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
Steven Weisman Weisman.steven@csu.fullerton.edu All 4th
Mentor Email School/District Date
Calvary Chapel
Amy Zazuetta amy@ccyl.church 10/5/23
Academy/PYLUSD
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
T - Guide students to think critically through use of questioning strategies,
Promoting critical thinking thinking by designing structured inquires into complex problems.
T – Applying posing/solving problems, and reflection on issues in content. T – Innovating
1.5 through inquiry, problem S - Students pose and answer a wide-range of complex questions
S – Exploring S - Students respond to varied questions or tasks designed to promote S - Innovating
solving, and reflection and problems, reflect, and communicate understandings based on
comprehension and critical thinking in single lessons or a sequence of lessons.
in depth analysis of content learning.
Utilizes comprehensive knowledge of
Adapts instruction in response to knowledge of
students to guide all students to develop
Applying student development and proficiencies to meet
proficiencies, understand subject matter
knowledge of students’ diverse learning needs. Ensures
including related academic language.
student understanding of subject matter including
Engages student at all levels of
development and related academic language. Provides explicit
3.2 Applying Innovating vocabulary, academic language, and
proficiencies to teaching of essential vocabulary, idioms, key
proficiencies in selfdirected goal setting,
ensure student words with multiple meanings, and academic
monitoring, and improvement. Guides
understanding of language in ways that engage students in
all students in using analysis strategies
subject matter accessing subject matter text or learning
that provides equitable access and deep
activities.
understanding of subject matter.
Uses an extensive repertoire of
Utilizing Selects and adapts a variety of instructional
instructional strategies to develop
instructional strategies to ensure student understanding of
enthusiasm, meta-cognitive abilities,
3.4 strategies that are Applying academic language appropriate to subject Innovating
and support and challenge the full range
appropriate to the matter and that addresses students’ diverse
of student towards a deep knowledge of
subject matter learning needs
subject matter.
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.
Inquiry Question Hypothesis Lesson Series Topic Assessments/Data Collection
Will having students write narratives I expect students to improve their
I will collect their
using an emoji generator improve narrative writing after practicing using Narrative Writing
paragraphs on Socrative.
their writing? online technology.
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
Focus Student 1 struggles with details in Focus Student 2 has ADHD and Student 3 struggles with
Performance Data
their writing. struggles focusing. spelling blends and digraphs.
By using online technology,
I expect focus student 1 to improve their I expect the student to do better student 3 will be able to utilize
Expected Results detail writing by practicing based off focusing with more visuals to aid spell check to check whether
emojis. them through the emoji generator. their blends and digraphs and
improve their spelling.
Inquiry Lesson Implementation Plan
Directions: that Semester 3 requires a lesson that focuses on use of technology to support teaching and learning.
Discuss Results with
Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results
Mentor
Identify dates for activities.
10/16/23 10/17/23 10/20/23 10/25/23 10/27/23
Provide 1-2 sentence summary I will be teaching students how narrative writing focuses on sequencing events with details by having them
of your lesson plan.
modeling the writing process and then providing immediate feedback as we go through a few rounds of
the emoji paragraph. Students will end by creating a narrative on google slides using pictures only at first
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4

Summarize process for
administering and analyzing
pre- and post-assessments.
and then create a narrative surrounding it.
I will have students write a paragraph with those emojis first to gather pre-assessment data. I will then
collect post-assessment data using Google Slides.

Semester 3 Only: Identify the

specific technology tools, Students will use their Chromebooks. We will use the website http://eduprotocols.io/ to generate emojis
applications, links, and/or for our narrative. Finally, students will use Socrative to type their paragraphs. They will use Google Slides
devices to be incorporated for their post-assessment.
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.)
Habibi, M., SUKMA, E., SURIANI, A., & PUTERA, R. (2020). Direct
writing activity: A strategy in expanding narrative writing skills for
elementary schools. Universal Journal of Educational
Gutiérrez, K. G. C., Puello, M. N., & Galvis, L. A. P. (2015). Using Pictures Series
Research, 8(10), 4374-4383.
Technique to Enhance Narrative Writing among Ninth Grade Students at
Institución Educativa Simón Araujo. English Language Teaching, 8(5), 45-71.
This article discussed how directing students through the
The idea behind this article was whether students would improve their writing
narrative writing process improves performance. It gave me the
using pictures prompts before they started. Students in the group using pictures
idea to model the paragraph writing first and show students what
outperformed those who didn’t.
to expect and what they should be thinking about. Then I’ll give
feedback through each stage of the writing process to boost
performance.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
The 1st grade teacher has worked on narrative writing by first having students The junior high teacher works on narrative writing by first having
draw pictures to tell a story. Then they write a narrative. The picture drawing students complete an outline on Google Docs before starting to
helps students think about what they are writing before they go write. write their actual essay. This again helps students organize 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
Educator 2.5 Designer Educators design authentic, learner-driven
activities and environments that recognize and accommodate learner
I have designed my lesson to provide a digital learning
variability.
environment using Socrative that allows for students to
Student 1.6 Creative Communicator Students communicate clearly and
share their ideas with one another in a safe way, that also
express themselves creatively for a variety of purposes using the
allows for me to provide instant feedback to students.
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 Three Focus
Pre/Post Assessment Data Analysis Findings for Whole Class
Students
All three focus students had issues writing cohesive, logical
At first, my students weren’t writing cohesive narratives that connected narratives. With the implementation of Socrative, Google
an idea throughout. There was no logical steps inside the narrative. Slides, and images, I saw a big improvement for the three
After practicing paragraph writing and then planning narrative with focus students. Focus Student 1 improved their addition of
pictures, there was a massive increase in students’ understanding of details. Focus Student 2 was able to break down the
narrative writing. The stories I received across the board were more writing and focus on individual tasks to better help the
cohesive and followed a logical structure. overall narrative. Focus Student 3 was able to use spell
check to help their spelling.
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
Teacher asked questions of analysis and evaluation. increase complexity of task beyond a single lesson so
thinking through T – Applying T – Integrating
1.5 Students answered questions that included all levels of Bloom’s. that there are continuing opportunities for students to
inquiry, problem S – Exploring S - Integrating
Students created their own math problems. engage in inquiry in complex problem. How could you
solving, and reflection
extend lesson into PBL?

3.2 Applying Applying Integrating Teacher scaffolded instruction to To move to Innovating level:
knowledge of students as needed to help ensure Consider how to have students
student understanding. Explicitly showed use analysis strategies to
development
his thinking to students and how to provide a deeper
and
write narratives to ensure students understanding of the subject
proficiencies
to ensure understood subject matter. matter.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 student
understanding
of subject
matter
Utilizing To move to innovating level:
instructional Teacher integrated strategies to
Consider scaffolding material
strategies that meet students needs such as
to challenge the more
3.4 are Applying Integrating providing visuals, going over
appropriate
advanced students to develop
academic language, and modeling
to the subject a deeper understanding of the
narrative writing.
matter subject matter.
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
The students really enjoyed planning their writing out with
Students were able to include pictures and have creativity when
images first, before writing anything. I plan on
designing their narratives that they really enjoyed. I was able to scaffold
incorporating that in more lessons. Socrative and Google
the writing for my students as needed to support their creativity and
Slides work really well for paragraph writing, and Google
inventiveness.
Slides really helped with breaking up paragraphs.
Action Items

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
For future inquiry/ILP
For next POP cycle
Semester 3 Only:
For future use of technology
I would like to continue using pictures to help plan out writing as the students really enjoyed doing the
pictures first and it helped them with the planning process.
I plan on also continuing to have students write in google slides before transferring over to a word
processor as that helped them. I would also like to scaffold those google slides a little more to help the
students who need it.
I would have my English learners tell their story in their fluent language before verbally translating the
story into English. Then they can use talk-to-text to transcribe it. Talk to text would benefit some of my
students with instructional challenges too.
I want to look for specific professional development focusing on using technology to improve writing. I
want to focus on shorter writing projects, so students write more and get more practice.
A future inquiry would be to see how using visuals first could help students in other subjects other than
writing. Maybe I could have students use pictures to represent math problems before solving equations.
For my next PoP cycle, I want to focus on some more formative assessments. It’s one of the weaker areas
for me that would benefit my students more. Having formative assessments during the ILP unit plan was
hugely beneficial for my students on improving their narratives.
I plan on continuing to use Socrative for quick checks in areas other than just writing, though it’s a great
tool for getting students to write. I want to use it for formative assessment exit-tickets in other subjects as
well.
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
Steven Weisman Weisman.steven@csu.fullerton.edu English (All Subjects) 4th
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Range – 4-8
Average – 5.31/16 = 33% Range – 11-20
Pre-assessment had the same rubric, but didn’t incorporate Average – 15.1/20 = 75.5%
conventions.
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 4
 1. Focus Student: EL 4/16 = 25% 15/20 = 75%
2. Focus Student: 504/IEP 4/16 = 25% 13/20 = 65%
3. Focus Student: Teacher Choice 4/16 = 25% 11/20 = 55%
4. 7/16 = 43.75% 15/20 = 75%
5. 6/16 = 37.5% 15/20 = 75%
6. 6/16 = 37.5% 17/20 = 85%
7. 7/16 = 43.75% 13/20 = 65%
8. 8/16 = 50% 16/20 = 80%
9. 4/16 = 25% 19/20 = 95%
10. 8/16 = 50% 17/20 = 85%
11. 8/16 = 50% 20/20 = 100%
12. 4/16 = 25% 15/20 = 75%
13. 4/16 = 25% 14/20 = 70%
14. 4/16 = 25% 17/20 = 85%
15. 4/16 = 25% 18/20 = 90%
16. 4/16 = 25% 14/20 = 70%
910111213141516

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 4