Fullerton Online Teacher Induction Program

Individualized Learning Plan (ILP)

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.
New Teacher
Samar Al Hayek
Mentor
Manar Tarzi
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
Promoting critical thinking
1.5 through inquiry, problem
solving, and reflection
Using and adapting
resources, technologies,
and standards-aligned
instructional materials
3.5 including adopted
materials, to make subject
matter accessible to all
students
Developing and sequencing
long-term and short-term
4.3 instructional plans to
support student learning.
Applying knowledge of the
purposes, characteristics,
5.1 and uses of different types
of assessments
Section 1: New Teacher Information
Email
Samar.hayek82@gmail.com World language
Email
manar@minaretacadem
PYUSD
y.net
Section 2: CSTP Areas of Inquiry
Initial Rating Description
T - Guide students to think critically through use of
questioning strategies, posing/solving problems, and
T –applying
reflection on issues in content.
S–
S - Students respond to varied questions or tasks
Exploring
designed to promote comprehension and critical
thinking in single lessons or a sequence of lessons.
T- Integrates a wide range of adapted resources,
technologies, and instructional materials to meet
T– identified student needs and make subject matter
Integrating accessible to students.
S–
Exploring S-Explores additional instructional materials, resources,
and technologies to make subject matter accessible to
students.
T- Establishes short- and long-term curriculum plans for
T-Applying
subject matter concepts and essential related academic
language and formats that support student learning.
T- Explores the use of different types of pre-
assessment, formative and summative assessments.
T-Exploring
S-Exploring S-Begins to identify specific characteristics of
assessments that yield different types of information
about student preparedness, progress, and proficiency.
Revised 11.5.18
Subject Area Grade Level
8th Grade
School/District Date
9/19/2023
Goal Rating Description
T - Facilitates systematic opportunities for students
to apply critical thinking by designing structured
inquiries into complex problems.
T –Innovating
S - Innovating
S - Students pose and answer a wide-range of
complex questions and problems, reflect, and
communicate understandings based on in depth
analysis of content learning.
T- Engages students in identifying and adapting
resources, technologies, and standards-aligned
instructional materials to extend student
understanding and critical thinking about subject
T-Innovating
S- Integrating
matter.
S-Ensures that students are able to obtain equitable
access to a wide range of technologies through
ongoing links to outside resources and support.
T-Utilizes extensive knowledge of curriculum, content
T-Innovating standards, and assess learning needs to design
cohesive and comprehensive long- and short-term
instructional plans that ensure high levels of learning.
T -Develops and adapts the range of appropriate
assessments to address questions about students’
learning needs and progress.
T –Integrating
S - Integrating S- Integrates a variety of characteristics into
assessments to allow students with a range of
learning needs to demonstrate what they know.

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 Focus Inquiry Question Hypothesis Lesson Series Topic
Collection
In four-week lesson series middle school students I will provide Pre- and
will embark on a journey to deepen their Post-Questionnaires.
Integrating virtual
understanding and appreciation of architectural
tours into Arabic
Integrating technology, How can virtual art. The first week introduces them to Virtual Tour Feedback will
architectural art
particularly virtual tours, tours improve architectural art's historical significance and be conducted after the
lessons will
to enhance students' middle school virtual tour navigation skills. Week two focuses on tour.
enhance students'
understanding and students' exploring different architectural styles through I will use the classroom
engagement,
engagement in the understanding of virtual tours and group discussions. In week discussions and students’
comprehension,
Arabic second Arabic three, students delve into the historical and reflections to assess the
and appreciation of
language class architectural art? cultural context of architectural landmarks, students.
Arabic architectural
leading to collaborative research projects. The Quizzes
art.
final week centers on creative projects inspired by Presentation will be as
virtual tours, with presentations and reflections. summative assessment.
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 AD-I do not have an EL in my class, but I YS-Student has 504 plan and requires This student is highly
do have a student who is Novice level in accommodations. The student has energetic and struggles with
the Arabic language and the average prior knowledge of Arabic maintaining focus during
comprehension skills in general. In language and culture. classes. Currently, he holds an
addition, he has limited prior knowledge 81% grade in my class but is
of Arabic culture. This student struggles The student has a 75% due to at risk of dropping. He lacks
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 6
 organizational skills and
frequently leaves
assignments incomplete
unsubmitted work and lack of focus in
when he doesn't fully grasp
class. This lesson series will allow the
with all subjects including ELA. I focus on the material. I selected this
student to learn at their own pace and
this student as I believe he is considered student because I believe he
allow me to closely direct his attention
beginner Arabic-learner and also needs would benefit from
once off task since it is student
extra help and basic instructions in order participating in a virtual tour
centered.
to complete a task. within the class, and from
having more time to engage
in an interactive assessment,
aiding his comprehension of
the Arabic architectural art.
I expect the student to
benefit from having a longer
period of time and excel in
With this lesson series, I am expecting
By providing clear, step by step following step-by-step
the student to be able to display his
guidelines using the virtual reality tour guidelines while having
understanding of lesson content and
and platform to present the students’ access to the teacher to ask
improve in engagement. Also, I hope he
outcomes, I am expecting improvement questions when he has them
will demonstrate a stronger
Expected Results in comprehension and understanding of to complete the assessment
understanding of lesson content when
Arabic architectural art. In addition, I to complete an interactive
conducting a virtual tour and working
expect to increase student engagement assessment. I hope that his
on a presentation style assignment
in the lesson with the incorporation of knowledge and
versus a worksheet. I hope his grade
VR. comprehension of Arabic
will move up to a B.
architectural art will be
improved and his grade to
move up.
Inquiry Lesson Implementation Plan
Directions: that Semester 3 requires a lesson that focuses on use of technology to support teaching and learning.
Administer Post-
Administer Pre-Assessment Deliver Lesson(s) Analyze Results Discuss Results with Mentor
Assessment
Identify dates for activities.
9/25 10/2 10/10 10/20 10/22
Students will embark on a journey to deepen their understanding and appreciation of architectural art. The
first week introduces them to architectural art's historical significance and virtual tour navigation skills.
Provide 1-2 sentence summary of Week two focuses on exploring different architectural styles through virtual tours and group discussions.
your lesson plan. In week three, students delve into the historical and cultural context of architectural landmarks, leading to
collaborative research projects. The final week centers on creative projects inspired by virtual tours, with
presentations and reflections.
Administering and analyzing pre- and post-assessments in the lesson series involves several key steps.
Summarize process for Firstly, at the beginning of the lesson series, students will complete a pre-assessment questionnaire to
administering and analyzing pre- gauge their initial understanding and appreciation of architectural art. This questionnaire will cover
and post-assessments. relevant topics and aspects of architectural art. After completing the lesson series, students will take a
post-assessment questionnaire with similar content to measure changes in their comprehension.
Virtual tour platforms will be incorporated to enable students to explore architectural sites virtually.
Semester 3 Only: Identify the Chromebooks with internet connectivity will be used to access and navigate these virtual tours
specific technology tools, effectively. Also, students will have the option to use digital presentation software like PPT, Canvas or
applications, links, and/or devices Google slides.
to be incorporated into the lesson.
Ministry of Tourism and Antiquities
https://islamicart.museumwnf.org/
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.)
Article 2: Virtual Tours Are Taking Off. Here’s How to Article 1: Engaging students in virtual tours to learn language and
Integrate Them Into Your Teaching: digital literacy:
https://blog.education.nationalgeographic.org/ https://link.springer.com/article/10.1007/s40692-023-00262-2
2022/01/04/virtual-tours-are-taking-off-heres-how-to-
integrate-them-into-your-teaching/
This study explores the use of virtual tours in K-12 education to enhance
James Fester, a volunteer educator at Angel Island State language learning and digital literacy. It focuses on the CoSpaces virtual
Park in San Francisco, discusses the educational value of reality platform, which allows students to create and interact with virtual
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 6
 virtual tours and their impact during the COVID-19
pandemic.
He notes the widespread adoption of virtual tours by
educational sites and organizations, emphasizing their tours. The study analyzed 19 CoSpaces projects to understand the
engagement and educational benefits. Fester cites studies contexts and learning goals of virtual tour creation in terms of language
showing improved reading comprehension, global and technological skills. The results suggest that virtual tours have the
awareness, and reduced dropout rates associated with potential to improve digital language literacy across disciplines,
virtual tours. promoting skills such as research, creativity, 3D creation, and coding. The
Fester emphasizes the importance of pairing virtual tours study also highlights the effectiveness of CoSpaces as an educational
with a framework that encourages exploratory activities tool, emphasizing its simplicity and co-authoring features. Overall, this
and offers ideas for incorporating virtual exploration into research contributes to the conceptualization of digital language literacy
lessons. He also recommends resources and platforms for in three dimensions: knowledge across contexts, learning skills, and
educators interested in using virtual tours as teaching technological skills in a virtual tour-supported language learning
tools. environment.
In conclusion, James Fester advocates for the educational
value of virtual tours and offers practical suggestions for
their effective use in the classroom.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Grade Level: Middle School (6th-8th grade) Grade Level: Middle School (6th-8th grade)
Subject: Science Subject: Science
Summary of Ideas: Summary of Ideas:
Ms. Sumaiya, a social studies teacher, plans to enhance their Ms. Naima uses virtual lab simulations to enhance hands-on learning. The
curriculum by integrating technology. She uses online students can explore platforms like Gizmos Interactive Simulations, which
discussions, interactive maps, virtual museum tours, historical provide interactive science experiments covering various topics. (Gizmos are
podcasts, and online research projects to engage students and virtual science simulations that bring powerful new interactive STEM learning
deepen their understanding of historical and contemporary experiences to grade 3-12 classrooms.)
topics. Also, Ms. Sumaiya give the students option to choose a This approach allows students to conduct experiments virtually, making science
digital presentation software such as PPT or slideshow to present concepts more accessible and engaging. . Ms. Naima believed that students
their research. She believes that not only does technology keep understood the concept better than when they read the textbook or listened to
students engaged, it provides them with real life skills that they her discuss the concept because technology allowed her to shift from teacher-
will use beyond the classroom. centered to student centered.
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
ISTE Educator Standard:
2.5 Designer: I design authentic, learner-driven activities
and environments that recognize and accommodate
learner variability.
Students will grasp the historical significance of architectural art and
2.6 Facilitator: I facilitate learning with technology to
hone their virtual tour navigation skills. This foundational knowledge will
support student achievement of the 2016 ISTE Standards
set the stage for their exploration.
for Students.
They will delve into various architectural styles through virtual tours and
engaging group discussions. They will harness digital tools to curate and
ISTE Student Standard:
present their findings, allowing them to express their unique
1.3 Knowledge Constructor: Students critically curate a
perspectives on architectural diversity.
variety of resources using digital tools to construct
They will utilize digital presentation tools to showcase their knowledge
knowledge, produce creative artifacts and make
and creativity, with opportunities for presentations and reflections,
meaningful learning experiences for themselves and
thereby concluding their immersive journey into the world of
others.
architectural art.
1.6 Creative Communicator: Students communicate
clearly and express themselves creatively for a variety of
purposes using the platforms, tools, styles, formats, and
digital media appropriate to their goals.
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 Whole Class Pre/Post Assessment Data Analysis Findings for Three Focus Students
Based on the pre-assessment goal setting and post- S1 is identified as a novice-level Arabic learner with limited
assessment reflection, a majority of students decided to comprehension skills and prior knowledge of Arabic culture. S1 took the
go above and beyond what was required of them. All but opportunity to challenge himself in certain areas of the project he felt
one group completed more than the minimum comfortable with. He did not complete the most high-quality work when
presentation requirements. By setting goals and providing it came to expressing himself via Canva. However, his engagement was
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 6
 scaffoldings, I saw that students pushed themselves to
achieve a certain degree more than what I asked them
based on their capabilities. The virtual tour feedback
enhanced, validating the effectiveness of VR in the learning process, and
indicated positive engagement, offering insights into
he enjoyed playing around with Canva features and was able to create
effective and challenging aspects. Classroom discussions
simple descriptions for Arabic architectural art. His grade remained
and reflections showcased a depth of understanding, and
similar to his regular output.
quizzes demonstrated measurable progress in targeted
S2 and S3: an improvement in engagement was observed as the students
areas.
learned at their own pace. The shift from worksheets to virtual tours
The summative presentation assessment highlighted
likely contributed to a more focused and understanding approach. These
overall achievement, with most groups surpassing
two students completed better quality work than is their norm. Their
minimum design requirements. The use of Canva and
grade reflected almost a 10% increase compared to their previous
critical thinking abilities were evident in conveying major
project scores. The direct assistance and scaffolding helped this student.
concepts effectively. Post-assessment reflections revealed
that students, on average, felt they achieved or exceeded
their initial goals.

Initial Evidence/Rational for Rating

CSTP Element Revised Rating Suggestions for Moving Forward
Rating (Summarize from POP Section 3)
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 lesson so
T – Applying T – Integrating
1.5 through inquiry, problem Students answered questions that included all levels of Bloom’s. Students that there are continuing opportunities for students to
S – Exploring S - Integrating
solving, and reflection created their own math problems. engage in inquiry in complex problem. How could you
extend lesson into PBL?
Teacher integrated a wide range of
technologies and instructional materials,
particularly virtual tours, to enhance
students' understanding of Arabic
Using and adapting
architectural art to meet identified student
resources,
needs and make the subject matter
technologies, and
T– accessible to students.
standards-aligned
Integratin I would continue to leverage
instructional T- Integrating
3.5 g technology but explore more
materials including S- Integrating
S– Students researched the topics they were advanced tools or platforms.
adopted materials, Exploring given using teacher-provided resources. This
to make subject
allowed them to learn more about their
matter accessible to
topics.
all students
Students had a virtual tour and used
different technology tools to present their
final products such as Canvas, Google Slides,
and PPT.

Teacher utilizes extensive knowledge of

curriculum, content-standards, and assess The level is achieved in regard of
learning needs to design cohesive and the break down the project into
comprehensive long- and short-term phases, each building on the
Developing and instructional plans that ensure high levels of previous one, and the structure
sequencing long- learning. the lesson units to span an
term and short- T- The Arabic architecture art unit is extended period, allowing for a
T-Innovating
4.3 term instructional Applying approximately 5-6 weeks long, each week more in-depth exploration of
plans to support building upon one another. architectural art concepts.
student learning. There are short-term goals that I want the
students to master, and each completed I would Provide a choice board
week allows students to build more and for the final project to allow
more unto the next. All the weekly goals are students to be in control of their
measurable, achievable within a short time learning .
frame, and are connected to long-term
goals.
5.1 T- T –Integrating Teacher develops and adapts the range of I would provide ways for
Applying Exploring S - Integrating appropriate assessments to address students to apply their
knowledge of the S- questions about students’ learning needs knowledge in alternative formats
Exploring
purposes, and progress. and apply their knowledge to
characteristics, and I continue to adapt my assessments Architecture Art today.
uses of different according to the fitness of different
types of students. This allows them to be challenged
assessments while constantly improving with hard work. I
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 6
 provided pre-questionnaires to assess
students' prior knowledge of Arabic
architectural art and the technology skills
they have that would enable them to
perform well in the virtual tour and the
digital presentation.

Students demonstrated their achievement

through Canva, Google Slides, and
PowerPoint presentations. Some students
struggled with finding enough content for
their presentations and comparing and
contrasting content.
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
Student with Novice level in the Arabic language - This student required
a lot of direction and needed me to explain the tasks to him a few times
and provide instructions in English. He was able to have better
understanding of Arabic architectural art and therefore successfully
complete the assignment. He ended up getting an 85% on it.

ILP Student- This student needed a lot of redirections. He ended up with

Overall success. Students fully understood how to use the an 82% . He followed most components He demonstrates good
presentation tools (Canva, Google slides, PPT) to create understanding of lesson content when conducting a virtual tour.
their final project. Some students surprised me with how However, since he was not using class time wisely, I had to closely direct
well they were able to follow assignment directions and his attention once off task since it is student centered. His grade will
were able to get creative in applying the knowledge the move up to a B.
learned. The class average rose to A.
Your Choice - I was very happy with this student's result. He worked very
hard to understand what was asked of him. Although he needed a lot of
one-on-one assistance. He benefited from participating in a virtual tour
within the class, and from having more time to engage in an interactive
assessment, aiding his comprehension of the Arabic architectural art.
Also, he understood the presentation portion and the content portion of
the assignment. He ended up with an 91%.
Action Items
I will offer choice boards to students so they can choose how they would like to apply their learning and
For curriculum design, lesson
planning, assessment planning
what areas they want to focus on in the future. I will continue breaking down large assignments into
smaller sections and having students initial after completing each step.
I will continue using step-by-step tutorials to help students learn new software so they are not
For classroom practice
overwhelmed.
For teaching English learners, I will make use of small group instruction and one-to-one instruction so that students who need extra
students with special needs, and
students with other instructional
explanation have the opportunity to ask questions. This also helps students who understand content
challenges quickly to utilize class time.
For future professional
development
I will attend conferences geared towards incorporating PBL in my curriculum

I would like to focus on creating a PBL unit to engage my students and create a learning experience for
For future inquiry/ILP
them

For next POP cycle I want to focus on how to provide differentiated instruction for multiple groups of students.

Semester 3 Only: I would like to continue incorporating technology in my classroom to help students review and apply
For future use of technology content.
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 5 of 6
 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
Samar Al Hayek Samar.hayek82@gmail.com World Language/ Arabic 7/8th
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average

86% 90%

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL 76% 85%
2. Focus Student: 504/IEP 75% 82%
3. Focus Student: Teacher Choice 81% 91%
4. L.B. 92% 94%
5. H.K 93% 95%
6. A.D. 88% 90%
7. M.M. 90% 94%
8. M.T. 91% 93%
9. D.S. 75% 83%
10. I.S. 80% 84%
11. Y.S. 88% 90%
12. L.Z. 95% 96%
13. Y.S. 92% 93%
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 6 of 6