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
Aya Bispham ayabispham@gmail.com Multiple Subjects (SPED) 2nd/3rd Grade
Mentor Email School/District Date
Jordan Raymond jraymond@wishcharter.org WISH Community Charter/LAUSD 10/8/23
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 – Integrates connections to meaningful, real-life contexts in planning
Connecting subject T – Integrates connections from subject matter to meaningful, real-life
subject matter instruction and is responsive during instruction to engage
T – Applying contexts, including those specific to students’ family and community. T – Integrating
1.3 matter to meaningful, S – Applying S – Students utilize real-life connections regularly to develop S – Integrating
students in relating to subject matter.
real-life contexts. S – Students actively engage in making and using real-life connections to
understandings of subject matter.
subject matter to extend their understanding.
Create physical or virtual
T – Maintains physical environments that reflect on student diversity and
learning environments T – Develops physical environments that reflect student diversity and
provides a broad range of resources, displays, and artifacts that are current
that promote student provide a range of resources for learning. Utilizes a variety of structures for
and integral to instruction. Integrates a variety of structures for interaction
interaction during learning activities that ensures a focus on and
learning, reflect diversity, T – Applying T – Integrating that engage students constructively and productively in learning.
2.2 S – Applying
completion of learning tasks.
S – Integrating S – Students routinely use a range of resources in learning environments that
and encourage S – Students use a variety of resources in learning environments and
constructive and relate to and enhance instruction and reflect their diversity. Students share in
interact in ways that deepen their understanding of the content and
monitoring and assessment of interactions to improve effectiveness and
productive interactions develop constructive social and academic interactions.
develop a positive culture for learning.
among 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
How will using an interactive website Students will be able to generate Pre-assessment: Google Forms pre-
(Jamboard) increase independent independent responses using virtual tools check
ELA – Compare/Contrast
responses for students with diverse (e.g. speech-to-text, picture sorting, Post-assessment: Interactive Jamboard
learning needs? typing, etc.) (attached after ILP)
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 3 has an IEP with an autism eligibility. He
Student 1’s primary language is Russian. He also
Student 2 has an IEP with a Specific Learning has challenges with fine motor skills and
has an IEP with an autism eligibility and is on
Performance Disability eligibility. He struggles with reading and attention (maintaining focus), which impacts his
modified curriculum. He is able to communicate
Data producing written responses independently due writing output. He is able to navigate his
in 3-5 word phrases and also uses an AAC device
to challenges with decoding and encoding. Chromebook with greater independence and
to aid his communication.
prefers to type.
Student 3 will be able to type his responses,
Student 1 will be able to produce responses using Student 2 will be able to use speech-to-text on
Expected Results which will allow for more responses than if
a digital picture sort to showcase his knowledge. his Chromebook to submit his responses.
written.
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. 10/16/23 10/16-10/20/23 10/20/23 10/23/23 10/25/23

Students will take part in a week-long lesson where they will focus on how to compare and contrast two similar stories, and
Provide 1-2 sentence
identify/practice utilizing venn diagrams to organize their thoughts. The lesson will follow an “I do, you do, we do approach” to provide
summary of your lesson plan.
teacher modeling and scaffolding.

Summarize process for The pre-assessment will be administered during ELA time on Monday. Students will complete a Google Form that will be accessed from
administering and analyzing their Google Classrooms. The post-assessment will be given at the end of the week on Friday. Students will access an individualized
pre- and post-assessments. Jamboard from Google Classroom to complete and submit.

Semester 3 Only: Identify the

Students will use their school-issued Chromebooks to access assignments on Google Classroom, Google Forms, and Jamboard for the
specific technology tools,
pre- and post-assessments. During the lesson, I will utilize YouTube for book read alouds, as well as provide modeling on the same site
applications, links, and/or
the students will be using for their assessments. Students also have access to various accessibility tools on their Chromebooks such as
devices to be incorporated
speech-to-text and text-to-speech if needed.
into the lesson.

Section 4: Inquiry Research and Exploration

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
 Research/Professional Learning (Identify two articles that have informed inquiry focus. Provide title, URL or citation, and statement of what was learned.)
McCollum, D., Nation S., Gunn S., (2014). The Effects of a Speech-to-Text Software
Application on Written Expression for Students with Various Disabilities. National Halimatusyadiah H., Disman D., (2023). The Benefits of Interactive Media Websites
Forum of Special Education Journal, 25(1). Through Google Sites on Learning Outcomes of Elementary School Students. Jurnal
Lingua Idea, 14(1).
This article focuses on the efficacy of speech-to-text software in supporting students This article examines technology’s role in education and various digital platforms
that are struggling with reading and writing. It was concluded that speech-to-text
through Google that can be used to implement various learning activities. It was
software was a strong accommodation to aid success and accessibility for students that
concluded that learning digitally can increase student motivate. Students of this study
have educational challenges. It works to increase written expression, engagement, and also reported positive responses to the implementation of digital media.
confidence.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
1st Grade SPED co-teacher: Students have been introduced to the comparing and 2nd Grade Gen Ed Teacher: This teacher has practiced paper-based Venn
contrasting skill in their reading lessons. This teacher and his gen ed co-teacher diagrams activities specifically on characters across two books. With their co-
use fun, skit-like lessons to compare characters from stories to boost student teacher, one reads aloud a story as the other models notetaking onto a poster-
engagement. One dresses up as one character from a story, while another dresses sized Venn diagram on the whiteboard. On paper assignments for students, she
up as another character. This provides a very hands-on learning experience for utilizes sentence starters and multiple-choice options as accommodations for
students to apply their learning and verbally expresses comparisons/contrasts. students.
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: students will show their understanding of comparing/contrasting two
Student: Creative Communicator 1.6.d. publish or present content that
similar stories by using an interactive digital platform (Jamboard) to produce
customizes the message and medium for their intended audiences.
responses.
Educator: Designer 2.5.a. use technology to create, adapt and personalize learning
Educator: Create lessons and assessments that utilize technology to meet
experiences that foster independent learning and accommodate learner
individual needs and incorporate modifications/ accommodations listed in student
differences and needs.
IEPs.
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 went from 2/5 (pre) to 5/5 (post)
Focus student 2 went from 2/5 (pre) to 4/5 (post)
Out of a small group of 10 students who participated in this lesson and
Focus student 3 went from 4/5 (pre) to 5/5 (post)
assessment, the scores as a whole group went up by one point and 24%
All students’ results indicate that they benefited from the digital
from the pre to post assessment.
resources they were able to access when completing the post
assessment.
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?
Teacher integrates connections to meaningful, real-life
contexts in planning subject matter instruction and is
Connecting Embed this lesson into PBL, where students could
responsive during instruction to engage students in
subject matter to T – Applying T – Integrating complete a project or survey where they reflect on
1.3 S – Applying S – Integrating
relating to subject matter.
meaningful, real- positive similarities and differences between
Students actively engage in making and using real-life
life contexts. themselves and peers.
connections to subject matter to extend their
understanding.
Create physical or
virtual learning
Teacher maintains physical environments that reflect
environments that
student diversity and provides a broad range of
promote student
resources, displays, and artifacts that are current and Include students in the process of monitoring their
learning, reflect
T – Applying T – Integrating integral to instruction. progress between the pre and post assessments. Have
2.2 diversity, and S – Applying S – Integrating students reflect on their learning and usage of digital
encourage
Students routinely use a range of resources in learning resources.
constructive and
environments that relate to and enhance instruction
productive
and reflect their diversity.
interactions
among 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
Focus students were able to showcase their understanding of comparing
and contrasting to similar stories by using various digital resources.
I learned how to incorporate various digital support tools when planning
Focus student 1 was able to show similarities and differences by sorting
for student assessment that align with content area standards, to
visual picture options.
maximize student access and independence.
Focus students 2 and 3 were able to utilize speech-to-text and typing to
support their writing output in a timely manner.
Action Items
For curriculum design, lesson
Discuss digital resources when co-planning with my co-teachers when planning differentiation to support diverse
planning, assessment
planning student needs to increase independence and accessibility.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
 For classroom practice Continue to explore and implement digital resources into classroom lessons, assignments, and assessments.

For teaching English learners,

students with special needs,
and students with other
instructional challenges
For future professional
development
Continue to embed visual supports and ensure gen ed teachers and implementing curricular accommodations. Continue
to be intentional during co-planning sessions when discussing accommodations, modifications, and differentiation.
Coordinate/collaborate with admin to seek professional development and trainings related to digital resources and
supports.

Consider ISTE standards and CSTPs when co-planning lessons and assignments. Collaborate with co-teachers to explore
For future inquiry/ILP
and incorporate digital resources.

For next POP cycle Seek to consider and embed technological resources for student access.

Continue to model appropriate usage of technology and how to access resources. The goal in mind is for students to
Semester 3 Only:
have exposure to various technological resources and learn to use them independently when accessing digital
For future use of technology
assignments or assessments.
Other Notes

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

Aya Bispham ayabispham@gmail.com Multiple Subjects (SPED) 2nd/3rd Grade

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

Range: 2-5 Average: 68% (around 3.5/5) Range: 4-5 Average: 92% (4.5/5)

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
Having visual support multiple choice helped
1. Focus Student: EL 2/5 5/5
immensely with comprehension
Able to access reading and writing with greater
2. Focus Student: 504/IEP 2/5 4/5
independence on the virtual setting
3. Focus Student: Teacher Choice 4/5 5/5 Answered all questions to their entirety
Accessibility features on Chromebook were
4. A.A. 2/5 4/5
beneficial
5. A.W. 3/5 4/5
6. E.P. 5/5 5/5 Maintained score
7. C.N. 5/5 5/5 Maintained score
8. J.G. 4/5 5/5
9. J.S. 4/5 5/5
10. M.O. 3/5 4/5

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 5
 Link to pre-assessment

Post assessment
Focus student 1:

Focus student 2:

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 5
 Focus student 3:

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