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
Heather Vizzini heathervizzini@gmail.com English 11th Grade
Mentor Email School/District Date
bgregory@calca.connectionsa California Connections
Brittney Gregory 9/30/22
cademy.org Academy/San Juan Capistrano
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,
Promoting critical thinking designing structured inquires into complex problems.
T – Applying posing/solving problems, and reflection on issues in content. T – Innovating
1.5 through inquiry, problem S - Students pose and answer a wide-range of complex questions and problems,
S – Exploring S - Students respond to varied questions or tasks designed to promote S - Innovating
solving, and reflection reflect, and communicate understandings based on in depth analysis of content
comprehension and critical thinking in single lessons or a sequence of lessons.
learning.

T-Integrates connections to meaningful,

T-Integrates connections from subject
real-life contexts in planning subject matter
matter to meaningful, real-life contexts,
instruction and is responsive during
Connecting including those specific to students’ family
instruction to engage students in relating
subject matter T + S- and community. T+S-
1.3 Applying
to subject matter.
to meaningful, Integrating
real-life contexts S-Students utilize real-life connections
S- Students actively engage in making and
regularly to develop understandings of
using real-life connections to subject
subject matter.
matter to extend their understanding.
4.3 Developing
and sequencing Establishes short- and long-term Refines sequence of long-term plans to
long-term and curriculum plans for subject matter reflect integrations of curriculum
T- T-
4.3 short-term Applying
concepts and essential related academic Integrating
guidelines, frameworks, and assessed
instructional language and formats that support student instructional needs to ensure student
plans to support learning. learning.
student learning
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
I believe that using more forms
of technology (Google Forms
and Document Rubrics) will help
me better communicate
Will communicating students’ feedback and
assessment data through assessment data more clearly to Unit 2 Assessments: Lesson
different forms of technology students. I believe that responses, Quiz, Test, Rough
Unit 2: Romanticism
more often to students and communicating assessment data Draft, and Final Draft
caretakers improve their overall to both the student and Unit 2 Dates: 10/13-11/9
performance? caretakers (WebMail messages,
calls, and text messages) will
help improve students' future
assessment scores and overall
performance.
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
TL- EL/ IEP: English is not his first JA- 504 Plan: He is a bright, smart kid. MG: She is new to the school, so she
Performance Data
language, but he is able to This student has an A in English 11 is still adjusting to the online system
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 communicate clearly with his verbal and has As, Bs, and Cs in his other and being a more independent
and written responses. He struggles courses. This student has mild autism learner. She has good grades except
with academic language, reading which impacts his social skills. He is a in Geometry and Physical Science.
comprehension, and analytical member of the Academic Decathlon She currently has an A in English 11
writing. He currently has an F, 47% in team. He can get frustrated easily but and has done well on all the
English 11, but is passing all his other is always able to express his feelings assessments. She often needs
courses. He currently has an F because calmly. one-on-one meetings to explain
he is behind since it takes him longer portfolio instructions but can
to complete his lessons. His dad is successfully complete them on her
heavily involved in his education and own.
provides daily support with his
lessons.
I expect this student to do well with
understanding the unit focus, Based on his previous assessment
Romanticism. He hasn’t completed results, he will earn high grades
This student should do well on all the
any assessments for English 11 yet, during Unit 2. He may have some
assessments throughout the unit and
but I assume he will do well on the background knowledge of
Expected Results score in the 80-90% range. She may
informal assessments as well as the Romanticism. I assume he won’t
need some extra support to
quiz and test. He may struggle with participate often in the lessons, but I
understand the portfolio instructions.
the Unit 2: Descriptive Essay but will hope as the year goes on he will
have the option to complete the become more comfortable.
modified version.
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

-First lesson for

Identify dates for activities.
Provide 1-2 sentence
summary of your lesson plan.
Summarize the process for
administering and analyzing
pre- and post-assessments.
Semester 3 Only: Identify the
specific technology tools,
applications, links, and/or
devices to be incorporated
into the lesson.
Romanticism with
Unit 2 Dates:
pre-assessment on
10/13-11/9 11/7-11/9 11/14-11/18 11/16 and 11/30
10/18
-Rough Draft due on
10/31
I will explain the Unit 2 Portfolio: Descriptive Essay instructions and review the rough draft outline. I will help
students gain knowledge of Poe’s and Emerson’s texts. Students will participate in several activities
throughout the lesson to check assessment data, prepare for the Unit 2: Descriptive Essay, and become more
familiar with Romantic authors.
Students will be given informal pre-assessments to access their knowledge on Romanticism,
Transcendentalism, and the Unit 2 Portfolio standards/skills. Students will be required to submit a completed
rough draft, receive feedback, and make revisions. Students will also be assigned a quiz in the middle of the
unit and a test at the end of the unit.
The lesson will be given over Zoom. I will use Padlet for Social Time where students are asked to respond to a
fun question to help build relationships. I will use Nearpod and Google Slides for the lesson. Students will see
the material I’m presenting and participate in the Nearpod activities.

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.)

“Co-Creating Rubrics with Students”

This article focused on the benefits of having students help design
rubrics. I also watched the five-minute video that explained the
benefits and steps to co-creating a rubric with students. If students
are involved in this process it can increase their critical thinking,
self-assessment skills, and can help motivate them to do well. This
has motivated me to allow my students to help with feedback
forms and rubrics.
URL Link:
https://www.colorado.edu/center/teaching-learning/teaching-reso
“10 ways for teachers and parents to communicate better about
assessments”
This article was very informative on how to better communicate
with parents about assessments. This information can also help me
better communicate with caretakers about students’ feedback and
scores. I was reminded of the importance of always explaining the
purpose of the assessment and how the skills are valuable outside
the classroom too. Strong communication with the caretaker has a
direct impact on the student’s overall importance.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 urces/assessment/assessing-student-learning/rubrics/co-creating-r
ubrics-students
URL Link:
https://www.nwea.org/blog/2022/10-ways-for-teachers-parents-to
-communicate-better-about-assessments/

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
English 11 Teacher: We discussed how to incorporate a pre-and English 11 Teacher: This teacher includes detailed comments on each
post-assessment by using the quiz activity on Nearpod. This teacher uses student’s rough draft. They often set up a call/ Zoom Meeting to review
Google Forms to provide feedback on rough drafts. I plan to use Google the feedback with the student. They reward points back on the rough draft
Forms to see how this improves students’ understanding of their feedback if the students revised their work and made improvements before
and Final Draft score. We also discussed the benefits of using images in submitting the Final Draft. We discussed how using informal
lessons to help them better understand the literary movement and how it pre-assessments at the start of the unit can be helpful for lesson planning
differs from other movements. and creating post- assessments.
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
Educator Standard: I will spend more time looking at data
throughout the semester. My lessons will include more
Educator Standard: 7c. I use assessment data to guide progress and opportunities for students to look at their scores and feedback. I
communicate with students, parents, and education stakeholders plan to use Google Forms instead of just comments for the rough
to build student self-direction.  draft feedback. I will communicate feedback and scores to students
Student Standard: 6c- I communicate complex ideas clearly and and families more often.
effectively by creating/using digital objects such as visualizations, Student Standard: I will communicate unit goals, texts, and
models, or simulations.   portfolio instructions in a clear manner in verbal, written, and
visual forms. By doing this, I hope that students will also be able to
communicate complex ideas clearly in their assessments such as a
Google Slideshow or essay.
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
Students did well on the rough draft of the descriptive essay. I still
left feedback for each student even if they needed to make minor The three focus students (TL, JA, and MG) all earned a passing
adjustments. Most students needed to work on adding more score on the rough and final draft. They were able to make
figurative language in their rough drafts. Overall, students did well revisions based on my feedback and rubric. These three students
on the final draft with an average score of 87%. Lots of students said they enjoyed writing this essay since they were able to select
struggled with having their essays in MLA Format. Students also their topic.
struggled with the thesis statement.
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 were engaged throughout

the lesson by participating in the
Nearpod activities. I saw that some
Connecting students weren’t responding to all
subject the questions, but they were still able I plan to continue to create new
matter to T + S- T + S- to listen and see the lesson. The focus lesson plans and assignments that
1.3 Applying Integrating
meaningful, students were supported by being help students make meaningful
real-life able to login into the Nearpod lesson. connections with the class material.
contexts The activities included examples or
sentence frames as extra support.
Students can rewatch the recording if
needed.
Developing Students will be asked personal I will continue to work with my team
and T- T-Integrating questions to help them connect with to create helpful resources, so
4.3 Applying
sequencing the material. I will remind students students can advance their skills and
long-term about how this unit and the skills knowledge throughout each unit.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 4
 and practiced will be helpful for the rest
short-term of the semester. I will look at
instructional students’ responses in the Nearpod
plans to to determine if they understand the
support material. Their quiz score and rough
student draft will help me determine if they
learning are mastering these skills/standards.
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
Using technology allows me to make my Zoom Meeting engaging
and structured for my students. For each lesson, I use Google I was able to reflect on my teaching practices on a deeper level. I
Slides, Nearpod, and Padlet. I want to try to include new platforms asked for more advice from my mentor on how to structure this
and forms of technology. I love how my students really enjoyed lesson, so I was reminded of the value of collaborating.
using the VR view to learn more about Walden Pond.
Action Items
For curriculum design, lesson
I liked the compare/contrast structure of my lesson, so I would like to use this structure more often. I plan to
planning, assessment
planning continue having my mentor and my team look at my lessons prior to teaching.

I plan to encourage students to participate with verbal responses more often. I need to continue to create an
For classroom practice
environment where students feel comfortable taking risks.
For teaching English learners,
students with special needs, I would like to continue to collaborate with my team and PLC on how to include more support throughout my
and students with other lessons, so all students are excited to participate.
instructional challenges
I’m signed up for the following PD Sessions: Culturally Responsive Teaching, Leading, and Learning and
For future professional
development
Supporting LGBTQIA+ Youth. I plan to sign up for two more sessions on lesson design and supporting students
with IEP/504 plans.

For future inquiry/ILP

I plan to speak to my mentor about what skills and CSTPs I should work on next semester. We will review my
lesson plans and assessment scores to help determine my areas of focus for next semester.
For next POP cycle

Semester 3 Only: I plan to incorporate more of the activities options in Nearpod. I want to start using CommonLit to help
For future use of technology students with close reading and analysis.
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

Heather Vizzini heathervizzini@gmail.com English: American Literature 11th grade

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

Rough Draft Average Score: 7/10 Final Draft Average Score: 21/24

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
Student worked hard and got support from his
1. Focus Student: EL-TL 9/10 24/24 dad to perfect his essay. He referred to the
feedback and rubric.
Student did well and made revisions based on
2. Focus Student: 504/IEP-JA 8/10 22/24
Rough Draft Feedback.
Student did well on this essay, but has the
3. Focus Student: Teacher
8/10 21/24 option to revise their work. She needs to use
Choice-MG
the correct MLA Format.

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