Fullerton Online Teacher Induction Program

Individualized Learning Plan (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

Mayra Fernandez miragirl8@aol.com Spanish High School: 9-12

Mentor Email School/District Date

richard.spicer@longbeac
Richard Spicer LA Archdioceses / LBUSD 10/13/18
hsaints.org
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.

CST
Element Initial Rating Description Goal Rating Description
P
T - Guide students to think critically through use of T - Facilitates systematic opportunities for students to apply
Promoting critical T– questioning strategies, posing/solving problems, and reflection T– critical thinking by designing structured inquires into complex
thinking through Applying on issues in content. Innovating problems.
1.5
inquiry, problem S– S - Students respond to varied questions or tasks designed to S- S - Students pose and answer a wide-range of complex questions
solving, and reflection Exploring promote comprehension and critical thinking in single lessons Innovating and problems, reflect, and communicate understandings based
or a sequence of lessons. on in depth analysis of content learning.

Using a T - Utilizes a variety of strategies

including culturally responsive T - Creates, adapts, and integrates
variety of
pedagogy, resources, and a broad range of strategies,
instructional
technologies during ongoing resources, and technologies into
strategies,
instruction to meet students’ instruction designed to meet
resources, T-
T-
diverse learning needs. Integrati students’ diverse learning needs.
1.4 and Applying
ng S. Studnets actively engage in
technologies S-
Applying S - Students participate in
S- instruction and make use of a
to meet Applying
instruction using strategies, variety of targeted strategies,
students’
resources, and technologies resources, and technologies to
diverse
matched to their learning needs. meet their individual students
learning needs.
needs

Using and
adapting
resources,
technologies,
and
standards-
Integrates a wide range of adapted
aligned Selects, adapts, and utilizes resources, technologies, and
instructional appropriate instructional T-
T- instructional materials to meet
3.5 materials, resources, and Integrati
materials Applying
ng identified student needs and make
technologies for concept and skill subject matter accessible to
including development in subject matter. students.
adopted
materials, to
make subject
matter
accessible to
all students

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
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 Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments and Data Collection Tools)

Inquiry Question Hypothesis Lesson Series Topic Assessments/Data Collection

• Students will have 10

verbs to conjugate in
the preterite assess
Students will be able to their prior knowledge.
increase their content • Students will
Will following up my knowledge and be able conjugate the same
lecture with a video clip to conjugate verbs in the verbs after my lecture
to reinforce the concept
help students better
preterite more The preterite verb tense to see if there is
efficiently after growth.
understand the new watching a • Students will
content? reinforcement video conjugate the same
after the lecture. verbs after watching
the reinfocrement
video to see if there
is growth.

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 Focus Student 2: Student with

Focus Student 3: Your Choice
Learner ILP/504

Student is an ELL student/ Student currently has a STEP

Performance Student is a low performance
Data
Spanish is her first Plan for his learning student in this subject area.
language processing delay.
I expected this student to I expected this student to I expected this student to
receive a lower score (6/10) receive an average score receive a lower score (4/10) on
Expected
on the first assessment and (7/10) on the first assessment the first assessment and the
Results
the grow to a higher score and the grow to a higher score grow to an average score
(9/10). (9/10). (7/10).
Inquiry Lesson Implementation Plan
Administer Pre- Administer Post- Discuss Results with
Deliver Lesson(s) Analyze Results
Assessment Assessment Mentor
Identify dates for
activities.
November 9 November 14 - 27 November 28 November29 December 4

Provide 1-2 sentence
summary of your lesson
plan.
Summarize process for
administering and
analyzing pre- and
post-assessments.
Students will complete participate in giving prior knowledge before I add to it with re-
teaching the new concept as they follow along with their interactive notebook. After my
lecture, students will watch the reinforcement video before continuing on the apply the
new knowledge with different types of activities done by themselves and with a partner.
Students will begin the lesson by conjugating 10 verbs in the preterite. After the lesson,
studnets will re-conjugate the same 10 verbs to see if there was improvement. Students
will re-conjugate the same 10 verbs to see if there was further improvement after
watching the reinforcement video. There will be a direct comparison so that there is no
uncontrable variable that might effect the results.

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.)

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
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 Gia Lenn L. Mendoza, Lawrence C. Caranto, Juan Jose T. David, Effectiveness
Zhao, Yong. “Recent Developments in Technology and Language Learning:
of Video Presentation to Students’ Learning, International Journal of Nursing
A Literature Review and Meta-Analysis.” CALICO Journal, vol. 21, no. 1,
Science, Vol. 5 No. 2, 2015, pp. 81-86. doi: 10.5923/j.nursing.20150502.07.
2003, pp. 7–27. JSTOR, JSTOR, www.jstor.org/stable/24149478.
http://article.sapub.org/10.5923.j.nursing.20150502.07.html
According to this article, audio and digital technology can help create
“stronger memory links”. If a student has access to the video clip used in
This article suggests that using video presentations are more so effective to
class, they have the ability to go back to the concept desired and re-
help students when doing their homework and to study for a test. These videos
watch it as many times as necessary. Also, by using authentic material,
are good for tutoring, not for actual learning. Overall, the effectiveness of
students are exposed to more real-life cultural experiences.
using videos to support classroom lectures is very effective.

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

Colleague #1: Spanish 2, Spanish 1 Heritage, AP Spanish

Language, AP Spanish Literature (Grades 9-12)
Colleague #2: Spanish 1 and 2 (Grades 9-11)
Introduction: Introduce a new topic by using a small
video clip (mini-novela).
YouTube: Uses the videos to teach new concepts and then
follows up with answering any questions, and then does
YouTube: Music videos are used to see how verb
activities.
conjugations are used, to be used along with lyrics fill-
Uses music videos to hear and see authentic music in
in-the-blanks.
Spanish.
Movies: Shows movies to demonstrate cultural and
historical events.

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

Special Emphasis Focus How Special Emphasis will be Incorporated

NBPTS: PROPOSITION 1
Teachers are committed to students and their learning.
-They consult and incorporate a variety of learning and
development theories into their practice, while remaining attuned
to their students’ individual contexts, cultures, abilities, and
circumstances.
By using the video with the song and explanation, in addition to
using my interactive notebook insert for guided note taking, I am
incorporating a variety of learning techniques that meet all learning
needs, especially those of my focus students.

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 Pre/Post Assessment Data Analysis Findings for Three Focus
Class Students

After teaching the lesson, the students averaged

1.9/3 corrrect; the majority of the students
understood the concept just with my lesson and the
interactive notebook insert.
After following up my lesson with a video that The average of my focus students after my lesson was
reinforced my lesson through a song and short 2/3 and after the video was also 2/3. My EL student
explanation, the students’s scores improved 10%, did worse after the video, my IEP student did the
averaging 2.2/3. The video really helped the same, and my low-performing student improved.
students that had difficulty with the concept after
my lesson. I did notice that my Spanish-speaking
students actually did worse after watching the
videos.
Initial Evidence/Rational for Rating
CSTP Element Revised Rating Suggestions for Moving Forward
Rating (Summarize from POP Section 3)
Promoting To move to INNOVATING level: Consider how to
T–
critical thinking Teacher asked questions of analysis and evaluation. increase complexity of task beyond a single lesson so
Applying T – Integrating
1.5 through inquiry, Students answered questions that included all levels of that there are continuing opportunities for students
S– S - Integrating
problem solving, Bloom’s. Students created their own math problems. to engage in inquiry in complex problem. How could
Exploring
and reflection you extend lesson into PBL?

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 T - All students were engaged in the lesson.
As a form of self-assessment, students were
required to rewrite the same three
sentences replacing the direct object object
nouns with the appropriate pronouns at
three stages of the lesson. The also took
notes in structured flip books.Through
guided teacher questions, students learn
how to use Spanish direct object pronouns
Using a correctly. The teacher monitored student
variety of learning and engagement by moving about
instructional the room, by randomly asking students to To move forward, I can add the videos for
strategies, T- answer questions, and by asking show of this lesson onto my class’s Schoology page
resources, hand for understanding. The focus students for those who need the extra practice or
Applying T - Integrating reinforcement can take the innitiative to
and were part of the randomized asking of
1.4 questions and the teacher monitoring of seek accessible help at any time.
technologies
S- S - Integrating student engagement. The students were not too fond of the
to meet man in this video, maybe I can find a
students’ Applying different one that would be more
S - Students were engaged throughout the
diverse appealing to them.
class by completing the self-assessment
learning
application activities and the practice
needs. review activities. At each stage the teacher
asked students to identify how well they
understood the concept of Spanish direct
object pronouns. At the end of the period
about 70% reported full-confidence
understanding with the other 30% reporting
partial confidence.

Using and
adapting
resources,
technologies,
and
standards- I used an interactive notebook insert to
To move forward in this lesson, maybe I
aligned assist with note-taking during my lesson. I
can have the students create their own
T- followed up my lesson with a video that
instructional video to explain this concept to the rest
3.5 T - Integrating included a song to reinforce my lesson. I
materials Applying of the class, maybe as an extra credit
corrected any misconceptions during the
including assignment or a differentiated assignment
exit ticket activities with individual students
adopted for the advanced stundets.
as I walked around
materials, to
make subject
matter
accessible to
all students

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 have learned that videos are not always as affective as we hope

By adding the videos to my lesson, students were bale to improve
and expect, and that videos are not always necessary for every topic
their scores with a 10% average.
benig taught.

Action Items

For curriculum design,
lesson planning,
assessment planning
When creating the lessons to teach the new curriculum, I used an interactive notebook insert that help guide
them from their previous knowledge of the present perfect in order to connect and teach the direct object
pronoun. I used exit tickets at the beginning of the lesson to assess their prior knowledge, another one after
my lecture to assess their initial grasp of the new lesson and then once again after watching the supporting
video to measure their growth and to see if the videos helped better undertsand the new content learned.

Each method of learning was designed to target all learners, especially my students with IEPs, EL students,
For classroom practice
and low-performing students.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
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 For teaching English
The interactive notebooks were great to help students with all learning needs to take notes, assist with their
learners, students with
activities and homework, and study. Using past experience and prior knowledge was another instructional tool
special needs, and
to help these and all students. The video was also used to support these students, especially those that learn
students with other
better through visuals and songs to remember things.
instructional challenges

For future professional

For my future professional development, I would like to join an association of some sort for Spanish teachers.
development

For my future inquiry, I will focus on project based learning. I have always done projects in my class for the
stundets to demonstrate content knowledge, but with project based learning, I can structure it better, and to
For future inquiry/ILP
be more efficient in assessing the stundets. They will be applying their knowledge in a more practical way,
hopefully.

For next POP cycle For my next POP cycle, I would like to try to incorporate flip grid into my classroom lesson plans.

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
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 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

Mayra Fernandez miragirl8@aol.com Spanish 9-12

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

November 26, 2018 Average: 1.9/3 - 63% November 26, 2018 Average: 2.2/3 - 73%

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments

1. Focus Student: EL
1/3 - 33% 0/3 - 0% Score lowered
Esmeralda H.

2. Focus Student: 504/IEP

0/3 - 0% 0/3 - 0% Score stayed the same
Jacob M.

3. Focus Student: Teacher

Choice 1/3 - 33% 2/3 - 66% Score improved
Gorden B.

4. Isabella A. 3/3 - 100% 1/3 - 33% Score lowered

5. Carole A. AB AB Absent

6. Ahyau A. 3/3 - 100% 3/3 - 100% Score stayed the same

7. Jaena B. 2/3 - 66% 1/3 - 33% Score lowered

8. Andrew B. AB AB Absent

9. Alyssa B. 2/3 - 66% 3/3 - 100% Score improved

10.Andrew D. 0/3 - 0% 2/3 - 66% Score improved

11.Jacob F. 2/3 - 66% 2/3 - 66% Score stayed the same

12.Cade I. 2/3 - 66% 3/3 - 100% Score improved

13.Sullivan J. 3/3 - 100% 3/3 - 100% Score stayed the same

14.Benjamin K. 3/3 - 100% 3/3 - 100% Score stayed the same

15.Jaxon K. 0/3 - 0% 3/3 - 100% Score improved

16.William M. 1/3 - 33% 1/3 - 33% Score stayed the same

17.Gabrielle M. 3/3 - 100% 3/3 - 100% Score stayed the same

18.Katrina N. 3/3 - 100% 3/3 - 100% Score stayed the same

19.Jason P. 0/3 - 0% 0/3 - 0% Score stayed the same

20.Isabella R. 3/3 - 100% 3/3 - 100% Score stayed the same

21.Lawrence T. 3/3 - 100% 3/3 - 100% Score stayed the same

22.Mason T. 3/3 - 100% 3/3 - 100% Score stayed the same

23.Sasha T. 3/3 - 100% 3/3 - 100% Score stayed the same

24.Cole W. 3/3 - 100% 3/3 - 100% Score stayed the same

25.Alison Y. 0/3 - 0% 3/3 - 100% Score improved

910111213141516

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