Fullerton Online Teacher Induction Program

Individualized Learning Plan (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
th
Hoasa Hakami hhakami@oflschools.org English Education 11 grade
Mentor Email School/District Date
Today’s Date: 10/12/19
Tristian Churchia tchurchia@oflschools.org Opportunities For Learning
Date of the lesson: 11/04/19
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
strategies, posing/solving problems, and reflection on issues in T - Facilitates systematic opportunities for students to apply critical thinking by designing structured
Promoting critical thinking
T – Applying content. T – Innovating inquires into complex problems.
1.5 through inquiry, problem
S – Exploring S - Students respond to varied questions or tasks designed to promote S - Innovating S - Students pose and answer a wide-range of complex questions and problems, reflect, and
solving, and reflection
comprehension and critical thinking in single lessons or a sequence of communicate understandings based on in depth analysis of content learning.
lessons.

Using
available T- Uses a myriad of technologies to assess
T- Uses technology to assess students’
technologies students’ learning. Designs effective lessons and
learning and analyzes results. Makes
to assist in accurately implements ways to record and analyze
sure that students have the results. Then, shares the results with colleagues
assessment, T-Applying T-Integrating
analysis, and technological resources to show the and families.
5.6
communicati knowledge that they have acquired.
S-Applying S-Integrating
on of student S-Students hold themselves accountable for learning
learning S-Use technology to demonstrate
new technologies and making the initiative to learn
their learning.
them and use them to demonstrate their learning.

Demonstratin
g T- Makes students’ learning an
professional obligation and teaches students T- Models what it means to be professional and
responsibility T- personal, professional, and academic T-Innovating emulate ethical behavior in the online world.
6.7 , integrity, Integrating integrity.
and ethical S- Innovating S- Take responsibility for creating original work and
conduct S-Applying S- Seek support from teacher when in displays professionalism in publishing works online.
doubt about academic integrity.

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 elements, Pose measurable and observable question in
What will you use as your baseline
identify a focus of inquiry (e.g., group terms of students (e.g., what impact will What will you use as your final assessment of student How do you expect student performance to change?
assessment of student
discussion, differentiation, strategy X have on student performance as actions/performance? Use percentages to describe anticipated growth.
actions/performance?
motivation…) measured by Y?)

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 10

Use of analysis, synthesis, and evaluation
questions + student problem generation
We will focus on how
the use of technology
and publishing their
own comic strips will
enhance their
understanding of The
Great Gatsby as well as
help them realize their
responsibility in
publishing their original
work online while
having a learning
acquire a strong sense
of integrity and
professionalism.
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.
Performance
Data
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
What impact will increased use of higher-order questions
There will be a 20% increase in the average exam score for
(teacher talk, worksheet, and student problem
Previous examination scores New chapter exam students who participated in class and successfully completed
generation) have on student performance as measured
the worksheet.
by chapter exam?
Students have
completed a
summary and
analysis of The Great
Students will create a comic strip for
How will the use of Gatsby for all of the
chapter 8 of The Great Gatsby. While
technology help my previous chapters. I
the storyline is going to be the same,
students acquire a better will use their I expect to see a 30% increase
students will create their own
understanding of a difficult chapter 4 scores as in their grades as this
dialogue between the characters to
text like The Great Gatsby; it was one of their assignment requires them to
add an element of originality to it.
furthermore, how will them performance tasks not only understand the text
They will be given a rubric, much of
publishing their work online to convey the but create dialogue in a comic
which will be focused on their use of
establish a solid sense of information as strip that stays true to the story
technology, acknowledgement of its
responsibility and ethical clearly and line.
publication, and understanding of
behavior in posting scholarly eloquently as
integrity in publishing a work that will
work online? possible, using the
be visible to other students online.
vocabulary and
grammar that they
have learned so far
this semester.
Focus Students
Focus Student 1: English Learner Focus Student 2: Student with ILP/504 Focus Student 3: Your Choice
This student has lived in the United
States for five years; her background is While this student was born and raised in the United
Mexican-Guetemalan, and neither of States, she still has limited English skills. Even though
her parents speak English. While she is not identified as an EL student, her writing,
Spanish is her primary language, she Among all my students, he is the most although it has improved, suggests she is still in need
tries very hard. She spends at least two outspoken and especially when he is of grammar instruction. She has a single mother and is
hours a week with the English Language uninterested in an assignment. He is in the youngest of five siblings. While it is impressive for
Specialist to support her with her constant need of redirecting. He reads her to code switch in English and Spanish, she feels
assignments. In terms of English at an 8th grade level. In general, he gets that it has put her in a disadvantage because there are
grammar, she still scores at a near C’s in his assignments and high B’s and some words that she only knows in Spanish and some
mastery; however, she is an A-G at times, A’s if he is interested in an she only knows in English. Right now, she is enrolled in
student who intends on going to a four- assignment. The more creative an Spanish 3; she really wants to learn both languages
year university, and intent on learning. assignment, the more willing he is to fluently and academically and be able to read, write,
She has consistently been getting high put his effort into it. and speak both languages proficiently. She
C’s and B’s in her assignments. Her consistently gets B’s – high and low – in her
motivation is what helps her overcome assignments because she has difficulty expressing her
her barriers as well as her willingness to thoughts on paper.
learn.
Page 2 of 10
 I expect her to receive a B or high B in
Because this would be a new field for
this assignment. She tries very hard to I expect her to receive a high B because she is enrolled
him, I expect him to get an A on this
achieve mastery over near mastery in in my English 11 and English 12 class where she
Expected Results assignment because he loves creativity
the Common Core Standards that she is receives a lot of instruction in grammar and
and having more control over how he
assessed on. When she is confused, she vocabulary.
wants to express an idea.
is not afraid to ask for help.
Inquiry Lesson Implementation Plan
Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results Discuss Results with Mentor
Identify dates for activities. th
October 24 and 29th October 31st November 4th November 6th November 6th
Students will use a comic strip app to create a summary of the The Great Gatsby, Chapter 8. However, they will write their own
Provide 1-2 sentence
summary of your lesson plan.
creative dialogue, using grammar and vocabulary from the unit. In the unit, they will show not only their own creative skills in
writing dialogue for the characters in book but also clearly demonstrate what happens in that chapter very accurately.
We will read The Great Gatsby chapter 8 as a class in the pre-assessment. They will summarize it in their words, as well as, write
Summarize process for
their original analysis. I will grade it and hand it back to them. EL and SPED students will also be able to view a short clip of the
administering and analyzing
pre- and post-assessments. chapter depending on their needs. On the day of the lesson, I am going to create a comic strip using the app in front of them. Then,
they will create their own, using this technology.
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.)
This article purports that because of the use of visual media
and the medium itself, comic strips help build students’
vocabulary. Darsalina and her colleagues assert a very valid
claim according to their findings: “one of the characteristics of
Comic Strips story is built an enjoyable and comfortable
learning environment (Ravelo, 2013). It, further, “facilitates
their learning,” because it is not packed with too much
information but enough to give students context and aid in
comprehension.
For my second source, this chapter both criticizes and gives
Darsalina, Lisa et al. “The Application of Comic Strips in Teaching Vocabulary.”
hope to teachers who are repeating the same technologies,
Research in English and Education.
expecting to see better outcomes for their students. McLeod
https://pdfs.semanticscholar.org/71d4/d4b3f3c38d685f52e4ff017af215576e3459.pdf.
and Graber discuss four main areas where technology in the
Accessed 10 Oct. 2019.
classroom are useful: namely, they specifically identify
McLeod, Scott and Julie Graber. “Seeking a New Approach.” Harnessing Technology
“substitution, augmentation, modification, [and] redefinition.”
for Deeper Learning. Bloomington: Solution Tree Press, 2019.
However, while these are great frameworks, they don’t do
enough to “enhance [students’] critical thinking; (7) so,
instructors have to realize the necessity of “transformation,”
instead of “replication” (9) to recreate their curriculum and
enable their students to use digital media to make the learning
process more “active” (8). They cannot continue to make
expensive purchases for buying the same tools for students
only to replicate the same uses of technology and expect
students to perform well. Instead, they need to have students
engage with the technology to create creative methods to help
them get away from “low-level learning (9). This entails

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 10
 teachers having to recreate their instructional methods and it
can only be done with practice.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
The English Language Specialist actually suggested this idea to me because
Another teacher who only works with independent study students uses storyboards with his 9th
it is a way of interweaving the difficult with the easy. She has tried it with
grade English students with difficult readings like when they read the story of Odysseus, for
her 10th grade English class. For my 11th grade English class, The Great
example. He doesn’t allow them to add their own element of creativity, but he does make them
Gatsby requires a higher level of reading comprehension, which students
find pictures for each scene, which is similar to what I would be doing in the comic strips with
will be provided with resources according to their needs; however, their
my students. He says that it works well for the students because it forces them to read and re-
authentic expression in adopting characters’ voices in writing will make it
read the story of the Odyssey and break it down into six panels, to, then, explain on paper along
fun and easy for them to recreate the chapter in their own words, along
with images. There are a variety of apps, which enable students to make storyboards. I like the
with images. She tried it in her class by assessing reading comprehension
idea of these apps because it has students use apps other than the Google apps, which students
through comic strips. Over time, it enhanced not only students’ interest but
have already mastered.
also ability to make inferences using contextual clues.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
This goes perfectly with the idea of the comic strips with the app I will have my
students use. For each panel in the comic strip, they will use creative dialogue, staying
ISTE 6C (for students): “I communicate complex ideas clearly and
true to what happens in The Great Gatsby and also using images for each strip. They
effectively by creating / using digital objects such as visualizations,
will convey the complex emotions of the characters as well as tension between
models, or simulations.”
them—all in a sense comic strip. It’s going to be a challenging and yet doable project
that will make them feel accomplished once they see the finished result.
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
All three students did very well in their pre-assessment. The EL student needed extra
Overall, all students received either an A or a B. In SL-5, the vast help with her summary as there was a bit of confusion about what Nick said to Gatsby
majority of students did extremely well because they were able to at the beginning of the chapter. However, that was clarified , and she fixed it , and the
present visually appealing comix and used a number of features to confusion was cleared. Focus student 3 was received an A. The student with special
enhance the audience’s understanding of the themes in The Great needs had a limited summary, and he had to redo it to add more details. They were all
Gatsby. More than half of the class got an exceeds mastery on that. given access to the video and audio clips of the chapter for more clarity on the events.
He received a B.
Initial Evidence/Rational for Rating
CSTP Element Revised Rating Suggestions for Moving Forward
Rating (Summarize from POP Section 3)
Promoting critical
thinking through Teacher asked questions of analysis and evaluation. To move to INNOVATING level: Consider how to increase complexity of task
T – Applying T – Integrating
1.5 inquiry, problem Students answered questions that included all levels of Bloom’s. Students created their beyond a single lesson so that there are continuing opportunities for students to
S – Exploring S - Integrating
solving, and own math problems. engage in inquiry in complex problem. How could you extend lesson into PBL?
reflection

Using Throughout the semester, teach students

available several different types of technology, as well
technologies T-Integrating
T-applying Students were on their Chromebooks the as the advantages/disadvantages of using
5.6 to assist in
S-applying
assessment, whole time. They used a number of each one. Then, give them opportunities to
S-Integrating
analysis, and technologies to complete this lesson. They self-select the best technology to express
communicati were initially using Google Docs to write the their learning.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 10
 on of student full summary of the chapter as well as its
learning
analysis. They also had vidoe-clips and
audiobooks to use to enhance their reading.
Then, they learned a new technology , which
was a comic strip and maximized their use of
its features to create characters, write out their
thoughts, and create original dialogue while
conveying three complex themes in a single
chapter.
I modeled and had conversations about the
reality of the online world and its implications
when posting material online, especially when
there is evidence that connects what is written
Demonstratin to their name. Not only were they, then, Give students opportunities to publish their
g aware of their professional language but also work online (i.e. blogging) so they can
professional T-Innovating
T-integrating their originality because they did not want experience getting feedback and practice
6.7 responsibility
S-applying
, integrity, anyone else that have had created the same conducting themselves professionally and
S-Innovating
and ethical exact dialogue for their characters. We have respectfully if/when that feedback is
conduct discussed plagiarism and its consequences for negative.
the student who uses that material; because
they were creating the dialogue in class with
my feedback, that further demanded their own
original works.

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 6C, “I communicate complex ideas clearly and effectively by
creating / using digital objects such as visualizations, models, or
I learned a new technology, comix, which I had to make detailed instructions for
simulations” was the main focus. It was very effective and the
especially since nearly half of the students in my class are either EL or a student with
necessary use of technology to express themes in The Great Gatsby.
special needs. Not only was I able to model it for them effectively but keep them
It was something different from an essay that required more critical
engaged using digital media.
thinking skills and the ability to make inferences and incorporate it
into their presentations.
Action Items
For curriculum design, lesson
Research/explore new technologies; consider ways to incorporate new technologies and opportunities to publish work online into
planning, assessment
planning more units throughout the semester.

Continue relying heavily on Chromebooks and Google Classroom to support students’ comfort with word processing skills and to
For classroom practice
promote digital citizenship.
For teaching English learners,
students with special needs,
and students with other
Look for more digital resources (like Learners Dictionary) to support ELs and students with special needs.
instructional challenges
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 10
 For future professional
development
Attend workshops on using technology in the classroom; discuss technology/digital citizenship in monthly PLCs.

Present a writing skill to teachers in a writing workshop to help them assist students step by step in writing an outline for a five-
For future inquiry/ILP
paragraph essay.
Add elements of technology and digital resources that would correct and or help students in the process such as Grammarly, for
For next POP cycle
instance.

Other n/a
Other Notes

Continue to navigate educational sites and use apps regularly that will help students with presentations and the ability to demonstrate their mastery in a
variety of ways.

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 6 of 10
 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
Hoasa Hakami hhakami@oflschools.org English 11
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
B / B+; students were still trying to master the standard; only two A- / B+; mostly mastery and exceeds mastery; no student had a
were near mastery. near mastery.
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
Pre: She tried really hard to convey the message
of the story, but misused the vocabulary words,
which slightly altered her explanation of what
actually happened. Overall, she had a very solid
understanding of what happened.
1. Focus Student: EL B A-
Post: Conveys a number of themes very
accurately; uses 4 vocabulary very accurately
with accurate collocations. Characters’
positions are also very reflective of how Gatsby
portrays them.
Pre: Confused his own analysis with the events
in the story
Post: Revises the original quotes from the text
into his own original dialogue; makes ample use
2. Focus Student: 504/IEP C+ B+
of the features to zoom in on the characters’
feeling. He expresses the themes in a very deep
and meaningful way, but could have added
more dialogue or thoughts of the characters.
Pre: She tells events as they really actually are
by reading between the lines so that someone
who hasn’t read it would really understand what
took place.
3. Focus Student: Teacher Choice B+ A
Post: Used 4 vocabulary words accurately;
creative and accurate use of props and
character positions; uses dialogue to express a
number of themes.
Pre: On point but had many minor errors, which
she didn’t correct, but overall, though her
summary was accurate.
4. Student #4 B B+ Post: The dialogue showed much tension
between the characters but there was not too
much in the background to get a better
understanding of the context.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 7 of 10
 Pre: Very objective; outlines important details.
Post: Lacks complexity, but the visual
5. Student #5 A B-
presentation is amazing. The dialogue is limited
and not original.
Pre: The word choice clearly indicates the reality
and consequence of each event. One event is
out of order.
Post: The background was very colorful and
6. Student #6 (SPED) A- B+
symbolic of Gatsby’s enormous wealth and
Myrtle and Daisy’s love of it; however, a few
grammar errors were noticeable and should
have been corrected.
Pre: Very factual but limited summary; he does
include vocabulary words.
Post: Clears confusion about two events and
7. Student #7 B A-
creates dialogue that clearly expresses how
Wilson felt about his wife’s betrayal in the
chapter.
Pre: Detailed summary, but with some repetitive
ideas and grammatical errors.
Post: He chose characters carefully and even
uses the phrases characters use in the novel; he
8. Student #8 (EL) B+ A-
went above and beyond, doing more panels
than was required. He used advanced features
to reveal specific details about the characters.
He accurately only humanizes Nick in the Comix.
Pre: Wording is a little off, but he noticed details
that most other students missed, which made a
difference in the reader’s understanding of the
story. He used varied and advanced sentence
structures, but he did include one extra even
from chapter 9. He also used a quote, which
represented one of the most important ideas of
9. Student #9 (SPED) A- A-
the novel.
Post: The presentation, in its entirety, is
reflective of each character’s intentions and
ultimate actions, whether it affects themselves
or other characters; he was careful to use
accurate wording and vocabulary to express
characters’ motives.
Pre: basic summary; straight to the point. She
confuses the last event in the chapter.
Post: She had to re-read the chapter with the
audio and had a far better understanding of the
10. Student #10 B- A
story and added one more panel than was
required.
Post: A number of vocabulary words were used
to express the themes in the chapter. Each
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 8 of 10
 theme was clearly conveyed as well as the
characters’ emotions.
Pre: straightforward summary, but with no
errors and correct use of vocabulary words to
explain Nick’s intentions
11. Student #11 (EL) B B+
Post: Although this Comix was very visually
appealing, one dialogue did not necessarily
match up with what happened in the novel.
Pre: A few key events are misunderstood;
12. Student #12 C+ provides additional information that is not
absolutely necessary.
Pre: Very accurate summary; left out a few
minor details but not essential for it to lose its
context.
13. Student #13 B B+
Post: Creative thoughts and dialogue; uses the
same character for two different characters in
The Great Gatsby.
Pre: The student did not understand the story
too well at first, but did redo it for accuracy but
with minimal effort.
Post: He expended a lot of effort into making it a
14. Student #14 B- A
creative project; this was a vast turn-around and
showed enthusiasm about him adding his own
dialogue for the characters. There was definitely
a lot more effort.
Pre: Understanding the story was a bit of a
challenge, but reading the summary and then
revisiting the actual text made a major
difference in his comprehension.
15. Student #15 B B+
Post: All the themes in the Comix were very
clear except the theme of revenge, which was
strong in the novel but did not appear so in the
Comix and should have.
Pre: Summary is on point; a few grammar errors
makes it obvious that the student did not re-
read her summary before submitting it.
16. Student #15 B+ A
Post: She maximized the use of features and
objects in the Comix; used appropriate positions
for each character in different panels.
17.
18.
19.
20.
21.
22.
23.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 9 of 10
 24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
910111 21314 1516

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