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
Lidia Azouz lazouz@newroads.org Social Studies 8
Mentor Email School/District Date
New Roads School
Patricia Bentivoglio pbentivoglio@newroads.org 10/03/21
Santa Monica
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 - Facilitates systematic opportunities for students to
T - Guide students to think critically through use of questioning
apply critical thinking by designing structured inquires
strategies, posing/solving problems, and reflection on issues in
Promoting critical thinking through into complex problems.
T – Applying content. T – Innovating
1.5 inquiry, problem solving, and S - Students pose and answer a wide-range of complex
S – Exploring S - Students respond to varied questions or tasks designed to S - Innovating
reflection questions and problems, reflect, and communicate
promote comprehension and critical thinking in single lessons or a
understandings based on in depth analysis of content
sequence of lessons.
learning.

T – Adjusts strategies during

T – Teacher seeks to clarify instruction based on the
instruction and learning activities to ongoing monitoring of
Monitoring student support student understanding. individual student needs for
learning and T – Exploring T – Innovating
1.6 S- Students receive assistance assistance, support, or
adjusting S – Exploring S - Applying
individually or in small groups during challenge
instruction
instruction. S – Students successfully
participate and stay engaged in
learning activities.
T – Integrates rigor through the
learning environment that
values accuracy, analysis, and
critical reading, writing, and
T – Develops a rigorous learning thinking. Integrates strategic
Creating a rigorous
environment that includes accuracy, scaffolds and technologies
learning
analysis, problem solving, and throughout instruction that
environment with
T – Applying appropriate levels of challenge. T – Integrating support the full range of
2.4 high expectations
S – Exploring S – Some individuals and groups of S – Applying learners in meeting high
and appropriate
students work with the teacher to expectations for achievements.
support for all
support accuracy and S – Students engage in a variety
students
comprehension in their learning. of differentiated supports and
challenges in ways that
promote their accuracy,
analysis and problem solving in
learning.
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
After completion of the
With differentiation, I can add
How can I lower my student’s anxiety and reading and close reading
supplemental technology tools to
support them in the classroom when we are Colonial Foundations questions, I will collect data by
enhance their understanding of the
contextualizing a difficult source in history? assessing their responses to
reading.
the questions.
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 Data B is a student from Brazil and speaks three D is a student with exceptionalities S is a student who identifies as
different languages. He would be that is currently a part of the being dyslexic. She is reserved
considering expanding in English. B works spectrum program. The student has so she would not ask for help
with our ELL coordinator at the school five a hard time maintaining focus and is or assistance on a reading
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
 mildly autistic. D has a list of
accommodations that include
assignment. S informed me
preferential seating, 50% more time
after the school year started
times a week. I use a lot of different to complete assignments and the
that she typically keeps this
graphic organizers to support B in his option to use their technology to
information from teachers.
learning especially when we are reading a type notes. The student also is very
Since she disclosed this
primary/secondary source. I can use more avoidant and if they feel
information with me, I asked
tools to enhance his understanding of a overwhelmed, they will request to
her if I can provide her the
text when responding to contextualizing visit the spectrum team. I want to
readings chunked or send her
questions. give this student tools that will
audio versions of the readings
allow them to lower their anxiety
and she has agreed.
when they are in my class to
positively begin reading the source.
For this assignment I expect to
I expect that if I give B a copy of the I expect that if I give D a simple follow through with what I
sources chunked in both English and directive checklist that will give D said, and I will chunk the
Portuguese, he can use them together to some confidence to complete the material for her. I will also
begin conceptualizing what the text is task one by one. Also, I plan to front suggest that she uses her iPad
Expected Results conveying when responding to the load all of the information on to get an audio of the reading
document. I will be using Google Translate Edpuzzle through a video lesson so I so she can follow along with
to transfer the document to Portuguese can flip the classroom and spend her reading. I will have
and Speak and Translate to allow him to more time answering questions headphones readily and
respond to the questions. with the students. available so she can use as she
reads the source.
Inquiry Lesson Implementation Plan
Directions: that Semester 3 requires a lesson that focuses on use of technology to support teaching and learning.
Discuss Results with
Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results
Mentor
Identify dates for activities.
10/05/21 10/05/21 10/07/21 10/08/21 10/08/21

Provide 1-2 sentence summary of In this lesson students will complete a close reading activity of various Indigenous leaders who gave
your lesson plan. speeches about European contact in the Americas.
The pre-assessment for this activity is to identify what a close reading is. Guiding questions around what
close reading and contextualization means in history. Typically, I would start with a current event warm
Summarize process for
up and ask one close reading and one contextualization question.
administering and analyzing pre-
and post-assessments.
The post-assessment will be the summative writing component where students will have to write a one
paragraph response comparing their speeches.
The technology that I will use will be the following: Powerpoint, Edpuzzle, Speak and translate, Google
Semester 3 Only: Identify the Classroom and Google translate. I will also provide chromebooks and headphones for all the students.
specific technology tools,
The assignment will be assigned on Google classroom for the entire class apart from assigning special
applications, links, and/or devices
to be incorporated into the assignments to students individually. That is an option on Google classroom where I can add more
lesson. documentation if I click on one student’s name. For B, D and S, they will be given the differentiated
assignment with the information that is attached above.
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.)

“A Close Look at Close Reding”

https://nieonline.com/tbtimes/downloads/CCSS_reading.pdf
In this article, I found that when I am thinking of my targeted audience, I must “Dyslexic Students Learn Differently: Tips, Tools and Apps to
consider how to scaffold for different types of learners. Some suggestions Help Them Succeed”
included to craft and structure text dependent questions that will help the http://dyslexiahelp.umich.edu/professionals/dyslexia-
students understand the text better. Another suggestion is emphasizing which school/tips-tools-and-apps-for-helping-dyslexic-students
skills in each read to highlight important learning. For example, for my ELL What really resonated with me in this article besides the tips on
student I would emphasize read one: vocabulary to check for understanding. how to help student S with reading and writing is the social-
emotional aspect of learning. Encouraging student S with positive
reinforcement may boost their confidence. I also looked at the
list of applications and I really liked reading about Pulse Pen
which records what they are hearing in class and transfers it to
text.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
 Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
English Teacher Spectrum Teacher
8th Grade 6-8th
Some of the recommendations that were made by my colleague was to have Some of the recommendations that were made by the spectrum
centers for the students and check in with the students in each center for teacher was the following: building connections to the reading
understanding. This will support the three students in different ways: and consider reciprocal teaching when asking for response. In the
conversational learning, reading out loud, and cooperative learning. beginning of the lesson, I will build connections so the students
Conversational English will help the ELL student, while reading out loud will help can be drawn in. As we read our document, I will ask the students
the other two students. to verbally answer the question, but in a way where they are
teaching the class. Even further, I will ask the students to
demonstrate to the class how to conduct close reading.

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
Considering every component that I have taken for their
social and emotional well-being; I am hoping that the
technology will be the extra layer of support for all the
1B. I build networks and customize my learning environments in ways
students. With the use of Google Classroom, Edpuzzle and
that support the learning process
speak to translate, I am hoping to bridge gaps for all my
students. I will emphasize the importance of using a tool
that can be useful for all classes.
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 Three Focus
Pre/Post Assessment Data Analysis Findings for Whole Class
Students
Pre assessment data included verbal

Post assessment data

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

Teacher provided assignment that

To help the students even
Reflecting on listed close reading questions. It
further. Provide an example of
teaching included numbering the
an honors response to the
practice in paragraphs and sentences to
6.1 T – Applying T – Integrating text. Also provide sentence
support of reference, along with asking
starters so students can
student questions that come straight from
answer the questions
learning the text. Teacher also provides a
elaborately.
key for vocabulary.
Students were asked to go to
Using available
google classroom to open the
technologies to
assignment. The students knew
assist in
how to access their work, make a Provide hard copies for
assessment, T – Applying T – Integrating
5.6 copy of the assignment, and students who may want to do
analysis, and S – Applying S – Integrating
complete the assignment it on hand.
communication
electronically. 100% of the
of student
students were on screen and did
learning
not have issues accessing the work.

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
1B. I build networks and customize my learning environments in ways All students benefit from differentiation. One thing that I
that support the learning process took away is to build a better community of understanding
of my students needs in order to create a classroom
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 5
 I provided accommodations electronically for students who may have
needed. When I created the assignment, I thought about all my students
and how they would benefit from a close reading when completing a
primary source analysis. Also, I provided chunking, numbering of
sentences, and providing differentiation to ensure understanding of the
environment that is more inclusive.
text.
Also, students are keen on working electronically, they love working on
google classroom and enjoy using tech. I assigned it on Google
Classroom in order to provide live feedback and give students the
opportunity to use dictation tools like talk to text or microphone.
Action Items

For curriculum design, lesson Consider POP cycle, ILP, PD and classroom practices to reflect and consider how I can plan better for the
planning, assessment planning following year.

For classroom practice Find ways to actively engage the students and lower their anxiety while in our classroom space.
For teaching English learners,
students with special needs, and Use dictating tools, lower affective filter, utilize tools, communicate regularly with support team that will
students with other instructional support the students to learn better.
challenges
Continue to seek out PD that will help me grow as a professional. Follow up and check emails, talk to the
For future professional
development
leaders of the school for any upcoming opportunities and keep a regular communication with other
history teachers at my institution to check in on PD opportunities.
Increased communication with stakeholders, parents, leaders of the school and reaching out to different
For future inquiry/ILP
organizations.
Implement creative projects and activities with voice and choice like a choice board or tic tac toe
For next POP cycle
activity.
Semester 3 Only: Find new and innovative tools that will assess student learning with accurate data. Google classroom,
For future use of technology edpuzzle, kahoot, etc.
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.

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
Lidia Azouz Lazouz@newroads.org History 8
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average

14.9/17 7.2/10

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
The post assessment for this activity was the
1. Focus Student: EL 15/17 7/10 paragraph writing response to the Native
American speeches DBQ
2. Focus Student: 504/IEP 12/17 6/10
3. Focus Student: Teacher Choice 12/17 0/10 POST ASSESSMENT INCOMPLETE
4. Student D 17/17 10/10
5. Student E 12/17 8/10
6. Student F 16/17 8/10
7. Student G 16/17 7/10
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 5
 8. Student H 17/17 10/10
9. Student I 15/17 7/10
10. Student J 17/17 10/10
11. Student K 12/17 5/10
12. Student L 15/17 7/10
13. Student M 16/17 6/10
14. Student N 17/17 10/10
15. Student O 15/17 7/10
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
910111213141516

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