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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
1.1
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.btsa.ca.gov)
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.gov.
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
1.2
Please Place
a
Copy of
Your Credential(s)
Here
You may download a copy of your credential at the CTC website:
www.ctc.ca.gov
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
1.3
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 3
1.4a
FORMATIVE ASSESSMENT FOR CALIFORNIA TEACHERS
FACT—Year 1
Re
turn
to
Co
nte
xt
for
Te
ach
ing
in
Ye
ar
2
Reflective Conversation
CONTEXT FOR TEACHING
� Class Profiles
� School Information
� District Support
� Community Links
� Conversation Guides
ASSESSMENT
OF TEACHING PRACTICE
� Teacher Preparation Information (Yr 1)
� CA Standards for the Teaching
Profession & Induction Standards
� Classroom Observation
Reflective Conversation
SUMMARY OF TEACHING PRACTICE
• Reflection on Teaching, Students and
Personal Growth
• Future Considerations for Study
INQUIRY: Pedagogy
� Inquiry Focus
� Action Plan
� Essential Components for
Instruction
� Observation
� Analysis of Student Work
� Summative Assessment
� Reflection
IIP
Em
be
dd
ed
Acr
oss
In
qu
iry
2011-2012 Teacher and Administrator Development Branch-BTSA 4
1.4b
FORMATIVE ASSESSMENT FOR CALIFORNIA TEACHERS
FACT—Year 2
Reflective Conversation
CONTEXT FOR TEACHING
� Class Profiles
� School Information
� District Support
� Community Links
� Conversation Guides
ASSESSMENT
OF TEACHING PRACTICE
� Teacher Preparation Information (Yr 1)
� CA Standards for the Teaching
Profession & Induction Standards
� Classroom Observation
INQUIRY: Self Selected Focus Based on Evidence
of Your Teaching Practice
� Inquiry Focus
� Action Plan
� Essential Components for Instruction
� Observation
� Analysis of Student Work
� Summative Assessment
� Reflection
IIP
Em
be
dd
ed
Acr
oss
In
qu
iry
Reflective Conversation
SUMMARY OF TEACHING PRACTICE
• Reflection on Teaching, Students and
Personal Growth
• Future Considerations for Study
Revisit &
Update
Year 2
2011-2012 Teacher and Administrator Development Branch-BTSA 5
1.5
Mydata.lausd.net
MyData Classroom Level Reports
Teacher Roster
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
Periodic Assessment
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
CST Reports
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
EL Monitoring
This report provides reclassification data including CST content standards report, CELDT scores, years in
EL, ELA grades, etc.
MyData School Level Reports
• 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
2011-2012 Teacher and Administrator Development Branch-BTSA 6
2011-2012 Teacher and Administrator Development Branch-BTSA 7
RtI2 Instructional Model
Instructional
Implementation
Screen Student Data
Analyze Data
Define Problem
Analyze Problem
Design Schoolwide
Plan
Monitor
Behavior/Social Components
• Effective Academic Support
• Social Skills Teaching
• Positive Proactive Discipline
• Active Supervision and
Monitoring
• Classroom Management
• Parent Training and
Collaboration
Core/Universal Access
80 – 85%
Strategic/Selected
15 – 20%
Intensive/Targeted
1 – 5%
2011-2012 Teacher and Administrator Development Branch-BTSA 8
LOS ANGELES UNIFIED SCHOOL DISTRICT APRIL 15, 2011
PERFORMANCE METER
GOAL 1: 100% GRADUATION BaselineBaselineBaseline Annual TargetsAnnual TargetsAnnual TargetsAnnual TargetsGOAL 1: 100% GRADUATION2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14
A. % Increase in Four-Year Cohort Graduation Rate
48 52 55 58 60 63 70
B. % Increase in Students On-Track for Meeting A-G Requirements
-- -- 26 28 38 50 75
GOAL 2: PROFICIENCY FOR ALL BaselineBaselineBaseline Annual TargetsAnnual TargetsAnnual TargetsAnnual TargetsGOAL 2: PROFICIENCY FOR ALL2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14
A. English Language Arts, Elementary:Increase % Proficient & Advanced
39 44 46 48 60 67 74
B. English Language Arts, Secondary:Increase % Proficient & Advanced
31 34 37 40 45 50 54
C. Mathematics, Elementary:Increase % Proficient & Advanced
54 57 57 59 69 75 82
D. Mathematics, Secondary:Increase % Proficient & Advanced
20 22 25 28 36 41 47
E. Increase 3rd Grade Proficiency Rate in English Language Arts
29 34 35 36 49 55 62
F. Increase Proficiency in Algebra 17 20 22 24 38 47 55G. Increase Reclassification Rates 14.7 14.6 14.4 15 21 24 27
C O R E B E L I E F S
1 2 3 4 5Start with students
Families are our partners
Success is in the classroom
Diversity is our strength
Effective teaching, leadership, and accountability are the keys to our success
All Y"# Achieving
GOAL 3: 100% ATTENDANCE BaselineBaselineBaseline Annual TargetsAnnual TargetsAnnual TargetsAnnual TargetsGOAL 3: 100% ATTENDANCE2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14
A. Increase percentage of students with 96% or higher attendance
62 64 60 64 66 71 76
B. Increase percentage of staff with 96% or higher attendance
65 67 65 67 69 74 79
GOAL 4: PARENT AND COMMUNITY ENGAGEMENT
BaselineBaselineBaseline Annual TargetsAnnual TargetsAnnual TargetsAnnual TargetsGOAL 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 parent/teacher conferences
-- -- -- TBD
B. Increase parent participation and ratings on School Experience Surveys
-- 26 28 30 35 40 50
GOAL 5: SCHOOL SAFETY BaselineBaselineBaseline Annual TargetsAnnual TargetsAnnual TargetsAnnual TargetsGOAL 5: SCHOOL SAFETY2007-08 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 11,470B. 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
1.8
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.
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
1.9
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.
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
1.10
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.
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
1.11
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).
2011-2012 Teacher and Administrator Development Branch-BTSA 13