Fullerton Online Teacher Induction Program

I​ndividualized ​L​earning ​P​lan ​(ILP)

Revised 12.1.17

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

Antonio Reyes antonio.reyes@sgv.csarts.net Spanish 3/US History 10-12th/ 11th

Mentor Email School/District Date

Yadira Rivera yadira.rivera@sgv.csarts.net California School of the Arts 10/10/20

SGV/Duarte Unified School
District

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

1.5 Promoting critical T – Applying T - Guide students to think critically through use of questioning strategies, T – Innovating T - Facilitates systematic opportunities for students to apply critical
thinking ​ t​ hrough S – Exploring p​osing/solving problems, and reflection on issues in content. S - Innovating thinking ​ ​by designing structured inquires into complex problems.
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
solving, and reflection comprehension and critical thinking in single lessons or a sequence of p​roblems, reflect, and communicate understandings based on in
lessons. depth ​ a
​ nalysis of content learning.

5.2 T-
Collecting and Exploring/
T - Explores collecting additional data T- T - Collects a variety of formal and
analyzing Applying using supplemental assessments./ Collects Applyin informal assessment data on student
S-
assessment data Exploring/ a variety of formal and informal g learning.
from a variety of Applying assessment data on student learning.
sources to Uses analysis of a variety of data to inform
inform Make adjustments in planning for single planning and differentiation of instruction.
instruction lessons or sequences of lessons based on
analysis of assessment data. / Uses
analysis of a variety of data to inform
planning and differentiation of instruction.
6.3 T-
Collaborating Exploring/
T - Consults with colleagues to consider T- T - Collaborates with colleagues to
with colleagues Applying how to best support teacher and student Applyin improve student learning and reflect on
and the broader learning. / Collaborates with colleagues to g teaching practice at the classroom level.
professional improve student learning and reflect on
community to teaching practice at the classroom level. Interacts with members of the broader
support teacher professional community to access
and student Begins to identify how to access student resources that support teacher
learning and teacher resources in the broader effectiveness and student learning.
professional community./ Interacts with
members of the broader professional
community to access resources that
support teacher effectiveness and student
learning.

Section 3: Inquiry Focus and Planning ​(Attach Pre/Post Assessments and Data Collection Tools)

Inquiry Question Hypothesis Lesson Series Topic Assessments/Data Collection

How can I collaborate to Students will show an La Llorona: Practicing with the Spanish Imperfect Writing
develop and implement an increased ability to produce Past Tense Challenge (Pre-Assessment)
effective learning segment and and correctly use the past
assessment that accurately tense. I estimate that roughly Flipgrid activity (Post
measures a students’ abilities 75% of students will meet this Assessment)
to understand and use the past goal.
tense?

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

Performance I have no “English Learner’s in any of R.M. is a student with a hearing J.M. has lost interest in Spanish all
Data my classes but I have an abundance impairment and processing issues. together. We have been working
of “Spanish Learners.” I believe that She has slowly been falling behind but together to keep her caught up but
S.N. struggles at times with working diligently to keep caught up. the interest remains low.
manipulating the language to convey She has a basic understanding of the
the proper message but she language but struggles to reproduce
understands the content. the language because she can’t make
out certain sounds in the language.

Expected Results I believe the nature of an IPA will give I believe the nature of an IPA will I have mixed feelings about the
S.N. enough context and consistent contextualize language so much that outcome. The complexity may be a
feedback to help her structure her causes R.M. to have a solid slight turn off; however, I ACTUALLY
information. I will frequently remind understanding of the material. This expect it to be a realization that
all students to use the structures and will lead her into being able to learning Spanish is super useful and
vocabulary to help them practice reproduce the assignment and may reengage J.M. in such a way that
target structures and avoid silly scoring in at least the 70% range. causes increased
communication mistakes. S.N. will participation.Truthfully, my initial
likely have a strong final outcome goal is to get her to complete the
ranging in the 75 - 85% range. activity with at least a 50% on the
assignment.

Inquiry Lesson Implementation Plan

Identify dates for activities. Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results Discuss Results with Mentor

Sometime 10/19 - 10/30 10/30 - 11/6 11/3 - 11/11 11/11 - 11/13

between 10/13 -
10/22

Provide 1-2 sentence Students will be given a number of structures and vocabulary leading into the IPA. Then I will be introducing
summary of your lesson plan. them to the project and allow them to work on the project with minimal help from me.

Summarize process for For the pretest, I plan on analyzing all the work and activities leading into the IPA to have an accurate
administering and understanding of where my students are at. Before I plan the learning segment, I will administer an
analyzing pre- and
post-assessments. evaluative form to get an understanding of where my students are at in their learning. Once they submit and
complete the work, I plan on going over each assignment and comparing it across their previous work to see
how (or not) it has changed. I will look to see how they utilized target structures and vocabulary in their
projects and whether they performed above or below their norm as individuals and as a class.

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.)

LINK​ - LINK​ -
https://drive.google.com/file/d/1KyaFl8kPYPJuUW7dASwYQo3_Ab401j https://drive.google.com/file/d/1nDxwbf5pDMXYEadpz3uUR1vW51-T3
ay/view?usp=sharing 23x/view?usp=sharing
 This research states that sustained collaboration can substantially
increase student achievement and teacher gains. More specifically, I liked this research because it contained a component where they
“collaboration about instructional strategies and curriculum was a surveyed and discussed the feedback that they were receiving from
positive predictor of value added.” Since I am in my second year with my students about IPAs. For the most part, students enjoyed them and their
department and we have collaborated about a number of things, I think feel of authenticity in using the language (Spanish) in context. Plus, it
the next step for me is to begin collaborating more about my curriculum allowed for them to get a robust understanding of their ability to
and assessments. Although I collaborated with another colleague, I want understand and use the language.
to collaborate and create a curriculum that is beneficial and will see
similar gains for my students during distance learning. One finding it discussed which touches on one of my fears about using
them discusses how some students were turned off by the difficulty of
the project. Knowing this, I will make sure to scaffold as much as possible
without removing its intended challenge for the students.

Colleagues ​(Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)

The history department have begun to collaborate and create project Another teacher , A.N.(Spanish 4H and AP) has recently begun
based learning projects together. One colleague, A.P. (11th, US History) implementing IPA’s in her class. She has found that students have found
recently implemented his project and has allowed students to the assessments more fulfilling because they feel like they are actually
experiment a bit with how it is executed. He has found that Flipgrid has utilizing the Spanish that they are learning. Additionally, she has found
proven very effective for some of his students and has created a deeper that she gets a better understanding of her students' learning and that
level of analysis as a whole. they are learning the language in a more contextualized manner that is
consistent with the standards.

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

Special Emphasis Focus How Special Emphasis will be Incorporated

Educator as Citizen 4a​ - ​I dedicate planning time to collaborate with For educator​ - ​The entire lesson will be created via collaboration. The
colleagues to create authentic learning experiences that leverage collaboration will predominantly be with my MT, but I will also look to my
technology online learning communities to help give me suggestions and feedbacks on
the ideas I have planned.
Empowered Learner 1c​ - I use technology to seek feedback that informs
and improves my practice and to demonstrate learning in a variety of For students​ - The students will be using Flipgrid to complete their activity.
ways. This will require a few to navigate the platform and learn to use it. This is
also where they will receive their feedback.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 ​Page 1 of 3

Section 5: Results and Reflection

​ ecord Pre- and post- assessment data into P

Directions: R ​ re/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

The score I used for the pre assessment was a writing assignment Student 1​: S.N. showed a numerically small improvement but a
that students completed a few days before this learning segment. big improvement with what that means on our rubric. Scoring
The assignment used the same past tense grammatical structures past a 4 using this rubric as a reference implies that S.N. is
that we were practicing in this learning segment. On average, starting to be more cognizant of how to appropriately use the
students scored a 3.76 on that activity which equates to about a target structures and in what format. Prior to writing this lesson,
58% at our school or a C+ give or take. On a world language S.N. had begun to show improvements in the class as a whole and
rubric, this equates to being able to use the skill but this assignment demonstrated that she is making more and more
inconsistently and with no real-pattern of understanding. connections.

For the post assessment, students averaged a score of about 4 Student 2​: R.M. had a massive improvement from the previous
which equates to about an 80% in our class. Since we are 5-point assignment to this assignment. Although the first assignment was
scale, it seems like a dramatic boost from the 3.76 jump to this a writing assignment which does not necessarily impact her
jump; however, the skills jump was not as dramatic as the ability to access the content, I believe she showed massive
numbers would lead you to believe. That being said, students did improvement because this learning segment connected to her
show an increased ability (on average) to produce the target culture. Since she has a Mexican background, R.M. was familiar
with the folktale which I believe drew her in a bit more and thus
structures with more patterns that indicate to me that they are increasing the effort put in and the product that resulted.
producing it more intentionally.

Student 3​: Student three did not submit the work even after I
tried to work with her to create an actionable plan to finish it and
turn it in. During the time of this activity, J.M. was not in the best
mental state due to home issues and the fatigue of distance
learning. The participation leading into the assignment though did
show me in an understanding of the content that was being
utilized, but not necessarily an ability to reproduce it for her own
use.

CSTP Element Initial Revised Rating Evidence/Rational for Rating Suggestions for Moving Forward
Rating (Summarize from POP Section 3)

1.5 Promoting critical T – Applying T – Integrating Teacher asked questions of analysis and evaluation. To move to INNOVATING level: C ​ onsider how to increase
thinking through S – Exploring S - Integrating Students answered questions that included all levels of complexity of task beyond a single lesson so that there
inquiry, problem Bloom’s. ​ S​ tudents created their own math problems. are ​ c​ ontinuing opportunities for students to engage in
solving, and reflection inquiry in ​ c​ omplex problem. How could you extend
lesson into PBL?

T-
5.2 Collecting Exploring/
T - Applying Teacher used assessment scores To move to INTEGRATING level​: I
and Applying from prior to the lesson to instruct need to collect more data across
S-
analyzing Exploring/ his lesson. various assignments. Then, I would
assessment Applying need to use this data to help inform
data from a Teacher used student responses to my instruction. Although I did that
variety of guide his language usage for this assignment, I need to
sources to throughout the lesson. execute this strategy more
inform consistently.
instruction Teacher will use the outcome of this
lesson to guide the lesson
sequences that follow.
T-
6.3 Collaborati Exploring/
T - Applying Teacher and I collaborated to create To move to INTEGRATING level:
ng with Applying this lesson segment. Continue collaborating but on a
colleagues larger scale. This includes
and the Teacher reached out to the broader engagement with colleagues to
broader professional community to help support student learning and my
professiona inform some of his instructional learning. Additionally, it involves
l strategies. engaging in my outside World
community Language communities more often
to support Teacher implemented strategies and collaborating to inform my
teacher and into the lesson. instruction.
student
learning Teacher used target language
structures with emphasis as advised
by the community.

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 believe that working with colleagues helped with my student’s In terms of collaboration, I feel like I am starting to get a better feel for
understanding of the target language and target grammatical structures. I what questions to ask my colleagues and learning groups to help inform
am not so sure that using Flipgrid necessarily helped my students gained a my practices. In addition, I got a deeper understanding for how incredibly
broader understanding of the material and I believe that similar results important it is for me to collaborate in the World languages because there
could have been achieved using a voice recording program; however, I did are so many tiny differences that people use that may be super beneficial
notice a number of students enjoying themselves with the Flipgrid for my students’ learning. Lastly, I feel like I now have a better sense of
features which could be a win of its own. how to incrementally increase the difficulty of an assignment while
assuring that my students are still capable of understanding the language
and doing something with it.
 Action Items

For curriculum design, I want to increase this lesson segment and also increase the amount of time students get for the already created portion. Although I felt
lesson planning, like the time was adequate, I felt like it would have been ideal with even just 10-15 more minutes each class. Should I do this lesson
assessment again in the future, I also want to change the final assessment for this learning segment and break it down into much simpler parts. This
planning may help students organize their thoughts and work enough to increase their results.

For classroom practice My initial thought for this is collaborating with my colleagues to see what this would look like with in-person instruction. For example,
using Pear Deck allowed me to see almost all students participate frequently and to many different questions at a fairly quick rate;
however, I would likely not use as much technology if I were in the classroom. Another thing I want to consider is how grouping
affected learning for my students. I think that grouping them for the reading portion was helpful, but it may have also been helpful to
put them in breakout room groups for the audio portion which was substantially more difficult. That added change could have made a
difference as well.

For teaching English For J.M., I truly feel like there was not much more I could do in terms of engaging and supporting my student. I did everything from
learners, students with reach out personally to create a plan of action with the student, all the way to engaging the parents and try to create something similar.
special needs, and For other students with instructional challenges, special needs, or other struggles though, I feel like it is on such a case-by-case basis.
students with other
That is why I have begun trying to approach every single interaction, lesson, and unit by implementing a UDL approach. Although I
instructional challenges
sometimes fall short and although it is not easy, that is the only way I can address the challenge that is teaching a world language.

For future professional I believe I need to collaborate with each of my colleagues individually, but also engage more in the World Language communities that I
development am a part of on social networks. This lesson helped me develop a few nuanced approaches to teaching and reviewing language in my
classroom that are simple and easy. Plus, collaborating with so many different people could help me approach material from nuanced
lenses, each with different concerns that can broaden my instructional strategy “arsenal” to teach the content/skills.

For future inquiry/ILP I think for a future ILP lesson, I want to try using Flipgrid again but perhaps to hold asynchronous conversations with different people. I
would like to try this in either my World Language class or my United States history class so that I can see if it increases the level of
discourse that students have while also increasing participation rates.

For next POP cycle For my next POP cycle, I think I’d like to tackle a lesson in my United States History course so that I can continue practicing my skill set
but in a different department. I think that while a majority of my skills and practices translate well into the social sciences, there are still
some key differences that require me to approach my work in a different manner.

Semester 3 Only: Flipgrid to drive conversation in either one of my subjects.

For future use of technology

Other Notes

The lesson could have used more time which may have resulted in lower results than I had hoped/anticipated. I also think that the results could have
been influenced a bit were they asked to produce this material in a spontaneous manner which I wanted to do but knew I had no control over given the
distance learning circumstances.

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 2 of 3

Fullerton Online Teacher Induction Program

I​ndividualized ​L​earning ​P​lan ​(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

Antonio Reyes antonio.reyes@sgv.csarts.net Spanish 3/US History

Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Range - 4 Range - 5
Average - 3.76 Average - 4
Scale ( 5 = 100%, 3 = 60%, 1 = 20%) Scale ( 5 = 100%, 3 = 60%, 1 = 20%)

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments

1. Focus Student: EL 4 4.5

2. Focus Student: 504/IEP 2 4

3. Focus Student: Teacher Choice 1 0 Student completed portions leading into the final
Flipgrid but did not complete assignment. At the
time of the assignment, she did not feel in the
mental state to complete the work.

4. Student 4 5 5

5. Student 5 2 2.5

6. Student 6 4 4

7. Student 7 5 5

8. Student 8 3 4

9. Student 9 4 4

10. Student 10 3.5 4

11. Student 11 4 4

12. Student 12 4 4.5

13. Student 13 5 5

14. Student 14 5 4.5

15. Student 15 5 5

16. Student 16 5 5

17. Student 17 3 3.5

18. Student 18 3 3.5

19. Student 19 4 4

20. Student 20 3.5 4

21. Student 21 3 3.5

22. Student 22 3 4.5

23. Student 23 4 3.5

24. Student 24 5 4.5

25. Student 25 4 4
 Average: 3.76 4

910111213141516

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 ​Page 3 of 3