Los Angeles Unified School District Talent Management Division Teacher and Administrator Development Branch
BTSA Induction Program
Advisement, Attendance, Communication & Evaluation
During the course of your Beginning Teacher Support and Assessment (BTSA) program you will be collecting documentation of operational processes as well as critical thinking processes.
Behind Tab 1 you will collect documentation of components that are not included in the Formative Assessment process.
Completion of these components will assist in showing evidence for some of the induction standards as well as ensuring that each participant receives appropriate credit for the work that they have done. Los Angeles Unified School District Talent Management Division Teacher and Administrator Development Branch BTSA Induction Program
Guidelines for the Completion of Tab 1: Advisement, Attendance, Communication, and Evaluation
Overview
Behind this tab, you will utilize the following tools: • Confirmation Summary • Formative Assessment Flowcharts (Years 1and 2) • MyData Overview • LAUSD Draft Teaching & Learning Framework • RtI² Instructional Model • LAUSD Performance Meter • BTSA Induction Standards
You will include the following: • Copy of your Preliminary Credential(s) • Verification forms from: o State Registration (completed online at www . b tsa . ca . g o v) o Orientations, Seminars, Mid-Year Advisement, Summary of Teaching Practice/Portfolio Review
Objectives For This Work: Tab 1 will contain the documentation needed to verify your attendance and participation in the BTSA Induction Program. This is required in order that you may be recommended for a California Clear Credential. You will accumulate these documents and evidence on an ongoing basis throughout the two year program.
Directions:
1. Place a copy of your Preliminary Credential behind credential placeholder page. You may print a copy of your credential at www . ctc . ca . g o v .
2. Complete the requested information on the Confirmation Summary page. Place copies of all verification forms (received at Orientation, registration, etc.) behind the Confirmation Summary page.
3. Please make sure you maintain your LAUSDnet email account in ACTIVE status throughout the duration of your BTSA Induction program. This is a primary method of communication for our program and in order to avoid issues with spam filters, we will only utilize the LAUSDnet email service.
4. You are required to attend an Orientation at the beginning of each year of your program and approximately five BTSA events/year. Please place a copy of the confirmation that you will print out from the Learning Zone for each event attended and place behind this tab.
5. Please review each of the standards behind this tab. The tasks in this portfolio are designed to guide you in collecting evidence of proficiency in each of these areas as required by the State in order to issue a recommendation for a California Clear teaching credential (1.8-1.11).
2011-2012 Teacher and Administrator Development Branch-BTSA 1.1 1 Please Place a Copy of Your Credential(s) Here
You may download a copy of your credential at the CTC website: ww w .ctc . c a . gov
1.2 2011-2012 Teacher and Administrator Development Branch-BTSA 2 Los Angeles Unified School District Talent Management Division Teacher and Administrator Development Branch
BTSA Induction Program
Confirmation Summary Page
Name of Participating Teacher: Employee #: _
School Local District _
• Please keep ORIGINAL in your Portfolio
Confirmation of Attendance at BTSA Orientation Enter the date attended here and place the confirmation card behind this page. Year 1 Year 2
Enter Your State ID Number Here Place the printed confirmation you received when you registered online behind this page. Year 1 Year 2 (verify that enrollment rolled over)
Enter the Name of Your Support Provider Here
Year 1 Year 2
Enter Your LAUSD or Charter School Email Here Year 1 Year 2
Sign Up to access MyData (Waived for Charter Schools) Enter Date
Enter the Regular Time that You Have Scheduled to Meet with Your Support Provider Here Year 1 Year 2
2011-2012 Teacher and Administrator Development Branch-BTSA 1.3 3 FORMATIVE ASSESSMENT FOR CALIFORNIA TEACHERS FACT—Year 1
CONTEXT FOR TEACHING ASSESSMENT • Class Profiles OF TEACHING PRACTICE • School Information • District Support • Teacher Preparation Information (Yr 1) • Community Links • CA Standards for the Teaching • Conversation Guides Profession & Induction Standards • Classroom Observation
Reflective Conversation
INQUIRY: Pedagogy y 2 r i r u a q e • Inquiry Focus n Y I
• Action Plan s n i s
o
g • Essential Components for r c n i
A Instruction h c d e a • Observation d e d T • Analysis of Student Work
e r b
o • Summative Assessment f m
E t • Reflection x P I e I t n o C
o t
n r u t e
R Reflective Conversation
SUMMARY OF TEACHING PRACTICE
• Reflection on Teaching, Students and Personal Growth • Future Considerations for Study
1.4a
2011-2012 Teacher and Administrator Development Branch-BTSA 4 FORMATIVE ASSESSMENT FOR CALIFORNIA TEACHERS FACT—Year 2
CONTEXT FOR TEACHING ASSESSMENT • Class Profiles OF TEACHING PRACTICE • School Information Revisit & • District Support • Teacher Preparation Information (Yr 1) • Community Links Update • CA Standards for the Teaching • Conversation Guides Year 2 Profession & Induction Standards • Classroom Observation
Reflective Conversation y
r INQUIRY: Self Selected Focus Based on Evidence i u
q of Your Teaching Practice n I
s s
o • Inquiry Focus r c
A • Action Plan
d
e • Essential Components for Instruction d
d • Observation e b • Analysis of Student Work m E • Summative Assessment P I I • Reflection
Reflective Conversation
SUMMARY OF TEACHING PRACTICE
• Reflection on Teaching, Students and Personal Growth • Future Considerations for Study
1.4b
2011-2012 Teacher and Administrator Development Branch-BTSA 5 M y d a t a . l a u s d . n e t
M y D a t a C l a s s r oo m L e v e l R e po r ts
T e a c h e r R o s t e r
Individual classroom rosters that includes multiple measures including demographics, attendance and grades, periodic assessment and CST performance over two years. All data can be filtered by grade, ethnicity, language classification, period, and semester
P e r i od i c A ss e s s m e n t
This report provides an overview of the unit assessments by skill area on a classroom level. For more detailed data, click on the SOAR and Princeton Review systems. All data can be filtered by grade, ethnicity, language classification, period, and semester
C S T R e po r ts
This report provides CST performance levels, scaled scores, and content standard scores. All data can be filtered by grade, ethnicity, language classification, period, and semester
E L Mon i t o r i n g
This report provides reclassification data including CST content standards report, CELDT scores, years in EL, ELA grades, etc.
M y D a t a S c hoo l L e v e l R e p o r ts
• A-G Reports (enrollment and pass rates) • Advanced Placement reports • Alerts • Early Warning/At Risk Reports • Attendance, Monthly and Weekly • AYP/API • CAHSSE • CST Reports • Elementary Marks • English Learner Data • Periodic Assessment Data by subject, classroom, content standard • Secondary enrollment and grades • Special Education data
1.5
2011-2012 Teacher and Administrator Development Branch-BTSA 6 LAUSD TEACHING & LEARNING FRAMEWORK 11Piacemat"
d. Demonstrating Knowledge of Content and Pedagogy a.Creating an Environment of Respect and Rapport Knowledge of Content and the Structure of the Discipline Teacher Interaction with Students Knowledge of Content-Related Pedagogy Student Interactions with One Another b.Demonstrating Knowledge of Students Classroom Climate Knowledge of Students' Skills,Knowledge, and Language b. Establishing a Culture for L arning Proficiency Importance of the Content Knowledge of How Children,Adolesc ts, or Adults Learn Expectations for Learning and Achievement Knowledge of Students' Special Needs Student Ownership ofTheir Work Knowledge of Students' Interests and Cultural Heritage Physical Environment c. Establishing Instructional Outcomes , c.Managing Classroom Procedures Value, Sequence, Alignment, and Clarity Management of Routines, Procedures, and Transitions Suitability for Diverse Learners Management of Materials And Supplies d Designing Coherent Instruction Performance of Non-Instructional Duties Standards-Based Learning Activities Management of Parent Leaders, Other Volunteers And Instructional Materials, Technology, and Resources Paraprofessionals Purposeful Instructional Groups d.Managing Student Behavior Lesson and Unit Structure Expectations for Behavior . e.Designing Student Assessment Monitoring of Student Behavior Aligns with Instructional Outcomes Response to Student Behavior Criteria and Standards Design of Formative Assessments and Use of Assessment Data for Plann
a. Reflecting on Practice a. Communicating with Students· Accurate Reflection Expectations for Learning Use of Reflection to Inform Future Instruction Directions and Procedures Selection of Professional Development Based on Reflection Explanations of Content and Data Use of Academic Language Implementation of New Learning from Professional b.Using Questioning and Discussion Techniques Development Quality and Purpose of Questions b.Participating in a Professional Community Discussion Techniques Collaboration with Colleagues Student Participation Promote.s a Culture of Professional Inquiry and c. Structures to Engage Students in Learning Collaboration Standards-Based Projects, Activities and Assignments Purposeful and Productive Instructional Groups Use of Available Instructional Materials, Technology, a.Maintaining Accurate Records and Resources Tracks Progress Towards Identified Learning Outcomes Structure and Pacing Tracks Completion of Student Assignments in Support of d.Using Assessment in Instruction to Advance Student Student Learning Learning Manages Non-instructional Records Assessment Criteria Submits Records on Time Monitoring of Student Learning b.Communicating with Families Feedback to Students Information About the Instructional Program Student Self-Assessment and Monitoring of Progress Information About Individual Students e.Demonstrating Flexibility and Responsiveness Engagement of Families in the Instructional Program Responds and Adjusts to Meet Student Needs c.Demonstrating Professionalism Persistence Ethical Conduct and Compliance with School,District,State, and Federal Regulations Advocacy/Intervention for Students Decision-Making
2011-2012 Teacher and Administrator Development Branch-BTSA 7 RtI2 Instructional Model
Instructional Behavior/Social Components Implementation • Effective Academic Support Screen Student Data • Social Skills Teaching Analyze Data • Positive Proactive Discipline Define Problem • Active Supervision and Analyze Problem Monitoring Design Schoolwide • Classroom Management Plan Intensive/Targeted • Parent Training and Monitor 1 – 5% Collaboration
Strategic/Selected 15 – 20%
Core/Universal Access 80 – 85%
2011-2012 Teacher and Administrator Development Branch-BTSA 8 LOS ANGELES UNIFIED SCHOOL DISTRICT APRIL 15, 2011 PERFORMANCE METER
All Y"# Achieving C O R E B E L I E F S Effective teaching, Start Families Success is Diversity leadership, and with are our in the is our accountability are the students partners classroom strength 1 2 3 4 5 keys to our success
Baseline Annual Targets GOAL 1: 100% GRADUATION 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 A. % Increase in Four-Year Cohort Graduation 48 52 55 58 60 63 70 Rate B. % Increase in Students On-Track for Meeting -- -- 26 28 38 50 75 A-G Requirements
GOAL 2: PROFICIENCY FOR ALL Baseline Annual Targets 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 A. English Language Arts, Elementary: 39 44 46 48 60 67 74 Increase % Proficient & Advanced B. English Language Arts, Secondary: 31 34 37 40 45 50 54 Increase % Proficient & Advanced C. Mathematics, Elementary: 54 57 57 59 69 75 82 Increase % Proficient & Advanced D. Mathematics, Secondary: 20 22 25 28 36 41 47 Increase % Proficient & Advanced E. Increase 3rd Grade Proficiency Rate in 29 34 35 36 49 55 62 English Language Arts F. Increase Proficiency in Algebra 17 20 22 24 38 47 55 G. Increase Reclassification Rates 14.7 14.6 14.4 15 21 24 27
Baseline Annual Targets GOAL 3: 100% ATTENDANCE 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 A. Increase percentage of students with 96% or 62 64 60 64 66 71 76 higher attendance B. Increase percentage of staff with 96% or 65 67 65 67 69 74 79 higher attendance
Baseline Annual Targets GOAL 4: PARENT AND COMMUNITY ENGAGEMENT 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 A. Increase percentage of parents attending ------TBD parent/teacher conferences B. Increase parent participation and ratings on -- 26 28 30 35 40 50 School Experience Surveys
GOAL 5: SCHOOL SAFETY Baseline Annual Targets 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 A. Decrease violent suspension rates 20,077 17,888 15,470 14,470 13,470 12,470 11,470 B. Decrease non-violent suspension rates 32,355 24,732 22,753 21,753 20,753 19,753 18,753 2011-2012 Teacher and Administrator Development Branch-BTSA 9 Los Angeles Unified School District Talent Management Division Teacher and Administrator Development Branch
BTSA Induction Program
Program Standard 5: Pedagogy
Participating teachers grow and improve in their ability to reflect upon and apply the California Standards for the Teaching Profession and the specific pedagogical skills for subject matter instruction beyond what was demonstrated for the preliminary credential.
They utilize the adopted academic content standards and performance levels for students, curriculum frameworks, and instructional materials in the context of their teaching assignment. Participating teachers use and interpret student assessment data from multiple measures for entry level, progress monitoring, and summative assessments of student academic performance to inform instruction.
They plan and differentiate instruction using multi-tiered interventions as appropriate based on the assessed individual, academic language and literacy, and diverse learning needs of the full range of learners (e.g. struggling readers, students with special needs, English learners, speakers of non-standard English, and advanced learners).
To maximize learning, participating teachers create and maintain well-managed classrooms that foster students’ physical, cognitive, emotional and social well-being.
They develop safe, inclusive, and healthy learning environments that promote respect, value differences, and mediate conflicts according to state laws and local protocol.
Participating teachers are fluent, critical users of technological resources and use available technology to assess, plan, and deliver instruction so all students can learn.
Participating teachers enable students to use technology to advance their learning. Local district technology policies are followed by participating teachers when implementing strategies to maximize student learning and awareness around privacy, security, and safety.
1.8 2011-2012 Teacher and Administrator Development Branch-BTSA 10 Los Angeles Unified School District Talent Management Division Teacher and Administrator Development Branch
BTSA Induction Program
Program Standard 6: Universal Access: Equity for all Students
Participating teachers protect and support all students by designing and implementing equitable and inclusive learning environments.
They maximize academic achievement for students from all ethnic, race, socio-economic, cultural, academic, and linguistic or family background; gender, gender identity, and sexual orientation; students with disabilities and advanced learners; and students with a combination of special instructional needs.
When planning and delivering instruction, participating teachers examine and strive to minimize bias in classrooms, schools and larger educational systems while using culturally responsive pedagogical practices.
Participating teachers use a variety of resources (including technology-related tools, interpreters, etc.) to collaborate and communicate with students, colleagues, resource personnel and families to provide the full range of learner’s equitable access to the state-adopted academic content standards.
1.9 2011-2012 Teacher and Administrator Development Branch-BTSA 11 Los Angeles Unified School District Talent Management Division Teacher and Administrator Development Branch
BTSA Induction Program
Standard 6a Universal Access: Teaching English Learners
To ensure academic achievement and language proficiency for English Learners, participating teachers adhere to legal and ethical obligations for teaching English Learners including the identification, referral and re-designation processes.
Participating teachers implement district policies regarding primary language support services for students.
Participating teachers plan instruction for English Learners based on the students’ levels of proficiency and literacy in English and primary language as assessed by multiple measures such as the California English Language Development Test (CELDT), the California Standards Test (CST), and local assessments.
Based on teaching assignment and the adopted language program instructional model(s), participating teachers implement one or more of the components of English Language Development (ELD): grade-level academic language instruction, ELD by proficiency level, and/or content-based ELD.
Participating teachers instruct English learners using adopted standards-aligned instructional materials.
Participating teachers differentiate instruction based upon their students’ primary language and proficiency levels in English considering the students’ culture, level of acculturation, and prior schooling.
1.10
2011-2012 Teacher and Administrator Development Branch-BTSA 12 Los Angeles Unified School District Talent Management Division Teacher and Administrator Development Branch
BTSA Induction Program
Program Standard 6b Universal Access: Teaching Special Populations
To ensure academic achievement for special populations, participating teachers adhere to their legal and ethical obligations relative to the full range of special populations (students identified for special education, students with disabilities, advanced learners and students with a combination of special instructional needs) including the identification and referral process of students for special services.
Participating teachers implement district policies regarding support services for special populations.
Participating teachers communicate and collaborate with special services personnel to ensure that instruction and support services for special populations are provided according to the students’ assessed levels of academic, behavioral and social needs.
Based on assessed student needs, participating teachers provide accommodations and implement modifications.
Participating teachers recognize student strengths and needs, use positive behavioral support strategies, and employ a strengths-based approach to meet the needs of all students, including the full range of special populations.
Participating teachers instruct special populations using adopted standards-aligned instructional materials and resources (e.g., varying curriculum depth and complexity, managing paraeducators, using assistive and other technologies).
1.11 2011-2012 Teacher and Administrator Development Branch-BTSA 13