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
Liping.Liang liping.liang@sgv.csarts.net World Language Grade 10-12
Mentor Email School/District Date
Nana.Yang nana.yang@sgv.csarts.net NA Feb, 29, 2020
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.
CST
Element Initial Rating Description Goal Rating Description
P
T - Maintains regular use of routines and procedures that are culturally
Employing classroom
T – Develops routines, procedures, and norms in single lessons or sequence responsive and engage students in the development and monitoring of
routines, procedures, norms,
of lessons with some student involvement. Seeks to promote positive norms. Provides positive behavior supports. Responds appropriately to
and supports for positive T –Exploring T – Applying
2.6 behaviors and responds to disruptive behavior. behaviors in ways that lessen disruptions to the learning climate.
behavior to ensure a climate S – Exploring S - Applying
S – Students receive correction for behavior that interferes with learning, S – Students participate in routines, procedures, and norms and receive
in which all students can
and positive reinforcement in following routines, procedures, and norms. reinforcement for positive behaviors. Students receive timely and effective
learn.
feedback and consequences for behaviors that interfere with learning.
T- Explore using additional real-life connections to subject matter in single
T–
Connecting subject matter to T- Uses real-life connections during instruction as identified to curriculum. T – Exploring lessons or sequence of lessons to support understanding.
1.3 Emerging
meaningful, real-life contexts S – Some students relate subject matter to real-life. S – Exploring S – Students make use of real-life connections provided in single lessons or
S – Emerging
sequence of lessons to support understanding of subject matter.
Creating physical or virtual T – Develops physical environments that reflect student diversity and provide
T- Experiments with and / virtual learning environments that support
learning environments that a range of resources for learning. Utilized a variety of structures for
student learning. Structures for interaction are taught in single lessons or
promote student learning, interaction during learning activities that ensures a focus on and completion
T –Exploring sequence of lessons to support student learning. T – Applying
2.2 reflect diversity, and of learning tasks.
S – Exploring S – Students use resources provided in learning environments and interact S - Applying
encourage constructive and S – Students use a variety of resources in learning environments and interact
with each other to understand and complete learning tasks in single lessons
productive interactions in ways that deepen their understanding of the content and develop
or sequence of lessons.
among students. constructive social and academic interactions.

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
What will you use as your baseline What will you use as your final How do you expect student performance
identify a focus of inquiry (e.g., group in terms of students (e.g., what impact will
assessment of student assessment of student to change? Use percentages to describe
discussion, differentiation, strategy X have on student performance
actions/performance? actions/performance? anticipated growth.
motivation…) as measured by Y?)
Use of analysis, synthesis, and What impact will increased use of higher- There will be a 20% increase in the average
order questions (teacher talk, worksheet, and exam score for students who participated in
evaluation questions + student student problem generation) have on student Previous examination scores New chapter exam class and successfully completed the
problem generation performance as measured by chapter exam? worksheet.
Create a real-life scenario in the class, make
How will using video and role play as the lesson more fun and students could
Group discussion, interventions to teach a foreign language ? Previous examination scores New chapter exam immerse into the foreign language and make
their own progress.

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 2: Student with
Focus Student 1: English Learner Focus Student 3: Your Choice
ILP/504
Performance All students are native English speakers in my world She is very shy and has not enough confidence to
The one who is challenging focus in class
Data language class. say anything in class.

Expected Results None Be more confidence. Be focus in class.

Inquiry Lesson Implementation Plan

Administer Post-
Administer Pre-Assessment Deliver Lesson(s) Analyze Results Discuss Results with Mentor
Assessment
Identify dates for activities.
March, 9th- March, 13th March, 23th- April, 17th April, 17th- April, 24th April, 17th- April, 24th April, 17th- April, 24th

Provide 1-2 sentence

I will teach China’s history.
summary of your lesson plan.
Summarize process for
During March, 9th to 13th, I will give students a pre assessment, and them analyzing what do they already know and what do they don’t know.
administering and analyzing
Then plan the whole unit of lessons. At the end of the unit, I will give them a post assessment.
pre- and post-assessments.
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.)
2. How to teach Chinese with videos: 17 ways to make class compelling, relevant and fun
1. Role-playing as a way to expand https://www.fluentu.com/blog/educator-chinese/how-to-teach-chinese/
https://www.hackingchinese.com/role-playing-as-a-way-to-expand-your-language-competence/ There are a lot of ideas for how to use video in teaching a foreign language. Like write a sequel,
Like the writing said, creating a new situation and a new identity are important. rewrite the video from a different point, narrow listening, true/false short questions. The most
interesting one is screenshots to write dialogue. I will use all of these usefully ideas in my class.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 4
 One colleague taught ESL, grade 7-9, he think that when teacher create to role play, the Another colleague teach grade 9-12, she think that role play give real time practice
students have to think and speak with no books and this help them to learn. and make students think the situation. She said she use this theory a lot.

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

Special Emphasis Focus How Special Emphasis will be Incorporated
NBPTS Core Propositions 2: Teachers know the subjects they teach and how to teach 1.Teacher teaches, teacher and students do together, students do individually.
those subject to students. 2. “Backward” thinking.
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

In the Pre assessment, I found out that all students are very interesting about China’s history, they can tell some historical
figures briefly but disorder the chronology of Chinese dynasties. In the Pre assessment, both of them had words that they don’t understand.
For the new unit’s vocabulary, they don’t quite understand yet. In the Post assessment, they learned new words and they can make sentences with new words.
In the Post assessment, students learned new words and they can use new words into their speaking.

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 T – Applying Teacher asked questions of analysis and evaluation.
T – Integrating complexity of task beyond a single lesson so that there are
1.5 inquiry, problem S– Students answered questions that included all levels of Bloom’s.
S - Integrating continuing opportunities for students to engage in inquiry in
solving, and Exploring Students created their own math problems.
complex problem. How could you extend lesson into PBL?
reflection
Employing classroom
routines, procedures,
Teacher provided positive behavior supports. Teacher maintained
norms, and supports
T –Exploring T – Applying regular use of routines and procedures that were culturally To move to integrating level: Consider how to maintain a quality
2.6 for positive behavior
S – Exploring S - Applying responsive and engage students in the development and learning climate that builds on student strengths.
to ensure a climate in
monitoring of norms.
which all students
can learn.
Teacher explored using additional real-life connections to subject
Connecting subject T– To move to applying level: Consider how to ingrate connections
T – Exploring matter in single lessons of lesson to support understanding.
1.3 matter to meaningful, Emerging from subjects matter to meaningful, real-life contexts, including
S – Exploring Students make use of real-life connections provided in single
real-life contexts S – Emerging those specific to students’ family and community.
lessons of lessons to support understanding of subject matter.
Creating physical or
virtual learning
environments that
promote student Teacher developed an environment that reflect students diversity
learning, reflect and provide a range of resources for learning. To move to integrating level: Consider how to integrate a variety
T –Exploring T – Applying
2.2 diversity, and Students interact in ways that deepen their understanding of the of structure for interaction that engage students constructively
S – Exploring S - Applying
encourage content and develop constructive social and academic and productively in learning.
constructive and interactions.
productive
interactions among
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

In order to have the subject matter to meaningful, real-life context while I taught about the First Emperor in China’s history, I I figured is good to ask “backward” questions for upper level language learners. Especially help them to study
have students think about how would they treat people if they were an emperor. foreign cultures. The First Emperor of China only ruled the dynasty in a very short time, what did he do to people?
Students’ answer were varies, but most of them focus “what is a good ruler” and further more “how to be a good person in What can other people learn from his government? When ask students “If you were an emperor……” It led them to
our life”. learn a lot of important matters.

Action Items
For curriculum design, lesson
For lesson planning, I will design lessons base on my students level, connect subject matter to meaningful, real-life contexts.
planning, assessment For assessment planning, I will use assessments to monitor students learning.
planning

For classroom practice For classroom practice, I will consider create physical learning environments to promote student learning.

For teaching English learners,

students with special needs, Give special needed students more helps especially have them to participate with their peers.
and students with other Set up a learning goal with special needed students and give them advice how to make the goal come true.

instructional challenges
For future professional Observe other teachers teaching video online or live.
development

For future inquiry/ILP Still consider how to engage and support all students in learning.

For next POP cycle Maybe try how to teach multiple level in one class

Other There is no other note.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 4
 Other Notes

There is no other note.

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 3 of 4
 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
Liping Liang Liping.liang@sgv.csarts.net World Language 9-12
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average

4/6 5/6

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL None None I don’t have EL students in world language class.
She is still shy, but she is ok to participate with
2. Focus Student: 504/IEP 5/6 6/6
one of her good friend.
3. Focus Student: Teacher Choice 4/6 6/6 She paid attention in the class.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
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 4 of 4