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
Patricia Cardenas Patricia.y.cardenas@gmail.com Spanish 1-2 9-12
Mentor Email School/District Date
Astrid Paraspolo astrid.paraspolo@sgv.csarts.net California School of the Arts-SGV March 10, 2019
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.
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
posing/solving problems, and reflection on issues in content. by designing structured inquires into complex problems.
thinking through T – Applying T – Innovating
1.5 S - Students respond to varied questions or tasks designed to promote S - Students pose and answer a wide-range of complex questions and
inquiry, problem S – Exploring S - Innovating
comprehension and critical thinking in single lessons or a sequence of problems, reflect, and communicate understandings based on in depth
solving, and reflection
lessons. analysis of content learning.
T/S-Develops a rigorous learning environment
Creating a
that includes accuracy, analysis, problem solving,
rigorous
T/S-Focuses the rigor of the learning and appropriate levels of challenge.
learning
environment on accuracy of answers and Holds high expectations for students. Has an
environment
completion of learning tasks. understanding of achievement patterns, and uses
with high
T/S- Is aware of the importance of maintaining high T/S- scaffolds to address achievement gaps.
2.4 expectations
Emerging expectations for students9/22/18. Applying
and
Students engage in a variety of differentiated
appropriate
Some students ask for teacher support to supports and challenges in ways that promote
support for all
understand or complete learning tasks their accuracy, analysis, and problem solving in
students
learning.

Involving all T/S- Models and scaffolds student self-

T/S-Informs students about learning objectives,
students in assessment and goal setting processes for
outcomes, and summative assessment results.
self- learning content and academic language
T/S- Recognizes the need for individual learning goals.
5.5 assessment, T/S-Applying development.
Emerging
goal-setting,
Monitors progress using available tools for
and progress Guides students to monitor and reflect on
recording.
monitoring progress on a regular basis.
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 Pose measurable and observable question in
What will you use as your baseline How do you expect student performance
elements, identify a focus of terms of students (e.g., what impact will What will you use as your final assessment
assessment of student to change? Use percentages to describe
inquiry (e.g., group discussion, strategy X have on student performance as of student actions/performance?
actions/performance? anticipated growth.
differentiation, motivation…) measured by Y?)
What impact will increased use of higher-order
Use of analysis, synthesis, and There will be a 20% increase in the average exam
questions (teacher talk, worksheet, and student
evaluation questions + student problem Previous examination scores New chapter exam score for students who participated in class and
problem generation) have on student performance as
generation successfully completed the worksheet.
measured by chapter exam?

How can student directed goal- Students will compose a Students will compose a final Students will be able to set
Student centered goal
setting improve student’s written baseline writing sample with writing assessment with a self- individual goals for their writing,
setting
production of Spanish? a self-selected word count selected word count goal. like I can write 50 words in

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 6
 goal. Spanish.

Students with specific goals to

written language production will
increase their word limit goals
over the unit.
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 1 is “Spanish Learner,” This student has an IEP. Work
Student 3 is one of my higher proficiency
Performance which means that they are at a completion this semester has gone
Data
level students. She needs more of a
lower proficiency level than the rest down for this student due to their
challenge throughout our class activities.
of the Spanish 1class. struggles with the material.
Student will meet their initial
Expected Student will initially fail to meet Student will exceed their writing goal for
Results
writing level, but struggle to meet
their writing goal. both writing samples.
their final writing goal.
Inquiry Lesson Implementation Plan
Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results Discuss Results with Mentor
Identify dates for
activities. March 13 March 18-April 23 April 25 April 26 April 30

Provide 1-2 sentence

Students will read through a novel in Spanish. At the time for writing summaries, students will be provided with sentence frames and
summary of your lesson
helpful vocabulary.
plan.
 Pre-Assessment Plan: Students will be asked to write a summary of the first three chapters of a novel. Before writing, students
will set a goal for the number of words they will write. They will chart their goal (expectation) on a bar graph. After writing, they
Summarize process for will count their actual total and chart it (reality) on the bar graph.
administering and  Post-Assessment Plan: Students will be asked to write a summary of the last three chapters of a novel. Before writing, students
analyzing pre- and post- will set a goal for the number of words they will write. They will chart their goal (expectation) on a bar graph. After writing, they
assessments. will count their actual total and chart it (reality) on the bar graph.
 Data will be compared and analyzed through the bar graph and reading through student writing samples.

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.)
Goal Setting and Student Achievement: A Longitudinal Study
“These correlations reveal a positive relationship between proficiency and
the writing of goals, action plans, and reflections—a learner more practiced
and skilled at goal setting relates positively to higher language achievement
in Spanish”
This study fits so well with my inquiry question: How can student directed
goal-setting improve student’s written production of Spanish? This study
focused on a school with standards-based learning, just like my school.
Though my inquiry question will focus on students’ growth this semester, it
reminds me to think long-term for future goal setting with my students
Lasagabaster, D., Doiz, A., & Sierra, J. M. (Eds.). (2014). Motivation and Foreign
Language Learning: From theory to practice Volume 40 of Language Learning
& Language Teaching (pp. 31-50). N.p.: John Benjamins Publishing Company,.
Retrieved from
https://books.google.com/books?id=a_2ADQAAQBAJ&source=gbs_navlinks_s
This selected chapter (Motivation, autonomy, and metacognition: Exploring
their interactions) reminded me of another component that I must keep in
mind during my inquiry project. Students in a World Language classroom can
find themselves with different levels of engagement and motivation. There are
students ranging from those who are completing requirements to students
who want to achieve proficiency. It is my hope that goal setting can be
beneficial for all students to feel capable and motivated to continue striving

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 6
 throughout their time with language learning. towards growing in their proficiency.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
My colleague for tenth grade English shares with students the learning
My colleague for Spanish 2 (10-12) consistently has students track their objectives of the unit (i.e. Students will be able to identify figurative language
progress with their bi-weekly writing samples. Students monitor their in a poem) and have them set their own personal goals, based on the class
progress with a bar chart. objectives.

Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions

Special Emphasis Focus How Special Emphasis will be Incorporated
I will incorporate it through written and verbal instructions in
My special emphasis focus will be to remain 90% in the Target
Spanish with modeling of the process in Spanish.
Language of the class, Spanish.
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

Initial Evidence/Rational for Rating

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

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

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 6
 Action Items
For curriculum design,
lesson planning,
assessment planning

For classroom practice

For teaching English

learners, students with
special needs, and
students with other
instructional challenges
For future professional
development

For future inquiry/ILP

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 6
 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

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

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL
2. Focus Student: 504/IEP
3. Focus Student: Teacher Choice
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 6
 23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
910111 21314 1516

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 6 of 6