Live Lessons. more me for them to plan for lessons but their students are benefi ng.
Special Emphasis: ISTE Standards (Semester 3 only)
Direc ons: Iden fy 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
Student: This will be incorporated by having specific ques ons that
are designed to be answered as a group. However, to avoid singling
Student 7b: I use collabora ve technologies to work with others
students out the technology being used will be a collabora on
including peers, experts, and community members, to examine
board where students can post anonymously.
issues and problems from mul ple points of view.
Educator: This will be incorporated by u lizing interac ve lesson
making so ware to create ques ons and discussions both informal
Educator 7b: I use technology to design and implement a variety of
and formal to house assessments. The assessment data will be
forma ve and summa ve assessments that accommodate learner
automa cally collected and exported into an excel file which I can
needs, provide mely feedback to students and inform instruc on.
then take and manipulate to understand more of where my
students are at.
Sec on 5: Results and Reflec on
Direc ons: Record Pre- and post- assessment data into Pre/Post Assessment Data Table (see end of document). Include copies/images of pre/post assessments/direc ons and the Pre/Post
Assessment Data Table with submission.
Pre/Post Assessment Data Analysis Findings for Whole Class Pre/Post Assessment Data Analysis Findings for Three Focus Students

Here is the smart goal data that I and the other teachers collected
on the Compare and contrast essay. From looking at the totals and
discussing it with the other teachers. There did not seem to be
much of an effect on the lesson. However, we did find that many
students that did not do the essay or that scored low on the essay
were behind in the class. We were very surprised to find how many
of our nearly 1000 students did not do the first test that come
before the essay.
Aby did as expected. She was one that I know par cipated in the
lesson and she scheduled a call when she submi ed the essay and
we talked about her score.
Stephen due to his mental health issues,504, and the conversa on
that I had with his 504 coordinator showed that he has had some
serious issues with ge ng his work done and needed to only focus
on his mental health. This resulted in me moving our conversa ons
away from anything academic and only focusing on SEL. Sadly he
will not pass my class nor any class this semester most likely. I am
currently in conversa ons with the admin, the 504 coordinator,
and the outside psychologist

Individualized Learning Plan, Fullerton Online Teacher Induc on Program (FOTIP), 2017 Page 3 of 6
 Armen submi ed his assignment late but was able to get it in.
A er some me working together he was able to earn full points.
He did not a end the Live Lesson and did not watch the
recordings.
Ini al Evidence/Ra onal for Ra ng
CSTP Element Revised Ra ng Sugges ons for Moving Forward
Ra ng (Summarize from POP Sec on 3)
T– To move to INNOVATING level: Consider how to increase
Promo ng cri cal thinking Teacher asked ques ons of analysis and evalua on.
Applying T – Integra ng complexity of task beyond a single lesson so that there are
1.5 through inquiry, problem Students answered ques ons that included all levels of Bloom’s.
S– S - Integra ng con nuing opportuni es for students to engage in inquiry in
solving, and reflec on Students created their own math problems.
Exploring complex problem. How could you extend lesson into PBL?

Having all seven teachers work with

sing
U the 200-plus students that were in To grow into an Integra ng level I
available the room really created a cohesive most likely need to start finding or
technologies and a collabora ve environment. I developing technologies or systems
to assist in T&S- was glad to see that engaging all of that I could teach families that could
5.6 assessment, Apply T- Applying the teachers really helped engage the help with communica on and
analysis, and ing students. Especially in the informal overall support for the student. This
communicati parts where I would just call on probably is a more innova ng level
on of student random teachers to help answer but I think finding new technologies
learning ques ons would be the integra ng move

Planning
instruc on
To grow into an Innova ng level I
that
need to stop relying on the online
incorporates
The discussion ques ons, systems that we have in place and
appropriate
T&S- collabora on boards, and use of the the normal third-party systems that
strategies to T- Integra ng
4.4 Apply chat pod with probing ques ons we use and try to take Live Lesson
meet the S- Integra ng
ing provided a good informal into a totally new approach. I would
learning
assessment of the students learning most likely need to drop from the
needs of all
team teaching style though to really
students
experiment with this.

Special Emphasis ISTE-Educator and ISTE-Student Standards (Semester 3 only)

Results of Incorpora on into Lesson Key Learnings and New Skills/Knowledge Developed by Teacher
Based on the post assessment data I cannot really confirm any
I will say that the key learning points that I received from
beneficial results from incorpora ng the ISTE standards. I would
implemen ng the ISTE standards was just how malleable and
definitely call this inconclusive. I do not think that the ISTE
useful those standards can be. I will be using those standards and
standards hurt the lesson and I think I will try again in the next
implemen ng them in other lessons that I give.
lesson I give to incorporate more of these standards.
Ac on Items

For curriculum design, lesson Take a closer look at the iste standards and determine what can be easily and efficiently implemented in
planning, assessment planning lessons that I have already thought of.

For classroom prac ce Introduce computa onal thinking to my students get them familiar with the concept
For teaching English learners,
students with special needs, and
students with other instruc onal
Build a stronger rapport with the student and with the family to be er support them in their needs.
challenges
Individualized Learning Plan, Fullerton Online Teacher Induc on Program (FOTIP), 2017 Page 4 of 6
 For future professional Try to develop a clear plan and path to developing myself as a teacher for students, for other educators and
development for moving beyond the classroom
Work with students on computa onal thinking and have them start using the steps to create an algorithm to
For future inquiry/ILP
help them with free response ques ons on tests.
Focus on standard 5, COMPUTATIONAL THINKER: As a student, I develop and employ strategies for
For next POP cycle understanding and solving problems in ways that leverage the power of technological methods to develop
and test solu ons.
Semester 3 Only:
For future use of technology
Look for other ways to gather and compile data

Other Notes

NA

Pre-/Post- Assessment Data Table follows this document.

Include copies/images of pre-/post- assessments/direc ons and the Pre/Post Assessment Data Table with submission.

Fullerton Online Teacher Induc on Program

Individualized Learning Plan (ILP)
Revised 5.1.17
Direc ons: Record student pre and post scores in this table. Do not use student’s actual names.
New Teacher Email Subject Area Grade Level

Michael Meza mmeza3850gmail.com English 10

Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Of the rough dra s that were turned in correctly. 84% of students Of the essays that were turned in 73% of students scored above
scored above a 70% 70%
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL 10 24
2. Focus Student: 504/IEP 0 0 Mental health concerns being addressed.
3. Focus Student: Teacher Choice 10 24 Discussed meliness.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
Individualized Learning Plan, Fullerton Online Teacher Induc on Program (FOTIP), 2017 Page 5 of 6
 24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
910111213141516

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