Fullerton Online Teacher Induction Program

Individualized Learning Plan (ILP)

Revised 6.1.17
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
Andre Gonzalez andgonzalez@fjuhsd.org English 9
Mentor Email School/District Date
Natalie Harper nharper@fjuhsd.org Fullerton Joint Union HSD 10/11/2020
Section 2: CSTP Areas of Inquiry
Directions: Identify 2-3 CSTP elements for ILP focus, including at least one as required: Semester 2 – CSTP 1/2/3; Semester 3 – CSTP 4/5/6; Semester 4 -all. 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.

Creates, adapts, and integrates a broad Refines the flexible use of an extensive
Using a variety
range of strategies, resources, and repertoire of strategies, resources, and
of instructional
T- technologies into instruction designed to T- technologies to meet students’ diverse
strategies,
Integrati meet students’ diverse learning needs. Innovatin learning needs.
1.4 resources, and ng g
technologies to S- S-
Integrati Students actively engage in instruction Innovatin Students take responsibilities for using a
meet students’ ng g
and make use of a variety of targeted wide range of strategies, resources, and
diverse learning
strategies, resources, and technologies to technologies that successfully advance
needs
meet their individual students needs. their learning.
Organizing
curriculum to
facilitate Uses knowledge of curriculum and integrates knowledge of curriculum and
student student readiness to organize and resources to organize and adjust
3.3 Applying Integrating
understanding adjust the curriculum to ensure instruction within and across subject
of the subject student understanding. matter to extend student understanding.
matter

Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments to ILP)

Inquiry Focus Inquiry question Pre-Assessment Post-Assessment Expected Results
Based on your selected CSTP elements, Pose measurable and observable question
What will you use as your baseline What will you use as your final How do you expect student performance
identify a focus of inquiry (e.g., group in terms of students (e.g., what impact will
assessment of student assessment of student to change? Use percentages to describe
discussion, differentiation, strategy X have on student performance
actions/performance? actions/performance? anticipated growth.
motivation…) as measured by Y?)
What impact will increased use of higher-order
There will be a 20% increase in the average exam
Use of analysis, synthesis, and evaluation questions (teacher talk, worksheet, and student
Previous examination scores New chapter exam score for students who participated in class and
questions + student problem generation problem generation) have on student performance
successfully completed the worksheet.
as measured by chapter exam?

Will the use of digital

storyboarding improve I believe there will be a
Previous student 10% improvement in a
the ability to identify
Use of technology writing sample on storyboard student’s ability in
and explain how an theme analyzing the
author develops the development of theme
theme of a text?
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 2: Student with
Focus Student 1: English Learner Focus Student 3: Your Choice
ILP/504
Performance
Data
Currently FS1 has a 76% percent in FS2 currently has a 91% in my FS3 currently has a 74% in my class. FS3 is
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
 a bright student but struggles mainly with
class. When FS2 is focused and
either turning things in on time or
puts serious effort into his
completing assignments. FS3 does not
the class. Even though he does all assignments he performs at an
have an IEP or 504 plan. I believe his
classwork on time, he struggles with A level. However, sometimes
struggles mainly stem from low
writing assignments and quizzes. he gets distracted and the
motivation and a lack of confidence. FS3
quality of the final product
will occasionally avoid participating in
reflects this.
class by saying things like “I didn’t get it
FS2 will do well in this
I expect FS1 to be able to make the assignment if he focuses and
storyboards. He might have pays attention. I am worried FS3, if he turns it in, will probably have an
Expected Results
grammatical/spelling issues in the with all the design elements he acceptable storyboard and explanation.
writing section. might get distracted or might
want to do something silly.
Inquiry Lesson Implementation Plan
Administer Post-
Administer Pre-Assessment Deliver Lesson(s) Analyze Results Discuss Results with Mentor
Assessment
Identify dates for activities.
10/3 11/4 11/5 11/6-11/11 11/12
The lesson is designed for students to demonstrate the ability to demonstrate that they know how an
Provide 1-2 sentence author develops a theme. Students will receive direct instruction regarding theme, students will then use
summary of your lesson plan. the website storyboardthat.com to create three storyboards that demonstrate how a given theme is
developed in Shirley Jackson’s “The Lottery.”
Summarize process for The pre assessment will be to review the previous paragraph that my students wrote on the development
administering and analyzing of theme with special attention to the Evidence and Commentary section. Since this assignment is focused
pre- and post-assessments. primarily on Evidence and Commentary, I will compare the scores of this assignment to the previous.
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.)
“Assessing Learning Without a Test” by Jessica Smith.
https://www.edutopia.org/article/assessing-learning-without-
test
This article was focused on assessing learning without a test.
“Storyboards and Reading Comprehension of Literary Fiction in Ultimately that is what I want to do more of: more authentic
English” by José Mario Molina Naar. assessments. The article doesn’t focus on storyboards, but
https://files.eric.ed.gov/fulltext/EJ1128071.pdf rather urges teachers to have creative methods of assessment.
Smith believes, “When you teach your students to think
This article is about a research study that inquired if using outside of their comfort zones to demonstrate their learning,
storyboards with English Learners would help improve reading the possibilities are endless.” This is what I want to do with my
comprehension scores. This idea is very similar to mine. The classroom, to engage and inspire my students to want to learn
biggest difference between my idea and this study is that I’m and push themselves to levels of excellence they didn’t were
focusing on a high school students’ ability to demonstrate their possible. I don’t think any one assignment/assessment will do
learning. However, it does two things for me: it justifies the use this, but I believe the storyboard assignment will show
of storyboards in the classroom and proves that it is an students that they can demonstrate their learning in other
appropriate strategy for EL’s. I think that the resource will benefit ways.
all students and allow my creative students to shine.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Alex Gillespie (English Grade 11) Carrie Snipes (English Grades 9 and 12)
After changing my initial ILP idea, I knew that I wanted to discuss with Carrie is one of my department chairs and is one of the people,
Alex this idea because she does a lot of PBL and alternate ways of besides my mentor, I go to with ideas about what I do in the
assessing in her class. She confirmed for me what I had predicted, using classroom. Even though she has not used the storyboard website,
technology and other resources leads to an overall more engaged class she has done similar assignments using cartoon strips and hand
which generally results in more successful completion of lesson goals. drawn images to demonstrate learning in her class. She revealed that
We also discussed the benefits of students demonstrating learning with she did notice students tend to do better with creative options,

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
 creative tools and resources. Overall Alex reaffirmed my understanding
especially the students that struggle with traditional writing
that using other methods of assessing, using a more creative assignment,
assessments.
and using a modern resource can lead to
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
The special emphasis of this lesson is the ISTE standard 5b: Design
authentic learning activities that align with content area Special emphasis will be incorporated by using a digital tool
standards and use digital tools and resources to maximize called storyboardthat. In this lesson students will be creating
active, deep learning. digital storyboards to analyze a theme of a short story.

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
Pre assessment my students were averaging about an 80%, which
Overall I’m a bit disappointed that the three focus students did
isn’t that bad. However a lot of the errors I noticed were careless
not see as big of an increase in their scores as most other
mistakes or resulted from not following direction. I believe the
students. I think both FS2 and 3 both continue to struggle with
task of writing a paragraph did not excite or engage students
going beyond acceptable. I believe that I will need to be more
enough to want to be interested in the assignment. The 10%
active with them in the learning process. FS1 is improving and I
increase I saw overall suggests to me that I need to consider if
need to make sure that he keeps up with this trend.
lessons/assignments are engaging and
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

One of the biggest areas of growth

I have noticed is my approach to
assessments. When I first started
teaching assessments to me were
mostly quizzes/tests and essays.
Now I have a full repertoire of
authentic assessment that I use.
The storyboard project that I
Using a variety assigned is an example of this. Going forward I want to continue to
of instructional That assignment still required keep adding different strategies,
strategies, T- what I would ask for in an essay resources, and technologies into my
Integrati (analysis of a literary theme) but classroom. I am in the process of
1.4 resources, and ng
S-
Innovating allowed them a different way to redesigning my curriculum to be
technologies to demonstrate their learning. I also
Integrati more PBL/student driven to allow
meet students’ ng use socratic seminars, podcasts, students to be able to choose the
diverse learning reenactments/reimagining of strategies and resources that best
needs scenes, and other creative projects suit them.
to assess learning. I want to give
all students and learning styles
opportunities to shine and show
that they have achieved their
learning goals. By using more
creative projects like the
storyboard assignment, I believe
that I am now doing that.
3.3 Organizing Applyi Integrating As I continue to grow and expand Going forward I want to make a
curriculum to ng on my teaching practice, I am more harmonious connection
facilitate constantly making adjustments to between all my curriculum. I
my practice. I use my knowledge believe now that I have a few years
student of the curriculum, my previous of teaching under my belt, I can
understanding experience, resources, and make better decisions as to what
of the subject knowledge of my students to make works and doesn’t work in my units.
matter adjustments to the curriculum.
For example, during online

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 5
 learning I've had to drastically
change several assignments. For
example, I changed the
requirements of a recent
presentation project to
incorporate audience awareness
as well as deliver the project
virtually. I made this change
because I recognized my students
needed more authentic speaking
assignments as well as using
technology. My usage of the digital
storyboards revealed just that: I
researched alternate ways to
assess, tied it to content, and was
able to use it as a means of
assessing my students' learning.
Special Emphasis (Skills, Themes, ISTE Standards·Teachers, NBPTS Core Propositions (if applicable)
Results of Incorporation into Lesson Key Learnings and New Skills/Knowledge Developed by Teacher
I do believe the storyboards did make the lesson more engaging and
fun for the students. I am pretty confident that my students are all New skill I learned was another resource and way to assess my
bright students with much potential, but I can understand how a students’ learning. I know that it is necessary to have many
lack of engagement with an essay could lead to lower scores. I think different kinds of assessments, but it can be hard to think of
also having visual representations helped them understand their different ways. This is another resource that I learned about
own ideas better and made the abstract concept of theme more and can use again in the future.
concrete.
Action Items
In terms of curriculum design, lesson planning, and assessment planning I should look for alternate or
For curriculum design, lesson
different ways for my students to demonstrate their learning and produce materials that reflect that. I
planning, assessment
planning think in English there is still a stigma (or at least one I perceive) of non-essay assignments. However, I need
to address the needs of my students and offer ways that help all students
I believe that I need to start incorporating more creative and design assignments in my classroom. So much
For classroom practice of my practice is focused on the final product, I often forget that the design and the process of getting to
the final product is just as important.
For teaching English learners,
students with special needs,
and students with other
instructional challenges
For future professional
development

My next inquiry, hopefully, will be centered around the idea of, “does giving students more control/choice
in their learning result in higher scores.” I really want my students to be more independent and take
For future inquiry/ILP
control of their learning. The biggest concern I will have with that for use of POP/ILP is how to make a
lesson that demonstrates that since it is more of a unit.

For next POP cycle

Other

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.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 5
 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
Andre Gonzalez andgonzalez@fjuhsd.org English 9
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Data Range: 50-100 Data Range: 70-100
Class Average: 79.77 Class Average: 89.87
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL 76 84
2. Focus Student: 504/IEP 82 86 Decreasing quality of storyboards
3. Focus Student: Teacher Choice 74 82 Minimal effort
4. B.A. 72 86
5. J.B.P. 86 95
6. M.B. 86 95
7. B.B. 74 82
8. C.B. 100 100
9. A.C. 86 94
10. I.C. 86 82
11. J.C. 65 84
12. R.D. 70 92 Incomplete pre-assessment.
13. A.E. 86 92
14. N.H. 62 70
15. W.H. 74 84
16. M.K. 80 90
17. A.K. 88 98
18. R.L. 82 96
19. E.M. 86 96
*Misread of pre-assessment skewed score a bit
20. J.P. 70 92
lower than average performance.
21. A.S. 80 92
22. T.S. 50 80 *Pre-assessment incomplete
23. M.T. 82 94
24. D.V. 86 96
25. R.W. 70 82
26. L.W. 76 88
27. B.Y. 80 88
28. M.Y. 80 96
29. J.Z. 100 100
30. A.Z. 98 100
31.
32.
33.
34.
35.
36.
910111213141516

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