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Fullerton Online Teacher Induction Program

IndividualizedLearningPlan(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
Cristobal Gomez crisg0mez@csu.fullerton.edu Spanish K-4
Mentor Email School/District Date
St. Junipero Serra Catholic
Julie Radzai jradzai@serraschool.org October 14, 2018
School/Diocese of Orange
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 T - Facilitates systematic opportunities for students to apply critical
Promoting critical thinking strategies, posing/solving problems, and reflection on issues in content. thinking 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.

Establishing
Establishes and communicates to
and
Establishes and shares learning goals students clear learning goals for content
articulating
4.2 Exploring for skill development with students in Applying that are accessible, challenging, and
goals for
single lessons and sequence of lessons. differentiated to address students’
student
diverse learning needs.
learning
Adapting
instructional
plans and Makes adjustments and adaptations to
Makes ongoing adjustments to
curricular differentiate instructional plans. Uses
instructional plans and uses a variety of
4.5 materials to Applying culturally responsive pedagogy and Integrating
materials as the instructional needs
meet the additional materials to support
arises to support student learning.
assessed students’ diverse learning needs.
learning needs
of all students.
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 How do you expect student
What will you use as your baseline What will you use as your final
elements, identify a focus of inquiry terms of students(e.g., what impact will performance to change? Use
assessment of student assessment of student
(e.g., group discussion, strategy X have on student performance as percentages to describe anticipated
actions/performance? actions/performance?
differentiation, motivation…) measured by Y?) growth.
What impact will increased use of higher-order
There will be a 20% increase in the average
Use of analysis, synthesis, and evaluation questions (teacher talk, worksheet, and student
Previous examination scores New chapter exam exam score for students who participated in
questions + student problem generation problem generation) have on student performance as
class and successfully completed the worksheet.
measured by chapter exam?

Assess individual student


Use discussion/
projects, grade according to
How will using key vocabulary in a brainstorming–check prior 20% increase in vocabulary
how rubric criteria is met
technology-based writing project knowledge comprehension after using in
Pre-assessment, goal-
of their choosing increase a personalized technology-
setting, differentiation 10-20 point quiz to assess
students’ comprehension of the 10-20 point quiz to based writing project of their
new familiarity with related
vocabulary? review vocabulary related choosing
vocabulary after using it in a
to lesson main subject
project
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
N.M. – Generally well behaved and diligent
Performance S.T.- low performing student placed in J.H. - Frequently off-task, somewhat low
student. English learner from Spanish-speaking
Data leveled small-groups in other subjects performing in other subjects
household.

May need frequent redirection to stay within


English is somewhat stronger language, so main May need constant monitoring and
assigned task in order to produce a gradable
Expected Results activity may provide a challenge for him guidance through each step of the
product.
anyway, resulting final product may reflect this. assignment.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 8
Inquiry Lesson Implementation Plan
Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results Discuss Results with Mentor

Identify dates for activities. November Week of November Week of


November 12th November 15
13,14th 19th November 19th
Provide 1-2 sentence Review/introduce new Spanish vocabulary on how to express thanks/gratitude through songs, rhymes,
summary of your lesson prayers. Have students create their own rhyme, prayer, video/collage showing what they are thankful for in
plan. Spanish.
Summarize process for
Use discussion, 10 point quiz to review, check prior knowledge/learned vocabulary before main lesson. Use
administering and analyzing
pre- and post-assessments. of Criteria Cards to assess individual student projects, grade according to how criteria is met.
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.)
Shimoda, T. A. (2002). Student goal orientation in learning inquiry skills with
modifiable software advisors. Science Education, 86(2), 244-263. Retrieved from DeMink-Carthew, Jessica (2017). An Analysis of Approaches to Goal Setting in
https://onlinelibrary.wiley.com/doi/pdf/10.1002/sce.10003 Middle Grades Personalized Learning Environments.
Research in Middle Level Education, 40(10),1-11. Retrieved from
A computer support environment for learning and doing science inquiry projects https://www.tandfonline.com/doi/full/10.1080/19404476.2017.1392689
based on a framework of levels of agency and goal orientation is used, assuming
that giving students higher levels of agency facilitates higher-level goal orientations, A study investigating the goal-setting approaches of middle grades teachers
such as mastery or knowledge building, as opposed to just task completion. This during the first year of their implementation of a statewide, personalized
helps produce higher levels of competence. A study of sixth grade science students learning initiative. Goal setting is a critical aspect of personalized learning and,
is done beginning with a pretest questionnaire that measured their goal orientations thus, an important instructional area for researchers to investigate.
for science projects and their inquiry skills.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
S. Baine, art teacher grades 5-8that St. Junipero Serra School, uses assigned
E.Guzman, fellow Spanish teacher grades 5-8th at St. Junipero Serra School, uses
student projects as main indicator of comprehension of a lesson and its
Criteria Cards to assess individual projects. She uses online quizzes for pre-
objectives. Uses very structured learning objectives and allows for some self-
assessment or to review concepts from a previous lesson.
direction.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
ISTE Standards for Educators, Designer, 5a.
Use technology to create, adapt and personalize learning Students’ one-to-one electronic device will be used to receive
experiences that foster independent learning and instructions and samples to the assignment, and will be used to
accommodate learner differences and needs.
create the assigned project according to their ability.

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
As expected, N.M. as a speaker of Spanish at home, began the
The whole group pre-assessment and post-assessment results lesson with a strong score at pre-assessment, and improved to a
seemed somewhat disappointing, as the class averaged accuracy of perfect score at the end of the lesson. S.T. went from a 50%
60% at the beginning of the lesson. Their accuracy only climbed to accuracy to 70% accuracy, reflecting my desired outcome for
66% as a class, well below my expected results. the group. J.H. did not show any improvement from pre-
assessment to post-assessment.
Initial Revised Evidence/Rational for Rating
CSTP Element Suggestions for Moving Forward
Rating Rating (Summarize from POP Section 3)
Promoting critical
To move to INNOVATING level: Consider how to increase
thinking 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, problem Students answered questions that included all levels of Bloom’s. Students created
S – Exploring S - Integrating continuing opportunities for students to engage in inquiry in
solving, and their own math problems.
complex problem. How could you extend lesson into PBL?
reflection
Establishing Instructions were given to students at the beginning of Students can be invited to present their
and the lesson’s main activity, as well as expectations for own expectations from the learning
articulating successfully completing the assignment, with experience, and work together with the
4.2 goals for
Exploring Applying opportunities for students to clarify their options. teacher to establish a set of criteria for
student Students understood the role of their choice in the end successfully mastering a skill or activity that
learning product. can be used for other lessons.
Adapting
instructional
plans and Teacher provided students with a list of options, a
For those students that still require
curricular choiceboard, from which to choose an activity that they
additional assistance or variety in tasks,
materials to could do to demonstrate their understanding of the
4.5 meet the
Applying Applying target skill. Options varied in their complexity,
take their input as to what kind of activities
or materials they are interested in doing
assessed technology use, and materials and tools involved, in
and using to produce a gradable product.
learning order to be accessible to as many students possible.
needs of all
students.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 8
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
ISTE Standard, Designer, 5a.
Use technology to create, adapt and personalize learning
experiences …
Greater experience and confidence with using technology-based resources to
furnish students with means to achieve a given learning goal. Willingness and
Students were able to have a number of resources available to them through their one-on-
one device, and options for producing a finished product. Students generally were very self-
confidence to use this method frequently.
motivated and collaborative in performing the task required for the lesson.

Action Items
For curriculum design,
Continue to research lessons and assessments that work for colleagues and peers teaching the subject of
lesson planning, assessment
planning world languages.

Involve students more in establishing learning goals and how to demonstrate them with activities that are
For classroom practice
accessible and interesting for them.
For teaching English
learners, students with Discuss with school-site instructional specialist, school psychologist, and other staff that work with students
special needs, and students of such needs to understand the norms that teachers should follow when teaching while these students are
with other instructional present, and to know about methods that have currently worked in their instruction.
challenges
For future professional
development
Continue to attend school-wide and district-wide workshops and seminars as they are available.

For future inquiry/ILP Further research working methods for formal and informal assessment and differentiating after assessment.

Attempt differentiated activities at a younger grade-level. Continue improving effective assessments for
For next POP cycle
these younger students.

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.

Pre-assessment Data: 10 point online quiz

Players Score Accuracy Started At

Aubrey 4550 50% Mon 05, Nov 06:21 PM

Bethany?? 3790 40% Mon 05, Nov 06:21 PM

BGD 7540 80% Mon 05, Nov 06:21 PM

Nicholas 8390 90% Mon 05, Nov 06:21 PM

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 8
caden 5400 60% Mon 05, Nov 06:21 PM

DJ Q 1880 20% Mon 05, Nov 06:21 PM

Gianna 5680 60% Mon 05, Nov 06:21 PM

Gloria Zhou 2910 30% Mon 05, Nov 06:21 PM

Gracie 7500 80% Mon 05, Nov 06:21 PM

JD 5750 60% Mon 05, Nov 06:21 PM

Kate 6300 70% Mon 05, Nov 06:21 PM

layla 4640 50% Mon 05, Nov 06:21 PM

LCD 4720 50% Mon 05, Nov 06:21 PM

Leyla 6560 70% Mon 05, Nov 06:21 PM

LUCA 6310 70% Mon 05, Nov 06:21 PM

MAREN 6430 70% Mon 05, Nov 06:21 PM

Megan 4530 50% Mon 05, Nov 06:21 PM

SAMMY 6190 70% Mon 05, Nov 06:21 PM

Class Level
Questions
# Correct # Incorrect # Un

Thank you
21 1

please
19 3

Dia de Gracias
13 9

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 8
Dia de Gracias se celebra en ...
18 4

El Día de Gracias es en el día


8 14

God
5 17

the Lord
17 5

Comida
6 16

Apples
17 5

Pumpkin
9 13

Total 133 87

Accuracy 60%

Post-Assessment Data: 10 point online quiz retake

Players Score Accuracy Started At

Aubrey 6520 70% Mon 03, Dec 06:44 PM

Bethany?? 3790 40% Mon 03, Dec 06:44 PM

BGD 9420 100% Mon 03, Dec 06:44 PM

Nicholas 9340 100% Mon 03, Dec 06:44 PM

caden 3630 40% Mon 03, Dec 06:44 PM

dj Q 3630 40% Mon 03, Dec 06:44 PM

Gianna 7530 80% Mon 03, Dec 06:44 PM

Gloria Zhou 5750 60% Mon 03, Dec 06:44 PM

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 8
Gracie 4750 50% Mon 03, Dec 06:44 PM

JD 5780 60% Mon 03, Dec 06:44 PM

Kate 5640 60% Mon 03, Dec 06:44 PM

layla 7440 80% Mon 03, Dec 06:44 PM

LCD 4700 50% Mon 03, Dec 06:44 PM

Leyla 8620 90% Mon 03, Dec 06:44 PM

LUCA 7470 80% Mon 03, Dec 06:44 PM

MAREN 5620 60% Mon 03, Dec 06:44 PM

Megan 7530 80% Mon 03, Dec 06:44 PM

SAMMY 4700 50% Mon 03, Dec 06:44 PM

Class Level
Questions
# Correct # Incorrect # Unattempted

Thank you
15 3 0

please
16 2 0

Dia de Gracias
13 5 0

Dia de Gracias se celebra en ...


17 1 0

El Día de Gracias es en el día


5 13 0

God
10 8 0

the Lord
15 3 0

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 6 of 8
Comida
8 10 0

Apples
13 5 0

Pumpkin
7 11 0

Total 119 61 0

Accuracy 66%

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 7 of 8
Fullerton Online Teacher Induction Program
IndividualizedLearningPlan(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
th
Cristobal Gomez cgomez@serraschool.org Spanish K-4 grade
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average

18 students, 10 point quiz, 60% average accuracy 18 students, 10 point quiz, 66% average accuracy

PRE-/POST- ASSESSMENT DATA TABLE


Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL 90% 100%
2. Focus Student: 504/IEP 50% 70%
3. Focus Student: Teacher Choice 60% 60%
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
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21.
22.
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 8 of 8