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

Tisfanny Guevara Tisfannyguevara@ofy.org ELD/English 9-12

Mentor Email School/District Date

Andrea Dalde adalde@ofy.org Options for Youth: Acton 9/27/2021

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 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.
Planning instruction Lessons are created to build on previous learning
T – Selects strategies for single lessons or sequence of
that incorporates experiences. Checks for understanding are used throughout
T – Applying lessons that respond to students’ diverse learning goals. T – Innovating
4.4 appropriate strategies S – Exploring S - Innovating
the lesson during instruction and independent practice. Uses
S – Seek to learn about students’ diverse learning and
to meet the learning information from assessments to build plans for future
language needs beyond basic data.
needs of all students lessons.
T- Provides students with additional feedback based on
Using assessment formative assessments from single lessons or sequence of
information to share lessons. Seeks to provide feedback in ways that students
timely and T – Applying understand. T – Innovating Teacher communicates students’ progress with their families
5.7 S – Exploring S - Innovating
comprehensible S – Communicates with families about student progress, as necessary for intervention.
feedback with students strengths, and needs at reporting periods. Contacts
and their families families as needs arise regarding struggling students or
behavior issues.
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
Students will research the current Students will write a 5-paragraph
Will incorporating the consistent use of
state of the American dream and essay where they argue whether the
technology like Google Scholar, Google
Student will be able to incorporate at write an argumentative essay based American Dream is attainable in the
Classroom, and other applications help
least two reliable sources in their on their research. Students will need year 2021. In their essay, they must
students improve their ability to
argumentative essays. to include at least three pieces of include at least 2 credible sources of
recognize credible sources and
research to support their findings their own and 1 source we went over
improve their assessment scores?
and cite them accordingly.  in class.
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
Student who struggles with motivation and
Performance Long-term English learner who has attempted Student who struggles with attention and
gets bored easily because they tend to finish
Data reclassification and previously failed voicing struggles
work before the remainder of the class

Student will incorporate at least one reliable Student will incorporate two reliable sources Student will incorporate at least three reliable
Expected Results
source into their essay. and ask for help after prompting. sources.

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. 10/20/2021-

10/11/2021 10/18/2021 10/28/2021 11/1/2021
10/27/2021
Provide 1-2 sentence Students will research the current state of the American dream and write an argumentative essay based on their research. Students
summary of your lesson plan. will need to include at least two pieces of research to support their findings and cite them accordingly.

Summarize process for Pre-assessment: Students will analyze a list of various articles and analyze how the author uses rhetorical devices to persuade their
administering and analyzing audience. Students will evaluate which articles are the most reliable and credible.
pre- and post-assessments. Post-assessment: Students will include three reliable and credible sources in their essay and must include a works cited page.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 3
 Semester 3 Only: Identify the
specific technology tools,
applications, links, 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.)
https://www.edutopia.org/blog/timely-feedback-now-or-never-john-
mccarthy
https://www.waldenu.edu/programs/education/resource/top-five-
benefits-of-technology-in-the-classroom
This article focuses on the importance of timely and meaningful
This article focuses on how to incorporate technology in the classroom
feedback.
and how it helps differentiate instruction.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Mentor Teacher: My mentor teaches 10th and 11th grade English and also Fellow ELD/English Teacher: My colleague and I both struggle with
struggles with her students finding credible sources. She helped me giving students timely feedback, especially since our school works at a
create a checklist for students to use when analyzing an article’s faster pace. To improve on giving feedback, she has started having
credibility. In the past, checklists have greatly helped her students students do daily teacher check-ins where they bring the work to her
understand what they are looking for when it comes to credible sources. desk, and she looks over their work. She says this has helped her give
She also explained how having students evaluate a list of sources before immediate feedback which has improved students’ scores. She has also
they find their own is crucial to their success. Modeling how to find started including various formative assessments, like online polls, to
sources has helped her students improve their scores. evaluate student learning and therefore plan accordingly.
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
The results of students who were able to identify reliable sources
English Learner: Was not able to identify any reliable sources.
are as follows: Of the 16 students in the class, 10 were not able to
Scored at Near Mastery on Post-Assessment.
identify at least 3 reliable sources, 4 were able to identify at least
Student with IEP: Was not able to identify any reliable sources,
3 reliable sources, and 2 were able to identify 2 reliable sources.
Scored at Near Mastery on Post-Assessment
Of the 16 students who participated in the post-assessment, 4
Advanced: Identified 3 sources, Scored Above Mastery on Post-
students scored at Near Mastery, 9 scored at Mastery, and 3
Assessment
scored at Above Mastery
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 T – Applying Teacher asked questions of analysis and evaluation.
T – Integrating complexity of task beyond a single lesson so that there are
1.5 inquiry, problem S– Students answered questions that included all levels of Bloom’s.
S - Integrating continuing opportunities for students to engage in inquiry in
solving, and Exploring Students created their own math problems.
complex problem. How could you extend lesson into PBL?
reflection

Teacher had to adjust instructional

Planning plans to spend more time on
instruction that To move to INTEGRATING level:
differentiating between reliable and
incorporates Consider providing multiple
appropriate T – Applying T – Applying non-reliable sources by using
4.4 strategies to S – Exploring S – Exploring activities, ones that meet varied
different source types. Students
meet the amount of learning needs over just
learning needs of used results from post-assessments
one or two.
all students to inform their decisions on their
final unit essay.
Using Teacher provided timely feedback To move to INTEGRATING level:
assessment
information to
on pre-assessment results. Results Consider providing students with
share timely and T – Applying T – Applying were delivered in class the day the more depth feedback that not only
5.7 comprehensible S – Exploring S – Exploring
pre-assessment was delivered. addresses where they went wrong
feedback with
students and Students spent time working in but what they can do to avoid
their families groups identifying reliable sources. future mistakes.
Action Items
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 3

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
Lesson design needs to be adjusted to cover a wider range of topics. This lessons’ sole focus was on reliable
sources, but I could change this to reliable news media and have students evaluate the news they watch
and read today. I would also include more partner or group work, so students can collaborate and learn
from one another.
Incorporate more guided practice throughout the unit lesson. This will help both English Learners and
students with special needs.
English Learners and students with special needs should be front loaded with vocabulary. These students
tend to struggle with identifying reliable sources and/or summarizing the information they have identified.
Including word banks and sentence starters that help students identify reliable sources and summarize
them might help address this.
Attempt to attend a professional development offered by my school regarding technology in the classroom.
If one is not provided in the new semester, then I will suggest one to our PD department.

For future inquiry/ILP Replace advanced student observation with 504 student. Spend more time planning out the lesson.

Create a more rigorous pre-assessment to align with post-assessment. Questions should be more aligned to
For next POP cycle
match the rigor of the post-assessment.
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
Tisfanny Guevara tisfannyguevara@ofy.org English 9-12
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
1-4(Below Mastery, Near Mastery, Mastery, Above 1-4(Below Mastery, Near Mastery, Mastery, Above
Mastery)Average: Mastery Mastery)Average: Mastery
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL Below Mastery
2. Focus Student: 504/IEP Below Below
3. Focus Student: Teacher Choice Above Above
4. Alexis Below Mastery
5. Joseph Mastery Above
6. Lizbeth Below Below
7. Andrew Below Mastery
8. Andrea Mastery Mastery
9. Noelia Mastery Mastery
10. Denise Above Above
11. Lailani Below Below
12. Nathan Below Mastery
13. Brian Below Mastery
14. William Below Mastery
15. Maria Below Below
16. Nayeli Below Below

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