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
[email protected],
Heather Vizzini [email protected] English 11th grade
demy.org
Mentor Email School/District Date
California Connections Academy
[email protected]
Brittney Gregory San Juan Capistrano School 2/21/22
cademy.org
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.
CST
Element Initial Rating Description Goal Rating Description
P
T - Facilitates systematic opportunities for students to apply critical thinking by
T– T - Guide students to think critically through use of questioning strategies,
Promoting critical thinking designing structured inquires into complex problems.
Applying posing/solving problems, and reflection on issues in content. T – Innovating
1.5 through inquiry, problem S - Students pose and answer a wide-range of complex questions and problems,
S– S - Students respond to varied questions or tasks designed to promote S - Innovating
solving, and reflection reflect, and communicate understandings based on in depth analysis of content
Exploring comprehension and critical thinking in single lessons or a sequence of lessons.
learning.
Establishes and articulates learning goals to
Establishing and Explori Establishes and shares learning goals for skill
Integrati students that integrate content standards with
4.2 articulating goals ng development with students in single lessons and
ng students’ strengths, interests, and learning
for student learning sequence of lessons.
needs.
T-Sets and modifies authentic goals connected
Establishing to the CSTP that are intellectually challenging
T-Sets goals connected to the CSTP that take into
professional goals and based on self-assessment and feedback
T-Explo account self-assessment of teaching practice. T-Integra
and engaging in from a variety of sources.
ring ting
6.2 continuous and
S-Explo S-Expands knowledge and skills individually and S-Intergr
purposeful S-Engages in and contributes to professional
ring with colleagues through available professional ating
professional growth development targeted on student achievement.
development.
and development Pursues a variety of additional opportunities to
learn professionally.
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
Students will receive higher test and
Will establishing clear goals at the portfolio scores if the unit goals are
beginning of the unit help students clearly established from the
-Unit 2 Test
be more invested in their lessons beginning. Students will be Postmodernism/Post War
-Unit 2 Portfolio: Compare and
and improve their understanding motivated to do their best work, so Introduction Contrast Graphic Organizer
of the unit portfolio? they can achieve the student
learning goals for the unit.

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
HN: This student has an A in English 11 SS: This student has an A in English 11
and has As and Bs in his other classes. He along with her other classes. She is a
AC: This student is new to my class this
is a hard-working student that always tries hard-working student that does her best
semester, so I’m still learning about her
his best. This is clear based on his effort to to stay on track with her lessons. She
needs and abilities. She has a positive
attend LiveLessons, contact his teachers always attends LiveLessons, but only
attitude and wants to do well in all her
regularly for help, and take advantage of participates with written responses. She
classes.She is behind grade level in her
Performance Data test corrections. He calls me regularly to doesn’t reach out for help very often but
reading and writing skills. She works
discuss questions about the material or answers when I call her. This student does
regularly with her Case Manager for
how to bring his grade up for English 11. well on most assessments in English 11
support. She will be completing a
He doesn’t have an IEP or 504 plan but but struggles with analytical writing. She
modified portfolio designed for her skill
may have a weakness with speech or struggles with formatting in formal
level.
processing information. He is a slow talker writing and moving commentary beyond
and can struggle to get a full thought out summary.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 at times. This doesn’t impact his ability to
be understood though. Speaking over the
phone doesn’t make it easy to have a
back-and-forth conversation though.
Based on this student’s previous work, I I expect SS to earn a B or C on the Unit 2
I expect AC to earn a C on the Unit 2
expect him to receive a B or C on the Unit Portfolio. I expect this student to make
Portfolio. I will work with her and her Case
Expected Results 2 Portfolio. He will probably set up a revisions based on the rough draft
Manager to help her complete the writing
meeting for me to explain his feedback, feedback but will still have sections with
and make revisions as needed.
and then revise to earn a higher grade. too much summary.
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.
*I only teach lessons once a
week.
3/8 3/15, 3/22, 3/29 3/31-4/2 4/4-7 4/7

Provide 1-2 sentence I will introduce the topic and goals for Unit 2 (Postmodernism and Compare/Contrast Skills). Students will set personal
summary of your lesson plan. goals related to the unit goals.
Students will be asked to share their knowledge of postmodernism at the beginning of the lesson. Students will be given
Summarize process for
opportunities to demonstrate their compare and contrast skills throughout the unit. I will assess their knowledge and
administering and analyzing
pre- and post-assessments. growth throughout the unit. Students will complete the Unit 2 Test and Compare/Contrast essay. I will analyze scores to
see how students improved and what areas still need improvement.
Semester 3 Only: Identify the
specific technology tools,
applications, links, and/or
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.)
The first article I found is “Setting, Elaborating, and Reflecting on
Personal Goals Improves Academic Performance” (2010). This relates to
my inquiry question because I plan to articulate the goals at the beginning
of the unit. Then students will set their own personal goals related to the
unit goals. The article focuses on a study conducted at the college level, While researching, I found the second article “Authentic Learning for the
but the information can still be applied to high school students. This 21st Century: An Overview” by Marilyn M. Lombardi (2007). This article
passage sums up the benefits of goal setting by stating, “The basic premise emphasizes authentic learning in today's classrooms. Reading this text
is simple: Explicitly setting goals can markedly improve performance at any reminded me of the importance of “real-world relevance.” When
given task…The establishment of clear goals also appears to increase establishing goals, I need to help my students understand how the
enthusiasm, with more important goals leading to the production of knowledge and skills can help them beyond the classroom.
greater energy than less important goals” (Morisano 255).
Lombardi, Marilyn M. Authentic Learning for the 21st Century: An
Morisano, Dominique. Journal of Applied Psychology. Vol. 95, American Overview. 2007, pp. 1-12,
Psychological Association, 2010, pp. 255-64, www.bemidjistate.edu/academics/distance/edge/wp-contet/uploads/sites
psycnet.apa.org/fulltext/2010-04488-003.pdf?auth_token=21b239dc86e6 /90/2016/02/AuthenticLearning_for_21_century.pdf.
1d2e31fe197ba5244a083abb3465.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Grade Level and Subject of Colleague: English 11
Summary of Ideas: After reviewing my lessons plans with this teacher, she Grade Level and Subject of Colleague: English 11
suggested a few ways to incorporate goal-setting into this unit. She Summary of ideas: I explained the CSTP element and inquiry question to a
suggested I use a poll activity for students to indicate their knowledge at colleague. She suggested a few ways to practice the unit goals throughout
the beginning and end of the lesson. She also suggested that I have the lessons. She suggested a short film adaptation for a Unit 2 text
students assess themselves using the rubric. I could also compare their (“Harrison Bergeron” and 2081). I will incorporate this into the second
Unit 1 essay score/rubric with their Unit 2 essay score/ rubric to analyze lesson of the unit, so students can practice their compare and contrast
their growth. This will help me determine if articulating clear goals helps skills.
students receive higher scores.
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

Section 5: Results and Reflection

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 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
Pre-assessment Data: Students had some knowledge on
Postmodernism. Students had basic compare and contrast skills, Pre-assessment Data: All three students had very little knowledge
but some didn’t have experience writing a compare and contrast on postmodernism. They had completed assessments focusing on
essay. Students were able to write academic goals related to the compare and contrast skills before. They had some practice with
unit goals, but some students struggled to write specific, detailed goal setting but didn’t set personal or academic goals without
goals. being prompted to. All three of them did well on the Compare and
Post-assessment Data: Students were able to demonstrate a clear Contrast Essay Rough Draft. There were a few suggestions made to
understanding of Postmodernism and how it differed from improve their writing though.
previous literary movements. Students were able to complete a Post-assessment Data: MY focus students passed the Unit 2 Test
compare and contrast essay with a higher average grade than the with an A or B. They were able to respond to multiple choice,
Unit 1 Literary Analysis Essay. Students were able to demonstrate grammar paragraph, and essay questions to display their
their knowledge on Postmodernism literature on the unit test. knowledge on postmodernism. They were able to complete a four
Some students scored low because they skipped or didn’t respond paragraph compare and contrast on two postmodernism texts. My
thoroughly to the test essay question. Students improved their focus students earned an A or B on the essay. By the end of the
goal setting skills which helped them earn higher grades than the unit they were able to write academic goals and figure out ways to
previous semester. Some students didn’t achieve their goals, but it achieve the goal or least partially achieve the goal.
motivated them to stay on track and improve their skills.
Initial Evidence/Rational for Rating
CSTP Element Revised Rating Suggestions for Moving Forward
Rating (Summarize from POP Section 3)
Promoting critical T– To move to INNOVATING level: Consider how to increase
Teacher asked questions of analysis and evaluation.
thinking through Applying T – Integrating complexity of tasks beyond a single lesson so that there are
1.5 Students answered questions that included all levels of Bloom’s.
inquiry, problem S– S - Integrating continuing opportunities for students to engage in inquiry in
Students created their own math problems.
solving, and reflection Exploring complex problems. How could you extend lesson into PBL?

I established clear goals based on the

To advance to the innovating level
content and unit standards as well as
for element 4.2, I need to start
the topic of the lessons. I reviewed
establishing and articulating goals at
Establishing these goals during my lessons to
the beginning of the school year.
and ensure students had a full
This will help me set long-term and
articulating T-Expl understanding of what they were
4.2 T-Integrating short-term goals with my students. I
goals for oring aiming to achieve. Students were
can create new ways for students to
student asked to set one to two academic
get excited about goal setting. I also
learning goals based on the unit and lesson
could try more ways to help
goals. This encouraged them to work
students achieve their goal(s) each
hard and stay motivated to achieve
lesson, unit, and semester.
their goal(s).
Establishing I set professional goals to help me To move to the innovating level for
professional grow as an educator and have a element 6.2, I need to spend more
goals and bigger impact at my school. I spent time reviewing the CSTPs. This will
engaging in time reviewing my lesson plans with help me set more professional goals
continuous T-Expl my mentor to get feedback. This that are closely tied to the
T-Applying
6.2 and oring helped me create more focused and standards. I should attend
purposeful engaging lessons to better support professional development and
professional my students. I regularly meet with observe colleagues every month. I
growth and colleagues and attend professional can become more involved in my
developmen development training to expand my school and volunteer whenever
t knowledge. possible.
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

Action Items
For curriculum design, lesson
I will research new forms of technologies and teaching strategies. I will continue to meet with my mentor,
planning, assessment
planning team of teachers, and department. My colleagues and their knowledge are a great resource.

I plan to observe other teachers at my school to learn about different classroom practices. I will research new
For classroom practice
ways to build classroom communities.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 4
 For teaching English learners, I will continue to learn new ways to support my EL, IEP, and 504 students. I will communicate with their Case
students with special needs,
and students with other
Managers on a weekly basis. I would like to work on building stronger relationships with their families by
instructional challenges speaking to them more regularly.
I’m going to continue to observe my colleagues. I want to focus on attending U.S History lessons since the
curriculum is related to the time period that I teach in my English 11 course. This will help create lessons that
For future professional
development
are more focused on the information they already learned and still need to learn. I will continue to attend
professional development training sessions. I plan to look into professional development for teachers that are
offered outside of my school during the summer.
I may want to focus on CSTP 1.4: Using a variety of instructional strategies, resources, and technologies to
meet students’ diverse learning needs next year. I use a variety of strategies and resources during my lessons,
For future inquiry/ILP but there is always room for improvement. I can spend time this summer researching new types of resources
for teaching. I also plan to meet with my team of English 11 teachers a few times to lesson plan and create
new assessments.
For the next Pop Cycle I plan to focus on Unit 2: Romanticism in the Fall Semester. My lesson would be focused
on “The Masque of the Red Death” by Edgar Allan Poe. The lesson would also cover the rough draft for the
For next POP cycle
descriptive essay.

Semester 3 Only:
For future use of technology
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

Heather Vizzini [email protected] English 11 11 Grade

Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Students completed pre-assessment activities that assessed their
Average Unit 2 Test Score: 28/41, 68%
knowledge on Postmodernism, Comparing and Contrasting, and
Average Unit 2 Final Draft Score: 18/24, 75%
goal setting that wasn’t scored.
(This includes the score of zero that some students have earned
Average Unit 2 Rough Draft Score: 7/10, 7% (This includes the score
because they haven't submitted it yet.)
of zero that some students have earned because they haven't
submitted it yet.)
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
Test: 37/41 HN earned higher on the assessments in this
1. Focus Student: EL Rough Draft: 8/10
Final Draft: 21/24 unit then the previous unit.
AC scored higher on her assessments than the
previous semester. She earned higher scores
Test: 39/41
2. Focus Student: 504/IEP Rough Draft: 10/10 than both my other focus students. This could
Final Draft: 24/24
be because of the modified portfolio and
one-on-one support.

SS earned higher on the assessments than the

Test: 36 previous unit. She scored lowest on the test
3. Focus Student: Teacher Choice Rough Draft: 10/10
Final Draft: 22 because she missed multiple choice questions
and lost two points on the essay question.

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