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

aminla92@hotmail.co Environmental Science,

Amine Farhat 9th-11th
m Chemistry
Mentor Email School/District Date

mavsar@magnoliapu Magnolia Science

Musa Avsar 10-11-2020
blicschools.org Academy-4
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.

CST
Element Initial Rating Description Goal Rating Description
P
T - Guide students to think critically through use of questioning
T - Facilitates systematic opportunities for students to apply critical
strategies, posing/solving problems, and reflection on issues in T–
Promoting critical thinking T – Applying thinking by designing structured inquires into complex problems.
content. Innovating
1.5 through inquiry, problem S– S - Students pose and answer a wide-range of complex questions and
S - Students respond to varied questions or tasks designed to promote S-
solving, and reflection Exploring problems, reflect, and communicate understandings based on in depth
comprehension and critical thinking in single lessons or a sequence of Innovating
analysis of content learning.
lessons.

T-creates a plan to have

meaningful relating of the
T-connects the subject topic subject matter and to have
and it's effects on our students positively influence to
Connecting T- everyday life and how it make those connections in
subject relates in real life contexts to T- order increase students
Applyi integrat
1. matter to ng those of the students. ing interest and participation in
3 meaningful, S- S-use the examples given to S-
Applyin
the learning of the subject
Explo
real-life ring
relate the subject matter to the g matter.
contexts use/effect of the topic in our S- use the connections that are
everyday life and make real made during lesson to their
life connections. everyday lives in order to
further their knowledge of the
topic.

T-conducts different and

Collecting
numerous methods in order to T- creates an assessment plan
and
assess student learning. that uses and collects the data
analyzing T- T-
Teacher also uses analysis from the formal and informal
assessment applyin Integrat
5. g from student data in order to ing assessments.
data from a S- S-
2 plan ways teacher can S-respond to adjustments
variety of Explori Applyin
ng differentiate during g made during planing by
sources to
instruction to the students. improving their scores with
inform
S-will participate in the lesson supporting data.
instruction.
and its activities while
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 10
 improving their abilities to
complete the task.
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

How can I further Students will

participate and
improve my student -Chapter exam
improve their
learning by using a 2 week unit on -Chapter essay
comprehension levels
variety of online population biology. -PowerPoint
of the subject matter
applications during presentation.
by using different
distance learning? online applications.
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

This student currently has

a grade of 66% in the class.
Student has a current grade This is a struggling student
of 72% in the class. Student who has an extreme upside.
often struggles with staying Student struggles with
This student currently
on task when not getting focused especially
has 73.2% in the class. S1
motivated. Student also when student is not
struggles to complete
struggles with reading engaged in the lesson.
assignments and often
Performance comprehension and with Student has displayed
Data gets distract during the
distance learning she does incredible abilities during
lesson. Student is
not have a quiet learning class when engaged but
consistently missing class
environment as evident seems to get rather
during this distance
when mic is on. Student has distracted by wanting to
learning.
been diagnosed with ADHD make other student laugh
and is an English learner as at times during class. This
well. seems to the students
disengagement at certain
moments of the class.
The goal for this student is This is student is very
The goal is for the student to not only improve her intelligent and will improve
to increase her ability to grade in the class but to try his grade. The goal is to
complete assignments by and improve her keep student engaged in
Expected staying focused at the engagement during the order to improve not only
Results task at hand. The next class activities and in the his grade but as well as
step is to keep the subject matter. Student will working habits. This will
student engaged also be informed if there is help prevent student from
throughout the lesson. a possibility of sitting being disengaged during
somewhere else during class.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 10
 class time in order to
maybe further improve her
ability to stay focused away
from distractions.
Inquiry Lesson Implementation Plan
Directions: 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
Identify dates for
activities.
11/4/2020 11/9/2020 11/18/2020 11/19/2020 11/20/2020
This will be a 3 lesson unit discussing population biology. The following will
Provide 1-2 sentence be the order of the lessons from first-last. The first lesson will be about the
summary of your lesson dynamics of population growth. The second lesson will be about the factors
plan.
that regulate population growth, and lesson three will be about conservation
biology.
Pre-assessment, students will be given their current grade and will decide on
Summarize process for their improvement goal by the end of the lesson, while I use this data to
administering and
analyzing pre- and post- compare it to data collected with the addition of online applications to see
assessments. whether students engagement and student comprehension of the subject
matter.

Students will be using their Chromebooks in order to participate in the class lecture. While on the
Semester 3 Only: Identify Zoom app, the students will be using the following, google classroom, McGraw-hill, google slides,
the specific technology as well as the ability to research through the internet for the required information in order to
tools, applications, links, complete the google presentation slides.
and/or devices to be
incorporated 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.)

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 10
 Gilbert, Brittany, "Online Learning
Revealing the Benefits and Challenges"
Ally, Mohamed (2008). Foundations of
(2015). Education Masters. Paper 303.
educational theory for online learning. In T.
I found this article to be extremely helpful
Anderson (Ed.).
because it tackles the idea of online learning
The theory and practice of online learning
which is relevant not only due to the
(pp.15-44). Athabasca, AB: Athabasca
technology emphasis from this semester, but
University
also the process of distance learning that we
are currently under. One thing while reading
The author of this article discusses the process
the article that was very interesting was that
of online learning, discussing not only the
one of the advantages of online learning that
advantages, but also explaining the reasoning
were discussed was the benefit it gave
behind the presumed advantages. The author
students whom favored self regulated
discusses that while studies show that the use of
learning. This in return shows the flexibility
online applications do benefit students more
that online learning can provide to such
than traditional instruction. The author states
students as it helps them work on their
that it is not just about the online applications,
weaknesses without having to spend too
but that the course design is the thing that plays
much time on concepts in which they already
a vital role. One thing that was particularly
understand the concept. I also learned that
interesting by the author was stating the lack of
interaction and communication play a key
learning theories at the time this article was
role in the success of online learning while
published.
improving student interaction and
participation.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)

Another teacher I observed their class via zoom

closely was the Spanish teacher. She tends to get
the most participation our of her students. She
My mentor uses a program called Class Dojo,
has stated that she tries to have the subject
he stated that it does boost student behavior
relate to the students' real life experiences,
and promotes a positive learning
which in return has boosted student
environment. My mentor stated that his helps
participation and engagement during this
him with the issue of students who lack
distance learning. This provides students with
motivation to stay on task. That is very
real life examples in which they can relate to the
important due to the fact that many students
subject matter. Instructor stated that his helps
do lose focus and need some type of
the student in terms of remembering the
motivation in order to stay on task.
material because this allows them to relate to
something that is relevant to their everyday
lives.
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 T- will integrate the use of technology using different

websites in order to have a working understanding of
1. Learner
population biology.
Educators continually improve their practice
by learning from and with others and S- will use participate and use the different technology
exploring proven and promising practices resources in order to meet the different online learning
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 10
 that leverage technology to improve student
learning. Educators:
1a. Set professional learning goals to
explore and apply pedagogical approaches
made possible by technology and reflect
on their effectiveness
resources.
Student:
1 Empowered learner:
Students will use the McGraw-hill app/website, as well as
Students leverage technology to take an active google classroom and Zoom. Students will also participate in
role in choosing, achieving, and an online examination.
demonstrating competency in their learning
goals, informed by the learning sciences.
1a: Students leverage technology to take
an active role in choosing, achieving, and
demonstrating competency in their
learning goals, informed by the learning
sciences.
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

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 10
 EL Student: The following student has shown great
improvement, especially considering that he has been
missing class quite regularly during since starting
distance learning. The student currently has a 73.2% in
the class, which has been a slight improvement with
more room to improve considering the recent uptick in
attendance consistency.

IEP Student: This Student need a

little extra time to complete work
Based on student scores, the class which was provided as part of
average did show improvement in accommodations. Student also
scores. While this showed an showed great improvement in terms
improvement in scores, there is of engagement, which has been a
also still room for further somewhat of a struggle. Student
improvement. The class average engagement increased after a series
increased from 74% to 78.5%, this of prompt to the student in the
showed an improvement of 4.5% direct message portion of zoom, in
in the overall average. This which the student felt safer in terms
showed improvement among the of participating.  
students scores, except for 5
scores, there was 5 students
whom did not improve their score
Struggling Student: Student
this time. This leaves room for
engagement has improved after
improvement.
talks of ways to lower the possible
distractions around us. This was still
somewhat of a difficult task
considering all the fact that with
distance learning students are
having to be in their homes which
sometimes tend to be a little bit
more loud than a classroom. 

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
T–
thinking through Teacher asked questions of analysis and evaluation. complexity of task beyond a single lesson so that there are
Applying T – Integrating
1.5 inquiry, problem Students answered questions that included all levels of Bloom’s. continuing opportunities for students to engage in inquiry
S– S - Integrating
solving, and Students created their own math problems. in complex problem. How could you extend lesson into
Exploring
reflection PBL?

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 6 of 10
 Teacher asks students Moving forward, I will try to
Connect
questions and provides have the students more
ing prompts relating topic to real involved in finding out ways
subject T- life connections in which the we can further improving our
Applyi
matter ng
students can relate to. Students understanding the
T-Applying
1.3 to S- S-Applying
make connections consistently importance of the
meaning Explo which in return has helped information being provided
ful, real- ring them develop a better in order to help further
understanding of the learning understand their everyday
life
objective. life.
contexts

Collecti
ng and
analyzin Teacher uses different methods The next step is
g in collecting data on student for finding better
assessm levels and trends. For example, ways in which we
T-
ent data applyin teacher uses polling on zoom incorporate
g T-Applying regularly. Teacher meets with technology and
5.2 from a S- S-Applying colleagues weekly to discuss data in order to
variety Explori
student progress, and ways we help the student
ng
of can improve students results. understanding of
sources the learning
to objective.
inform
instructi
on.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 7 of 10
 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 use of class dojo in the classroom, and the ways it helps
improve student engagement.

I have found that student engagement is at it’s highest
when the students have a grasp on how to navigate
through the provided material/platforms it increases
student engagement.
Students are facing an increase in learning gaps due to
distance learning, how can we minimize these learning gaps?
Student engagement shows to be increased when material
can relate to a real life visual.

Action Items

For curriculum design,

lesson planning,
assessment planning

The nest step is to find ways to further student involvement and participation in the classroom. I
will be looking for different online platforms that may assist in that. I do plan to also find ways to
For classroom practice
add more visuals in the classroom that help the students relate the learning material to the real
world.

For teaching English
learners, students with
special needs, and
students with other
instructional challenges
I do plan on attending more professional development opportunities in order to be able to find
ways to have the students participate in online programs in order to help them get the feel for
activities they are missing on in an actual classroom, which are things that are important for an
English learner.

For future professional

development

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 8 of 10
 For future inquiry/ILP

For next POP cycle

Semester 3 Only: I do plan on attending more professional development opportunities in order to gain access to
For future use of more ways to improve the ability to teach online. This will involve me looking into different
technology programs that can be used in the classroom, especially in a science classroom.

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

afarhat@magnoliapublicschool
Amine Farhat Environmental Science 9
s.org

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

Class Average: 75.8% Class Average: 81.1%

Total As: 1 Total As: 2
Total Bs: 4 Total Bs: 4
Total Cs: 5 Total Cs: 7
Total Fs: 2 Total Fs: 0

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments

1. Focus Student: EL (C.S.) 73 78

2. Focus Student: 504/IEP (R.M.) 72 79

3. Focus Student: Teacher Choice

66 72
(J.S.)

1. M.M. 56 78

1. E.S. 73 70

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 9 of 10
1. N.S. 82 83

1. R.R. 83 85

1. O.S. 70 77

1. E.V. 68 73

1. N.S. 89 95

1. J.G. 85 89

1. A.G. 77 81

1. E.B. 92 95

910111213141516

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 10 of 10