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
Michael Meza Mmeza3850@gmail.com English 10
Mentor Email School/District Date
California Connections
Ryan Todoroff rtodoroff@calca.connectionsacademy.org 2/25/2022
Academy
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 - Facilitates systematic opportunities for
students to apply critical thinking by
T - Guide students to think critically through use of questioning strategies, designing structured inquires into complex
Promoting critical thinking
T – Applying posing/solving problems, and reflection on issues in content. T – Innovating problems.
1.5 through inquiry, problem
S – Exploring S - Students respond to varied questions or tasks designed to promote comprehension S - Innovating S - Students pose and answer a wide-range
solving, and reflection
and critical thinking in single lessons or a sequence of lessons. of complex questions and problems, reflect,
and communicate understandings based on
in depth analysis of content learning.

S&T- Uses a broad range

of data to set learning
goals for content and
academic language that
Using S&T- Uses a variety of assessment data to set are integrated across
assessment data student learning goals for content and academic content standards for
to establish language. individuals and groups.
learning goals T-Applying T-Integrating
5.4
and to plan, S-Applying S-Integrating Plans differentiated
differentiate, Plans differentiated lessons and modifications instruction targeted to
and modify to instruction to meet students’ diverse learning meet individual and
instruction needs. group learning needs.

Modifies lessons during

instruction based on
informal assessments.
T- Reviews and monitors a variety of data on
Reviewing data, student learning individually and with T&S Reviews and
both colleagues to identify trends and patterns monitors a broad range
individually and among groups of students. of data individually and
T-Applying T-Integrating
5.3 with colleagues, with colleagues to
S-Integrating S-Integrating
to monitor S- Reviews and monitors a broad range of data analyze student thinking
student individually and with colleagues to analyze and identify underlying
learning student thinking and identify underlying causes causes for trends
for trends
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.
Assessments/Data
Inquiry Question Hypothesis Lesson Series Topic
Collection
Did having a discussion before
I believe that by touching on the topic of the Informal
the cloze reading make it easier
story and letting them swim in their feelings Introduction to Unit 3 assessment, formal
for the students to understand
with provoking questions will lead to them be Middle East/South Asia assessment: What
the theme of the story, enough
better able to verbalize and write down what cont. is the theme of the
to put it in a well written
they believe to be the theme of the story. story.
sentence.
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 3: Your
Focus Student 1: English Learner Focus Student 2: Student with ILP/504
Choice
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
 This student will be my
With my particular charter school, I have no EL This student is in my homeroom class,
control student she is a
students in my class. and I talk to them every week. He
Performance Data top performer in my
However, I do have on that English is not performs well although sometimes
class and needs little
spoken in the household. falls behind.
help to succeed.
Student will enjoy the interactive
Student will not participate in the discussion,
discussion and do better when Student will still do well
but she will get useful information and be able
Expected Results understanding the story. He will be and have a fun time
to answer the question with no issue or extra
able to answer the question with only during the lesson.
help.
needing a little extra help.
Inquiry Lesson Implementation Plan
Directions: that Semester 3 requires a lesson that focuses on use of technology to support teaching and learning.
Administer Post- Discuss Results with
Administer Pre-Assessment Deliver Lesson(s) Analyze Results
Assessment Mentor
Identify dates for activities.
3/1 3/15/22 3/30 4/7 4/8
Start off with Live Lesson rules, objectives, standards, etc. then move into 10-15 minutes of setting up for
Provide 1-2 sentence the rough draft that is due the next week. We will discuss how to choose a topic for the research project.
summary of your lesson plan. Then I will move into my main lesson which will be a discussion of truth vs. ignorance, and reading some
excerpts from the story “Truth is like the Sun”
My pre-assessment will be the discussion, I will see how comfortable and knowledgeable the students are
Summarize process for
about the main topic of the story are. This will be an informal assessment done as a class discussion. Then
administering and analyzing
pre- and post-assessments. my formal assessment will be for them to answer a question in writing. As a post assessment I will ask the
students to write down what their top 1 or 2 take aways from the lesson.
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.)
Dotson, R. (2016). Goal Setting to Increase
Student Academic Performance. Journal of
School Administration Research and
Development, 1(1), 44–46.
Goal Setting to Increase Student Academic Performance
Zahid, M., & Khanam, A. (2019). Effect of
Effect of Reflective Teaching Practices on the Performance of Prospective Reflective Teaching Practices on the
Teachers Performance of Prospective
Teachers. Turkish Online Journal of
Educational Technology - TOJET, 18(1), 32–
43.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
My first colleague is the one that we noticed the issue of students not being able to
apply the knowledge they had. He had a discussion after the reading where the students
talked about how the felt about the story. The students had plenty of feelings but did
not know how to turn that into a theme. He ended up moving on.
10th grade English
My second colleague left the discussion out altogether. They focused on the wording of
the free response question. After reading a poem they looked at the test question that
stated, how does the author develop the theme of the poem. Focusing on the test
question helped get buy in from the students. Students seemed to have a better
understanding to write a theme sentence but had fewer overall feelings to help them.
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

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
 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
Pre/Post Assessment Data Analysis Findings for Whole Class
Focus Students
For my preassessment data found that a majority of students that attended the
live lessons had a topic for their research proposal. My post assessment for the
whole class has found that 86% of students who completed the Unit 3 proposal
assignment scored above a 70%

Link to the post assessment

Picture of whole class data
EL(not technically EL): Student submitted the
assignment with most of the requirements
complete. She was missing MLA format and one
of her boxes were not filled in. Her final score was
79%
504: Student submitted the assignment with all
requirements complete for 100% credit.
Other: Student submitted the assignment with all
requirements complete for 100% credit.

Evidence/Rational for Rating Suggestions for Moving

CSTP Element Initial Rating Revised Rating
(Summarize from POP Section 3) Forward
To move to INNOVATING level: Consider
Promoting critical
how to increase complexity of task beyond
thinking through Teacher asked questions of analysis and evaluation.
T – Applying T – Integrating a single lesson so that there are continuing
1.5 inquiry, problem Students answered questions that included all levels of
S – Exploring S - Integrating opportunities for students to engage in
solving, and Bloom’s. Students created their own math problems.
inquiry in complex problem. How could you
reflection
extend lesson into PBL?

Moving forward teacher

should try slowing
down their lesson.
Reviewing Teacher did well to utilize the chat
Going too fast will only
data, both pod in a meaningful way as to
lead to confusion. By
individually keep students engaged with the
letting taking a short
and with S-Integrating S-Integrating lesson. Teacher hit all the
5.3 break in-between topics
colleagues, T-Applying T- Integrating necessary topics that needed to be
it will make it easier for
to monitor discussed. Teachers lessons felt
students and teachers
student rushed as he switched topics
to understand the
learning though.
lesson and it will make
the lesson overall not
feel so rushed.

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

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 5
 For curriculum design, lesson
planning, assessment Build in a break between topics. Make 1 slide to force me to slow down. Mental/physical stretch break.
planning

For classroom practice Have a short song/music queued up so the break feels more natural.
For teaching English learners,
students with special needs, Make sure ELs and students with special needs are getting calls after the lesson to make sure they
and students with other understand.
instructional challenges
For future professional
development
Work closer with the Case managers of the students with IEPs/504s

For future inquiry/ILP Think about how taking a break during the lesson can improve retention and engagement.

For next POP cycle Work with other teachers to think about how to modify lessons further.

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
mmeza@calca.connectionsacademy.or
Michael Meza English 10 10
g
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
The average of the students that participated was high. The pre-assessment was
The post assessment is a formal test so I have
informal but was roughly around 40% of the attending students participated and
more data about this.
scored a rough average of 80%.
Average: 76%
The students that come to live lessons is a minority of the class though roughly 1/8
Range: 1-37 points
of our total students attend live lessons.
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
Phone calls are extremely
Did not attend Live Lesson where Pre-
1. Focus Student: EL 79% important for students that have
assessment was completed
English as a second language.
Did attend but did not participate in
the discussion. After a phone call
with him, he had a pretty good Phone call was very helpful in
2. Focus Student: 504/IEP understanding of the concepts that 100% providing student with 1:1 help for
were discussed. He even chose his this research proposal.
topic, Chinese Dragons, for his
research paper.
Not all students need to attend the
Live Lesson live in order to do well.
Did not attend Live Lesson where Pre- Making sure the Live Lesson
3. Focus Student: Teacher Choice 100%
assessment was completed recordings are easily available is a
great way to support the students
who are not attending live.
4.
5.
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