INQUIRY 2: Universal Access Criteria Checklist The Inquiry is to be completed such that it is authentic to each teacher’s practice and allows them to explore an area that they wish to show growth in beyond what was demonstrated for the preliminary credential. Portfolio submissions should be prepared in a way that represents the teacher’s current level of practice as a professional educator. Enrollment, Registration and Surveys Enrollment • Please notify your BTSA Liaison if you have changes to your contact information • Reminder: Your Learning Zone Single Sign-On password must be updated every 6 months • Dropbox folders and documents are set up according to the directions on the BTSA Website Registration • 2.3 Inquiry 2 Orientation • 2.5 Colloquium--sign up for one session that is listed on your syllabus—there will be no make-up sessions—be sure to plan ahead to meet this requirement. Surveys • LAUSD Survey—waived this year • State Survey--usually in March (there will be a link on the latest news page of the LAUSD website WHEN THE STATE RELEASES the survey—if the state cancels it that will be listed on the website in place of the survey link) Formative Assessment Due 9/16/2013 I N Q 2 - 1 Inquiry 2 Signature Page • Use the Signature page as a checklist for yourself. • Signed and dated at the bottom by Support Provider and Participating Teacher once all documents are complete I N Q 2 - 2 Review Inquiry 2 Syllabus Requirements, Criteria, and Induction Standard 6: Universal Access • Both the Support Provider and Participating Teacher review the documents--no submission is necessary. • Please note that 2-2 does NOT need to be signed and submitted however, be sure that: • Both the Support Provider and Participating Teacher understand all requirements and deadlines on the Syllabus and have contacted their BTSA liaison if there is anything that they need clarification on • Both have read the criteria to be sure that they understand what is expected for each submission. Expectations noted here are the MINIMUM criteria for work to be assessed as Satisfactory rather than revise and resubmit. The criteria should be revisited prior to each submission to be sure that all expectations are met. I N Q 2 - 3 ( a ) Teaching and Learning Framework--directions and co-assessment Please note: This may be completed electronically. It does not need to be printed and scanned. • Phrases are electronically highlighted for each element or it is marked as ‘no evidence available’ (Please note that as this is formative rather than summative phrases may be highlighted across different levels for the same element) • The Support Provider and PT initials have been entered electronically on each cell that is highlighted • The date of the assessment has been entered on each cell that is highlighted • The evidence used to support the co-assessment is cited (you may use the evidence codes provided with the selected Teaching and Learning Framework elements) I N Q 2 - 3 ( b ) Teaching and Learning Framework Conversation Guide • Reflective Conversation Record -Reflections for each area cite evidence from the T&LF and other sources o Notes are present that are connected to the Teaching and Learning Framework elements assessed for this Inquiry o Includes notes on how the focus area you selected for the inquiry helped you to grow as professional educator to better enhance student learning o You may either make notes to indicate your personal areas of concern or make a note that they were discussed if you wish to maintain confidentiality about the issues you are facing at this time--the main purpose here is that you let your Support Provider know about anything that you would like support in I N Q 2 - 4 Individualized Induction Plan (IIP) Cells: 5. & 6. Action Plan 1. T & LF area of focus is identified-- write the Described three or more research actions, a minimum of number of the domain, standard and one from each category (8 hours of research): element and write out the element (i.e. 3b-2 Collaboration Discussion Techniques and Student Talk with colleague(s)—identify which colleagues Participation) Observe professional colleague(s)—identify colleagues observed 2. Focus question is: Research -open ended (not yes/no) Read research related to your focus question—cite -in the form of a question research articles, websites, books -focused on improvement of teaching Analyze data- such as student work—identify data practice analyzed -is not to confirm a strategy -broad enough in scope (4-6 week lesson Professional Development--face to face or online series) Attend workshops/courses—specify which -narrow enough in scope to show results in workshops/courses attended (4-6 week lesson series) Explore Internet Resources connected to your focus (please note: you may want to use the question—list sites explored format of the NTC frame which is Research is clearly connected to focus question downloadable under the IIP) o Date entries 3. CSTP element --waived 7. Application Selects and Describes a minimum of one strategy (if 4. Use S.M.A.R.T. Goal strategy. Outcome is complex) or 3 strategies (if minimal) that are going to be measurable and connected to focus implemented in the classroom-- also cite this in Unit question,i.e. Planning Template Reflection/Application 8. Results Explanation of the impact of the research on: o 90% of my students will score at proficient Instructional practice (specific growth or change) or advanced on the summative assessment Student achievement-describes data of measurable o 100 % of the students in the class will results (cell 4) and other tangible results access materials and begin to engage in the assignment within 30 seconds of receiving 9. Application to Future Practice directions to do so Describes application of learning to future practice o 100% of students will engage in Includes how they are using the experience to impact their collaborative conversation related to the professional expertise and practice in alignment with the discussion prompt CSTP I N Q 2 - 5 Entry Level Assessment – 1 & 2 Part 1 • Students listed to indicate their current level of performance on the assessment (entire class) • Attached a copy of the assessment • Attached assessment scoring guide • Assessment aligned to unit of study for this inquiry Part 2 • Explains what students at each level can do before instruction • Lists what strategies will be used for proficient and advanced students • Explains what strategies will be used for far below and below basic students • Explains what additional support will be needed • Attached entry-level assessments for the 3 focus students I N Q 2 - 6 Focus Student Selection Please note: teachers completing two inquiries in one year may continue with the same focus students or select new students at their discretion Focus Student Selection Lists 3 focus students (first names only) • One English Learner and one Special Population student, one additional student • One of each of the 3 students selected must cover the three ranges of ability (FB/BB,B or P/A) • Focus Student 1 English Learner o Supports listed (instructional) o Other considerations o Sufficient details create a picture of student needs • Focus Student 2 Special Pop. o Supports listed (instructional) o Sufficient details create a picture of student needs • Focus Student 3 Choice o Supports listed (instructional) o Sufficient details create a picture of student needs I N Q 2 - 7 ( a ) Unit/Lesson Design--Class Profile • Class profile matches the class they are teaching for the inquiry: o If they are teaching the same class as when they completed their class profile for Context for Teaching, they have updated it and resubmitted it here o If they are teaching a different class they have completed and submitted a new class profile Part 1 • There is a class profile provided that indicates student first name (last names must be blacked out) • There are individualized anecdotal notes for a minimum of 5 students, but preferably more The columns for EL, SEL, Special needs are checked as appropriate or the printed roster indicates these areas Part 2 • Information is completed, marked as N/A or evident on the printed roster for the following areas o Students with Medical Conditions, Students with IEP, Students with 504 Plans, students with previous SST Interventions, Students who are gifted and Talented, Students who are English Learners o There are anecdotal notes for at least some students I N Q 2 - 7 ( b ) Unit/Lesson Design--Home/School Communication • Continued Home/School contact documented • Evidence of some contacts based on individual student needs in addition to school/class wide communications I N Q 2 - 7 ( c ) Unit/Lesson Design--Application of Research • Selects a minimum of one strategy (if complex) or 3 strategies (if minimal) that are going to be implemented in the classroom during the Inquiry lesson series • Describes how the strategies are being implemented. I N Q 2 - 7 ( d ) Unit/Lesson Design--Unit/Lesson Series Overview • Outlines the lessons in the unit that they are teaching for the inquiry giving the requested information • Should include a minimum of 5-10 Lessons in the series • Must be clearly distinct for each inquiry completed for the BTSA Induction program (not a repeat of previous inquiries) I N Q 2 - 7 ( e ) Unit/Lesson Design--Unit Design --This will be completed only ONCE for each inquiry • Each prompt is addressed--the responses are for the unit as a whole • Responses show depth of thought on how to make the content accessible for