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
Hugo Nicholas P Robles h.robles@lausd.net Art 9-12
Mentor Email School/District Date
William Chavez Wchavez78@gmail.com LAUSD 3/10/21
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 - 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- Provides students with clear and timely information about strengths, needs, and
Using assessment information to
strategies for improving academic achievement. Facilitates students’ leadership in seeking and using ongoing comprehensible
T-Applying
5.7 share timely and comprehensible
feedback with students and their
Provides opportunities for comprehensible and timely two-way communications
with families to share student assessments, progress, raise issues and/or concerns,
T- Innovating
communications about individual student progress and ways to provide and monitor
support.
families
and guide family support.
T - Engages students in monitoring and reflecting on routines, procedures, and norms
Employing classroom routines, T- Develops routines, procedures, and norms in single lessons or sequence of
in ways that are culturally responsive. Maintains a quality learning climate that
procedures, norms, and supports lessons with some student involvement. Seeks to promote positive behaviors and
2.6 for positive behavior to ensure a
climate in which all students can
T- Exploring
S - Exploring
responds to disruptive behavior.
S - Students receive correction for behavior that interferes with learning, and
T- Integrating
S - Integrating
builds on student strengths. Promotes positive behaviors and consistently prevents
or refocuses behaviors disruptive to the learning climate.
S- Students are involved in assessment and monitoring of routines, procedures, and
learn positive reinforcement in following routines, procedures, and norms.
norms in ways that improve the learning climate.

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 Pre-Assessment Post-Assessment Expected Results
The teacher will review the
student’s submission of their
final projects after
submitting onto discussion By having students actively assessing one another’s
Creating discussion post assignments which require students to boards and receiving works and providing each other with constructive
Students submission of
“How can I provide more immediate feedback in a virtual submit their in-progress work and read feedback that will help constructive feedback from feedback, student work will improve at a more
incomplete work as well as
setting, where students will read and utilize this information students improve their work. Students will need to respond to their peers on their work. I gradual pace. Students will demonstrate their
the past assignments that
into improving their work in a timelier manner?” their classmate’s posts providing constructive criticism while I will compare the progression ability to interpret criticism and learn how to apply
they turned in.
provide feedback as well. of their project through the reworking practices to improve the quality of their
progression of each of the work.
assignments where I was the
only one providing the with
feedback.

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
This student currently has a C (71%). They will only attempt the bare
minimum in assignments they do and often don’t make corrections in the
work they do attempt even when provided with feedback. Student doesn’t
Performance participate in class, never asks for help, and doesn’t review feedback
teacher provides.
Data This student was selected as I believe requiring students to review
feedback through the discussion boards will allow the student the
opportunity to improve their work without having to specifically ask for
help.
I am hoping that student will review feedback provided by other students
Expected Results and improve mistakes.
Focus Students
Focus Student 2: Student with ILP/504
This student has been diagnosed with ADHD and is able to do their work
but will rush their assignments as they will lose interest. Student currently
has a C (78%) in the class, primarily due to incomplete assignments or
work the student forgets to submit. This student works better when
assignments are broken up into segments and they are given specific
deadlines for each section.
This project will be separated into four segments where students will
draw, review the work of their peers, interpret feedback they receive, and
implement said feedback to improve their work. Since this student prefers
to have assignments broken down into segments, I’m hoping that they will
be able to benefit from this format, slowing down their work and
improving the quality of their project.
Focus Student 3: Your Choice
This student is currently failing the class with a 38%. They are quite
talented in the arts and are typically participating in the class sessions, but
they are struggling in keeping up with the workload as they are prioritizing
other classes. When the student attempts the work, they are capable of
using the correct academic language and can demonstrate that they
understand the techniques. The student struggles with submitting their
work in a timely manner. The student is aware of their failing grades and
we have begun working together to try to raise their grade.
I am hoping that by having the project be worked over the span of five
class sessions, the student will be able to progressively submit in progress
work. Even if the student fails to submit their final draft in a timely
manner, I will have access to the in-progress work and be able to grade
them on this.

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
Pre-Assessment will be past work that
Identify dates for activities. students have already turned in for March 15, 2021 March 26, 2021 March 29 – April 3, 2021 April 8, 2021
this unit.

Provide 1-2 sentence Over a 5-class period, students will draw a still life of 6 objects; this drawing demonstrate Value, Texture, and Proportion the three properties of art that we have been discussing throughout this unit. Students will
need to submit the in progress work of their drawings onto a discussion board near the end of each class session, where they will need to provide constructive feedback on two other student works and respond to
summary of your lesson plan. any feedback they receive. Students will then use the feedback they receive to improve their work, repeating the process until the projects due date.

Summarize process for Pre-assessment will include the students work throughout the entire unit. I will analyze how each of the students have improved on their artwork and which method of feedback was more utilized by the students.
Each assignment from the pre-assessment is given feedback directly from the teacher and indicates how to improve their drawing and any techniques being used incorrectly. Majority of students did not read this
administering and analyzing feedback and would continue to make mistakes in later assignments. Post-assessment will indicate if using a discussion board format will help students see feedback in a more timely manner and utilize it to help
pre- and post-assessments. improve their work.

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 1 of 5
 Fiock, Helly, and Heather Garcia. "How to Give Your Students Better Feedback with Technology." The Chronicle of Higher
Education, 11 Nov. 2019, www.chronicle.com/article/how-to-give-your-students-better-feedback-with-
Taylor, Janet. "How to Conduct Remote Critiques in 2 Easy Steps." The Art of Education, 22 June 2020,
technology/?bc_nonce=yifu0o6yrh8p32cment74&cid=reg_wall_signup.
theartofeducation.edu/2020/06/22/how-to-conduct-remote-critiques-in-two-easy-steps/.
This article discusses how technology is being used as a more efficient way to provide feedback, offering various tools that allow
The article explores a few different ways to have students complete peer critiques and how a teacher can properly set up the lesson
different ways to communicate with students. Even with the use of technology good feedback needs to be frequent, specific,
through a remote learning format. Critiques not only provides opportunities for students to receive instant feedback on their work,
balanced, and timely. The article goes over some methods to provide better feedback in a more efficient manner such as using
but it is also a great opportunity for students to practice using their art vocabulary, connect with your classroom community, and it
more rubrics and having students do peer reviews. It is also recommended that teachers move away from written feedback as it
provides a safe space for students to share and present their works. It’s important to use constructive criticism, where student’s
can be misconstrued and interpreted differently depending on how a student may read the message. It is suggested to use audio or
provide positive feedback as well as a suggestion as to how they can improve their work, moving students away from simply stating
video tools to provide feedback as it will remove the possibility of interpreting messages incorrectly. I can see video feedback being
that they like the art.
something that I can implement in the future as it will allow me to record digital corrections of a student’s work and allow me to
demonstrate the corrections they need to do.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Another teacher at my school (10th grade World History) uses applications like Google docs and Nearpod to create lessons where
My mentor, William Chavez, has students use Google docs and Google slides to do most of their assignments. Students are tasked
they can see the students’ progress for the lesson and assignments. Nearpod is useful when presenting a lesson that has more
with peer reviewing, writing suggestions to other students as to how they can improve their answers or providing resources that
written information as it allows the teacher to create more interactive slides, with short formative assessments to help them with
may be better suited for what is being referenced. Mr. Chavez uses these applications to also view student’s work progress and
identifying content that students are having difficulty with. These applications allow for multiple ways of providing immediate
help with any mistakes that he sees before they submit their work.
feedback with written assignments and presentations.

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

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
Focus Student 1: Pre-assessment data shows that this student
was submitting the work but was not making any effort to read
any of the feedback the teacher provided to his submissions.
Student would make the same mistakes in following drawings
even after the issues were addressed by the teacher directly in
Pre assessment indicated that most of the students who were
class. Student would not respond to the teacher during class time
submitting their work were understanding the process of
and when parents were contacted the teacher did not receive a
including value, texture, and proportion into their drawings. The
response till after this Unit was finished.
inclusion of new drawing techniques at a slower pace helped
Post-assessment data indicates that the student rushed the
most students understand how to manage and include them into
assignment on the first day, indicating that they had finished with
their drawings. On average pre assessment data showed that
out putting in much effort. Student submitted the same image for
students were not reading feedback made directly on their
each of the in-progress critiques with no adjustments being
submissions, making reoccurring mistakes in their following
made. Student did not provide any feedback to their peers and
drawings unless the issue was specifically addressed in class.
did not address any feedback that was given to his work.
These same students were the ones who would rarely participate
For focus student 1, student work did not gradually improve as
in class or ask questions, thus immediate feedback in an online
student chose to rush the project and not continue to work on it.
setting was difficult to provide to this group of students.
Focus Student 2: Pre-assessment data shows that the student
Post Assessment data showed that by having students submit
understood the work and was using feedback provided by the
their in-progress work after each session allowed for more
teacher to improve their following drawings.
students to see feedback provided by the teacher as well as their
Post-assessment data shows that the student was participating in
peers. Students who would not usually read comments that the
the in-progress critiques, providing feedback to other students
teacher provided were more cognizant of the feedback as they
and implementing feedback they received into their work. The
were required to review and respond to comments. Students that
project was broken down even further for the student, with each
were submitting their initial post last minute and not getting
element of the drawing being a different section, such as gesture
feedback directly on their artwork also showed some progress as
drawing first, then proportions, followed by value, and texture
they would provide feedback to other students which allowed
last. The student failed to submit their work on time but they
them to see how their peers were drawing certain sections.
managed to successfully complete the multiple day project.
Focus student 2, student work gradually improved and their
Although Post-assessment data does reflect a positive indicator of
participation in the class was increased. Although the student was
student success, I was still having low student participation due
late in their submission, they exhibited gradual improvements in
to the online setting. Many students did not submit assignments,
their work with each In-progress submission.
the data table will indicate which assignments were submitted for
each student.
Focus Student 3: Pre-assessment data shows that the student
would not turn in work on time but would participate in class. The
student would use academic language to explain how a certain
element was incorporated into the drawing and would share their
work on the camera but would not submit their work for grading.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
 Post-assessment showed similar effort, where the student was
demonstrating their understanding and progress by showing their
work on the camera but would later not submit their in-progress
checks/rough drafts. The student submitted their project late and
incomplete. I informed them that they should continue working
and resubmit once they had finished the assignment.
Focus student 3, student did not demonstrate a gradual
improvement in their work as they did not submit their
assignments. The student was able to demonstrate their
understanding of criticism by providing positive and constructive
feedback to students during class time rather than the discussion
boards.

In conclusion, focus student 2 benefitted from the discussion

boards. Focus student 1 and 3 did not exhibit any noticeable
improvements between the post and pre assessments.

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?
Students demonstrated achievement by showing
To move into INNOVATING: Create a system where
Using assessment their progress on camera as well as turning in their
students can freely ask for help and receive
information to share
T-Applying T- Integrating discussion post. Since the teacher provided positive
feedback in a quick manner. This system needs to
5.7 timely and
comprehensible feedback to students and was providing a healthy
include a way to monitor student progress and open
feedback with students climate, many students felt comfortable with asking
and their families communication between the teacher, student, and
questions or turning their cameras on for a moment
family in an efficient manner.
to show progress to get his feedback.
Teacher encouraged students to share artwork on
their camera and provided positive feedback to any
student who presented their work on the camera.
To move into Integrating: Students need to
Teacher gave students the option to work on the
project at their own pace or to follow along to know regularly participate in critiques and learn to
Employing classroom how they can start. properly read, evaluate, and provide
routines, procedures,
norms, and supports for Teacher provided students with multiple ways to feedback to their peers. Students need to
2.6 positive behavior to
ensure a climate in
T- Exploring
S - Exploring
T- Applying
S - Applying receive feedback on their work. learn how to use academic language and
which all students can
Students would ask questions through the chat and properly explain what they mean in their
learn (sometimes) mic. Students would respond to feedback. This needs to be more regularly
teacher’s questions and acknowledged any
included into the structure of the class and
feedback they would receive by repeating what the
teacher mentioned. Students would turn on their not just during projects.
cameras to share their progress and ask for
feedback.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 5
 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

Action Items
I plan on incorporating the in-progress critiques throughout my lessons from now on. I believe that if it
For curriculum design, lesson becomes more routine students will have an easier time with analyzing and constructing feedback to their
planning, assessment peers. I do not believe that the discussion board is the most ideal method as many students do not
planning participate. I will need to research another format that will be more efficient and that can transition better
towards in person teaching.

For classroom practice

For teaching English learners, The way this lesson was presented worked well for my special needs students as it broke down the project
students with special needs, into several chunks that were more manageable for them. I will take this into consideration for all future
and students with other projects as it was easier for me to pinpoint where students were struggling when I had them focus on a
instructional challenges
specific area first.
For future professional
development

With the transition back to in-classroom teaching, I will need to adapt the lessons I created this past year
while maintaining the use of technology in my classes. I will need to determine what will be a good balance,
what will ultimately work better using technology, and where will I be able to blend the two concepts
For future inquiry/ILP
together. I personally like the idea of continuing with having critiques and feedback through a digital format
but I need to find a way to guarantee students to participate and for students to have access to this
feedback in a timely manner so that they can utilize it for their projects.

For next POP cycle

Semester 3 Only:
For future use of technology
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

Hugo Nicholas Robles Hnprobles@gmail.com Art 9-12

Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Class Average: 57.48% Class Average: 61.68%
A–3 A–6
B–5 B–7
C–9 C–8
D–4 D–3
F – 12 F–9
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
Pre-assessment assignments demonstrated
some understanding of most techniques that
1. Focus Student: EL C 71.1% F 40% were being introduced. Post-assessment was
rushed and did not demonstrate any of the
techniques introduced throughout the lesson.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 5
 2. Focus Student: 504/IEP C 70% B 80.9%
Student struggles with completing and
3. Focus Student: Teacher Choice F 37% F 40%
submitting assignments
No work was submitted for pre or post
4. B, D F 0% F 0%
assessments.
5. C, S F 53.74% B 82.74%
6. C, A A 100% A 98%
7. C, J F 56.42% F 30.5% Post assessment incomplete
8. A, H B 86.6% B 87.75%
9. A, V A 95% A 95%
10. A, I F 30.22% D 60%
11. B, I B 83.02% C 77.93%
12. C N, A F 37.43% D 65.85%
13. E, F C 73.01% B 85%
No work was submitted for pre or post
14. G, R F 0% F 0%
assessments.
15. G, N F 0% C 72% No pre-assessment submitted
16. H, D B 85% A 90.7%
17. L, A F 11.4% F 50%
18. L R, A D 63.03% C 72%
No assignments submitted; Parent conference
19. M, M F 0% F 0%
scheduled
20. M, D C 70.38% F 0% No post-assessment submitted
21. M, L F 56% C 70.68%
22. M, O C 72.2% C 70 %
23. M, G D 65.5% C 70.5%
24. M, W D 62% C 78.5%
25. O, V C 70.02% B 81%
26. P, Y B 83.5% A 96%
27. P, J D 60% D 60%
28. R, K A 95% A 98%
29. V, A C 73.79% B 80%
30. Z, M C 78.9% B 86.3%
No pre-assessment submitted, post assessment
31. R, I F 0% F 20%
was rushed and incomplete
32. Z, R C 70.56% C 72.8%
33. Z, J B 86% A 94%
34.
35.
36.
910111 21314 1516

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