Fullerton Online Teacher Induction Program

Individualized Learning Plan (ILP)

Revised 6.1.17
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
Claudia Haro-Contreras Claudia.haro@animo.org AP Spanish and Language 11th
Mentor Email School/District Date
Geraldine Silva Geraldine.silva@animo.org Animo Inglewood (Green Dot PS) 10/10/19
Section 2: CSTP Areas of Inquiry
Directions: Identify 2-3 CSTP elements for ILP focus, including at least one as required: Semester 2 – CSTP 1/2/3; Semester 3 – CSTP 4/5/6; Semester 4 -all. 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 - Guide students to think critically through use of questioning strategies, T - Facilitates systematic opportunities for students to apply critical thinking
Promoting critical thinking posing/solving problems, and reflection on issues in content. by designing structured inquires into complex problems.
T – Applying T – Innovating
1.5 through inquiry, problem S - Students respond to varied questions or tasks designed to promote S - Students pose and answer a wide-range of complex questions and
S – Exploring S - Innovating
solving, and reflection comprehension and critical thinking in single lessons or a sequence of problems, reflect, and communicate understandings based on in depth
lessons. analysis of content learning.
T-Integrates knowledge of curriculum and resources to organize and adjust
Organize curriculum to instruction within and across subject matter to extend student T-Uses extensive knowledge of curriculum and related resources to flexibly
facilitate student T-Integrating understanding. T- Innovating and effectively organize and adjust instruction.
3.3
understanding of the subject Ensures student comprehension and facilitates student articulation about what
matter they do and do not understand.

Using a variety of T-Utilizes a variety of strategies including culturally responsive pedagogy,

T-Refines the flexible use of an extensive repertoire of strategies, resources,
instructional strategies, resources, and technologies during ongoing instruction to meet students’
T- Applying T- Integrating and technologies to meet students’ diverse learning needs.
1.4 resources, and technologies to diverse learning needs.
S- Applying S- Integrating S-Students take responsibilities for using a wide range of strategies, resources,
meet students’ diverse S-Students participate in instruction using strategies, resources, and
and technologies that successfully advance their learning.
learning needs technologies matched to their learning needs.

Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments to ILP)

Inquiry Focus
Based on your selected CSTP elements,
identify a focus of inquiry (e.g., group
discussion, differentiation,
motivation…)
Use of analysis, synthesis, and evaluation
questions + student problem generation
Identifying aspects of culture+ synthesizing
information + identifying appropriate
information + self reflection
Inquiry question Pre-Assessment Post-Assessment Expected Results
Pose measurable and observable question
What will you use as your baseline What will you use as your final How do you expect student performance
in terms of students (e.g., what impact will
assessment of student assessment of student to change? Use percentages to describe
strategy X have on student performance
actions/performance? actions/performance? anticipated growth.
as measured by Y?)
What impact will increased use of higher-order
There will be a 20% increase in the average exam
questions (teacher talk, worksheet, and student
Previous examination scores New chapter exam score for students who participated in class and
problem generation) have on student performance
successfully completed the worksheet.
as measured by chapter exam?
Considering the various levels, this will allow
What will be the impact of having students engage
students to improve in their writing by having them
in a collaborative research project using various Answer questions using context from previous
Self assessment using rubrics write using precise vocabulary. In addition, it will
sources and then developing a visual presentation units.
also allow them to to work on their two minute
using a collaborative source like Google Slides.
presentation in preparation to their AP test in May.

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 2: Student with
Focus Student 1: English Learner Focus Student 3: Your Choice
ILP/504
Student V has an ILP in which she
Student B is a very handworker. Student is struggles reading, writing, and
Student A is a student who within the last two
always willing to ask for supports and speaking. As a result, I know student
months has been absent about 75% of our classes.
advocated for additional resources when will need additional resources like
Performance Through her chronic absences it has been difficult to
needed. B is always taking initiative and graphic organizers and sentence frames
Data have her fully engage in class material. However,
engaging in classroom material by to help her organize her thoughts. I
when in class student always meets class standards
collaborating with his teammates and have also found it crucial to find audio
and even supports her classmates.
answering questions. readings or videos that provide the
information.
Based on V’s previous assignments I
Based on B’s work ethics from previous Based on A’s work ethic I know she will meet the
know student will struggle reading and
assignment, I know student will attempt to standards but will not devote outside class time to
writing using the target language.
work independently on the assignments. finishing and polishing her work. I know student will
However, I know student will maneuver
Expected Results Utilize the resources that he feels he most also do well in her work during class including the
through the assignment and will seek
needs. He will then work efficiently and make oral presentation. Since student does very well when
the resources I have provided her
sure he is meeting the rubric expectations. B communicating in the target language I know she will
including the guided questions and
will ask questions to make sure he is on track. exceed the presenting standards.
sentence frames.
Inquiry Lesson Implementation Plan
Administer Post-
Administer Pre-Assessment Deliver Lesson(s) Analyze Results Discuss Results with Mentor
Assessment
Students discuss one of the Students will be give Students reflect on Students overall met Mentor and I discussed
three groups we analyzed class time to research, their assessment standards. As AP students how being their first AP
Identify dates for activities. together and will identify write and create the and will grade they made sure to utilize assessment I was very
aspects of their culture visual presentation. themselves/group. their examples and rubrics pleased with the
including their social, They will given some They utilize to verify they were quality of work
economic, and political guiding questions to evidence from their meeting the received. Students

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
 aspects. Within their group consider, example, and work to justify their requirements. Of the 130 really made precise
they will answer questions a rubric to follow. grade. students whom presented usage of the target
using notes we had only 10 of them struggles language to convey
previously reviewed. to present. These same 10 information and
students also had answer the guiding
difficulty writing their questions. They were
paragraphs and also very precise when
consequently were some presenting. As one of
of the same students that the criteria’s was to
did not seek support only include pictures
afterschool/ during class. and present the
information orally,
most students were
very successful in their
delivery.
Provide 1-2 sentence Students will be working on their summative assignment, where they will be examining, researching, and presenting information on
summary of your lesson plan. indigenous groups. Students will be synthesizing information they research into 7 (50-75) word paragraphs, visual and oral presentation.
When administering the assessments, I needed to understand as a class we had done explored various indigenous groups. As a result, I
Summarize process for created a example project which met all the rubric requirements. This allowed to understand the assessment and the expectation. In the
administering and analyzing Post-assessment, I got a better sense as to how students collaborate together. Their ability to research and provide the appropriate
pre- and post-assessments. citation to the works examined. Through the process I was also able to have students reflect on their own work by having them grade
themselves using the rubric I was also going to use.
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.)
https://www.teachthought.com/pedagogy/4-phases-inquiry-based-learning-guide-
https://www.teachingbooks.net/content/FocusOnInquiry.pdf
teachers/
In this reading, I was able to get a better understanding to the benefits of both student
This reading helped me see the process into a four stage process while
and teacher. In addition, it also provided me with a visual as to the ways we are
integrating some of the common aspects that should be happening between
connecting the learnings.
student and teachers.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Spanish-10th grade History- 11th grade
One of my department colleagues mentioned how difficult it was for her to make The 11t grade history teacher shared how he has students created a short
usage of her warm up-time. She explained how even though she utilized the TWDR speech on a social justice topic. He explained how students struggle making
framework (think-write-discuss-report) she wanted the activity to be more intentional connections with topics. For example, he shared how one of the boys in his class
in a way to allow students to engage by posing additional questions as to what they had a very hard time examining the experience of the LGBTQ community. The
are writing about. She has encouraged the usage of connecting the warm up topics to teacher then made sure to pose questions and have the student reflect on some
the student’s experience. of his thoughts and ideas on the topic by having follow up questions.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
In the assessments I posed It was crucial for my students to understand the
information, synthesize, and communicate with their group to develop a visual
NBPTS: 1. Dedication to Student Learning and oral presentation. They were able to utilize google docs to present their
ISTE Student: 7b. Students use collaborative technologies to work with others, information while exploring multiple sites to obtain sufficient information to
including peers, experts or community members, to examine issues and problems write and present. As a group they became experts an discussed and even posed
from multiple viewpoints. solutions to some of the issues indigenous groups are confronting. While doing
so I made sure to provide multiple resources to my students with needs and EL’s.
I gave them multiple sources including videos and articles to support their
learning. I also made sure to allow their knowledge to be heard and recognized
with their collaboration.
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

As a class the majority of my class was bale to meet the objective. Students were
My students were able to reach the objective thanks to the scaffold graphic
able to use the resources in order to meet the objective. Medium students use the
organizer in addition they were able to reference back to their notes to make
very broad sentence frames and the spicy students were able to write with
sure their points were clear and correct. The scaffolds that led to the objective
paragraph without much guidance. As a class they collaborated to make lesson
were referenced by my EL’s and SPED students.
effective ad therefore help each other reach the objective.

Initial Evidence/Rational for Rating

CSTP Element Revised Rating Suggestions for Moving Forward
Rating (Summarize from POP Section 3)
Promoting critical To move to INNOVATING level: Consider how to increase
Teacher asked questions of analysis and evaluation.
thinking through T – Applying T – Integrating complexity of task beyond a single lesson so that there are
1.5 Students answered questions that included all levels of Bloom’s.
inquiry, problem S – Exploring S - Integrating continuing opportunities for students to engage in inquiry in
Students created their own math problems.
solving, and reflection complex problem. How could you extend lesson into PBL?
Organize curriculum Teacher made sure students understood the material prior to the
T-Integrating T- Innovating To continue building of the level teacher needs to make sure
to facilitate student lesson. This helped facilitate the lesson and students were able to
3.3 students are engaged to the material and are meeting the prior
understanding of the have a more in-depth understanding of content and skills were
better developed. objectives is that the future ones are easier to achieve.
subject matter
Using a variety of Teacher was able to support students using a differentiated
instructional In order to become innovating teacher needs to continue and find
T- Applying T- Integrating activity.
1.4 strategies, resources, more ways to scaffold the material so that all students are able to
S- Applying S- Integrating Students were abele to build of their skills by using the
and technologies to reach the objective without problem but enough rigor.
meet students’ diverse appropriate resources while also asking questions.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
 learning needs

Special Emphasis (Skills, Themes, ISTE Standards·Teachers, NBPTS Core Propositions (if applicable)
Results of Incorporation into Lesson Key Learnings and New Skills/Knowledge Developed by Teacher
The results of the lesson included seeing students engage in material was rigorous Students were able to critically analyze the situation that immigrants families
while they were able to engage in conversation and skills that helped reach the confront. While connecting the material and understanding the pull and push
standard. The majority of students met and even succeeded the objective by scoring a factors that lead to family separation. Students were able to better develop
7 or higher in the paragraph. skills that helped them write and read the text.

Action Items
I wanted students to really understand the push and pull factors that led to the journal the teenager embarked. This in itself would
For curriculum design, lesson
allow for further connection between student and text. The assessment would allow students to prepare for their final essay. As a
planning, assessment
form of assessing their writing I am able to further support and help students develop their reading and writing skills.
planning
I would like to continue working in creating a collaborative environment that is inclusive to student understanding and experiences.
For classroom practice Making sure students are able to grow while also experiencing rigorous material.

For teaching English learners,
students with special needs,
and students with other
instructional challenges
For future professional
development
This lesson allows me to think of my EL’s and thinking of what support would help them achieve the standards and objectives. For
example, I made sure to provide students with sentence frames to help them gather their thoughts. In addition, by having them in
strategic partnering they were able to ask further clarifying questions.
I would like to continue receiving resources that will help me prepare my language learners in writing an essay without sense frames.
Thinking of the differentiation the English team has, I would like to observe and try to implement some of the key strategies they are
currently implementing including the group/pair and individual work.

For future ILP I would like to see how my El’s and SPED students have advanced or grown overall. See if the new resources I implement
For future inquiry/ILP are making a difference.

Next POP I would like to make more mentor and mentee opportunities to work on the Lesson Plan so that we can discuss more in
For next POP cycle depth the goals of the lesson and how it was sequenced into the entire unit plan.

Other

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 3 of 5
 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

Claudia Haro-Contreras Claudia.haro@animo.org AP Spanish 11th

Pre-Assessment Data Range and Average Post-Assessment Data Range and Average

7 8.5

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
Student was constantly absent. The skills
1. Focus Student: EL E.B 6.5 7.5 practiced throughout the unit could have been
better developed.
Student did not attend office hours to review
the assignment prior to wring but still managed
2. Focus Student: 504/IEP V.R. 5 8
to score an 8 due to evidence from the book.
Pair worked helped support.
3. Focus Student: Teacher Choice Student used his resource including pair and
7 8
L. dictionary to help him write out his paragraph.
4. A.P 9 10
5. E.E. 7.5 8
6. P.A. 9 9
7. D.J. 8 9
8. Y.T 8 7.5
Student was absent more than 50% to the
class. By struggling with language skills and not
9. D.B 6.5 6.5
knowing the story, student had difficulty wring
overall.
10. J.L. 8 8
11. R.O 7 9
12. O.H 9 8.5
Student is an English speaker. The score even
though did not meet the objective he was able
13. F.S. 5 6.5
to improve in the structure and in identifying
the appropriate evidence.
14. S.V. 8 9.5
15. J.R. 8.5 8.5
16. J.B. 9 9.5
17. E.C 6.5 7
18. E.C. 8 8
19. A.P. 6 7
20. R.J. 8.5 9
21.
22.
23.
24.
25.
26.
27.
28.
29.
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 30.
31.
32.
33.
34.
35.
36.
910111 21314 1516

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