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
doaguila@agbumds.
Doris Aguila-Mendoza Multiple Subjects 5th
org
Mentor Email School/District Date
gilmoregirls28@gma AGBU Manoogian-
Rosana Rodriguez 10/02/2022
il.com Demirdjian School
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
T - Facilitates systematic opportunities for students to apply critical thinking
strategies, posing/solving problems, and reflection on issues in
Promoting critical thinking by designing structured inquires into complex problems.
T – Applying content. T – Innovating
1.5 through inquiry, problem S - Students pose and answer a wide-range of complex questions and
S – Exploring S - Students respond to varied questions or tasks designed to S - Innovating
solving, and reflection problems, reflect, and communicate understandings based on in depth
promote comprehension and critical thinking in single lessons or
analysis of content learning.
a sequence of lessons.

T-Experiments with and/or

T- Develops physical
Creating virtual learning
environments that reflect student
physical or environments that support
diversity and provide a range of
virtual student learning.
resources for learning.
learning
environments T-Structures for interaction
T-Utilizes a variety of structures
that promote are taught in single lessons
for interaction during learning
student or sequence of lessons to
activities that ensures a focus on
learning, support student learning. T-
and completion of learning tasks.
2.2 reflect T-Exploring Applyin
diversity, and S-Students use resources g
S- Students use a variety of
encourage provided in learning
resources in learning
constructive environments and interact
environments and interact in
and with each other to
ways that deepen their
productive understand and complete
understanding of the content and
interactions learning tasks in single
develop constructive social and
among lessons or sequence of
academic interactions.
students lessons.

3.5 Using and T-Exploring T-Explores additional T- T-Selects, adapts, and utilizes
adapting instructional materials, Applyin appropriate instructional
g
resources, resources, and technologies materials, resources, and
technologies, to make subject matter technologies for concept and skill
and accessible to students. development in subject matter.
standards- Resources reflect the diversity of
aligned Explores how to make the classroom and support
instructional technological resources differentiated learning of subject
materials available to all students. matter.
including
adopted Guides students to use available
materials, to print, electronic, and online subject
make subject matter resources based on
matter individual needs.
accessible to
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 12
 all students.
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
Identifying elements of
drama pre-assessment
worksheet.
I will be teaching a series Post assessment will be
To what degree did
Use of Bookcreator.com of lessons on how genre the same quiz from the
students use
will allow students to affects the way a story is pre-assessment.
Bookcreator.com to
demonstrate that they told. Every week for 3 Students will also create
demonstrate their
can identify the different weeks the class will be their own scene using
understanding of
elements of a drama/play. reading a new story, the online tool
elements of drama?
each a different genre. Bookcreator.com where
they will label elements
of drama based on the
play “Miracle of Spring.”
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
FS1 is a calm, quiet and shy FS2 is very artistic, playful, and FS3 is a very sweet, caring, and
student. Although he was born quiet. He has attention deficit artistic student. One of his
in the U.S. his first language is disorder (ADD) and is on a 504 challenges is concentrating
Armenian. FS1 rarely plan. FS2 has a hard time during class. He is always
participates in class and when focusing and following every moving and has a hard time
he does, he has a hard time day routines. He rushes sitting still. FS3 is currently
putting his thoughts together. through assignments and reading at grade level. (5th
FS1 is currently reading at a often turns in incomplete grade). Based on FS3
third-grade level. Based on FS1 work. FS2 is currently reading beginning of the year test
beginning of the year test at a third-grade level. Based on results, compared to his
results, compared to his FS2 beginning of the year test classmates, he is in the 51th
classmates, he is in the 39th results, compared to his percentile in ELA. FS3 scored
percentile in ELA. FS1 scored classmates, he is in the 26th the lowest in the area of
Performance
Data the lowest in the area of percentile in ELA. FS2 scored Informational text, followed by
Literary text, followed by the lowest in the area of Vocabulary, and scored the
Informational text, and scored Informational text, followed by highest in Literary Text. I
the highest in Vocabulary. Vocabulary, and scored the specifically chose this student
I have chosen this student highest in Literary Text. I chose because although he has not
because I would like to work this student because I think he been diagnosed, he shows
with him on improving his would benefit from working characteristics of ADHD. I want
reading skills. I also want to closely with me. There are to support him during our
help him feel more recommendations from his reading lessons so that he can
comfortable and confident in 504 plan that I want to improve his reading
the classroom so that he can implement to support him comprehension. I also want to
participate during class during reading. help him with how to move in
discussions. a way that does not distract
his classmates around him.
Expected Results I expect FS2 to score 80% or I expect FS2 to score 80% or I expect FS3 to score 80% or
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 12
 higher on his post assessment.
I am also expecting him to higher on his post assessment.
higher on his post assessment.
enjoy using Bookcreator.com Since FS3 is very artistic, I
I would also like to see a
to build a scene based on the expect him to really enjoy
growth in his reading
play we will read. He will using Bookcreator.com to
comprehension of literary text.
probably struggle with the complete his assignment. Long
I hope that by the end of the
writing portion but I plan on time expectation is for FS3 to
school year he is reading at
working one-on-one to help be less distracting to his fellow
grade level.
him through this part of the classmates.
assignment.
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-
Post-
assessment Results will be
Lesson will be assessment will Results will be
will be given to discussed with
delivered on be analyzed the
students on mentor on first
the last week of administered in first week of
Identify dates for activities. the second week of
October. the first week November.
week of November.
(Estimated of November. (Estimated
October. (Estimated
date: (Estimated date: 11/01 –
(Estimated date: 11/01 –
11/1/2022) date: 11/4/2022)
date: 11/4/2022)
11/01/2022)
10/17/2022)
The students will take a pre-assessment quiz on elements of drama. Over the course of
a week, as a class we will read a play. Together we will discuss what makes up a play.
Provide 1-2 sentence summary
of your lesson plan. When we finish reading the play, students will answer comprehension questions. Using
the information they learned from the play, student will write a scene using
Bookcreator.com. Post assessment will be the same quiz from the pre-assessment.
The Pre -assessment will be a 10-question quiz on elements of drama. Students will need
Summarize process for to match the element with the correct definition. The post assessment will be the same
administering and analyzing quiz from the pre assessment. Furthermore, students will choose a character from the
pre- and post-assessments.
play and write a play scene labeling the different elements of drama. I will compare and
analyze the data from both quizzes.
Hmhco.com – online platform where students will access the class book
Bookcreator.com -website where students will create a scene. This will be one chapter
Semester 3 Only: Identify the
specific technology tools, out of their multimedia book
applications, links, and/or Chromebook- each student will have access to a classroom Chromebook to create their
devices to be incorporated
into the lesson. play scene
Smartboard- interactive smartboard will be used during this lesson
Google Slides- I will be making slides to deliver lesson content
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.)
Beyond Technology for Technology’s Sake: Advancing Student Learning Styles Adaptation Method Based on
Multiliteracies in the Twenty-First Century Teaching Strategies and Electronic Media

Borsheim, C., Merritt, K., & Reed, D. (2008, November). Beyond
Technology for Technology’s Sake: Advancing Multiliteracies in
the Twenty-First Century. The Clearing House: A Journal of
Educational Strategies, Issues and Ideas, 82(2), 87–90.
https://doi.org/10.3200/tchs.82.2.87-90
Franzoni, & Assar. (2009, October). Student Learning Styles
Adaptation Method Based on Teaching Strategies and Electronic
Media. Educational Technology & Society, 12, 15–29.
https://www.jstor.org/stable/jeductechsoci.12.4.15

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 12
 This research paper talked about the importance of
This research article explains how teachers are able to
adapting teaching strategies to meet all students’
better prepare their students with multiliteracies for
learning styles. In doing so, all students will have a
the very technological world we live in. The researches
more equal opportunity to learn. The research paper
state the importance of literacy and teaching students
explained how it is believed that the left side of our
how to read and write in order for students to
brain is usually more analytical and deals with logic
participate in our technological world. One quote that
while the right side of our brain influences more the
stuck out the most to me was, “Teachers who employ
artistic creation. When teachers teach and focused
a multiliteracies pedagogy offer their students ample
more on one of the above areas, they are bound to
opportunities to access, evaluate, search, sort, gather,
leave students behind who aren’t able to adapt to that
and read information from a variety of multimedia
specific learning style. For example, a student who is
sources and invite students to collaborate in a real and
more of a visual learner but the teacher mostly writes
virtual world.” To me this is saying that we need to do
on the board. The researches state that it is necessary
more than just sprinkle technology here and there in
to deploy and adapt resources to the characteristics of
the classroom. Instead, we need to prepare our
each student. It goes into further detail giving
students to be fluent in using different mediums so
examples of technology adaptations that match
that they may succeed in our fast-pacing technology
specific learning styles.
world.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Grade level: 4th
Grade level: 3rd
Subject: ELA
Subject: ELA
Summary: This 4th grade teacher evaluates her
Summary: My mentor teacher is the one who
student’s comprehension using Google slides. At the
recommended the technology tool I will be
end of a unit, each student receives one of the skills
incorporating into my lesson. In the past she has
learned throughout the series of lessons. For
used Bookcreator.com to help her students build
example: summarizing a text. The student must
books based on the stories read in class. Students
define what summarizing means and give an
had a rubric they had to abide by for grading. The
example. Student use their books, class notes, and
teacher also allowed student to show their creative
can research online to find all the information
side by letting them add visuals, audio, and even
needed. Students are able to be as creative as they
drawings relating to the stories. The teacher had the
want when making their slide. All the slides from all
students present their work to their parents during
the students are combined to make one big slide
teacher parent conferences.
show. Then the teacher plays the slide show as a
review.

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
Student: 1.3 c Students curate information from Student:
digital resources using a variety of tools and Students will be using the online platform
methods to create collections of artifacts that Bookcreator.com to build a multimedia book.
demonstrate meaningful connections or Students will write a scene based on the play we
conclusions.  will read in class. To demonstrate their
understanding of elements of play, they will need to
Teacher: 2.7 a Provide alternative ways for students label each element in the scene they write. This will
to demonstrate competency and reflect on their only be one chapter in a series of four that the
learning using technology. students will write.

Teacher:
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 12
 I will be introducing students to a new platform
where they will be demonstrating their
comprehension after reading a story. In addition to
a quiz, students will create their own multimedia
book reflecting on the concepts learned in the
lesson.

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 assessment: Students took a 10-question pretest. The
average score was 76%. The range was 70. At the beginning of
the unit, some students had seen a play or even been part of one.
Some students had very little knowledge of the different
elements that make up a play.
Post Assessment: The post assessment was a quiz with the same
questions as the pretest. The average was 86%. The range was 40.
The class average rose by 10%.
14 students mastered the subject matter of identifying the
different elements of drama. 5 students demonstrated an
understanding of the subject matter. 4 students are beginning to
understand the subject matter but need more time to master it.
19 students have met the learning goal and are ready to move on
to the next lesson. 4 students need additional practice in order to
meet the learning goal.
Bookcreator.com: Students had to write a continuation to the
play they read in class from the perspective of one of the
characters. The students were to use the different elements of
drama in their writing. About 90% of students met the learning
goal of explaining the importance of characters, dialogue, setting,
and stage directions in a play.
Pre/Post Assessment Data Analysis Findings for Three Focus Students
Focus Student 1 (EL)
Pre-assessment score: 80% Post-assessment score: 90%
Improvement of 10%
This student worked hard during their writing assignment and
was very creative. He needed extra help with spelling and
grammar but overall wrote the play scene independently. I could
tell he enjoyed using the online platform Bookcreator.com
because he asked if we could use it again in future writing
assignments.
Focus Student 2 (IEP)
Pre-assessment score: 50% Post-assessment score: 60%
Improvement of 10%
This student benefited from typing rather than hand writing his
play scene. His handwriting is very difficult to understand and he
prefers to type his work. This student struggled with writing his
scene and needed a lot of support. At the end his play scene
received a C grade because it lacked some drama elements.
Writing is an area of growth for this student.
Focus Student 3 (Struggling)
Pre-assessment score: 50% Post-assessment score: 90%
Improvement of 40%
This student had a hard time concentrating throughout the
entirety of the lesson. He needed to be redirected multiple times.
He did score a 90% on the elements of drama quiz. However, his
writing did not show that he understood how to apply the
elements of drama onto a new scene. He did was very creative in
adding graphics to his writing. Writing is an area of growth for
this student.

Evidence/Rational for Rating

CSTP Element Initial Rating Revised Rating Suggestions for Moving Forward
(Summarize from POP Section 3)
To move to INNOVATING level: Consider how to increase
Promoting critical thinking Teacher asked questions of analysis and evaluation.
T – Applying T – Integrating complexity of task beyond a single lesson so that there are
1.5 through 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 reflection Students created their own math problems.
complex problem. How could you extend lesson into PBL?

2.2 Creating T-Exploring T-Applying The lesson was very detailed, it built This lesson was an introductory
physical or the foundation for future lessons, and lesson to the different elements of
virtual learning most students participated by drama. Students were mostly in
environments answering the lesson’s questions. their seats for the duration of the
Students were asked to share what lesson. In future lessons I would
that promote
they knew about plays. This activated incorporate activities that involve
student their prior knowledge and engaged total physical response.
learning, the students in lesson. Opportunities Incorporating movement into the
reflect were provided throughout the lesson lesson would help students with
diversity, and for questions and responses. Students staying refocused, have fun, and
encourage collaborated and communicated with remember what they are learning
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 12
 constructive
and productive other classmates. Students were
interactions involved in the learning process and through the different movements.
among were encouraged to participate.
students.
Using and
adapting Making PowerPoint slides in advance
and projecting them for the students In future lessons I would
resources,
kept the lesson organized and gave incorporate an exit ticket where
technologies, students a visual. The Elements of students would answer a couple
and Drama worksheet reflected questions based on what they
standards- comprehension, application, and learned. For this lesson I would ask
aligned analysis of the lesson. Students were “What is the difference between a
able to take additional notes on the story and a play?”
instructional
3.5 T-Exploring T-Applying graphic organizer. Students were
materials assessed through the online platform, In future lessons I would have
including Bookcreater.com. Students had to students apply and analyze what
adopted write a continuation to the play they they have learned through group
materials, to read in class from the perspective of projects, presentations, recreating
one of the characters. The students a scene, and other activities that
make subject
used different elements of drama in demonstrate student’s higher
matter their writing such as characters, order thinking.
accessible to dialogue, setting, and stage directions.
all students.
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 special emphasis incorporated into this lesson was having
students create original work using digital tools. ISTE Students I learned that my students really like using their computers for
Standard 1.6.b. This lesson allowed for students to demonstrate writing. Usually students dislike our writing period but when I use
their creative side as they wrote an original piece of writing. the online platform Bookcreator.com students were looking
Students displayed what they learned by applying the different forward to writing their scene. I think incorporating more
elements of drama onto an online book. The result was that each technology into our other lessons will encourage students and
student had a scene that they wrote and customize to represent motivate them to try harder.
their writing style.
Action Items
I plan to continue using Bookcreator.com in the future for our next writing assignments. I also want to
For curriculum design, lesson
planning, assessment planning
include other methods for students to demonstrate what they have learned such as word documents, slide
presentations, and students video taping themselves.
In the future I would like to set up another way to help students with their writing. I found that there was a
For classroom practice number of students that needed help and had similar learning needs. In future lessons I would like to do
small groups to help students that have similar issues.
For teaching English learners, Meeting with the focus students before the lesson I think was very beneficial. It prepared them for the
students with special needs, lesson and encourage them to participate since they previewed the content. This is a practice I will
and students with other continue using. Especially when I know there is a concept that might be hard to understand or to go over
instructional challenges
vocabulary words, examples, etc.
For future professional For future professional development I would like to attend workshops specifically for writing. An area I am
development trying to improve on is teaching my students how to be better writers.
An area I would like to grow in is CSTP 1.3: Connecting subject matter to meaningful, real-life contexts. I
For future inquiry/ILP would like teach a lesson where students can find real life meaning to, and incorporate it to their everyday
life.
For the next POP cycle, I would like to focus on a science lesson. I have done two math lessons and one ELA
For next POP cycle
lesson with this POP. I want to challenge myself and try to do a POP cycle with a science theme.
Semester 3 Only: In future lessons I want to have students demonstrate what they have learned through presentations. I
For future use of technology would ask students to create a slide show or video tape themselves applying the new skills learned.
Other Notes

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 6 of 12
 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
Doris Aguila-Mendoza doaguila@agbumds.org Multiple Subjects th
5 grade
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Pre-Assessment Data Post-Assessment Data
Range: 70 Range: 40
Average: 76% Average: 86%
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
This student demonstrated mastering in the
1. Focus Student: EL 80% 90% subject matter of identifying the different
elements of play.
This student is beginning to understanding and
2. Focus Student: 504/IEP 50% 60% needs more time to master identifying the
different elements of play.
This student demonstrated mastering in the
3. Focus Student: Teacher Choice 50% 90% subject matter of identifying the different
elements of play.
This student demonstrated understanding in
4. 60% 80% the subject matter of identifying the different
elements of play.
This student is beginning to understanding and
5. 30% 70% needs more time to master identifying the
different elements of play.
This student demonstrated mastering in the
6. 100% 100% subject matter of identifying the different
elements of play.
This student demonstrated mastering in the
7. 60% 90% subject matter of identifying the different
elements of play.
This student demonstrated mastering in the
8. 80% 100% subject matter of identifying the different
elements of play.
This student demonstrated understanding in
9. 80% 80% the subject matter of identifying the different
elements of play.
This student demonstrated mastering in the
10. 80% 100% subject matter of identifying the different
elements of play.
This student demonstrated mastering in the
11. 60% 90% subject matter of identifying the different
elements of play.
This student demonstrated understanding in
12. 80% 80% the subject matter of identifying the different
elements of play.
This student demonstrated mastering in the
13. 80% 90% subject matter of identifying the different
elements of play.
This student demonstrated mastering in the
14. 60% 100% subject matter of identifying the different
elements of play.
15. 30% 70% This student is beginning to understanding and
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 7 of 12
 needs more time to master identifying the
different elements of play.
This student demonstrated understanding in
16. 60% 80% the subject matter of identifying the different
elements of play.
This student demonstrated mastering in the
17. 90% 100% subject matter of identifying the different
elements of play.
This student demonstrated mastering in the
18. 100% 90% subject matter of identifying the different
elements of play.
This student demonstrated mastering in the
19. 70% 100% subject matter of identifying the different
elements of play.
This student demonstrated mastering in the
20. 80% 90% subject matter of identifying the different
elements of play.
This student demonstrated mastering in the
21. 80% 90% subject matter of identifying the different
elements of play.
This student demonstrated understanding in
22. 80% 80% the subject matter of identifying the different
elements of play.
This student is beginning to understanding and
23. 70% 70% needs more time to master identifying the
different elements of play.
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 8 of 12
 Pre and Post Assessment Quiz

Name: Number: Date:

Elements of Drama
1. A form of literature meant to be performed on stage in front of actors
A. Episode
B. Drama
C. Poem
D. Short story
2. The sections that a drama is divided into
A. Roles
B. Scenes
C. Divisions
D. Parts
3. The people that perform the play
A. Props
B. Dialogue
C. Actors
D. Scene
4. Conversation between two or more characters
A. Cast of Characters
B. Stage Direction
C. Drama
D. Dialogue
5. The writer of a play
A. Playwright
B. Poet
C. Author
D. Editor
6. The person who speaks to the audience when a drama is performed
A. Stage manager
B. Narrator

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 9 of 12
 C. Playwright
D. Main character
7. Things or items that the characters or actors may need to use as they perform their part
A. Roles
B. Lines
C. Scenes
D. Props
8. When and where the story takes place
A. Setting
B. Conflict
C. Exposition
D. Resolution
9. A list of characters presented at the beginning of the play
A. Actors
B. Drama
C. Cast of Characters
D. Roles
10. What do dramas and stories have in common?
A. The plot is set into motion by a conflict
B. They both contain characters
C. They both contain elements of plot such as exposition, rising action, conflict,
falling action, and resolution
D. All of the above

Student Writing Sample using Bookcreator.com.

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