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
Amanda Calise Amanda.calise@gmail.com ELA 6-8
Mentor Email School/District Date
Cassandra Nixon 6grade@stcyprianschool.org LA Archdiocese 10-2022
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.
CSTP Element Initial Rating Description Goal Rating Description
T - Guide students to think critically through use of questioning T - Facilitates systematic opportunities for students to apply critical thinking
Promoting critical thinking strategies, posing/solving problems, and reflection on issues in content. by designing structured inquires into complex problems.
T – Applying T – Innovating
1.5 through inquiry, problem S - Students respond to varied questions or tasks designed to promote S - Students pose and answer a wide-range of complex questions and
S – Exploring S - Innovating
solving, and reflection comprehension and critical thinking in single lessons or a sequence of problems, reflect, and communicate understandings based on in depth
lessons. analysis of content learning.
T- Develops physical environments that reflect student Adapts physical and/or environments flexibly to facilitate access to a
diversity and provide a range of resources for learning. wide range of resources that engage students in learning. Ensures that
Maintains physical environments that reflect student environments enhance learning and reflect diversity within and beyond
the classroom.
diversity and provides a broad range of resources,
Creating physical or virtual displays, and artifacts that are current and integral to
learning environments that
promote student learning, instruction. Selects from a repertoire of structures for interaction to ensure
T-Applying T – Innovating
2.2 reflect diversity, and
S- Applying S - Innovating
accelerated learning for the full range of students.
encourage constructive and
productive interactions S-Students use a variety of resources in learning
among students environments and interact in ways that deepen their Students participate in monitoring and changing the design of learning
understanding of the content and develop constructive social. environments and structures for interactions.

Using knowledge of Plans differentiated instruction that provides systematic opportunities

T- Plans differentiated instruction based on knowledge of student’
students’ academic for supporting and extending student learning based on comprehensive
academic readiness, academic language, diverse cultural backgrounds,
readiness, language information on students.
and individual cognitive, social, emotional, and physical developments
proficiency, cultural
to meet their individual needs.
background, and individual T-Applying T – Innovating
4.1 development to plan S- Applying S - Innovating Engages students in the analysis of bias, stereotyping, and assumptions.
instruction. S- Examines potential sources of bias and stereotyping when planning
lessons. Uses culturally responsive pedagogy in planning.

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
Student written letters “from
Using videos, music and hands on
How will the use of technology further Mexico” to describe what they can
resources to the lesson will able Three day letter writing unit on Día
students’ comprehension of the subject expect when attending a Dio De Los
students to write more detailed De Los Muertos.
matter? Muertos celebration. Students will
responses.
create an ofrenda in the classroom.
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
My first student, an EL learner,
My second student struggles with My third student struggles with
struggles with writing and academics
being able to focus on a lecture for a comprehension of text and relating
across the board. With additional
Performance long period of time and time it to their own experience. She often
support, sentence starters and
Data management. He usually needs will write a story, rather than
graphic organizers he is able to finish,
extra time, or several reminders to reiterating informational text, and
but still struggles to write at an 8th
stay on task. had a hard time following direction.
grade level.
I expect that my student will be
more engaged since I am using I expect with my use of visual and
I expect with my modeling of the
YouTube videos and music to teach auditory resources, my EL student
assignment, examples and extra visual
about Mexican culture and tradition. will be able to comprehend the
Expected Results resources, my student will be able to
I still think he will need a few lesson more fully and be able to
complete the assignment at his
reminders to stay on task, but will complete the information text
expected level.
overall understand, and complete assignment correctly.
the assignment.
Inquiry Lesson Implementation Plan
Directions: that Semester 3 requires a lesson that focuses on use of technology to support teaching and learning.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 5
 Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results Discuss Results with Mentor

Identify dates for activities.

11/01/2022 11/01/2022 11/03/2022 11/04/2022 11/04/2022

Provide 1-2 sentence There will be a 3-day unit on the culture and traditions of Day of the Dead in Mexico. For the lesson, I will
summary of your lesson plan. use handouts, videos, visuals and music.
At the beginning of the unit I will hold a discussion as a pre-assessment to understand students prior
Summarize process for
knowledge of Dia De Los Muertos (Day of the Dead). By the end of the unit they should be able to describe
administering and analyzing
pre- and post-assessments. what is the significance, and traditions that occur on Day of the Dead by writing a letter to a friend about
their experience at the celebration.
For this lesson I will be using a MacBook Air computer, projector and speaker to share videos about Dia de
los Muertos.
Semester 3 Only: Identify the
https://www.youtube.com/watch?v=_sSawpU81cI, https://www.youtube.com/watch?v=O1q0e2AN4V4
specific technology tools, I will also use playlist on Spotify to share music of Mexico, and music from the movie Coco which takes place
applications, links, and/or on Day of the Dead. https://open.spotify.com/playlist/37i9dQZF1DX9O1Gd7qCBx1?si=bf353a144d8e4045
devices to be incorporated Students will be using google classroom to write their letter and turn in their assignment.
into the lesson.
file:///Users/amandagoryachev/Downloads/Untitled%20presentation.pdf
I will use a printer to print hard copies of the informational text for all students. I will also use a printer to
print out photos of loved ones for the classroom ofrenda.
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.)
https://www.ascd.org/el/articles/a-framework-for-culturally-
responsive-teaching
https://online.se.edu/articles/education/help-ell-students-learn-
english.aspx#:~:text=Why%20Use%20Visual%20Aids%20in,become%20interactive%20in%20the%20classroom.
A Framework for Culturally Responsive Teaching
Why Are Visual Tools Important for Helping ELL Students Learn English?
In this article they talk about how creating a deeper connection to the
The article from Southeastern Oklahoma State University talks about how EL
students cultural background makes for a more meaningful lesson that is
students have a better understanding of the subject matter than what their
relatable. They also mention how using communication and respect English language proficiency might reflect. The article goes over what is a visual
versus the reward and punishment system will lead to a more successful , aid and how the use of them can help to build the students confidence through
respectful and engaging classroom. The idea is to create a learning being interactive with the subject matter. It wraps up with how technology has
environment where teachers feel respected by and connected to one really been beneficial to EL’s in the classroom and has the ability to improve their
another. reading, writing, speaking and listening.

Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
6th grade- Reading
Kinder-
She has noticed that some of students also struggle with sitting still and
The teacher has noticed that using music videos to teach lessons
comprehension with her novel studies. For my students she suggested
(GoNoodle, NumberRocks, ect.) has been a big success in her classroom.
that I always use visuals for vocabulary words, and hands on items so all
She found that it helps the students get up and move, become more
learners have a way to relate to the text. I took this information and
engaged and have stronger comprehension of the subject. I am using
found a great visual handout with definitions and easy to understand
YouTube to use videos that give a great visual and auditory explanation
examples. I also bought sugar skulls, marigolds, and other items seen on
of the holiday.
the paper so they can touch, and hold these in person.
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
Educator: 5a. I use technology to create adapt and personalize 5a and 3c will be incorporated by creating a lesson plan on
learning experiences that foster independent learning and Google Classroom that uses visual and audio resources from
accommodate learner differences and needs. YouTube and Spotify. The students can be independent by
Students: 3c. I curate information from digital resources using a creating their own letter using design tools on google slides. The
variety of tools and methods to create collections of artifacts that use of these additional resources will help to reach learners of all
demonstrate meaningful connections or conclusions. needs and types.

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
Prior to the lesson, I had a whole class discussion to gather Before the lesson, 2 out of 3 of my focus students were familiar
information about my students prior knowledge of Dia de los with the holiday. I found that with the use of technology,
Muertos. More than 80% of the class had heard of this holiday specifically the videos they were able to stay focused longer
without images. However, after images which included a photo while learning further about the holiday. They were also given
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
 from Pixar’s movie Coco, about 85 % were able to tap back into sentence starters, anchor charts and examples. This resulted in
their prior knowledge. 100% success of the lesson.
After the lesson which included videos, music and a handout,
about 90% of the students were able to correctly write a letter
including information about dia de los Muertos.
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 Teacher asked questions of analysis and evaluation.
T – Applying T – Integrating complexity of task beyond a single lesson so that there are
1.5 inquiry, problem Students answered questions that included all levels of Bloom’s.
S – Exploring S - Integrating continuing opportunities for students to engage in inquiry in
solving, and Students created their own math problems.
complex problem. How could you extend lesson into PBL?
reflection
Prior and during the Dia de los Muertos Moving forward I will continue to
lesson, I got to know students background explore deeper into my student’s
Using
knowledge of the holiday. I also reached out culture and background knowledge. I
knowledge of
to parents regarding the upcoming lesson
students to T- Integrating T-Innovating believe this will cause for stronger
1.1 and adding loved ones to our classroom
engage them S- Applying S- Integrating
ofrenda. After the lesson, I fele that this engagement, and create a stringer
in learning classroom community that is excited to
made a huge difference in being able to
make this lesson relatable, memorable and learn about one another’s ethnicities
easier to comprehend for the students. and culture.
Create
physical or
virtual
learning
environments I made sure to gather many tools including
that promote videos, music and other items to have this Moving forward I will apply this preparation
student lesson be as interactive and engaging as to future lesson plans. Taking the time to
learning, possible. I wanted the items and resources research other cultures, students
T- Applying T-Integrating
2.2 reflect
S- Applying S- Integrating to be authentic to the culture. I reached backgrounds and prepping for it to be
diversity, and out to colleagues and friends who have interactive on multiple levels really helped
encourage experienced this holiday. This included for the classroom environment to be
constructive building an ofrenda, and doing extension constructive and productive.
and activities.
productive
interactions
among
students
Establish
professional
I will continue my professions goals
goals and
engaging in
Before this lesson I met with our school by completing the FOTIP program
Spanish teacher to educate myself further
continuous T- Applying T-Integrating next semester. I will also continue
6.2 on the Mexican holiday as well as doing my
and S- Applying S- Integrating
own research to make sure I teach about to attend PLC’s, virtual classes and
purposeful
another culture correctly. workshops through UCLA and the
professional
growth and Los Angeles archdiocese.
development
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
I learned about so many technology resources for my English
Language Arts class. All these have helped me enhance my
Adding more technology into my lesson which included Spotify, YouTube, lessons and make class more interactive. Just a few examples
Teachers Pay Teachers, Canva and Bluetooth speakers really enhanced the
classroom environment. It also made the lesson more adapted to learners of all
from this class I discovered are BrainPop, Bamboozle, SeeSaw. I
types. also learned the importance of always keeping your parents
informed, which I have been more consistent at doing via the
Remind app.
Action Items
For curriculum design, lesson I plan to continue to add more technology elements to my future lessons plans as I found the students to be
planning, assessment much more engaged when doing so. I also plan to use more online data to adjust any lessons moving
planning forward.
I want to incorporate for differentiated worksheets and writing units that I can find via TPT, colleagues, and
For classroom practice
other online resources.
For teaching English learners, I would like to have more physical or digital examples, and anchor charts via slide show posted in their
students with special needs,
and students with other
google classroom. I feel having this available will bring better comprehension to my students and make
instructional challenges lessons more relatable.

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 5
 For future professional I will continue to take more courses through CSULB and UCLA to enhance my teaching skills. I will also
development research more technology that can be added to my classroom to enhance the lessons for my students.
The next time I do this lesson, I would like to add an extension activity where I teach students how to make
For future inquiry/ILP paper marigolds for the classroom ofrenda and dive deeper into the significance of the flower in this
culture. I would also like to have guest speakers share their experience with this holiday.
The next popcycle I would like to focus on elements of grammar and using technology (videos, anchor charts
For next POP cycle
and work sheets) to help students fully grasp the concept.
Semester 3 Only: I would like to continue to discover more tools from colleagues and classmates. I really can see the impact
For future use of technology having more technology in the classroom is leaving on my students.
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

Amanda Goryachev 8grade@stcyprianschool.org ELA 6-8

Pre-Assessment Data Range and Average Post-Assessment Data Range and Average
Whole class discussion- Verbal: Based on if they have any
background knowledge or experience of Dia de los Muertos prior Writing Lesson: 85%-100%
to the lesson.
PRE-/POST- ASSESSMENT DATA TABLE
Student Pre-Assessment Score Post-Assessment Score Comments
1. Focus Student: EL Yes 100%
2. Focus Student: 504/IEP Yes 100%
3. Focus Student: Teacher Choice No 90% Grammar errors
4. Ava Yes 95%
5. Jered No 95%
6. Paul Yes 100%
7. Olivia No 90% Grammar errors
8. Makayla Yes 90% Grammar errors
9. Ella Yes 100%
10. Joelle Yes 100%
11. Liselli Yes 100%
12. Andrea Yes 90% Grammar errors
13. Elizabeth Yes 100%
14. Gabrielle Yes 100%
15. Madeline No 85% Comprehension/Grammar errors
16. Jessica No 100%
17. Troy No 90% Grammar errors
18. Juliette Yes 100%
19. Sophia Yes 100%
20. Robin No 100%
21. Hank Yes 100%
22. Rachelle Yes 100%
23. Cassandra Yes 100%
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 5
 24. Joy Yes 100%
25. Richard Yes 92% Grammar Errors
26. Khalil Yes 100%
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
910111213141516

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 5