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
mriveramontelongo@fjuhsd.or
Mayra G Rivera Montelongo Spanish 9th - 12th
g
Mentor Email School/District Date
Angelica Rodriguez arodriguez@fjuhsd.org FJUHSD/La Habra High School 10/09/20
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.
Ini
CSTP Element tia Rating Description Goal Rating Description
l
T-Creates, adapts, and integrates a broad
Using a variety of T-Explores additional instructional range of strategies, resources, and
instructional strategies, resources, and technologies in technologies into instruction designed to
strategies, T– single lessons or sequence of lessons to meet students’ diverse learning needs.
Expl
resources, and orin meet students’ diverse learning needs. T – Innovating
1.4 g
S - Innovating
technologies to S–
S-Students participate in instruction
Appl
meet students’ ying
using strategies, resources, and S-Students actively engage in instruction
diverse learning technologies matched to their learning and make use of a variety of targeted
needs needs. strategies, resources, and technologies to
meet their individual students needs..
Explores the use of an array of technologies
to implement lessons, assessments and or
Implements various effective technologies
communication with students and families.
to not only teach but to assess. Ensures
that all students have access and have
5.6 Using available Encourage students to check their emails,
received communications even those who
technologies to assist T-Ex Google classroom and Edtech apps
plori have technology barriers.
in assessment, ng regularly in order to be on top of their
T-Applying
5.6 analysis and S- education. Communication is sent weekly S- Innovating
Expl Guides students to effectively use Google
communication of orin through google classroom in advance of
Classroom and any other technological
student learning.  g
the topics and goals for the week. Grades
platform used in class efficiently so that
are updated at least once a week on
they do not fall behind. Consistently checks
Aeries, but in most of the assignments,
in to make sure that all students have
students get immediate feedback. Admin
access.
monitors our passing rate and mine has
been kept at a minimum of 80%
Makes adjustments and adaptations to
differentiate instructional plans. Uses
culturally responsive pedagogy and
4.5 Adapting additional materials to support students’
Makes ongoing adjustments to
instructional plans diverse learning needs.
T- instructional plans and uses a variety of
and curricular ex materials as the instructional needs arise
materials to meet plo to support student learning.
T-
the assessed I do CFU constantly to adjust the lesson
rin
4.5 g
Integratin
learning needs of all and the way I teach. I use diverse g
Ap Assess students based on a broad range of
students. materials that are relevant to my
ply assessments, not just one, to inform future
student’s culture and age to help them
ing instruction. Guides students to take
learn and remember the more
ownership of their learning as well.
complicated grammar concepts like the
DOP song (Lady Gaga’s poker Face
Version) or the lullaby “un elefante se
columpiaba” to remember imperfect.
Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments and Data Collection Tools)
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 7
 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
How do I stay current in my
field and apply what I learn to
teaching and learning practice?
Hypothesis
I will be able to provide students
with different technology
platforms/ applications so they
can learn about the day of the
dead, complete a project, and do
different assessments that are
provided via available
technologies. The reason for this
is because the teacher will
provide scaffolded instruction for
every step of the lesson.
Lesson Series Topic
● Students will be able to use
Vocabulario “día de
muertos” to learn the main
parts of an altar and create
an ofrenda.
● Students will be able to use
bilingual Youtube video “Día
de Muertos” in an edpuzzle
as lesson reinforcement.
● Students will be able to use
the google slide template of
an altar to create their own
ofrenda.
● Students will use Spanish
template for Oral
Presentation “Mi ofrenda de
día de Muertos”.
● Students will use the Rubric
for Oral Presentation .
Assessments/Data Collection
I will be assessing my students
at the end of each week. I will
be differentiating my quizzes
and assessing them in various
forms so that they can all
showcase their strengths. The
first week of the series I will be
given the students a quiz via
Kahoot (Oct 30th). The second
week of the series I will be
giving the students a
vocabulary quiz via
Edpuzzle(nov 2nd). The
assessment during the third
week of this lesson series will
look as such: The first part will
focus on Writing(Nov 5th), the
second part on Speaking (oral
Presentation, Nov 8th). We will
use Flipgrid to deliver the oral
presentation and I will use a
rubric to assess their 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 1: English Learner Focus Student 2: Student with IEP/504 Focus Student 3: Your Choice
My focus student performs above
average in the class. The class is not
EL students are able to understand The 504/IEP Student performs below challenging enough for the student,
English but cannot hold a average in the class. The student because this student finishes all their
conversation. Students understand requires a front seating area and assessments and classwork before all
most of the lesson (90%) since I try my some other accommodations (like a the other students. The student took
Performance Data best to make it comprehensible for copy of the teacher notes, that are Spanish 1 in Freshman year And
the entire class. If the student does always posted in google classroom for Spanish in Sophomore year. The
not understand something, they don’t student’s convenience). The adjusted students finish work quickly, and for
hesitate to ask me for additional seating in the front helps the student that reason, I give them extra
support. focus on the lesson that day. readings in an app called Garbanzo,
to keep them busy while the rest of
the class works on assignments.
The 504/IEP students should take
advantage of the teacher’s notes to The student should make goals to
I expect the student to continue to
improve scores on assessments. The challenge themselves in the class
understand 90% of the lesson. The
student needs to work on time especially when the class is quite easy
student will continue to seek support
management and needs additional for that student. The student should
Expected Results whenever they need additional
organizational strategies to help them take advantage of the new App
clarification. They will continue to
get through all their assignments. The Garbanzo and use the extra class time
perform well in class and on
student should also use the support they have to read more stories in
assessments.
provided by the teacher and parents Spanish.
to understand the lesson.
Inquiry Lesson Implementation Plan
Directions: that Semester 3 requires a lesson that focuses on use of technology to support teaching and learning.
Administer
Deliver Lesson(s) Administer Post-Assessment Analyze Results Discuss Results with Mentor
Pre-Assessment
Identify dates for activities. October 25 th
October 25th – Nov
Nov 8th Nov 10th Nov 12th
(KWL) 8th

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 7

Provide 1-2 sentence summary of
your lesson plan.
Summarize process for
administering and analyzing pre-
and post-assessments.
Semester 3 Only: Identify the
specific technology tools,
applications, links, and/or devices
to be incorporated into the lesson.
Research/Professional Learning (Identify two articles that have informed inquiry focus. Provide title, URL or citation, and statement of what was learned.)
https://www.actfl.org/advocacy/actfl-position-st
atements/the-role-technology-language-learning
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017
The lesson that I will be focusing on for CSTP 5.6 is a fifteen-day lesson series in which I will introduce
vocabulary focused on “El día de Muertos”. After introducing this vocabulary I will use the already learned
vocabulary to introduce a new verb tense, the past in the second week of this lesson series. 
At the start of the unit, I will begin by introducing the topic with a KWL chart and making it a flipped
classroom in which the students have to read the vocabulary and complete a crossword puzzle in class. I
will use the completed assignment to see if students familiarize themselves with the vocabulary and will
notice their progress on the Warm up the next day. If the students familiarize themselves with the new
vocabulary, they will perform better in the class Kahoot assignment on the 30th. These results will help
guide the rest of my week and how many more repetitions I need to provide etc. The data of the
post-assessments will allow me to determine if I can move on to the next lesson in the series or take a few
days to review vocabulary or reading assessments that did not resonate with the students. The
post-assessment will consist of about 25 questions on Edpuzzle. Thinking about my EL student, I got a
bilingual video version if he requires it. The student will use the Zoom and the Go guardian chat to ask
any questions that require clarification. They can also always unmute themselves if they feel comfortable.
My second focused student with a 504 will have the digital teacher’s notes open on their Chromebook and
can use them on their quizzes. Lastly, my selected focus student will use Garbanzo at the end of the quiz
to keep them focused on the target language throughout class even though they finish their assignments
early.
The specific Technologies and tools that I will incorporate to this lesson will be Kahoot (CFU -Vocabulary),
Edpuzzle (CFU-S.A.,Vocabulary), Google slides (Ofrenda Template) GIFs (Ofrenda elements), Google
classroom (Communication) and Flipgrid (Oral presentation).
Section 4: Inquiry Research and Exploration
Technology should be used by language educators to enhance
language instruction, practice, and assessment, as articulated in
the World-Readiness Standards for Learning Languages. So
students can read, listen to, and view authentic, engaging, and
timely materials from the target culture, practice interpersonal
skills as they interact via video, audio, or text in real-time with
other speakers of the target language. They can also collaborate on
presentational tasks with their peers or teacher, anytime,
anywhere and work at their own pace as they access online
content and/or utilize computer adaptive programs managed by
their teacher.
Students can also practice discrete skills with engaging online
games and applications, and they can benefit from differentiated
instruction where multiple applications can be used to assess
students, assign varied tasks, track data, give real-time feedback,
and manage classrooms and lessons.
The use of technology is not a goal in and of itself; rather
technology is one tool that supports language learners as they use
the target language in culturally appropriate ways to accomplish
authentic tasks. Further, all language learning opportunities
whether facilitated through technology or in a classroom setting,
should be standards-based, instructor-designed, learner-centered,
and aimed at developing proficiency in the target language through
interactive, meaningful, and cognitively engaging learning
experiences. ACTFL acknowledges a role for hybrid, online and
distance learning instructional models aligned with state and
national standards and facilitated by language educators. The
development of technology is best driven by the needs of the
language learner, supporting the kinds of interactions our students
need to become college, career, life, and world-ready.
Page 3 of 7
 This article addressed that public schools have been allocated
Changing How and What Children Learn in School billions of dollars to help bridge the gap of access to the internet
with Computer-Based Technologies and computers through hotspots, which is not always the best
solution, but this article focused on the benefits rather than the
issues of marginalization. This indicates to me that if schools are
Article Link: https://www.jstor.org/stable/1602690?seq=1
making such an effort for students to have access to tech based
education, I, as a teacher, should also try to keep myself current in
the trend and provide my students with the opportunities to learn
in a more tech and engaging way. This article also showed that
when students are engaged through tech apps. It gives them a
greater motivation to learn. The study showed that students were
more willing to ask difficult questions which led to increased
learning. However, before diving into the benefits of
Computer-Based Technologies, I also have to immerse myself and
become proficient in these apps/technologies.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Colleague 1, Spanish 1 – Non Spanish Speakers, 9-10
All the changes in the education delivery have brought a lot of challenges
for a lot of the teachers who are not tech savvy. Some of us are really good
at teaching face to face and need physical interaction, and facial
expressions to see if our students are truly grasping the concept, because
let’s face it, sometimes they don’t ask questions when they are in the
classroom. Now imagine when they are at home and with the camera off.
We need to find a way to engage them and make them accountable for
their learning, and I hope that by learning new technology applications
and allowing them to learn on-line, they can take advantage of all the
opportunities they have. And also, we, as teachers, can take advantage of
all the online tools and can collaborate asynchronously and learn from
each other through the distance.

It’s important that teachers remain current with technology because it is

necessary to bring that knowledge to the classroom and show our
Colleague 2, Spanish 3 Non Spanish Speakers, 10-12th students so that they too can keep up with technological progress. Our job
is to prepare them for the future and for the outside world; technology is
no longer an option – it’s mandatory.

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
I will play with some new apps with my students and don’t be
1a I will set professional learning goals to explore and apply afraid to fail. turn it into a learning opportunity.
pedagogical approaches made possible by technology and reflect I will find a reliable online resource to search for new ideas for
on their effectiveness. teaching with technology (online groups)
.
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

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 7
 Students didn’t know much about Day of the Dead traditions nor Students didn’t know much about Day of the Dead traditions nor
vocabulary (KWL) After the assessment, they learned everything vocabulary (KWL) After the assessment, they learned everything
about the tradition and they were able to write and speak about about the tradition and they were somehow able to write and
the traditions in the target language. speak about the traditions in the target language.
Ini
tia
l Evidence/Rational for Rating
CSTP Element Revised Rating Suggestions for Moving Forward
Ra (Summarize from POP Section 3)
tin
g

Monitor students' participation

Expl Students are engaged from bell to
Engaging All when completing the warm up
1 orin Applying bell. They volunteer and they actively
Students g activities.
participate.
Expl
Effective orin Teacher has a well established routine
Learning g/a Keep maintaining a well established
2 Environment pply Applying and students know what to expect
routine
ing and how to behave.
expl
Organizing orin NT used various modalities to appeal and Keep planning lessons carefully using
3 Subject g/A Applying engage all students (visual, auditory, activities that appeal to every learning
pply
Matter ing
reading and writing). style.
NT used captions when presenting a
video.
Students used Doodle Notes. Keep supporting students by
Learning Appl NT has provided notes for SS to review at presenting lessons that are
4 ying Applying
Experiences their own pace. appealing to different types of
NT contributed to student learning by learning.
creating various activities that appeal to
various types of learning.
Students were assessed throughout
Expl Keep assessing students throughout
Assessing the lesson: orally, kahoot, edpuzzle
5 orin Exploring/Applying different modalities and adjust
StudentLearning g and a summary in the target
learning.
language.
Results of Incorporation into Lesson Key Learnings and New Skills/Knowledge Developed by Teacher
Students were able to story tell in the target language at their own Teacher learned how to use a snipping tool to snip pics. from a CGI
pace. video and storytell.
Action Items

For curriculum design, lesson To collaborate with coworkers and to Keep planning lessons carefully using activities that appeal to every learning
planning, assessment planning style.

For classroom practice To establish a consistent routine where students can feel comfortable and learn.
For teaching English learners,
students with special needs, and
students with other instructional
To plan lessons that support all students (captions, videos, songs, images, etc)
challenges
For future professional
development
To attend PD th improve my Tech skills.

For future inquiry/ILP How do I stay current in my field and apply what I learn to teaching and learning practice?

For next POP cycle Design a lesson for Valentine’s day

Semester 3 Only: To attend Professional Developments and keep learning how to use different tech tools to design a more
For future use of technology engaging class
Other Notes

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 7
 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
mriveramontelongo@fjuhsd.o
Mayra G Rivera Montelongo Spanish 9-12
rg
Pre-Assessment Data Range and Average Post-Assessment Data Range and Average

60% 90%

PRE-/POST- ASSESSMENT DATA TABLE

Student Pre-Assessment Score Post-Assessment Score Comments
The student did a good job on the summary. He
scored higher than on the pre-assessment. This
1. English learner 6//10 9/10
is a reflection of the knowledge they acquired
throughout the days.
The student didn’t know a lot about the topic
so he didn’t respond to all the questions.
2. 504/IEP/ILP 4/10 7/10 During the post assessment the student’s
performance improved but still made some
grammar and vocab mistakes.
The student performed above average. They
were required to write a 5 sentence summary
3. Focus Student: Teacher choice 5/10 9.75/10
of the story in the target language. He wrote 8
but have some minor misspellings.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 6 of 7
 27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
910111213141516

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 7 of 7