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
Sergio Dorrego dorregosergio@gmail.com Special Education – Math 9-12
Mentor Email School/District Date
Sunny Hills High
Kellie Ma kma@fjuhsd.org School/Fullerton Joint Union October 8, 2023
High 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
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.
Using a variety of T – Utilizes a variety of strategies including
T – Refines the flexible use of an extensive repertoire
instructional culturally responsive pedagogy, resources, and
T– T– of strategies, resources, and technologies to meet
strategies, technologies during ongoing instruction to meet
Applying Innovating students’ diverse learning needs
1.4 resources, and students’ diverse learning needs
S- S– S – Students take responsibilities for using a wide
technologies as S- Students participate in instruction using
Applying Innovating range of strategies, resources, and technologies that
provided by school strategies, resources, and technologies matched to
successfully advance their learning
and/or district their learning needs
Creating physical or
T – Adapts physical and/or environments flexibly to
virtual learning T – Develops physical environments that reflect
facilitate access to a wide range of resources that
environments that student diversity and provide a range of resources
engage students in learning. Ensures that
promote student for learning. Utilizes a variety of structures for
T- T– environments enhance learning and reflect diversity
learning, reflect interaction during learning activities that ensure a
Applying Innovating within and beyond the classroom. Selects from a
2.2 diversity, and focus on and completion of learning tasks
S– S– repertoire of structures for interaction to ensure
encourage S - Students use a variety of resources in learning
Applying Innovating accelerated learning for the full range of students
constructive and environments and interact in ways that deepen
S – Students participate in monitoring and changing
productive their understanding of the content and develop
the design of learning environments and structures
interactions among constructive social and academic interactions
for interactions
students
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
How can I use technology to help By giving feedback immediately,
One and two step Student work and Students
students retain information better students will be able to retain
equations/inequalities Assessment
during independent work? information more easily.
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
I will see how my instructionally
Performance I will see how my English learner I will see how my student with an IEP
Data
challenged student does on the next
does on the next assessment does on the next assessment
assessment
This student will do well as he has
This student will most likely get a C This student will most likely get a C
Expected Results been doing well most of the year so
or higher or higher
far
Inquiry Lesson Implementation Plan
Directions: that Semester 3 requires a lesson that focuses on use of technology to support teaching and learning.
Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results Discuss Results with Mentor

Identify dates for activities.

10/9 10/10-10/13 10/13 10/13 10/16

Provide 1-2 sentence I will use technology to give feedback to students immediately on how they are doing. This should help
summary of your lesson plan. student identify problems with their calculations and correct them to get the next questions right.
Summarize process for
Student will take the pre-assessment before working with a program that will give them immediate
administering and analyzing
pre- and post-assessments. feedback. The post-assessment will be done after students have used the program.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 Semester 3 Only: Identify the
specific technology tools,
applications, links, and/or Chromebook, Delta Math
devices to be incorporated
into the lesson.
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.)
Title: 5 Research-Based Tips for Providing Students with Meaningful
Title: Immediate Feedback to Students and Student learning Feedback
URL: https://files.eric.ed.gov/fulltext/ED537926.pdf URL: https://www.edutopia.org/blog/tips-providing-students-
Statement: This is a study that found low achievers do particularly well meaningful-feedback-marianne-stenger
when provided high quality feedback about their work. It found that Statement: This article states five different tips for providing feedback to
providing feedback to assignments can positively affect how a student students. One area that seems very important is the timing. Students
retains information and their performance in the future. who receive immediate feedback tend to perform better than students
who have had to wait for their feedback.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
A colleague in my department of special education uses a program
I have seen a colleague use the program that I wish to use in my
similar to the one I would like to use but for English. This program helps
classroom. This colleague reports high assessment scores and attributes
students with their English writing conventions and she has mentioned
it to meaningful and immediate feedback.
how much it has improved their writing over the past year.
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
Teacher – This will be incorporated by the teacher facilitating
Teacher – 2.6 Facilitator: Teachers facilitate learning with
learning through technology. The teacher will be able to walk
technology to support student achievement
around and help students that do not understand the feedback
Student – 1.1 Empowered Learner: Students leverage technology
that the program is giving to them
to take an active role in choosing, achieving, and demonstrating
Student – Students will use the program that gives them
competency in their learning goals, informed by the learning
immediate feedback to choose when they would like extra help
sciences
from either the teacher or an instructional aide.
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
The whole class had a higher average on assignments with The three focus students had a higher average on assignments
immediate feedback. with immediate feedback.
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 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.
S – Exploring S - Integrating continuing opportunities for students to engage in inquiry in
solving, and Students created their own math problems.
complex problem. How could you extend lesson into PBL?
reflection
T – Utilizes a variety of
strategies including
culturally responsive
Using a variety
pedagogy, resources, T – Refines the flexible use of an extensive
of
and technologies during repertoire of strategies, resources, and
instructional
T– ongoing instruction to technologies to meet students’ diverse
strategies,
Applying meet students’ diverse T – Innovating learning needs
1.4 resources, and
S- learning needs S – Innovating S – Students take responsibilities for using a
technologies
Applying S- Students participate wide range of strategies, resources, and
as provided by
in instruction using technologies that successfully advance their
school and/or
strategies, resources, learning
district
and technologies
matched to their
learning needs
2.2 Creating T- T – Develops physical T – Innovating T – Adapts physical and/or environments
physical or Applying environments that S – Innovating flexibly to facilitate access to a wide range of
virtual learning S– reflect student diversity resources that engage students in learning.
environments Applying and provide a range of Ensures that environments enhance learning
that promote resources for learning. and reflect diversity within and beyond the
student Utilizes a variety of classroom. Selects from a repertoire of
learning, structures for structures for interaction to ensure
reflect interaction during accelerated learning for the full range of
diversity, and learning activities that students
encourage ensure a focus on and S – Students participate in monitoring and

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 completion of learning
tasks
S - Students use a
constructive variety of resources in
and productive learning environments
changing the design of learning environments
interactions and interact in ways
and structures for interactions
among that deepen their
students understanding of the
content and develop
constructive social and
academic interactions
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
Students were able to see how they did on assignments that were
On particularly tough topics or ideas, students should try using
done with programs that give immediate feedback as opposed to
the program that gives immediate feedback.
worksheets where students would get feedback the next day.
Action Items
For curriculum design, lesson
planning, assessment Programs with immediate feedback will be used as often as possible
planning

For classroom practice Programs with immediate feedback will be used as often as possible
For teaching English learners,
students with special needs,
and students with other
Programs with immediate feedback will be used as often as possible
instructional challenges
For future professional
development
Professional development is offered on this program.

For future inquiry/ILP Program will be used as a tool in the future for data collection

For next POP cycle Programs with immediate feedback will be used as often as possible

Semester 3 Only:
For future use of technology
Programs with immediate feedback will be used as often as possible
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
Sergio Dorrego dorregosergio@gmail.com Special Education 9-12
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Range: 7 Range: 4
Average: 6.5 Average: 7.5
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL 10 10 Student performed well in this topic
2. Focus Student: 504/IEP 7 8 Student used immediate feedback frequently
3. Focus Student: Teacher Choice 3 6 Student improved with immediate feedback
Student responded positively to immediate
4. Student 4 5 6
feedback
5. Student 5 6 8 Student responded positively to immediate
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 4
 feedback
Student responded positively to immediate
6. Student 6 7 8
feedback
Student responded positively to immediate
7. Student 7 6 7
feedback
Student responded positively to immediate
8. Student 8 8 8
feedback
9. Student 9 6 9 Student did not try the first time
910111213141516

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 4