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
Manar Tarzi manar@minaretacademy.net Arabic language 6th grade
Mentor Email School/District Date
Sarah Larbah Sarah.larbah@gmail.com Minaret Academy/ Placentia 3/2/2020
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.
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
Promoting critical thinking strategies, posing/solving problems, and reflection on issues in content. thinking 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 range of

T-Adapts instruction in response to
students development into
knowledge of student development and
3.2 Applying instructional decisions to ensure
proficiencies to meet students’ diverse
knowledge of student understanding of the subject
learning needs. Ensures understanding
student matter including related academic
of subject matter including related
development T T- language.
academic language.
and Applying integrating
3.2
proficiencies to S S- S-Provides explicit teaching of specific
S-Provides explicit teaching of essential
ensure student Applying intergrating academic language, text structures,
vocabulary, idioms, key words with
understanding grammatical, and stylistic language
multiple meanings, and academic
of subject features to ensure equitable access to
language in ways that engage students
matter subject matter understanding for the
in accessing subject matter text or
range of student language levels and
learning activities.
abilities.
4.1 Using Plans differentiated instruction based T- Plans differentiated instruction,
knowledge of on knowledge of students’ academic which is based on broad knowledge of
students’ readiness, academic language, diverse students. Matches resources and
academic cultural backgrounds, and individual specific strategies to students’ diverse
readiness, T cognitive, social, emotional, and T learning needs and cultural
language Applying physical development to meet their integrating backgrounds.
4.1
proficiency, S individual needs. S
cultural Applying Integrating
background, Examines potential sources of bias and
and individual stereotyping when planning lessons. S- Planning addresses bias,
development to Uses culturally responsive pedagogy in stereotyping, and assumptions about
plan instruction. planning. cultures and members of cultures.
Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments to ILP)
Inquiry Focus Inquiry question Pre-Assessment Post-Assessment Expected Results
Based on your selected CSTP elements, Pose measurable and observable question in How do you expect student
What will you use as your baseline What will you use as your final
identify a focus of inquiry (e.g., group terms of students (e.g., what impact will performance to change? Use
assessment of student assessment of student
discussion, differentiation, strategy X have on student performance as percentages to describe anticipated
actions/performance? actions/performance?
motivation…) measured by Y?) growth.
What impact will increased use of higher-order
There will be a 20% increase in the average
Use of analysis, synthesis, and evaluation questions (teacher talk, worksheet, and student
Previous examination scores New chapter exam exam score for students who participated in
questions + student problem generation problem generation) have on student performance as
class and successfully completed the worksheet.
measured by chapter exam?

Can the differentiated I expect to see 20%

instructions help students improvement in the
Plan differentiated
to meet the learning goals final unit test for
instructions to meet all Previous unit score Final Unit exam
and improve their students who had the
students needs
achievement at the differentiated
summative assessment? instructions
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.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 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 is diagnosed with
Student 1 is identified as ELL and I have a student who lacks interest in
Performance ADD
Data
having difficulty learning a foreign school. I will make sure to include
He needs a reminder to stay on
language. activities that capture his interest.
task and he gets distracted easily
I hope that by using SDAIE strategies By implementing some of the
By giving this student different choices
such as modeling and bridging, and adaptation and accommodations
Expected Results to meet his interests, I hope to improve
incorporate with his English teacher for this student, I hope that his
his grade to A-
to see improvement in his grade for B grade will improve to C+
Inquiry Lesson Implementation Plan
Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results Discuss Results with Mentor

Identify dates for activities. Week of 3/9/20

Week of 3/2/20 3/23/20 3/30/20 4/6/20
3/16/20
This is a standard-based thematic unit around the “Traditional Arabic Arts”. The final task for students is to
Provide 1-2 sentence contribute to the prospective school open house with an exhibition of actual pieces of different Arabic arts
summary of your lesson plan. that they make themselves in addition to written presentations about the backgrounds of these arts that
they should be able to also present orally in front of the parents and other visitors in the open house.
Summarize process for I will keep in mind the current grades for my students. I will differentiate my instructions, task, and content
administering and analyzing to meet all students’ needs. Then I will compare the score of final unit test with the previous one to prove
pre- and post-assessments. my hypnosis.
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.)
Differentiated Instruction: What You Need to Know
What is Differentiated Instruction? Examples of How to Differentiate By Geri Coleman Tucker
Instruction in the Classroom https://www.understood.org/en/learning-thinking-
By Cathy Weselby differences/treatments-approaches/educational-
https://blog.sharetolearn.com/classroom-resources/examples-of- strategies/differentiated-instruction-what-you-need-to-know
differentiated-instruction/
Teachers can differentiate in
Differentiating instruction may mean teaching the same material to all Content: Figuring out what a student needs to learn and which
students using a variety of instructional strategies, or it may require the resources will help him do so
teacher to deliver lessons at varying levels of difficulty based on the ability Process: Activities that help students make sense of what they learn
of each student. Projects: A way for students to “show what they know”
Learning environment: How the classroom “feels” and how the class
works together
Colleagues (Summarize how two colleagues have addressed: this issue in their classroom. Identify grade level, subject, and summary of ideas.)
My colleague is an ELT teacher. She works with small work groups. The
students in each group rotate in and out. This gives them a chance to My colleague is a science teacher. She differentiates her instructions
participate in many different groups. A group can include a pair of students by giving the focus students a visualize study guide for each lesson.
or a larger group.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
Proposition 1
Teachers are committed to students and their learning. My focus of this inquiry is related to NBPTS core proposition 1
“Teachers Recognize Individual Differences in Their Students and as I am working to meet my students’ need taking onto
Adjust Their Practice Accordingly” considerations their individual differences.
Proposition 1. (n.d.) Retrieved form
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 2 of 4
 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
thinking through Teacher asked questions of analysis and evaluation.
T – Applying T – Integrating complexity of task beyond a single lesson so that there are
1.5 inquiry, problem Students answered questions that included all levels of Bloom’s.
S – Exploring S - Integrating continuing opportunities for students to engage in inquiry in
solving, and Students created their own math problems.
complex problem. How could you extend lesson into PBL?
reflection

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

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

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 4
 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

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

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL
2. Focus Student: 504/IEP
3. Focus Student: Teacher Choice
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
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 4 of 4