Program Assessment Linked 021815 Red

Sacramento County Consortium (Program #115)
Teacher Credentialing Program

PROGRAM ASSESSMENT
Prepared for the Commission on Teacher Credentialing (CTC)
for continuing accreditation of a program leading to the
Clear Multiple and Single Subject Credential
Clear Education Specialist Credential
Fall 2011
Resubmission: January 2013
Resubmission: January 2015
Program 115 Sacramento County Office of Education
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Table of Contents
DIRECTIONS FOR READERS
PART I RESPONSE TO STANDARDS (GENERAL EDUCATION AND EDUCATION SPECIALIST)
STANDARD 1: PROGRAM RATIONALE AND DESIGN
STANDARD 2: COMMUNICATION AND COLLABORATION
STANDARD 3: SUPPORT PROVIDERS AND PROFESSIONAL DEVELOPMENT PROVIDERS
STANDARD 4: FORMATIVE ASSESSMENT SYSTEM
STANDARD 5: PEDAGOGY
STANDARD 6: UNIVERSAL ACCESS: EQUITY FOR ALL STUDENTS
STANDARD 7: PROFESSIONAL DEVELOPMENT OPTIONS FOR EDUCATION SPECIALIST
PART II DOCUMENTATION THAT SUPPORTS HOW THE STANDARDS ARE ADDRESSED
PT Course Content
Pacing Guide
IHE Transition Document
Intake Individual Induction Plan (IIP)
Education Specialist IIP For Prof. Development
Individual Induction Plan
SCOE Organization Chart
2042 Induction Eligibility
PT QUICK START
Early Completion Options Application
General Education Task Summary
Education Specialist Task Summary
Participating Teacher Hours
Weekly Conversation Record
MyBTSA Educational Resources
Prof. Induction Presentation (PIP) Prep Rubric
Managed BTSA Tasks
Continuum of Teaching Practice
Coordinator Roles and Responsibilities
Design Team Members
PT Roles and Responsibilities
Education Specialist Task Intake Advisement
Conversation Guide Education Specialist
Level 2 Needs Assessment
Level 2 Competency Portfolio Reflections
Region 3 Menu of Options
Standards Portfolio Review Rubric
Cap Reg. Teacher Prep Network (CRTPN) Roster
CRTPN Agreements
Teacher Prep and Induction Alignment Chart
District Budgets
MOU
MOU Self-Funded
FACT Inquiry Cycle
Roles & Responsibilities of Site Administrators
Check-In with Site Administrator
Site Orientation Checklist
SP Selection Process
PDP Selection Process

SP Professional Development Timeline
SP Program Timeline
Induction Program Events
SP FACT User's Guide
Attitudinal Phases
Observation Record Guide
Roles and Responsibilities of SPs
SP Action Plan
SP Training 2014-2015
Professional Development Feedback Form
FACT System 2014
Education Specialist Task Conversation Addendum
Pedagogy Self-Assessment
Education Benefit Survey
Pedagogy Conversation Guide
CSDC Conversation Guide
Equity Self-Assessment
Health and Safety Resource Guide
Equity Conversation Guide
Special Populations Resource Guide
Essential Components of Instruction
Focus Student Selection
Summative Assessment
English Learners Self-Assessment
English Learners Conversation Guide
English Learners Resource Guide
Special Populations Conversation Guide
Special Populations Self-Assessment
Self-Assessment Presentation Guide, Year 1
Special Education Presentation Guide, Year 2
Education Specialist Professional Development Saturdays
Ed Specialist Presentations
Mild/Moderate Presentation Guide
Moderate/Severe Presentation Guide
Early Childhood Presentation Guide
SP Quick Start
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PART III DOCUMENTATION THAT SUPPORTS THE BIENNIAL REPORT

INTRODUCTION
BTSA Induction Leadership Survey

PT Assessment of SP Effectiveness
Mid Year Survey (PTs)
Biennial Report
Institutional Summary
Mid Year Survey (SPs)

CSTP Continuum of Teaching Practice Self-Assessment for PTs
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Directions for Readers

This report is comprised of three parts:
Part 1 One is the programs response to the Program Standards. The Program Standards are in the left
hand column and the programs responses are in the right hand column. Standards unique to Education
Specialists are described at the end of each program Standards (ES coding). The preconditions are
included in this section.
Part Two contains the documentation to accompany the Programs response. All documentation in Part
Two is hyperlinked to the Program Standards in Part One. The first part of the document reports where
and how the program meets each standard. Part Two provides the supporting documentation of how
each standard is met.
Part Three is the program response to the assessment tools the program uses for candidate and program
assessment based on the Programs 2014 Biennial Report.
This document is in PDF format. Please note that the back arrow in the tool bar will enable the reader to
easily go back and forth between the Program Standards and the supporting documentation. If you are
using a MAC, right click the mouse and select Previous View to toggle between the narrative and the
documentation. Click on bookmarks if you would like the table of contents to appear on the side bar.
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CATEGORY A: PROGRAMS EXHIBIT

EFFECTIVE DESIGN PRINCIPLES
Program Standard 1: Program Rationale and Design
Sacramento Induction Consortium Program Summary: The Sacramento Induction Consortium adheres to the belief that
the quality of the teacher performance is the single most important ingredient in improving student achievement. The
program is grounded in a formative view of teaching, recognizing that the teaching profession is very complex and
demanding and is learned and improved through study, consultation, and reflective practice beyond initial professional
preparation. The Sacramento BTSA Consortium program goals are aligned with the rules that govern BTSA programs.
The program uses the state sponsored Formative Assessment for California Teachers (FACT) system which provides multiple
measures for assessing teacher performance over time. Program support is designed to meet the individual needs of
Participating Teachers (PTs), to enhance their skills so that all of their students can meet or exceed the student content
standards, and to assist PTs to grow as professional educators. PTs have numerous and ongoing opportunities to improve
their practice by using the FACT, Induction Standards, and Education Specialist Clear Standards requirements as indicators
of growth. The program provides the opportunity for holders of qualified preliminary credentials to participate in a quality
induction program that leads to a Clear Credential.
Standard
1.1 The induction

program
incorporates a
purposeful,
logically
sequenced
structure of
extended
preparation and
professional
development that
prepares
participating
teachers to meet
the academic
learning needs of
all P-12 students
and retain high
quality teachers.
Program Description
Extended Preparation
The Sacramento BTSA Consortium believes that students succeed when teachers succeed. Thus, PTs
build on skills acquired in teacher preparation, grow as professional educators, and commit to
continuing in this important profession.
Components of our local program design which is intended to purposefully build on the knowledge
and skills learned in teacher preparation include:
Weekly one-on-one collaborative assistance to Participating Teachers (PTs) by exemplary
teachers that are trained as Support Providers (SPs) in beginning teacher development, adult
learning theory, state adopted academic frameworks and student content standards, the
California Standards for the Teaching Profession (CSTPs), Induction Standards, formative
assessment processes, reflective conversations, and Education Specialist Clear Credential
requirements as applicable. For Education Specialist candidates, this individual coaching
provides opportunities to reflect on their practices based on identified Individual Induction
Plan (IIP) goals (e.g. provide necessary services to students in their Least Restrictive
Environment, support with Case Management, participation in transition planning,
Advocacy, Consultation and Collaboration, Co-teaching and/or Professional Learning
Communities).
Utilization of Formative Assessment for California Teachers (FACT) for identification of
teaching strengths and areas for professional growth. The PT's journey through the FACT
system is charted in the Yr. 1 and Yr. 2 PT Induction Course Content and Induction
Pacing Guide. The formative assessment system has also been adapted to meet the needs of
Education Specialists involved in the credential program. FACT is designed to build on the
knowledge and skills learned in teacher preparation, support application of knowledge in
the classroom, and provide continual reflection for improving practice.
Ongoing use of the Individual Induction Plan (IIP) beginning with the exit IHE Transition
Document when available from the teacher preparation program. The PT, in collaboration
with his or her SP, and based on evidence, formally plans the best next steps for
professional development. Depending on the credential, the PT completes a General
Education Intake IIP or the Education Specialist IIP for Professional Growth. This
document frames the PTs path for inquiry and professional growth.
Professional learning opportunities are offered through regional Subject Matter Projects,
professional learning workshops offered through districts, online offerings (e.g.PD360,
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CTAP), and induction book study (e.g. Teach Like a Champion) that are intended to expand
skills of candidates and hone their application of the Induction Standards.
1.2 The design is

responsive to
individual
teacher's needs.
1.3 and is
consistent with
Education Code.
Consortium leaders are committed to a program design that meets the individual needs of all PTs.
Thus, program leaders selected the Formative Assessment for California Teachers (FACT) as the
design for work with new teachers. FACT documents structure a series of critical thinking tasks that
focus on student achievement and the individual demonstration of teaching practice, combined with
reflective assessment. As teachers use the documents and processes that comprise the system, they
engage in ongoing learning that uncovers areas of strength and growth. The design is individualized
to meet teachers needs because it uses:
Action Research
PTs engage in inquiries during each year of participation with the intent that the research
they conduct informs and changes their practice in the future. Because this research is
carried out with their students and at the school in which they work, the inquiry question
deals with the educational matters of interest and of consequence to them. The FACT
documents help PTs assess their needs, plan professional development that will inform their
inquiry, create an action plan based on their inquiry question, document the steps of their
own inquiry, and make informed decisions towards outcomes. Teachers move from the
theoretical constructs introduced in teacher preparation, to classroom-based research that
addresses concerns that are owned by them-- ones that they can influence and change.
Reflection
Participating in the education field means committing to becoming a life-long learner.
Reflection is the act of stepping back and examining what one is doing in the classroom and
how actions affect student learning, i.e. are students engaged? Do they understand the
concepts? Are they able to apply what they learn? Thoughtful examination requires honest
self-analysis and confidential, open communication with colleagues. Conversation Guides
are documents used by SPs that help structure this conversation. Thus, PTs in the
Sacramento Consortium are required to engage in reflective writing and conversation. This
work is saved on our BTSA server so that PTs can access and make sense of their
experiences, learn from them, and develop new understandings and appreciation. PTs
attend a culminating end-of-year event to synthesize their learning from the induction
experience. Event facilitators are prepared to facilitate this task and may include SCOE
staff, support providers, BTSA Coordinators, and administrators.
Engagement and Completion
The PTs download the FACT documents, work with their SPs, and note their progress on
the MyBTSA website, SCOEs online data collection and reporting system. The SP, the
agent who knows the PT best, verifies progress. Selected signature documents are uploaded
to the server system to provide some necessary accountability, but most activities are
situated in the collaborative work of the PT and SP.
Professional Development
The Consortium provides suggested options for relevant and meaningful BTSA professional
development opportunities. The selection of professional development is at the discretion of
the PT, in consultation with the SP and site administrators, and in accordance with the
identified needs in the IIP (individually uploaded by the PT to their MyBTSA accounts).
According to the relevant Education Code referred to in this standard, an individual induction plan
(IIP) is in place for each PT and is based on an ongoing assessment of the development of the
beginning teacher. The intent of the IIP is to develop in teachers the process of examining practice
using the techniques of research. The Individual Inquiry Plan (IIP) is central to the work of the PT
in the Sacramento BTSA Consortium. General and Special Education candidates complete an intake
IIP as they enter into the program. The IIP is a plan that builds upon PTs assessed strengths and
needs, defines an area of focus, and outlines specific action plans for facilitating growth and
development. SPs, working through an inquiry structure, collaborate with the PT in its development
and implementation. IIPs are revised and changed based on new understandings that arise in
discussions, and are reconsidered and changed according to the PTs emerging needs. By using
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research procedures, teachers learn to resolve teaching challenges. PTs upload their IIPs through their
password protected MyBTSA account so that their SP, District Coordinator, and SCOE support staff
can monitor their progress.
Although IIPs primarily address the unique needs of PTs, taking into account prior preparation and
experience, common topics and activities emerge that can be addressed by the program. For example,
Benchmark seminars provide support for the Induction standards (Pedagogy, Equity, Teaching English
Learners, and Teaching Special Populations). PTs also access training if they need additional support
in these areas.
1.4 It is relevant
to the
contemporary
conditions of
teaching and
learning and
provides for
coordination of
the administrative
components of the
program such as
admission,
advisement,
participant
support and
assessment,
support provider
preparation, and
program
evaluation.
Participants use their current (contemporary) work assignments as the focus of their induction work.
The program is designed to flexibly meet the differing needs of teachers in districts and charters and
private schools.
The Sacramento County Office of Education Organizational Chart presents the administrative
structure of the program and the roles of the leaders within the scope of the organization. Roles and
Responsibilities are defined for site administrators, advisory team, and district coordinators, and are
reviewed, updated, and kept on file in the BTSA Office.
The Program Directors use a participatory management style that includes the following stakeholder
groups:
SCOE Assistant Superintendent, Instructional Support Services
BTSA program staff
SCOE Educator Credentialing Advisory Council
District BTSA Coordinators and Design Team
The SCOE Educator Credentialing Advisory Council
The Advisory Council Roster reflects current and relevant expertise in educator preparation programs,
induction, human resources, school administration and leadership, professional development, and
special education. Council members include BTSA and administrator training program staff,
professional development providers, curriculum and instruction personnel, HR personnel, principals
and superintendents/assistant superintendents. The Advisory Council meets quarterly. Agendas include
reports from Institute of Higher Education (IHE) partners, discussion of teacher preparation and
induction standards, policies regarding admission, advisement and professional development, local and
state updates, budget, and program evaluation. FACT documents are shared and discussed so that the
Advisory Council members are informed about the program.
BTSA Coordinators
The coordinators role is to implement the program successfully within his or her district in
accordance with our BTSA goals. Each partner selects a district coordinator based on criteria, capacity
and interest according to the programs written roles and responsibilities for district coordinators. All
partners, including charters and private schools, are represented by a BTSA coordinator. They are
administrators, teachers-on-special assignment, and/or classroom teachers. District coordinators meet
regularly with the directors, and representatives meet quarterly with the Advisory Council. Each
district coordinator is responsible for the day-to-day operation of the induction program within his or
her district. Districts follow program guidelines to determine the amount of FTE (full-time
equivalency) needed to effectively implement the program.
Design Team
The design team (interested district coordinators) takes a collaborative role in the leadership of the
Sacramento BTSA Consortium. Design Team members meet monthly to discuss teacher preparation,
induction standards, professional development, and program evaluations. They are invited to attend
Cluster One FACT training when appropriate. They evaluate and help design the program components
based on program surveys, reports and assessments. Additionally, design team members give input
about the agendas for the coordinator meetings and facilitate the Benchmark seminar sessions.
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Administrative and Coordinating Components include:

1) Informing Candidates of Eligibility
The Education Specialist Clear Credential Program aligns with the Multiple and Single Subject
Credential Induction Program as appropriate for the individual teacher. Because they recognize the
importance of having a competent SP and high quality extended professional development,
Consortium districts have always required preliminary (Level 1) Education Specialist teachers to
participate in the BTSA Induction Program. Consortium staff provides district personnel and
credential candidates information about BTSA Induction and the Clear Credential options. Each
district coordinator works with the human resources and credential personnel within his or her district
to identify eligible PTs. At the point of hire, participating district HR personnel, in consultation with
the district coordinator, determine whether or not the new hire qualifies for BTSA by using Eligibility
for BTSA Induction charts provided by SCOE BTSA leadership. Eligibility is determined by years of
experience and credential status.
2) Advisement
The district coordinator contacts each eligible teacher informing him or her of the responsibility to
complete the induction program and to attend a mandatory Sacramento BTSA Consortium Orientation
at SCOE. The coordinator keeps copies of this communication on file. A SCOE BTSA orientation is
held for all eligible PTs and their SPs. The PT receives an Induction Quick Start that describes the
program and all requirements to successfully complete the Induction Program. Additionally, PTs are
informed of the Early Completion Option (ECO). The application to participate in an ECO is
available on the PTs MyBTSA homepage.
Roles and Responsibilities for each PT outlines the expectations and each PT accesses his or her own
individual and secure MyBTSA file. The program is outlined on the MyBTSA web site specifically
through the General Education Task Summary or the Education Specialist Task Summary, along
with suggested timelines for completion. The PT enters most of the data information. Data entered is
subject to verification and approval by the SP, the district coordinator, or the BTSA office. PTs know
at all times exactly where they stand in regards to completing the program. Program leaders, district
coordinators and SPs have access to this information and are informed if a PT is failing to make
satisfactory progress in a timely manner. District coordinators are assigned a task that requires them to
download and review a Progress Report and contact each PT (and his/her SP) who may be falling
behind. This task report for active participants in their district helps them monitor participant progress.
The BTSA office monitors this Coordinator task.
3) Process for Providing Participant Support
It is the intent of the program that all PTs will successfully complete the Induction Program. To
support this, the Sacramento BTSA Consortium provides a Web-based database that collects, stores,
tracks, monitors, and transfers data related to each PTs participation towards successful completion of
the Induction Program. For example, the BTSA Coordinator and SCOE can assess the consistency of
SP support by using data from posted weekly conversation hours. Attendance at Benchmark seminars
can be used to determine what support the PT needs.
This program provides the opportunity for additional assistance that may include:
Email and phone contact and/or meeting with the PT to discuss his/her progress
Making a new SP match
Providing assistance and support in documenting evidence on MyBTSA
Additional networking with professional educators for specifically identified support
Reviewing adjunct duties, if appropriate, and helping teachers manage time
Identifying those issues that are preventing the PT from completing timely progress, and
problem solving those issues
Multiple educational resources found on MyBTSA
4) Process for Assessing Credential Candidates
PTs are required to create a professional portfolio of uploaded documents that are reviewed for
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completeness and to attend an End-of-Year Summative Event. Each candidate presents formative
assessment evidence that relates to each Induction Standard (Pedagogy, Equity, Teaching English
Learners, and Teaching Special Populations). In order to better communicate completion requirements,
PTs and their SPs use a Professional Induction Presentation (PIP) Preparation Rubric to evaluate
their work. Facilitators use protocol sheets to help the PT present and ensure that the evidence
presented is complete. BTSA directors recommend all candidates who complete all work using the
online credential recommendation system through CTC. If candidates do not complete all
requirements, they are offered special assistance and support to finish (see above). Records are
maintained of all recommendations and all CTC verifications.
5) Support Provider Preparation (see also 3.2)
The Sacramento BTSA Consortium provides professional development for SPs when they initially
assume their roles, and offers additional opportunities to acquire and enhance their knowledge and
skills. Training builds skills in developing and maintaining learning-focused relationships,
collaborating as professional learning team members, as well as the appropriate use of the instruments
and processes of the formative assessment system. At the BTSA Benchmark Seminars, SPs have time
to meet with each other to develop and refine their skills, and to problem solve, assess, and reflect on
teaching. The program assesses the quality of services provided by SPs to PTs using multiple sources
of evidence, including information from PTs, and provides formative assessment feedback to SPs.
Districts retain only those SPs who are successful based on evidence.
6) Evaluation Plan
Program goals and intended outcomes are reviewed and revised on an ongoing basis utilizing the
formative assessment process which includes:
Formal written evaluation (e.g. State Spring Survey and SCOEs Mid-Year survey) from PTs,
SPs, site administrators, district coordinators, and program leadership
Annual retention data study
Workshop evaluations
MyBTSA
Reports and informal contacts between district BTSA coordinators and stakeholders
Conversations with other BTSA program directors and universities within the region
Results from these multiple sources of data collection are shared in the BIR accountability documents
(See PA Part III) and examined and evaluated by all stakeholders in the following settings:
SCOE Educator Credentialing Advisory Council meetings
Design Team meetings and District Coordinator meetings
Support Provider Benchmark meetings
Based on input from all of the above forums, program goals and intended outcomes are reviewed and
revised as necessary by program staff. Some examples of how the program is responsive to data
include revisions to MyBTSA, end-of-year event protocols and the collection process for Program
Standards.
1.5 The program
design provides
systematic
opportunities for
the application
and demonstration
of the pedagogical
knowledge and
skills acquired in
the preliminary
credential
Application and Demonstration of Skills and Knowledge

Each PT may select from opportunities and activities that promote the deepening of knowledge, skills
and abilities within the following:
Creating and maintaining effective environments for student learning
Understanding and organizing subject matter for student learning
Assessing and planning instruction and designing learning experiences for all students
Implementing State-adopted academic content standards and performance levels for students
Engaging and supporting all students in learning
Supporting equity and diversity
Teaching special student populations
Teaching English learners
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program.
Developing as a professional educator
These activities are embedded in individualized coaching, self-assessment, and professional

development, and within the documents from the Formative Assessment for California Teachers
(FACT). Personalized professional development opportunities are available through subject matter
projects, such as the Area 3Writing Project and California Mathematics Project, online workshops, and
at the quarterly BTSA Benchmark support seminars. The PTs make selections based on their Individual
Induction Plan (IIP) that has been developed in collaboration with the SP from the evidence and selfassessment of teaching practice as measured by the CSTPs, student content standards, and teacher
Induction Standards.
1.6 The program
design includes
intensive
individualized
support and
assistance to each
participant,
collaborative
experiences with
colleagues and
resource
personnel, and an
inquiry-based
formative
assessment system
that is built upon
the FACT
Support and assistance is offered through FACT, a structured, yet flexible, formative assessment that
consists of a series of documents that focus teachers through a Plan, Teach, Reflect, and Apply process,
and blends teaching knowledge with performance. It is designed for credentialed first and second year
teachers with the assistance of trained and experienced educators. The process is grounded in a
developmental view of teaching.
FACT uses the following:
Standards: Descriptions of the knowledge, skills, and abilities described in the Combined CSTP
CTP (scales describing teaching practice at five levels of accomplishment) in conjunction with the
academic and performance standards for students and the Induction Program Standards for
teachers.
Evidence: Evidence is generated through standards driven inquiry, formal observations, and
examining student results. Evidence about teaching is collected over time and examined against the
CTP.
Assessment: A process of examining practice against teaching standards.
Plan, Teach, Reflect, and Apply: This cycle guides the FACT process and helps PTs become
reflective practitioners. The assessment documents enable PTs to better meet the learning needs of
their students, to grow as professionals, and to attain greater confidence in their skills. PTs and SPs
have opportunities for close collaboration as PTs examine their practice. FACT formative
assessment documents encourage thoughtful reflection on professional practice.
The conceptual components embedded in FACT are:
CSDC--Understanding the Teaching Contexts: PTs learn about their teaching environment and the
resources and challenges. With an SP, PTs discuss prompts focused on their classroom, school,
district, and community. The information gathered guides classroom decision-making and helps
identify areas for professional growth.
FACT Inquiries: A research-based cycle of standards-focused processes is used to explore an area
of teaching practice. In collaboration with a SP, PTs assess their practice against a set of specific
criteria and select a focus area. Within the cycle, PTs gather information, collaborate with
colleagues, develop and implement an action plan, reflect on collected evidence, and apply new
learning to future practice.
Observation of Classroom Practice: A trained SP observes a PT as they teach, collecting evidence
of teaching practice and students learning. SPs record what the students and teachers say and do.
Continuum of Teaching Practice (CTP). The CTP defines five levels of teaching performance
based against the CSTPs. As PTs use the CTP, they indicate the date of assessment of current
practice.
Individual Induction Plans (IIP): IIPs help the PTs make sense of what they are doing and focus
effort. The IIPs are integral to FACT. The PT considers his or her practice, school or district
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priorities, and other challenges and outlines specific action plans for facilitating growth and
development.
Reflection and Self-Assessment: Conversation Guides and self-assessment documents prompt
reflection about student learning and teaching practice, assist the formulation of professional goals
to improve teaching practice, and guide, monitor, and assess the progress of the teachers practice
towards professional goals and benchmarks.
The Sacramento BTSA Consortium conducts quarterly Benchmark Seminars as support for all
Participating Teachers and Support Providers. Each seminar includes an issue-solving session in rolealike groups. In addition, candidates are offered a choice of topics to select as a focus for an interactive
session that best fits their needs. Topics for these seminars are generated from mid-year and state
survey data and input from District Coordinators, the Design Team, and veteran Support Providers. A
support provider who is trained as a Professional Development Provider facilitates and serves as a
resource for each session. Participants are provided an opportunity to collaborate with participants from
different grade levels, content areas, and contexts.
1.7 The induction

program
collaborates with
P-12
organizations to
integrate
induction program
activities with
district and
partner
organizations
professional
development
efforts
The program collaborates with identified partners to the Consortiums defined written program plan
and Memorandums of Understanding (MOU / MOU Self-Funded) create an umbrella of
standardization, while allowing the flexibility to address each partners unique school culture. This
structure allows for local control while providing consistency from one partner to another. A PT or an
SP may move from his or her district to another district within the Consortium, and while they would
find individual district differences, the structure of the BTSA Program is the same.
District Professional Development Resources
The Sacramento BTSA Consortium works collaboratively and cooperatively with each sponsoring
district regarding professional development by advertising PD offerings across partners. By
collaborating with school, district, and partner organizations, overlapping initiatives and program
offerings are streamlined with the intent to eliminate redundancies. In order to not overwhelm PTs and
to ensure that PD is specifically and explicitly tied to identified needs, PTs select from district
professional development activities, subject matter project offerings in the area, and/or Consortium
provided professional development. Each individual participant documents this selection on the
Consortium Web-based database. For example, when a district is providing AB 472 training in
Reading/Language Arts or Mathematics, a PT may integrate this training into his/her Individual
Induction Plan (IIP). MyBTSA reports require PTs to indicate how professional development activities
meet identified needs stated in the Individual Induction Plan.
BTSA SPs are encouraged to work with site administrators and PTs to arrange a check-in with Site
Administrator conferences that include the site administrator, the SP and the PT. The purpose of these
meetings is to ensure that the PT and SP understand site and district expectations while allowing the PT
to share his/her induction work (e.g. focus questions and inquiries) so that the BTSA experience is
integrated with district activities. SCOE BTSA provides a template for this process and works with
district coordinators to make this a part of the BTSA culture.
ES 1 The design
involves
collaboration
between the
approved clear
credential
program and the
employer, offering
multiple
opportunities for
Ongoing Coordination and Collaboration

The Sacramento BTSA Consortium collaborates with district partners to support Education Specialist
candidates by:
Defining working agreements focused on how each agency will serve all candidates including
the Education Specialist candidate through an MOU. Annual meetings include special
education leadership.
Describing the Roles and Responsibilities for all members of the induction community.
The SCOE Educator Credentialing Advisory Council includes Special Education leaders. The
council includes members from most partners and works collaboratively to address program
issues and needs related to induction.
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support and
professional
development of
Education
Specialist
candidates in their
early years of
teaching
ES 2 Education
specialist teachers
shall select
appropriate
professional
development
and/or preparation
program-based
coursework to
expand skills and
to pursue
advanced study
with consideration
of assignment and
Education
Specialist
authorization
ES 3 These skills
should be
designed to
enhance the
participants
teaching abilities
and reflect inquiry
based
methodology and
reflective practice.
The Consortium collects information about professional development offered through its
partners, and regional Special Education Local Plan Area (SELPA), and uses this information
to provide candidates multiple opportunities for professional development.
Candidate support is offered through SCOE Special Education Benchmark Seminars, which
include the Education Specialist candidate and his/her district assigned Support Provider (SP).
These quarterly meetings are designed to offer ongoing support and direction to candidates as
they engage in formative assessment.
Upon completion of a Preliminary Education Specialist program, candidates develop a
preliminary Induction Plan and work collaboratively with a university advisor to establish
goals for improving current practices in the field. This transition plan forms the basis for the
IIP that is designed in collaboration with the candidate, support provider, district
administrator/designee, and SCOE program leadership. This plan is shared with the employer
designee at the Intake Meeting.
Education Specialist candidates select appropriate professional development through the following
process:
IHE Transition Document: PTs in induction are expected to demonstrate skills beyond what
was demonstrated for the preliminary credential. To avoid duplicate experiences, PTs create a
transition IIP that identifies strengths and possible areas for growth or need based on previous
university experiences and with the input of their university advisor. Special Education
candidates new to our program use the FACT Alignment Chart and Discussion Guide to
review incoming documents and to compare and contrast the university experience with
induction.
Intake Meeting: The candidate in partnership with SCOE, and the district determine
professional development activities. The goal is to support the candidate in their development
as an effective and reflective practitioner. An intake meeting is scheduled with each Special
Education candidate and includes SCOE staff, the SP or special education designee. Education
Specialist candidates complete an Intake Advisement Form. Education Specialist
credentialing is complex and multi-layered. This survey assists district and Consortium leaders
to provide appropriate advising and program support that takes job assignment into
consideration, type of credential held, long term goals and additional requirements that may be
necessary to meet the clear credential.
Needs Assessment: The program has a formal process for review to determine prior
knowledge, skills, and abilities acquired during teacher preparation. A growth plan is designed
that identifies the coursework, experiences and tasks that should be completed. All Special
Education candidates use an adapted Education Specialist Guide in conjunction with their
Support Providers to identify strengths and areas for growth.
Level 2 candidates who must address the 1997 standards, also complete Special Education
Level 2 Needs Assessment based on these standards in tandem with the Transition Plan
prepared during their preliminary credential preparation to help identify skills to be expanded
and advanced content to be pursued.
Credential advisement, a needs survey, and support provider conversation are used to create a
Special Education Specialist IIP for Professional Growth. The plan is designed for the
individual candidate, the specific needs of the employer, and the current skill level of the
candidate.
Professional Development Opportunities: Education Specialists are provided with a Menu of
Options (Benchmark seminar topics, Professional Development Super Saturdays, university
course offerings, school/district/county professional development, etc.) designed to expand
skills and to enable the candidate to pursue advanced study. This menu is developed
collaboratively with the partners and includes professional development activities identified by
SCOE in partnership with the districts, regional SELPA, and the IHEs to support the candidate
as an effective and reflective practitioner.
Professional Development Opportunities (Also see 1.6 above)
With the wide range of service delivery options possible, an Education Specialist credential holder may
be placed in a situation where support alone may not be enough to address the knowledge and skills
necessary to successfully provide the services needed by special needs students in their assignment. The
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Consortium offers professional learning opportunities through Benchmark Seminars and through Super
Saturday Support Seminars.
Transitional Support for Level 2 Candidates: Candidates who completed a Level 1 (1997) teacher
preparation program may have content gaps. Seminars and BTSA-sponsored Professional Development
Seminars provide advanced preparation to support the professional development needs of the general
education and education specialist candidates. SPs attend quarterly seminars with the PTs in order to
assist with implementation in the context of the PTs current assignments and to integrate the formative
assessment activities. Depending on IIP goals, PD Saturdays will support Education Specialists in
gaining a deeper understanding of content. Level 2 candidates document their Mastery of Competency
Requirements through a portfolio that is submitted in May. This portfolio is reviewed with a Level II
Competency Standards Portfolio Review Rubric.
Support workshop topics for preparing this portfolio include:
o Legal issues
o Advanced data-driven decision making
o Advanced behavioral, emotional, and environmental supports
o Transition planning
o Case management
o Consultation/collaboration
The Health requirement for Level 2 is met through an approved university course that meets the
advanced health requirements, including CPR. The technology requirement can be met through an
approved university course or through CTAP Level 2 Certification. The credential requirements are
outlined in the Intake Advisement form that takes into consideration the district's needs and candidate
short term and long-term goals.
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CATEGORY A: PROGRAMS EXHIBIT EFFECTIVE DESIGN PRINCIPLES

Program Standard 2: Communication and Collaboration
Sacramento BTSA Consortium Program Summary: The Sacramento County Office of Education (SCOE) is the LEA for
the Sacramento Induction Consortium Program. Program co-sponsors include school districts, charter schools, charter school
organizations, and schools affiliated with the Association of Christian Schools International (ACSI), Northern California, and
the Diocese of Sacramento. Strong partnerships have also been formed with Sacramento State University, University of CA
Davis, private universities with campuses in the Sacramento region, and intern programs serving Capital Region districts
such as Fortune School of Education. Representatives from co-sponsors are members of the SCOE Educator Credentialing
Advisory Council and/or the Capital Region Teacher Preparation Network. At these meetings, information is shared in a
reciprocal fashion.
District and site administrators, SCOE Educator Credentialing Advisory Council members, and other appropriate
stakeholders receive detailed information regarding the goals, design, roles and responsibilities, and credential
requirements of the Sacramento Consortium Program. The district superintendent or his/her designee annually signs a
district Memorandum of Understanding that defines the responsibilities of the co-sponsor and the Sacramento Induction
Consortium. Site administrators are invited to attend training focused on support for the new teacher. Additional
ongoing training and information is provided through informal site administrator meetings facilitated by the district
coordinator. District and site administrators collaborate with district coordinators and SCOE program staff to provide the
most optimal conditions and support for participating beginning teachers.
Standard
Program Description
2.1 The induction

program articulates
with preliminary
teacher preparation
programs and P-12
organizations in order
to facilitate the
transition from teacher
preparation to
induction
The Sacramento County Office of Education Induction Program joins with other induction
program leaders in the Capital Region to establish links with the following general and special
education teacher preparation programs: Sacramento State University, University of California,
Davis, University of San Diego, National University, Brandman, William Jessup, University of
Phoenix, Project Pipeline Intern Program, and the North Coast Beginning Teacher Program
through the Capital Region Teacher Preparation Network (CRTPN). This network is
designed to provide explicit opportunities for BTSA Directors and university teacher preparation
faculty to communicate and collaborate. The CRTPN Agreements define the intent for
reciprocal information sharing around the Learning-to-Teach continuum. The IHE articulation
meetings are hosted at SCOE and are attended by representatives of the university partners listed
above. Regular agenda items include: discussion of credential requirement changes, university
course information, available seminars, induction formative assessment documents, and strategies
for supporting the transition from teacher preparation to induction. Through this partnership,
BTSA/IHE agreements were created to 1) apply BTSA experiences to Level 2 Special Education
coursework, 2) to use Level 2 coursework as equivalency for some MS and SS induction
requirements, and 3) create a pathway for BTSA participants who were concurrently enrolled in
an MA program. Other agreements with CSUS include the option to award participating teachers
(PTs) graduate level units. A representative of this group attends the SCOE Educator
Credentialing Advisory Council meetings.
As part of agreed upon roles regarding communication, consortium staff members are
periodically invited to visit university credential courses to inform candidates about BTSA
Induction. University faculty provides additional information about BTSA induction and the clear
credential options during their advisement sessions with candidates nearing the end of the
preliminary credential program. University credential analysts participate in the conversations
about BTSA induction and the clear credential options.
At the BTSA Orientation, participating teachers (PTs) are introduced to documents that connect
teacher preparation, induction, and special education clear credential standards. PTs and support
providers (SPs) engage in conversation about the teacher preparation program experience to
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identify effective skills learned and implemented in practice and to pinpoint areas of need. The
Teacher Preparation and Induction Alignment Chart helps compare and contrast the
standards, the expectations and the processes of teacher preparation and induction. The goal is for
PTs to share experiences from teacher preparation with their SPs in order to validate and build
upon the work completed during teacher preparation and to engage in a self-assessment process.
Year 2 PTs begin their second year by reflecting and self-assessing on Year 1.
2.2 The Induction

program provides
opportunities for
demonstration and
application of the
pedagogical knowledge
and skills acquired in the
preliminary credential
program.
2.3 The induction

program collaborates
regularly with partner
school district personnel.
These may include:
human resource
professionals for
identification, eligibility,
requirements for
participation, and
completion; educational
services personnel
regarding curricular and
instructional priorities;
and site administrators
for site support of the
candidate and the
program.
The Formative Assessment for California Teachers (FACT) is built upon a conceptual framework
that includes an articulated foundation, processes, and a structure. The foundation of FACT
include the CA Standards for the Teaching Profession (CSTP), the Induction Standards; Special
Education Clear Credential Standards, the P-12 Content Standards for students, and evidence
generated through data, including observations, student work, lesson plans, and recorded
reflections. (See also 1.6) The program relies on FACT process pacing guides to ensure that PTs
and SPs have sufficient support to understand and demonstrate advanced skills and knowledge.
PTs use a sophisticated online data collection and reporting system (MyBTSA) to maintain records
of their progress through induction. Because the Individual Induction Plan (IIP) is central to
tracking growth, PTs file IIPs on line so that SPs, district coordinators, and SCOE staff can
monitor the implementation of the inquiry. MyBTSA also captures a record of weekly
conversations and professional development completed by each PT. PTs also upload selected
pieces from the Inquiry Cycle (Essential Components, Focus Student Selection, Analysis of
Students Work, and Summative Assessment Reflection) so that SPs can track activities as PTs
explore aspects of their teaching practice. These documents provide an array of evidence that PTs
are applying what they are learning in teacher preparation around pedagogy, equity, teaching
English learners, and teaching special populations.
The BTSA Directors collaborate regularly with district partners through the district BTSA
coordinator. The BTSA Directors schedule annual meetings with district leaders and district
coordinators to review the BTSA Program within the context of the district, present new
information, clarify understandings, and listen to specific district needs. District teams may
include the superintendent, assistant superintendent of human resources, assistant superintendent
of business services, Special Education Local Plan Area (SELPA), Special Education department
staff, BTSA advisor and BTSA district coordinator. Some of the topics reviewed include partner
roles and agreements, the status of interns, budgets, end-of-year reports, incomplete participants,
general and special education credential requirements, and SP selection. An MOU / MOU SelfFunded is signed at that time.
District credential analysts work with SCOE staff and with BTSA Coordinators to share 2042
Induction Eligibility Charts to identify eligible teachers and to ensure that clear credential
eligibility, requirements for participation, and completion are clearly communicated to new hires.
Credential analysts communicate with district coordinators regarding new hires, after reviewing
their credentials. The BTSA Coordinator contacts all eligible new hires and notifies them of the
requirement to attend an Induction orientation. This contact may be followed up with phone calls
and personal welcomes. The Consortium leadership is responsible for offering sound advice,
assistance, and up-to-date information about PT credentialing issues.
A SCOE orientation is held for all eligible PTs that fully disclose the requirements of the BTSA
induction program. All participants register on MyBTSA. All program requirements are listed on
My BTSA in a resource called Participating Teacher Handbook so that individual PTs, SPs,
BTSA Coordinators, and BTSA staff can monitor progress as PTs work towards successful
completion of the Induction Program and towards a clear credential. Coordinators work with
SCOE to formally monitor progress in February of each school year.
SPs and PTs work collaboratively to ensure that continuity exists between induction activities and
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the PTs ongoing individual professional growth plans. District/school consortium partners
determine the curricular and instructional priorities for their new teachers and are asked to share
their annual professional development plans through their BTSA coordinators.
SPs schedule a Check-in with Site Administrator conference (SP, PT, and site administrator) to
discuss school and district goals and how they interface with BTSA activities. Each district
coordinator receives a template for structuring that conversation with their SP. PTs use the
MyBTSA record of professional development to show a relationship between identified growth
needs on the IIP and professional development activities selected by the PT.
2.4 Collaboration
between the induction
program and
administrators
establishes a
professional, educational
community, ensuring
structures that support
the activities of
induction and
coordinating additional
site/district professional
development
opportunities.
Many district partners are engaged in building professional/small, learning communities (PLCs or
SLCs). In these settings, teachers are regularly engaged in professional and reflective
conversations focused on data and evidence. In meetings with administrators, a parallel is drawn
between the professional learning community process and the FACT Inquiry Cycle (PTs gather
baseline information, assess their current professional practice, prepare a plan of professional
development in an area targeted for growth, engage in data-gathering, implement and modify
their action plan, reflect on the activities, analyze what they have learned, and implement new
learning). These IIP activities are designed to inform the PTs practice and to focus future
professional growth.
Additional meetings are established as needed. SCOE BTSA Directors and support staff operate
an open door policy regarding communication. Emails, phone calls, faxes, requests for
information, etc., are responded to on a regular, frequent basis.
Site and district administrators understand that the PT and the SP in the Sacramento BTSA
Consortium Program are expected to meet regularly so that the PT is able to consider the
formative assessment evidence that he or she collects with the assistance of the SP. The PT is
able to use this evidence to develop a well-planned, systematic Individual Induction Plan (IIP) to
improve the knowledge, skills, and abilities required to be an effective professional educator.
2.5 Programs offer

professional
development for site
administrators that
emphasizes the
importance of new
teacher development,
identifies working
conditions that optimizes
PTs success and
implement effective
steps to ameliorate or
overcome challenging
aspects of teachers
work environments, and
the foundations and
processes of induction,
in order to effectively
transition the new
teacher from induction
to the role of
professional educator.
The Sacramento BTSA Consortium, in tandem with BTSA Coordinators, offers ongoing
opportunities for professional development for site and district administrators. The preferred
method of providing professional development for our administrators is to work with the
superintendent to offer district-specific professional development related to induction tailored to
the needs of an individual school district.
The revised modules from Roles and Responsibilities of P-12 School Organizations are used for
site administrator training and include topics such as: What is Induction; Culture of Support for
Beginning Teachers; Understanding the Role of the SP; and Formative Assessment and
Leadership in Systems Reform. Training is provided to district and site administrators on how to
utilize the CSTP for classroom observation and reflection. Administrators also discuss how to
best support PTs who have more challenging work environments such as combination
classrooms, special education students, English learners, multiple preparations, and/or lack of
resources. A key aspect of this training is the understanding and effort by the administrator to
create a work environment in which a new teacher can succeed.
Appropriate support services for all PTs are outlined in the co-sponsoring partner MOU / MOU
Self-Funded and site administrator roles and responsibilities. These documents are a
commitment between the Sacramento BTSA Consortium and co-sponsoring districts to ensure
that PTs receive appropriate support services. The Consortium and the employer collaborate
regarding the professional development of Education Specialist candidates.
The Sacramento BTSA Consortium has written Roles and Responsibilities of Site
Administrators. Each BTSA Coordinator meets with District Site Administrators once or twice a
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year to review and discuss the induction program and site administrator roles and responsibilities,
which include:
Conducting an initial orientation (Site Orientation Checklist) for PTs to inform them
about site resources, personnel, procedures, and policies
o Introducing PTs to the staff, and connecting them in the school's professional
learning community
o Helping to focus the learning community on the State-adopted academic content
standards and performance levels for students and the California Standards for the
Teaching Profession (CSTPs)
o Supporting the inquiry process and integrating it into the schools professional
learning community activities
o Ensuring that site-level professional development activities related to induction
occur on a consistent basis, including facilitating PTs and SPs participation
o Participating in program evaluation
Discussing program implementation strategies that work on their site
o Other identified issues related to induction, e.g. new teacher development, service
delivery options for Education Specialist credential holders, advanced professional
development opportunities available to meet IIP goals, working conditions that
optimize PTs' success, effective steps to overcome challenging aspects of teachers
work environments, and the foundations and processes of the clear credential
program.
ES 2.1 The program

demonstrates the
capacity to offer an
induction program for
one or more of the
education specialist
authorizations by
verifying the special
education expertise
within the program
and/or through
collaboration with other
entities, e.g. institutions
of higher education
The Sacramento BTSA Consortium plans to offer an induction program for Education Specialist
candidates holding Mild/Moderate and Moderate/Severe Level 1 or Preliminary Credentials.
Early Childhood Special Education teachers will be served if they are employed in a partner
school as part of the primary team.
ES 2.2 Induction for the

Education Specialist
includes collaboration
between general
education induction and
special education
induction to allow for
participating education
specialist teachers to be
a part of the larger
education community
Participating teachers in the BTSA induction education community include special education and
general education teachers. These teachers interact in the following ways:
Special Education Candidates in SCOE's program attend Benchmark seminars. Some
sessions provide an opportunity to meet as a Special Education cohort and others
provide a time to meet with general education teachers. Topics for this general session
are based on the needs generated from participation in formative assessment. The format
of these seminars encourages discussion as a learning community.
Specialized workshops are designed, in collaboration with district, SELPA, and Special
Education department staff, to support Participating Teachers in their abilities to provide
necessary services to students in their Least Restrictive Environment. Topics include
Case Management, Individualized Family Service Plan (IFSP)/Individual Education
Program (IEP), transition planning teams, advocacy, consultation and collaboration, coteaching and/or Professional Learning Community (ies). Consortium directors,
Education Specialist trainers, and members of the leadership team have special
education expertise and they provide ongoing guidance and feedback regarding program
design to ensure that professional development meets the needs of Education Specialist
MyBTSA allows Consortium leadership to access and verify credentials, experience, professional
development records, and job assignments for all active participants. The system produces
numerous reports that allow the program to identify and tap into the expertise within the
Consortium. Those with identified expertise are assigned as support providers, content specialists,
and professional development providers. The program ensures that the most qualified support
provider is matched with the participating teacher. If an exact credential match is not possible,
then the program provides a content specialist to support and augment the expertise of the
assigned support provider. The database system includes information from IHE partners in the
region.
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ES 2.3 The Induction

program collaborates
with schools and
participating teachers,
colleagues and peers to
assure that the candidate
is able to provide
necessary services to
students in their Least
Restrictive Environment
regarding Case
Management, IFSP/IEP
and transition planning
teams, Advocacy,
Consultation and
Collaboration, Coteaching and/or
Professional Learning
Communities
teachers.
An annual end-of-year Professional Induction Presentation (PIP) event includes all
participating teachers in interactive dialogue about their practice
Special Education teachers in the Sacramento BTSA Consortium participate in FACT
with their general education counterparts.
Support providers hone their collaborative skills using tools from Mentoring Matters.
These skills are used intentionally to promote a collaborative atmosphere within the
BTSA education community.
District/school partners within the Consortium support the Education Specialist through:
Careful selection and assignment of support providers that are skilled at observing,
conversation, lesson planning, service delivery models, and other complexities
associated with the Education Specialist teaching assignment.
Benchmark reviews designed to review the candidate's progress and adjust professional
support if needed. A Check-in with Site Administrator and/or special education
district administrator/designee, support provider, and Education Specialist candidate
ensures that this is a collaborative process.
Site/Assignment Orientation Checklist: There are policies and procedures that are
important for all teachers to understand in order to be successful. The site administrator
works with the candidate to review topics listed on the checklist in order to understand
the school, district, and community context.
Special Education and general education participating teachers complete three inquiries
during their two-year participation in induction. The centerpiece of an inquiry is the IIP,
which promotes selecting issues/questions from the classroom based on evidence.
Education Specialist candidates may choose issues related to least restrictive
environment, individual education program (IEP) and transition planning, advocacy, and
the service delivery model(s) appropriate to the needs of the candidate.
PD Saturdays are provided for the Education Specialist candidate. Topics addressed at
these Saturdays include: Case management, transition planning, advocacy, consultation
and collaboration and least restrictive environments. Education Specialists work with
mentors in a learning community to address issues that are of importance to the
candidates.
Candidates spend time with their support provider identifying the Special Education
School/District/Community/ County Resources available to them. The program uses
quarterly meetings to ensure that these resources are useful and accessible.
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Program Standard 3: Support Providers and Professional Development Providers
Sacramento BTSA Consortium Summary: The Sacramento BTSA Consortium firmly believes that support providers
are the key to the programs success. Selection of support providers is based upon their recognized expertise and
commitment to working with participating teachers, as well as a willingness to meet program expectations. Support
providers are selected based on clear, well-articulated criteria and defined roles and responsibilities provided by the
program. Support providers are familiar with their state-adopted academic content standards and performance levels for
students, content specific pedagogy, state-adopted curriculum frameworks, Induction and Special Education Clear
Credential Standards, and the specific needs of the student population taught by the participating teacher(s) to whom
they are assigned. Partner districts match support providers with participating teachers in a timely manner, matching
credentials held, subject matter knowledge, orientation to learning, relevant experience, current assignments, and
geographical proximity. The Sacramento BTSA Consortium provides professional development for support providers
when they initially assume their roles, and offers multiple opportunities to acquire and enhance their knowledge and
skills. The program assesses the quality of services provided by support providers using multiple sources of evidence,
including information from participating teachers, and provides formative assessment feedback to support providers.
The Consortium leadership works with partners to ensure that only those support providers who are successful are
retained.
The Sacramento BTSA Consortium is committed to providing excellent professional development opportunities for its
participants. In order to ensure that quality professional development occurs, the program has established roles and
responsibilities and clear criteria for selecting professional development providers. SCOE and partner employees, and
external providers including university staff offer professional development to BTSA program participants.
Standard
3.1 The induction
program selects,
prepares, and assigns
support providers and
professional
development
providers using welldefined criteria
consistent with the
providers assigned
responsibilities in the
program.
Program Description
Support Providers (SPs): Selection criteria for SPs are stated in the Coordinator Handbook. The
Sacramento BTSA Consortium provides each district BTSA coordinator with a process template
for selecting SPs. These SP Selection Process templates, which include Support Provider roles and
responsibilities and the Principals Nomination Form, are available to the BTSA coordinators and
are used in establishing the processes and procedures for support provider selection for their
district. Copies of the specific selection process are on file in the SCOE BTSA office. District
coordinators confirm on MyBTSA, SCOEs Web-based system that the selection process is in
compliance with Program Standards.
District coordinators in participating districts are responsible for the initial and ongoing matches of
SPs to PTs. This assignment is based upon the coordinators knowledge of the needs of their PTs.
Coordinators make every effort to match SPs with PTs based upon similar grade level, subject
matter, and geographical location. The assignment is made as early as possible, allowing
participants to begin their Induction work soon after entering their teaching assignment.
The Sacramento BTSA Consortium carefully prepares SPs to assume their role, ensuring that they
understand and can implement the formative assessment system used by the program and have the
requisite skills to mentor a new teacher. Initial and ongoing professional development is discussed
in 3.2.
Professional Development Providers (PDPs): The Sacramento BTSA Consortium selects PDPs
for FACT training, Benchmark Seminars, and Professional Development offerings based on PDP
Selection criteria. FACT trainers for the Consortium attend training of trainers run by Cluster
Leadership to ensure a common understanding of the FACT documents. The Consortium selects
trainers who proficiently use tools from Mentoring Matters. Trainers are district coordinators who
serve as leaders in the program or SPs who are very familiar with the workings of the program, e.g.
successful use of MyBTSA, and know the policies and procedures delineated in the Coordinator
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Handbook. Only those providers who have actually been observed in action by BTSA leadership
are considered.
PDPs are selected based on their area of expertise, demonstrated ability to work with adult learners,
and their interest. Presenters apply annually to the Consortium. Roles and responsibilities and
procedures for selecting professional development providers are stated in writing on MyBTSA and
in the Coordinator Handbook.
Professional development providers are solicited through a variety of means:
Word of mouth from program participants
Recommendations from sponsoring district administrators, current BTSA Trainers, and/or
program staff
Self selection
The BTSA Directors, in collaboration with the consortium leadership design team is responsible
for selecting and assigning PDPs. The procedure for making selections and assignments is as
follows:
Analyze professional development needs based on PT and SP Needs Assessments, IIP
foci, and requirements of the induction program
Network with SCOE staff, local universities, other regional BTSA directors, and
district/site administrators to develop a list of potential PDPs
Request that providers apply on MyBTSA and provide resumes or other similar
information
Verify through applications, referrals, recommendations, interviews and/or observations
that potential providers meet the Consortium criteria
Contact potential professional providers to discuss the needs of the program and
determine availability
PDPs who staff Super Saturdays attend a training conducted by SCOE staff to familiarize them
with the operation of the Consortium. As part of this training, they review Adult Learning Theory,
the CSTPs and Induction Standards. A presentation skill-building module is introduced including
dealing with the reluctant participant. Trainers create an IIP based on a self-assessment using a
trainer CTP. All presentations are reviewed by SCOE BTSA Directors. The BTSA program offers
a contract to those professional development providers best qualified to meet the needs of the
induction program. Workshop attendees provide an evaluation of all professional development
sessions. This feedback is shared with the presenter and used by the directors to help determine
return engagements and/or refine presentations.
3.2 Consistent with

assigned
responsibilities,
program providers
receive initial and
ongoing professional
development to
ensure that they are
knowledgeable about
the program and
skilled in their roles.
Support provider
training includes the
development of
knowledge and skills
of mentoring, the
Initial Training:
The Sacramento BTSA Consortium provides five days of required training for SPs working with
the FACT system. This training is offered during the summer months and again when school
begins. Training sets the stage for developing a relationship with the PTs that helps the PT take a
close look at his/her context.
Multiple Ongoing Opportunities to Acquire and Enhance Coaching Skills and Abilities:
The Sacramento BTSA Consortium provides materials to SPs such as training binders, and
professional books as appropriate to training needs. SPs attend network opportunities provided
through the Consortium as follows:
SPs who have completed Year I FACT Training attend an SP Update at the beginning of
each year to review program requirements related to Program Standards 5 and 6, program
goals, upgrades to MyBTSA, FACT review, and the professional development calendar for
the year. SP User Guides and SP Timeline are distributed and reviewed to ensure that all
SPs are knowledgeable about the program and skilled in their roles. This update training is
offered multiple times. Attendance is tracked on the MyBTSA Web site.
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California Standards
for the Teaching
Profession, Effective
Teaching Standards
(Category B of the
Induction Program
Standards), as well as
the appropriate use of
the instruments and
processes of
formative assessment
systems.
All SPs attend mandatory quarterly Benchmark Seminars offered multiple times after
school. This training is aimed at helping SPs support the ongoing formative assessment
process used by the program. SPs attend these seminars with their PTs whenever possible.
These four seminars are tracked on the MyBTSA Web site.
The Sacramento BTSA Consortium ensures that BTSA participants have access to
information about free or low cost PD offerings in the area (through subject matter
projects, RAFT, or in partnership with local universities). SPs are encouraged to attend
workshops with their PTs or self-select extended professional development workshops for
their own growth. Attendance is tracked on the MyBTSA Web site.
The Sacramento BTSA Consortium program provides on-going training to SPs to deepen the
knowledge and skills needed to:
Identify and respond flexibly to diverse needs of PTs:

During FACT training, SPs participate in activities that focus on the context in which PTs will
be working. SPs are encouraged to make connections to their own personal experiences as
beginning teachers and discuss some of the challenges first year teachers face. SPs are also
introduced to the Attitudinal Phases of New Teacher Development which acknowledges the
ups and downs many teachers, veteran as well as new, feel during the school year. This
activity explores how differentiated support depends upon the shifting needs of beginning
teachers. Additional activities in FACT training ensure that SPs understand how the design of
the process and the developmental cycle of plan, teach, reflect, and apply support the diverse
needs of PTs. FACT training also provides preparation in the use of the Continuum of
Teaching Practice, which is used to assess PTs classroom practices in relations to the FACT
and help identify the specific needs of PTs. Finally, during FACT training, SPs discuss the
purpose of an Individual Induction Plan (IIP) and the importance and benefits of identifying
specific goals to meet the diverse needs of PTs.
Engage in reflective conversations about teaching practice:

Skills in reflective conversations are developed throughout the FACT training process and in
support provider network sessions. Reflective conversations are an integral part of the FACT
process. The knowledge, skills, and attitudes that relate to a reflective conversation are
important ones for a support provider to learn and contribute significantly to the goal of
developing an environment that promotes professional growth. For this reason, the strategy is
introduced in the FACT training, practiced, and revisited in network meetings. Training
activities include: video observations and practice in observing for evidence of the CSTP, role
plays in which SPs practice using paraphrasing, clarifying and questioning techniques, and role
plays where SPs observe each other in reflective conversations.
Assist PTs in understanding the local context for teaching:

The FACT training for Context for Teaching provides SPs with the knowledge and skills
needed to assist PTs in both general and special education settings in understanding the local
context for teaching. These training activities help SPs identify the various contextual factors
that will influence a new teachers classroom instruction. They also provide an opportunity to
reflect on how an understanding of ones teaching context contributes to a teaching decision.
Activities include: discussion of the cultures within the class, school, district, and community;
determining sources of information for the CSDC; and brainstorming ways to support the
gathering of evidence in the areas of pedagogy, equity, English learners, and special
populations.
Formatively assess PTs on the CSTPs and in relation to the state-adopted academic content
standards and performance levels for students and state-adopted curriculum framework:
FACT training is designed around the CSTP and provides a framework for addressing the
state-adopted academic content standard and performance levels for students; therefore support
provider training in FACT provides knowledge and skills necessary to assist PTs in these
areas. The purpose of FACT training is to deepen understanding of the CSTP and the K-12
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student content standards and their application by focusing on the ongoing process of planning
and teaching lessons, reflecting on the results, and making informed changes based on
evidence. FACT extends the opportunity to examine teaching in relation to the state-adopted
student content standards and curriculum frameworks. While the CSTP remains the lens for
assessing teaching, the student content standards and curriculum frameworks form the
knowledge base.
The Continuum of Teaching Practice (CTP):

The CTP is a tool to help PTs and SPs collaboratively assess and document PTs current level
of performance regarding elements of the California Standards for the Teaching Profession
(CSTPs) during closure conferences at the end of each Inquiry. FACT training provides SPs
with documents to guide PTs through this process. Training activities include: developing
observation skills with videos, selecting an element of CSTP for assessment, reading
professional articles, observing and talking with colleagues, conducting closure conferences,
using the instructional plan and reflection, collecting evidence, and examining student work.
Use the evidence from formative assessments fairly and equitably with PTs:
FACT training includes the development of skills in using evidence from formative assessment
to fairly and equitably assess PTs practice. There are multiple opportunities during training
for SPs to practice using formative assessment evidence by observing video lessons and
checking their observations against evidence. A common definition of evidence is established
in training as: observable, not influenced by observers perspective, free of evaluative words,
and no conclusions drawn. FACT training provides an explicit opportunity for SPs to practice
their skills in using evidence fairly and equitably. SPs practice gathering evidence through
scripting procedures, using an Observation Record Resource Guide, and marking the
Continuum of Teaching Practice (CTP), which is based on evidence, gathered during the
simulation. Evidence includes support provider observations, the PTs instructional plan,
reflection on the lesson, and student work.
Use assessment evidence to develop individualized induction plans with PTs that reflect the
progress of individual candidates:
FACT training provides SPs with knowledge and skills to assist PTs in the development of
Individual Induction Plans (IIP) around a focus question based upon assessment evidence.
The IIP is used to prepare a plan for professional development in an area of targeted growth,
and assist PTs and SPs in determining how best to focus their efforts in FACT. During training
SPs critique sample IIPs and discuss specifying focus questions and defining and applying
research, collecting clear evidence, and making manageable timelines strengthening an action
plan. This training ensures that SPs understand the essential characteristics of a quality IIP and
provides an opportunity to practice rephrasing statements to make a strong IIP. SPs further
develop their skills in using assessment evidence to develop IIPs at SP Updates where
additional practice around developing quality IIPs is provided. The program provides a
template to assist with the development of quality IIPs.
PD for Support Providers:

SPs receive training in the use of instruments and process of FACT during the five full days of
mandatory trainings as well as quarterly Benchmark Seminars. Professional development for
SPs in FACT emphasizes the collegial nature of formative assessment and develops strategies
for reflective conversations allowing for a supportive, rather than a directive, relationship
between SPs and PTs. SPs are prepared for their role in the formative assessment process
through activities that teach them how to use the CSTPs, the Plan, Teach, Reflect, Apply cycle,
and the Continuum of Teaching Practice (CTP) to document current teaching practice based
on fair and unbiased evidence collected through FACT. Because FACT is an evidence-based
system of formative assessment, professional development involves numerous opportunities
for SPs to practice observing and scripting video lessons and checking their observations
against evidence. SPs are provided opportunities to practice marking the CTP based on
evidence gathered during the simulated event, including support provider observations, the
Page 22 of 53
instructional plan, reflection on the lesson, and student work. After completing the simulation,
the FACT trainers review SPs lesson scripting, and determine if additional instruction in
nonbiased and fair formative assessment is needed. Professional development also prepares
SPs to support PTs in using evidence from the formative assessment process to select a focus
question for an inquiry and develop a research plan.
Annual SP Update meetings (for SPs who have completed the five-day training) provide
additional opportunities to ensure that FACT is used in a fair and nonbiased way. The
Sacramento BTSA Consortium provides network opportunities through the Benchmark
Seminars during the school year for all SPs. Network topics are based on needs and include
coaching skills, support strategies, developing quality IIPs, induction support, and strategies
for transitioning the PT from the IHE to the classroom.
SP professional development also includes procedures to ensure that FACT processes are
completed in a timely manner and ways to judge completeness. SPs are instructed in how to
help PTs log conversation and professional development hours on MyBTSA. The district
coordinator monitors the completion of FACT documents to ensure that PTs have fair and
adequate time and support to engage in all program requirements.
3.3 The program has

defined criteria for
assigning support
providers to
participating teachers
in a timely manner.
The Districts BTSA Coordinator has several responsibilities related to SPs.

District coordinators monitor the selection of SPs using the documents of MyBTSA in
order to guarantee that those selected are not only familiar with, but using within their own
professional context, the CSTPs, the state-adopted student academic content and
performance standards, current and specific pedagogy in their content area, state-adopted
curriculum frameworks and instructional materials, and specific knowledge of the various
student populations within the school district.
District coordinators match SPs and PTs for optimum success, taking into account the
skills and knowledge of the support provider and the identified needs of the PTs. PTs are
matched with an SPs based on credentials, proximity, teaching expertise in content, and
grade configurations if appropriate. District coordinators consider the needs of the PT in
the selection of the SP. PTs who have just been hired by a district may or may not have
any applicable knowledge of SPs, and therefore have less input. Second year PTs have
greater input into the process and may request an SP. If at any time the match between the
PT and the SP is perceived as being unsuccessful for any reason, this match may be
revised.
District coordinators are required to tentatively match new PTs to SPs no later than 10
days after they receive the names from the Human Resources Office. Coordinators notify
both the SPs and PTs of the match to encourage early check-ins. Candidates are entered
into the SCOE database at orientation and assigned a task path based on their credential
status. Once in the system, coordinators electronically match candidates. SCOE leaders
monitor the timeliness through MyBTSA, SCOEs web-based system.
District coordinators provide day-to-day support for PTs and SPs by answering questions,
clarifying local issues, and mentoring participants.
3.4 Clear procedures

are established for
reassignments when
either the
participating teacher
or support provider is
dissatisfied with the
pairing.
The Sacramento BTSA Consortium has clear procedures in place when considering a new match:
Through multiple venues and frequent contacts, PTs and SPs are informed and reminded
that the highest priority of the Sacramento Induction Program is that the support
provider/participating teacher matches are appropriate and working successfully. A PT or
SP may make the request for a new match at any time to a district coordinator, a district
advisor, or the BTSA consortium director. New matches are made in a timely manner,
through a no-fault system.
Upon receipt of a request for a new match, the district coordinator and/or program leader
secures confidential information from both the PTs and the support provider. Effort is
taken to recognize the sensitivities involved and to maintain respect and dignity for all
Page 23 of 53
3.5 The program

regularly assesses the
quality of services
provided by support
providers to
participating teachers.
those involved and to arrive collaboratively at the best solution to the presented issue(s).
The district coordinator and/or program leader implements the solution and monitors the
new match, if this was determined to be the solution. Appropriate information is shared as
needed, and the database is updated.
The Sacramento BTSA Consortium defines Support Provider Roles and Responsibilities on
MyBTSA and in the Coordinator Handbook. These roles and responsibilities are reviewed and
discussed at the yearly Support Provider Update training. Each SP reviews and marks as complete
this document on MyBTSA as evidence of his or her commitment to the expected responsibilities
within the Sacramento BTSA Consortium. SPs complete a SP Action Plan to identify their own
professional growth needs found on the MyBTSA website.
The Sacramento BTSA Consortium collects data from a variety of sources throughout the year
regarding the quality of services provided by SPs to PTs. PTs complete local mid-year and end of
year surveys and the state BTSA Survey, which are used by program leadership to identify areas of
strength and areas of need, related to services provided by SPs. The results of this data collection
are shared with each district coordinator, who in turn shares this information with their SPs. The
Consortium also provides summary information to SPs from the State Survey regarding both
Consortium-wide assessment results as well as the results for his or her individual district, when
the disaggregated information is available.
3.6 The program

regularly evaluates
the performance of
professional
development
providers using wellestablished criteria.
The Sacramento BTSA Consortium collects written evaluation feedback from each participant for
every professional development offering. Feedback forms are shared with the professional
development provider immediately after each presentation. This Professional Development
Evaluation form, developed collaboratively with our external evaluator, is distributed and
collected at the conclusion of all Consortium professional development opportunities. These are
sent to our outside evaluator who analyzes the data and provides us with a report. SCOE Directors
and the consortium leaders review this report. This input and review helps us to evaluate and to
retain only those providers of highest quality who best meet the needs of our program participants.
3.7 The program

leader(s) provides
formative feedback to
support providers and
professional
development
providers on their
work, retaining only
those who meet the
established criteria.
PTs record topics reviewed in conversation with SPs as well as FACT documents completed.
District BTSA coordinators use MyBTSA reports to ensure that SPs meet regularly with PTs and
complete FACT processes according to the timeline. The PT completes a Participating Teacher
Assessment of Support Provider Effectiveness Survey that allows PTs to share commendations
as well as issues or concerns related to their SP. This tool provides another way to monitor the
quality of SP services. The district coordinator determines the course of action whenever there is a
concern with individual SPs. This may be indicated if MyBTSA records reflect a trend of
inadequate support, if attendance at required training and networking sessions is remiss, or if PTs
make unfavorable comments on evaluations. PTs are encouraged to contact their district
coordinator or the program directors if there are unresolved issues with SPs. In cases where it is
clear that the SP is either not able or willing to carry our his or her duties effectively as described in
the roles and responsibilities, the district coordinator selects another support provider that can
follow through with required duties. The district coordinator works with his/her respective BTSA
advisor to review the district policy and invite back only SPs that are successful.
SCOE BTSA Directors monitor professional development presenters and invite back only those
presenters who meet criteria based on staff observations and PD feedback data. When schedules
and budgets allow, the Sacramento BTSA Consortium recognizes SPs and PD presenters at an SP
Recognition Dinner. SPs that successfully complete all FACT training are presented with FACT
Certificates.
ES 3.1 Education
Specialist Support
The Sacramento BTSA Consortium requires that SPs be selected based on a selection process that
includes a careful inventory of credentials, a review of experience, peer observation, and an
Page 24 of 53
Providers must hold

the same Education
Specialist
authorization as the
participating
teacher.
In areas of low
incidence and rural
and remote areas,
induction programs
are expected to work
with other educational
entities such as
SELPAs, county
offices of 3education
and state schools,
and/or to use
technology to
facilitate
communication
between support
providers and
beginning teachers.
interview. The employing agency assigns each candidate to a support provider that holds the same
authorization (mild/moderate or moderate/severe, resource specialist, preschool) or has equivalent
professional background and experience within the first 30 days of enrollment in the Sacramento
BTSA Consortium's program so that the candidate and support provider can begin an IIP.
In cases where an exact one-to-one credential match cannot be made, the Consortium identifies
content specialists with the appropriate authorization either from within the Consortium, from
referrals from SELPA, or from university partners to pair with a candidate. These content
specialists work with the Special Education candidates and their SP at the Super Saturday Sessions
and the Benchmark Seminars. They also have access to MyBTSA, which provides the content
specialist an opportunity to review a candidate's ongoing work, to connect through email, and to
provide formative feedback.
SPs are provided support through MyBTSA with links to resources such as CAL Migrant Web page,
tools for tolerance, subject matter projects, and special education resources to help the SP answer
questions and provide support. In addition, SPs attend Benchmark Seminars with their PTs
conducted by special education experts who are able to connect the candidates and/or their SPs
with resources and additional help if needed.
Page 25 of 53

Program Standard 4: Formative Assessment System
Sacramento BTSA Consortium Program Summary: The Sacramento BTSA Consortium utilizes the Formative
Assessment for California Teachers (FACT) system to support and inform Participating Teachers (PTs) about their
professional growth as they reflect and improve upon their teaching as part of a continuous improvement cycle.
Formative assessment data guides the classroom teacher in planning appropriate instruction to assist each student in
focusing his or her learning. Through the FACT system PTs collect evidence for Induction Standards 5 and 6, engage in
focused professional growth activities, receive individualized support from a trained Support Providers (SP) and engage
in continuous reflection and discussion of evidence in order to make professional judgments about their teaching
practice.
Standard
Program Description
4.1 The induction

program utilizes a
system to support and
inform Participating
Teachers about their
professional growth
as they reflect and
improve upon their
teaching as part of a
continuous
improvement cycle.
The Sacramento BTSA Consortium uses the Formative Assessment for California Teachers
(FACT). PTs are partnered with veteran educators who have been trained to support novice
teachers. SPs use the skills of cognitive coaching, mentoring, and modeling to support PTs growth
in alignment with their credential authorization and teaching assignment. The Plan, Teach, Reflect,
Apply (PTRA) cycle is used to help PTs grow as professionals and meet the needs of students.
Practicing the PTRA cycle with their SPs promotes growth in daily practice and leads to increased
student achievement.
The FACT system contains performance-based, job-embedded processes to support PTs to improve
their teaching. Through the use of evidence collection and ongoing self-assessment, FACT
documents are designed to focus on the California Standards for the Teaching Profession (CSTPs)
and the Induction and Education Specialist Clear Standards while incorporating the K12 California
Academic Content Standards for Students. The process is described below:
Context for Teaching
In Context for Teaching, PTs learn about their environment and the resources and challenges it
offers. PTs, with their SPs, gather information about their classroom, school, and district, and use
the Conversation Guide: CSDC and/or the Conversation Guide: Education Specialist Optional
Addendum prompts to discuss the implications of their findings. The gist of the conversations are
recorded on these documents with the intention of helping PTs with instructional and management
decision-making, and identifying areas for professional growth. The FACT documents are designed
to prompt levels of graduated depth and complexity. The Collecting and Contextualizing portion of
the Conversation Guides are designed to support the purposeful gathering of information about
students, families, school site, district, and community. In Extending, PTs are asked deeper, more
sophisticated questions about differentiation, embedding new knowledge, and working
collaboratively around the information gathered. Each level offers the opportunity to reflect on how
the information will enable PTs to teach effectively and help their students learn effectively.
Assessment of Teaching and Learning
The Assessment of Teaching and Learning is the bridge between teacher preparation and Induction
programs, comparing the outcomes and processes of each. This assessment is used to build upon the
Education Specialists Transition Plan. PTs consider the knowledge and skills acquired during
teacher preparation (for example results of the Teacher Performance Assessment), their current
context for teaching, and evidence gathered by their SP during an informal classroom observation.
The self-assessment helps PTs identify strengths and areas for growth in concert with the needs of
the employing district. PTs and their SP identify resources and types of support needed to meet PTs
professional growth goals. In addition, Special Education candidates complete an Education
Specialist Needs Assessment to help identify skills to be expanded and advanced content to be
pursued.
Page 26 of 53
Inquiry Into Teaching and Learning

The inquiries within FACT are a structured series of teaching activities where PTs explore aspects
of their teaching practice. In collaboration with their SP, they assess their practice, gather
information, and collaborate with colleagues. PTs develop an inquiry question (based on current
CSTP, Induction and/or Education Specialist Competency Standards to future practice. PT results
are used to guide future professional development. The overall goal of the inquiry is for PTs
instruction to have a positive impact on student achievement. During the Inquiry cycle, PTs choose
a focus question, prepare for instruction by gathering entry level assessment data, select three focus
students representative of the different instructional needs in the classroom, assess their current
professional practice, and prepare a plan for professional development in an area they have targeted
for growth. PTs engage in a variety of data gathering practices (such as consultation with
colleagues, peer observations, and professional readings) as they implement and modify their action
plan. Finally, PTs reflect on the activities, analyze what they have learned, and implement new
teaching practices. They reevaluate themselves using the Continuum of Teaching Practice in order
to assess growth in the areas addressed in their IIP. These IIP activities help inform their practice
and how to best focus their future professional development efforts.
Summary of Teaching and Learning
As a culmination, PTs have the opportunity to reflect on and summarize the growth made during
induction. SPs assist them in the selection of significant work that illustrates their growth over the
last year. This selection enables PTs to showcase and discuss their newly acquired professional
insights and skills as they reflect on their work and learn from the expertise of others. The process
illustrates and celebrates the work of both the PTs and their SPs as collaborative teaching
professionals.
The FACT system includes regular opportunities for reflective writing and conversation with a
prepared SP and/or colleague. FACT reflection is aimed at action, using the information that
teachers gather through the formative assessment process to identify areas of strength and growth,
and ultimately improve teaching practice.
4.2 Formative
assessment guides the
work of SPs and
professional
development
providers as well as
promotes and
develops professional
norms of inquiry,
collaboration, datadriven dialogue, and
reflection to improve
student learning.
FACT professional development providers (PDPs) are District BTSA Coordinators or experienced
SPs who have used FACT materials successfully. In addition to FACT experience, Special
Education PDPs are recognized as experienced and successful special educators in their districts.
Trainers work collaboratively with SPs to use the FACT system to focus and direct the PTs growth.
They present the FACT documents as roadmaps to the work of the SPs and PTs. Throughout the
FACT system, PTs are asked to pause and step back from their practice, to thoughtfully examine
what they do, how they do it, and how it affects student learning. The FACT system provides
frequent opportunities for PTs to reflect on activities, capture current thinking, and note possible
changes in their future practice.
PDPs work with SPs to ensure that SPs have the skills to build collaborative relationships with their
PTs. The Sacramento BTSA Consortium uses the tools from Mentoring Matters to assist SPs to
build learning focused relationships. SPs have an option to attend a mentoring skills training to
hone their skills and to further deepen skills through support meetings (SP Updates) where trainers
provide additional and enhanced training. Time is built into each meeting to network in order to
improve practice. SPs use these skills of cognitive coaching, mentoring and modeling to support
PTs growth.
SPs observe PTs as they teach, gathering evidence during an instructional session. Trainers work
with SPs to effectively script lessons and to map those observations onto the CSTPs, Induction and
Clear Standards. Following the observations, they use the FACT documents to conference together,
share observation evidence and other classroom data (e.g. student work samples, lesson plans) to
inform future practice. PTs can work with their Coordinators to observe skilled veterans at work in
Page 27 of 53
the classroom as well.

SPs work with PTs to focus on student achievement by examining students work. They analyze
student assessments to guide their planning and instruction. PTs better understand how to
differentiate instruction by selecting three students as a focus of each inquiry. These students
represent English learners, special populations and a student who completes the range of ability in
the classroom. PTs carefully analyze the work of these students and determine if the modifications
made in instruction worked. A close examination of student work helps PTs become more astute
observers.
Use of the Inquiry process in the FACT system guides and informs PTs about their own professional
growth. Through a structured series of teaching activities in which a teacher explores a specific
aspect of teaching practice, the Inquiry serves as the analysis of current practice, investigation of
new strategies, and application of new learning to ultimately improve classroom practice and
student achievement. The Inquiry is individualized, and relevant to each PTs classroom. Inquiries
lead to autonomous, self-reflective practitioners who continue to grow and improve throughout their
career.
An Inquiry provides the PT with an opportunity to:
Gather information about their practice
Identify an area of focus/goal
Research information related to the goal
Develop and implement an action plan
Reflect on collected evidence
Apply new learning to future practice
Measure each standard of the CSTPs in relation to the academic content standards and
performance levels for students and the Induction Program Standards
Engage the SP and PT in a collaborative assessment of teaching practice against a set of
specific criteria within the research cycle
Use results to lead to the next Inquiry
4.3 The programs
inquiry-based
system, characterized
by a plan, teach,
reflect and apply
cycle, has three
essential components:
standards, evidence of
practice, and criteria.
The formative
assessment processes,
designed to improve
teaching practice, are
based on The CSTPs
and in alignment with
the P-12 academic
content standards
The Plan-Teach-Reflect-Apply cycle is the process that underlies all the activities of the FACT
system. As PTs progress through FACT, they follow a delineated cycle of:
Planning for instructional activities;
Teaching a specific lesson, series of lessons, and/or groups of students;
Reflecting upon that teaching experience; and
Applying new knowledge to future practice.
FACT is based upon multiple sets of standards: academic content standards (SPs relate BTSA work
to the PTs grade level and content area standards); California Standards for the Teaching
Profession (SPs assist and observe teachers using the CSTPs as a measure of their practice);
Induction and Education Specialist Clear Program Standards (SPs assist and support in
understanding and demonstrating Standards 5 and 6).
FACT is designed to foster PT reflection by using evidence of teacher and student work. In
collaboration with an SP, PTs self-assess their teaching by utilizing criteria. The Sacramento BTSA
Consortium utilizes the Continuum of Teaching Practice (CTP) as criteria for measuring growth.
The Element Descriptions in the Continuum of Teaching Practice (CTP) are developed for the
purposes of extended preparation and ongoing professional development of beginning teachers, to
be used in concert with the CSTPs, State curriculum frameworks and instructional materials, and
State adopted academic student content and performance standards, and the Formative Assessment
for California Teachers (FACT). Together these three documents have the potential to enhance
teaching practice by providing:
A common language about teaching
Page 28 of 53
Accurate information about teaching performance

Learning activities designed to foster individual growth in teaching
PTs regularly reflect upon and assess their current level of practice, through a collaborative dialogue
with an SP, to synthesize their learning and influence future practice. Together, they consider
evidence gathered such as lesson planning, instruction, analysis of student work, and observation of
teaching, and complete a self-assessment that influences decisions regarding changes in
instructional practices and student achievement in their classroom.
4.4 Evidence of
practice includes
multiple measures
such as selfassessment,
observation, analyzing
student work, and
planning and
delivering instruction.
An assessment tool
identifying multiple
levels of teaching
performance is used
as a measure of
teaching practice.
Reflection on
evidence of practice is
a collaborative
process with a
prepared support
provider and/or other
colleagues as
designated by the
induction program.
The Formative Assessment for California Teachers (FACT) process contains several distinct types
of performance-based teaching events, which are designed to support the PT in gaining professional
skills. Each activity is designed to focus on one or more of the CSTP and incorporates the K-12
California Academic Content Standards for Students. Data, collected during FACT, includes
observation, student work, lesson plans, and recorded reflections. Evidence of the CSTP and
induction standards is generated as FACT documents are completed. These evidence pieces provide
the focus for reflective conversations between SPs and PTs and may be used to demonstrate
Induction Standards work. Processes used in this system include:
Observation of Classroom Practice
The SP observes the PT teach and combines information gathered from the observation with other
evidence gathered from the PT's practice (the instructional plan and reflection, and evidence of
student learning) to assess the level of the PT's practice. Following the observation, SPs and PTs
conference together, sharing evidence to inform the PTs future practice.
Examining Student Work
PTs focus on student achievement by examining student work. They analyze student assessments to
guide their planning and instruction using Entry Level Assessment and Summative Assessment of
Student Work documents. PTs learn to differentiate instruction by focusing on specific students and
carefully analyzing their work and the modifications made in instruction.
Reflective Conversations
PTs are asked to pause and step back from their practice to thoughtfully examine what they do, how
they do it, and how it affects student learning. The system provides frequent opportunity, i.e.
through Conversation Guides, for PTs to reflect on FACT activities, capture current thinking, and
note possible changes in their future practice.
Self Assessment
Periodically, PTs reflect and assess their current level of practice through collaborative dialogue
with an SP, to synthesize their learning and influence future practice. The Self Assessment
documents structure that process. PT also have the opportunity to share their self-assessment
reflections with their colleagues.
4.5 Participating
Teachers and Support
Providers collaborate
to develop
professional goals (an
Individual Induction
Plan) based on the
teachers assignment,
identified
developmental needs,
prior preparation and
experiences, including
The Continuum of Teaching Practice (CTP) for both the CSTPs and Induction Standards is an
assessment document utilized in the FACT system by PTs as a measure of teaching practice. The
CTP provides a detailed narrative describing specific actions, attitudes, and understanding needed to
attain each goal. The CTP depicts what each standard looks like in action across a continuum of
developing practice. Coupled with the standards, the CTP provides readers with common concepts,
language, and examples.
The levels inform novices about professional practice. The first level describes practice that is in
need of timely intervention by the SP; the next two levels represent teaching commonly seen in
novices and those working in a new teaching context; and the fourth level is intended to show PTs
what practice that exemplifies the standard looks like. The CTP mirrors the increasingly complex
performances associated with more accomplished teaching.
Page 29 of 53
the Teaching
Performance
Assessment (TPA)
results, when possible.
The Individual
Induction Plan (IIP)
guides the activities to
support growth and
improvement of
professional practice
in at least one content
area of focus.
ES 4.1 The Transition

Plan will be provided
to the Induction
Program by the
and used as one basis
for the Individual
Induction Plan.
The Individual Induction Plan (IIP) is a step in the FACT process. Writing the IIP, based on
evidence collected by both the PT and the SP, helps the PT determine how to best focus his or her
efforts. The PT considers practice, school or district priorities, and other challenges to prepare a
plan for professional development in an area they target for growth. The process begins by drafting
or refining a focus question connected to a CSTP and academic content standard, which might be
revisited, altered or changed during the course of the inquiry. In order to gather information related
to the focus question, PTs conduct research that may include professional development offered by
SCOE, the district or other organizations. PTs can choose to attend professional development
provided through the consortium and/or from other sponsors if it is tied to the IIP goal. The IIP is
revisited at the end of the Inquiry as a part of the process of bringing closure to the investigation.
Actual outcomes are used as a catalyst for thinking about the effectiveness of the inquiry results and
next steps for continuous growth.
The Sacramento BTSA Consortium uses the information from the teacher preparation Transition
Plan that the participating teacher brings to induction as a tool to identify strengths and possible
areas for growth or need based on their previous classroom experiences and on the input of their
university advisor. This IIP for Professional Development for Clear Education Specialist
Candidates is developed by the candidate and designated representatives of the preparation
program, and shared with the employing district and the Sacramento BTSA Consortium. Whenever
possible, performance data is used from the Teaching Performance Assessments (TPAs) to
determine equivalencies and plan goals.
4.6 The Individual

Induction Plan (IIP) is
a working document,
and is periodically
revisited for reflection
and updating.
The IIP is the foundation for the two Inquiries that PTs engage in each year. The IIP guides the
activities to support growth and improvement of professional practice in at least one content area of
focus. The IIP identifies the PT focus based on evidence to be explored during the Inquiry in the
form of a question. In the Sacramento BTSA Consortium, this document is on the server so that
SPs, District Coordinators, SCOE BTSA Directors, and BTSA support staff can monitor the
effectiveness of these posted documents.
ES 4.2 The IIP will be

developed by the
Education Specialist,
the employing district
designee and the
approved clear
credential program
representative
SCOE is committed to supporting teachers with varying levels of experience and skill in the
development of a thoughtful plan for professional growth. Support providers work with the
Education Specialist to focus their three IIPs completed as part of FACT. IIPs are uploaded to the
MyBTSA server by the participating teacher and are visible to the support provider, the BTSA
coordinator, and the Sacramento BTSA Consortium staff. The transparency of this document allows
the induction program to focus on meeting individual needs and allowing candidates to be highly
self-directed in documenting competencies and growth.
Please provide specific information about how the IIP is developed with the BTSA Coordinator and
the Sacramento BTSA Consortium staff.
Within 60 days of hire, the Education Specialist develops an IIP for Professional Development for
Clear Education Specialist Candidates, with input from the Induction Director, Education
Specialist Consortium facilitators, and the district Special Education Support Provider keeping in
mind the recommendations in the transition plan and the menu of professional development choices.
This document is designed to expand the PTs knowledge base and can include one or more courses
at a local university. The IIP incorporates a clear action plan, with dates, research, application, and
expected impact on teaching/student achievement. The PTs work in formative assessment is
aligned with the credential authorization and PTs assignment.
ES 4.3 The IIP will

incorporate a clear
The Individual Induction Plan (IIP) follows the Plan-Teach-Reflect-Apply Cycle, the process that
underlies all the activities of the FACT formative assessment system. Using the following steps in
Page 30 of 53
action plan, with

dates, research,
application, and
expected impact on
teaching/student
achievement.
ES 4.4 The
participants work in
must be aligned with
the credential
authorization and
participants teaching
assignment.
the IIP, candidates:

Plan: Identify the focus of the inquiry (determining what I need to know and be able to do)
based on evidence and delineate an Action Plan (examining research related to my focus
question and applying new learning in my classroom)
Teach: The participating teachers implement the steps outlined in the plan (how new
knowledge was implemented in my classroom) and note the impact of particular actions
(specific examples of classroom changes)
Reflect: As a result of the Inquiry process, participating teachers are ask to assess the
impact on instructional/classroom practices and on student achievement
Apply: Participating teachers look ahead at how they will take what was learned and apply
it to future practice.
The FACT system is designed to support formative processes and directs the collection of evidence
within the teaching assignment (and credential authorization) in the following ways:
Context for Teaching includes a Caseload Profile, Special Education School/District
Information/Resources, Special Education Site Orientation Checklist, and a sample
home/school communication log
Inquiry: Essential Components for Instruction, Assessment Analysis, Focus Student
Profiles, Lesson plans. Observation Data are collected three times during induction.
Self-Assessment: The PT engages in periodic reflection on practice with an emphasis on
the Pedagogy and Equity induction standards.
Conversation Guides that promote interactive dialogue between the support provider and
participating teacher are an ongoing part of the system.
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CATEGORY B: PROGRAMS PROVIDE OPPORTUNITIES FOR PARTICIPANTS TO

DEMONSTRATE EFFECTIVE TEACHING
Program Standard 5: Pedagogy
Sacramento BTSA Consortium Program Summary: Participating teachers (PT) build upon the knowledge acquired
during their college or university teacher preparation program. They submit Teaching Performance Assessment (TPA)
and/or Transition IIPs results from colleges or universities when available and use a structured formative process to connect
their prior experience to Induction. During participation in BTSA Induction, PTs build an Induction portfolio containing
evidence that demonstrates their knowledge, skills, and teaching strategies. Multiple opportunities are provided for the PT to
demonstrate his or her ability to teach state adopted academic and performance standards and frameworks in the context of
their teaching assignment and to differentiate instruction to address the needs of students.
As part of the Sacramento BTSA Consortium program, each PT completes the Formative Assessment for California
Teachers (FACT) process. Standard 5 is met as the PT completes FACT. The PT is asked to upload documents from the
FACT documents to MyBTSA to document their growing abilities and as evidence from their practice that supports and
documents how this standard is met. By using the system, the support provider (SP), district coordinator, and BTSA program
staff are able to monitor progress.
Evidence from Inquiry Cycle(s), Induction Standards self-assessments and a summative reflection are presented at an end-ofyear event. Trained facilitators from the co-sponsors use a Professional Induction Presentation (PIP) Preparation Rubric
to review this evidence and determine if the work has met consortium defined competence. Candidates prepare for the end of
year event by synthesizing their learning. BTSA Directors use the completed Task Summary and the portfolio to make the
decision to recommend a candidate for a clear credential. Recommendations are made using the CTC online system.
Standard
Program Description
5.1 Participating
teachers grow and
improve in their
ability to reflect upon
and apply the
for the Teaching
Profession and the
specific pedagogical
skills for subject
matter instruction
beyond what was
demonstrated for the
preliminary
credential.
When available, Teacher Performance Assessments (TPAs) and/or portfolios from teacher
preparation programs are utilized to assess each PT's level of proficiency in the use of the
California Standards for the Teaching Profession (CSTP). Each PT shares these documents if
available.
The Sacramento BTSA Consortium utilizes the Formative Assessment for California Teachers
(FACT) as outlined in the Induction Pacing Guide as its performance based assessment system.
On entry into the program, PTs complete an initial assessment of teaching practice. These
documents provide the PT the opportunity to compare and contrast the outcomes and processes of
their teacher preparation program with those of the induction program. PTs consider their prior
knowledge and skills gained from teacher preparation, their current context for teaching, and
evidence gathered in a classroom observation by a trained SP. This process helps PTs identify
strengths and areas for growth in the California Standards for the Teaching Profession (CSTPs),
which is captured on self-assessment documents that are visited periodically throughout the BTSA
experience.
Each Inquiry cycle within the FACT builds upon preliminary credential knowledge as teachers
move into application, demonstration, and reflection on actual classroom practice. Planning for and
engaging students with disabilities in the core academic curriculum at the grade levels and in the
service delivery modes of their legal assignment is an integrated aspect of what participating
Education Specialist teachers do within FACT. Learning how to differentiate instruction to meet
individual and diverse learning needs is a critical element for ensuring academic success for all
students. SPs and PTs work together to meet the goals outlined in each students Individual
Education Plans (IEPs), adapting and modifying lessons and units that are consistent as appropriate
with the adopted curriculum materials and are differentiated to address the specific academic
learning needs of each student. Participating Education Specialist candidates determine a specific
emphasis for Induction based on their authorization and their employment assignment. Through
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each Inquiry cycle they demonstrate how to plan and deliver a comprehensive program of
systematic instruction with accommodations and adaptations in the academic subjects of their
assignment based on their students Individualized Education Programs (IEP). PTs reflect upon
their teaching practice in relation to students Individual Education Plan goals, academic content
standards, as appropriate, and the CSTP. The PT applies these learnings to plan, accommodate and
modify lessons within the context of their teaching assignment demonstrating knowledge of
disabilities and their effects on learning, skills development and behavior.
5.2 They utilize the

adopted academic
content standards and
performance levels
for students,
curriculum
frameworks, and
instructional materials
in the context of their
teaching assignment.
CSTP
The CSTP are one of the main components of FACT. As part of the FACT process, PTs, in
collaboration with their FACT-trained SPs, assess their practice based on a collection of evidence
that is related to the CSTPs. This process documents their growth over time. The FACT formative
assessment tool that is utilized for this purpose is the Continuum of Teaching Practice (CTP),
which provides a graduated five level description of teacher practice based on all elements of the
CSTP. Utilizing evidence collected by the PT (instruction plans, student work, etc.) as well as SP
observation notes directly related to elements of the CSTPs, the PT self-assesses his/her practice on
the CTP. The program staff provides the CSTPs and Continuum of Teaching Practice (CTP) to all
PTs at mandatory program orientations. The CTP is marked and dated to follow and monitor the
PT's progress on a continuum of professional growth. PTs also develop Individual Induction Plans
(IIPs), which document teaching strengths based on the CSTP, growth needs, outcomes for
students, and steps to implementing the IIPs. The second year in FACT builds upon year one FACT
experiences by allowing the PT to more deeply examine his/her practice. All PTs complete every
FACT Event as documented on MyBTSA.
Pedagogy and Subject Matter Instruction
PTs have numerous and ongoing experiences with the state-adopted content standards and
frameworks, as well as district-adopted materials, and specific pedagogy that expands upon the
Education Specialists expertise in delivering services as identified in the Individual Induction Plan.
District co-sponsors provide standards-based program materials that include grade level content
standards and framework references. District partners offer orientations to the instructional
materials either through publisher or district-sponsored workshops. The State Board of Education
approved materials provide resources that support PTs efforts to build an effective environment
and provide content specific lessons to improve student achievement.
PTs use the Self-AssessmentPedagogy tool to help them understand the Induction Standards and
to identify areas of need. PTs work with their SPs, their BTSA coordinators and with the
Consortium to identify professional learning opportunities provided by the BTSA program, school,
district, county offices of education, or university. The PTs document their professional
development in content areas on MyBTSA during both years.
Sample formative assessment materials (FACT) and reflective writing from these in Year One and
Two are collected electronically on MyBTSA. This serves as evidence of professional growth and
development of the PTs' knowledge and understanding of state-adopted content standards and
performance levels for students, state adopted curriculum frameworks, and adopted texts and
instructional materials at the appropriate grade levels. PTs submit required formative assessment
documentation as evidence of completion of credential requirements as recorded on the Task
Summary Sheet printed from MyBTSA.
Performance Levels
Performance levels are defined by the State Board of Education (SBE) and are categorized on the
CA Standardized Testing and Reporting (STAR) program as: Advanced, Proficient, Basic, Below
Basic and Far Below Basic. This terminology is directly referred to and utilized in the Inquiry
Cycle as PTs sort and analyze entry-level and summative assessment data (e.g. district benchmark
assessments).
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PTs complete a CSDC profile in order to learn about their particular teaching environment and
context and engage in thoughtful conversation around pedagogical issues. Included in this data are
language levels of EL students and the identified needs of special populations including the
identification of GATE students. The SP uses the Conversation Guide: Pedagogy to help the PT
understand their classroom, school, district, and community.
5.3 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.
Interpreting Student Assessment Data

The assessment of each students knowledge, interests and skills is an ongoing focus of work
between the PT and SP. At the beginning of each Inquiry, PTs and SPs determine instructional
entry points for each student based on current Individual Education Plans using the Class Profile
and/or Student Service Profile. This event requires the PT to identify a variety of social, academic,
and behavioral intervention indicators that help to determine the individual learning needs and
starting points for instruction of students. Student academic patterns and social and behavioral
needs are identified to support the planning of differentiated instruction within the identified
Inquiry focus. Along with the Class Profile/ Student Service Profile, each year PTs select a Focus
Student (an English Learner in either year one or year two) for whom they must identify such
critical information as language and literacy proficiency levels, existing IEPs, or other special needs
designations, and any specific academic issues that inform instruction for individual students.
Using this information, PTs identify specific multi-tiered interventions they will use with the
identified students over time. They must specifically describe modifications, accommodations, and
differentiated instruction they will use to meet the identified learning needs of their Focus Students,
as well as other students with similar identified needs.
PTs use Entry-Level, Progress-Monitoring, and Summative Assessments, and information from
each students Individualized Educational Program. Education Specialist candidates can review a
Consortium Education Benefit Survey during the Inquiry to ensure that instruction modifications/
accommodations as cited in the IEP are making a difference for students over time. PTs determine
criteria for assessments based on specific IEP goals, collect student work samples and analyze the
outcomes of the given assessments to assure that students are progressing adequately toward
appropriate state-adopted content standards and to plan specific interventions at the identified
academic proficiency level and to set behavioral goals that will assist these students in progressing
toward their Individual Education Plan goals.
5.4 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
Differentiating Instruction
PTs practice preparing a lesson series in the Inquiry Cycle by considering all elements necessary to
ensure that the needs of all students are met. The Essential Components of Instruction tool
structures this process. The PT identifies content standards in student friendly language and
learning goals that will be communicated to the students and families. The PT plans a standardsbased series of lessons. Summative and progress monitoring assessments are selected based on their
purpose and use as well as the methods/criteria that will be used to interpret results. The PT uses
the results of an entry-level assessment to identify knowledge/vocabulary skills needed to ensure
student success during the lesson series. The Education Specialist candidate monitors progress
based on each student's Individual Educational Program at key points to determine whether students
are progressing adequately towards content-achieving standards. The Education Benefits tool helps
with this analysis. Working with their general education counterparts, Education Specialists share
their knowledge of standardized tests to provide timely feedback to students and families regarding
academic and behavioral strengths.
The data from the Entry-level assessment is analyzed by deciding what the assessment results
reveal about what students understand or can do before instruction begins. PTs are asked to decide
what they will do differently for the students who demonstrate proficiency or advanced skills
(benchmark students) and what they will do for the student who is below (strategic) or far below
basic (intervention students). PTs identify what additional support will be needed to address the
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needs of these students. PTs in the Sacramento BTSA Consortium complete this assessment task in
the Inquiry Cycle at least once a year.
Education Specialist candidates develop and implement IEP goals to connect general education
curriculum with appropriate materials support and classroom procedures. Assessment data gathered
through Inquiry documents (observation, reflection, and consultation) along with other data support
the identification of students needing specialized instruction including those whose physical or
learning disabilities, or health status require instructional adjustment.
5.5 full range of
learners (e.g.
struggling readers,
students with special
needs, English
learners, speakers of
non-dominant
varieties of English,
and advanced
learners).
5.6 To maximize
learning, participating
teachers create and
maintain wellmanaged 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.
Full Range of Learners

PTs are expected to differentiate instruction based on the assessed instructional needs of all learners
and adjust instruction based on formative assessment. PTs demonstrate their understanding of the
content standards by using the embedded assessments within their adopted curriculum materials.
PTs do this by completing the Class Profile in Context for Teaching. PTs collect extensive data on
their students and are required to revisit this profile throughout the year. PTs discuss this data with
their SPs using the CSDC Conversation Guide. Specifically, PTs talk about how the information
aids in the designing and delivering of instruction; in what ways the PT adjusts lesson delivery to
ensure that all students have access to the core curriculum.
Maintaining Well-Managed Classrooms

PTs have opportunities to build classroom management skills through workshops provided by the
schools, districts and/or private vendors. The BTSA program also provides materials and resources
related to classroom management such as Teach Like A Champion, and uses benchmark seminars
for book discussions. Specifically, PTs learn techniques and strategies to meet the need for safety
and belonging and to help students understand themselves.
PTs connect with their local school and district resources and protocols using FACT Context for
Teaching documents. PTs study their school-wide discipline plan and the implications of this (e.g.
tardy and attendance policies, office referrals) on their classroom management plan with their SP.
PTs save copies of their standards for student behavior/classroom rules/discipline plan and discuss
how these rules provide a fair and respectful climate for student learning. PTs present a layout of
their classroom and discuss how they address appropriate prevention and intervention for classroom
safety concerns. They are asked to document their thinking behind designing seating arrangements
and the placement of students with special needs. Lastly, PTs are asked to think about the
community that surrounds their students and the implication for connecting instruction to them. PTs
often live in neighborhoods outside the attendance areas of their students, so thinking about how
the schools geographic location influences student safety, health and well being and learning are
vital. This learning is documented through FACT.
Developing Safe-Inclusive Learning Environments
Year 1 PTs engage in an Intake IIP focused on CSTP Standard 2, Creating and Maintaining
Effective Environments for Student Learning. Special Education candidates expand this first
inquiry to include positive behavior support relevant to the assignment. At site and district
orientations, and/or workshops, classroom health and safety issues are addressed. The Site
administrator roles and responsibilities require that site administrators or their designees provide an
orientation to all beginning teachers that include site resources, personnel, procedures, and policies.
Site orientations also provide information regarding site or district mandated trainings (e.g. Child
Protective Services and child abuse), identified health issues for current students, district required
parental rights and notification materials, i.e. emergency cards, free and reduced lunch, health
insurance, transportation, yearly calendars, uniform complaint procedure, sexual harassment policy,
etc. This information is also found in parent, student, and/or staff handbooks. Schools and district
personnel assist PTs in verifying documentation using the FACT Site Orientation Checklist.
Completion is verified on MyBTSA.
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5.7 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.
Developing Fluent, Critical Use Of Technology

PTs communicate through a variety of electronic media including the MyBTSA server to record and
update their progress. The most frequently used form of electronic communication among teachers
is email. All teachers throughout the Consortium have Internet access through their schools and/or
home. New teachers discuss with their SPs how they collaborate electronically with colleagues to
diagnose students learning needs and identify teaching strategies to help them meet academic
content standards.
PTs are informed of technology resources through access to:
MyBTSA
BTSA support providers
District technology specialists
Discussion of FACT Resources and Site Orientation Checklist
PTs are linked to technology resources through MyBTSA that help them and their students examine
Web sites for authenticity, reliability, and bias of the data gathered. Some district partners provide
online assessment systems, etc.
Assessing, Planning, And Delivering Instruction
PTs are introduced to district provided data programs and discuss, with their SPs, how to use the
data to diagnose the learning needs of students. Special Education teachers review SEIS/SELPA
manager, which are information systems focused on serving the special education sector. PTs
consider how data is used to determine report card grades and how they will use student
information systems to communicate with students, parents, and families regarding progress. With
their SP, they talk about how the calendar impacts the pacing guide/curriculum map/scope and
sequence of instruction and how to collaborate with colleagues to maximize the amount of time in
which students are actively engaged in appropriately designed instruction.
Implementing Strategies To Maximize Student Learning
PTs create one or two lesson plans a year that require them to consider what technology resources
they will use to enhance instruction and what technology resources their students will use during
the lesson series. PTs implement lesson plans in their classroom, reflect on the implementation and
make modifications. PTs are encouraged to collect evidence such as:
A description or picture of the classroom environment that shows how to promote
effective use of technology, e.g. how is the room set up to enable teacher-led problemsolving activities or to allow students' use of technology resources to gather information or
manipulate data during small group or independent work time
One or more lessons that helped students critically evaluate authenticity, reliability, and
bias of at least two Web sources for a classroom topic (grades 4-12)
Use of technology to support inquiry or gather information for research (for example: list
of URLs for at least two online resources to support student investigations, learning, or
research for one theme or topic; printouts of emails used for collaboration with teachers or
students in other classrooms or with experts in the field)
Electronic grade books that help PTs sort data and communicate information to various
audiences.
In FACT, the SP observes the PT in relation to CSTPs and the induction standards. The PT and SP
have an opportunity to focus on how the learning environment promotes effective use of
technology. Evidence is documented through observation notes collected on the Observation
Record Resource Guide: Technology Integration. (Check page 35 of the SP Users handbook)
The SP observation evidence is shared and discussed with the PT.
Please provide information about how your program helps teachers to build student awareness
around safety.
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The Sacramento BTSA Consortium works with BTSA participants to find, select, and use resources
that build awareness around student privacy, security and safety related to the use of
technological resources. More specifically, BTSA participants are introduced to the SCOE
Bullying Prevention Project and its plethora of web resource links, downloadable documents, and
learning tools for students and parents, including those that target cyber safety and keeping students
safe online. This project provides resources that help districts to focus on a school-based bullying
prevention. The goal is to embed bullying intervention into a comprehensive system of student
learning and supports.
ES 5.1 The Education

Specialist Individual
Induction Plan
includes the advanced
and applied pedagogy
to expand the holders
expertise in delivering
services.
Education Specialists in the Sacramento BTSA Consortium participate in the same processes as
their general education counterparts. Benchmark seminars are conducted quarterly in role-alike
sessions to allow Special Educators a chance to work with others to expand their expertise in
delivering services. During these times, Education Specialists have opportunities to share evidence
collected during the Inquiry process as related to their caseloads and to talk about what they are
learning. Based on their credentials, assignments, and expertise, Education Specialists have
opportunities to talk about the selection of focus students, entry-level assessment, lesson planning,
and observation.
PTs have several opportunities to self assess their professional growth related to pedagogy over
time. During the self-assessment process, the Special Education teachers review the evidence
collected, describe strengths and challenges, and assess their practice in relation to the Induction
Standard related to pedagogy. Candidates are provided reflection planning prompts and possible
sources of evidence to review when addressing these prompts. This Self- Assessments: Pedagogy
tool helps document the developing skills and abilities of the teacher.
ES 5.2 The participant

shall demonstrate
awareness of current
research, issues and
trends, evidence based
practices in the field
re: social, academic
and behavioral
intervention, and
current legal issues.
The Sacramento BTSA Consortium provides quarterly Professional Development Saturdays where
current and relevant issues and trends are discussed. Professional development providers may
include teachers, specialists, and university faculty. Evidence-based practices are shared through
scenarios and stories from professional experiences.
ES 5.3 Education
Specialists utilize
advanced level datadriven instruction.
Education Specialists use advanced level data gathering documents from the Context for Teaching
to better understand the students assigned as part of their caseload. A record of IEP dates,
accommodations/modifications, behavioral support strategies, goals, benchmarks, and medical
conditions are collected. This data helps the candidate understand the teaching environment,
identify challenges, and gather information about students.
Research indicates that adult learning is best promoted when issues grow organically from the
classroom rather than from an outside researcher. Induction embedded in the classroom is designed
to be intentional, purposeful and based on evidence. The Inquiry Cycle requires that candidates
examine current research, issues, and trends related to a focus question and apply new learning in
the classroom.
Education Specialists engage in data-driven instruction in their Inquiry Cycle by:

Preparing for instruction by using assessment data from an entry level assessment to
identify focus students,
Planning a lesson series and making appropriate adaptations to instruction based on data,
Using observation data from their SP to collect supportive evidence of implementation.
Administering a summative assessment at the end of the lesson series and providers
analyze the work of their focus students and the whole class in order to document how
effective students were in meeting learning goals.
Within each Inquiry, the Education Specialist compiles evidence that demonstrates awareness of
current research, issues, and trends related to their specific identified Inquiry focus as determined
by their Individual Induction Plan (IIP). The focus, process and pacing of each Inquiry assist PTs in
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improving their instructional practice based on the CSTP, the Clear Credential Standards, P-12
academic content standards, and specific Individual Education Program (IEP) goals for students.
All formative assessment documents are aligned with the California Standards for the Teaching
Profession and Induction standards with a specific focus for Education Specialist teachers on
social, academic and behavioral interventions, and integration of knowledge concerning current
legal issues related to Special Education.
ES 5.4 Participants
reflect on their
preliminary teacher
preparation & design a
specific emphasis for
their Induction based
on their authorization
& their employment
assignment.
Education Specialists enter the BTSA Induction program with a background based on information
and experience. Candidates are expected to reflect on this base of experience and use their IIP to
plan according to the parameters of their current authorization and assignment. Special Education
candidates are expected to work with their site and district special education directors as well as
their professional learning communities to build on the skills and abilities acquired during teacher
preparation.
ES 5.5 The Ed. Sp.

Individual Induction
Plan includes a menu
of options such as
coursework in
advanced specialty
specific areas,
additional
authorizations,
opportunities for
leadership or
professional
advancement,
professional
development and
related to distinct
specified protocols.
The Education Specialist has access to a Menu Of Options that include presentations/resources
from county SELPA directors, district special education coordinators, and presenters affiliated with
professional organizations such as the California Association of Resource Specialists (CARS).
Topics are wide-ranging and may include district special education protocols, site/district
promotional opportunities, information about specialty areas and credential authorizations,
mainstreamed students and their impact on the school community. Education Specialists work with
SCOE and partner leadership to determine which courses are needed and to ensure that the teacher
has access to them.
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Program Standard 6: Universal Access: Equity for all Students
Program Standard 6: Universal Access: Equity for all Students: a) Teaching English Learners
Program Standard 6: Universal Access: Equity for all Students: b) Teaching Special Populations
Sacramento BTSA Consortium Program Summary: Participating teachers (PT) build upon the knowledge acquired
during their college or university teacher preparation program. They submit Teaching Performance Assessment (TPA)
and/or Transition IIP results from colleges or universities when available and use a structured formative process to connect
their prior experience to Induction. During participation in BTSA Induction, PTs build an Induction portfolio containing
evidence that demonstrates their knowledge, skills, and teaching strategies. Multiple opportunities are provided for the PT to
demonstrate his or her ability to teach state adopted academic and performance standards and frameworks in the context of
their teaching assignment and to differentiate instruction to address the needs of students.
As part of the Sacramento BTSA Consortium program, each PT completes the Formative Assessment for California
Teachers (FACT) process. This standard is met as the PT completes FACT. The PT is asked to upload FACT documents to
MyBTSA as evidence of their growing abilities and how this standard is met. By using the system, the support provider (SP),
district coordinator, and BTSA program staff are able to monitor progress.
Evidence from Inquiry Cycle(s), Induction Standards self-assessments and a summative reflection are presented at an end-ofyear event. Trained facilitators from co-sponsors use a Professional Induction Presentation (PIP) Preparation Rubric to
review this evidence and determine if the work has met consortium defined competence. Candidates prepare for the end of
year event by synthesizing their learning. BTSA Directors use the completed Task Summary and the portfolio to make the
decision to recommend a candidate for a clear credential. Recommendations are made using the CTC online system.
Standards
Program Standard 6: Universal Access: Equity for all Students Program Description
6.1 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, socioeconomic, 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.
PTs use the Self-AssessmentEquity tool to help them understand the Induction Standards and to
identify areas of need. PTs work with their SPs, their BTSA coordinators, and with the Consortium
to identify professional learning opportunities provided by the BTSA program, school, district,
county offices of education, or university. The PTs document their professional development in
content areas on MyBTSA during both years. PTs also have online access to the Health and Safety
Resource Guide to ensure that all students are protected and supported.
Protect and Support
PTs are required to protect and support all students. Protecting implies that they create safe learning
environments free from bullying and racial, gender, sexual, and religious harassment. Anti-bullying
resources are available through SCOE and are provided for training as requested by district BTSA
coordinators. Support means that PTs encourage all students to achieve and provide the appropriate
assistance in an education climate that improves academic performance. Based on the students'
developmental and functional level, Education Specialist candidates provide opportunities for
students to engage in academic and social pursuits. Site administrators or their designees are
expected to conduct a site orientation that includes information and the reporting procedures for
sexual harassment and child abuse. This checklist is monitored for completion by SCOE staff and
district coordinators.
Site/district teacher handbooks and annual district required training address sections referring to
behavior regarding gender and sexual orientation. These guidelines serve as a basis for conversation
among school staff members and/or SPs regarding appropriate teacher and student conduct. Student
handbooks provided by the site or district contain information regarding student codes and
harassment. Teachers familiarize themselves with the rules and regulations, and then discuss the
contents of the handbook with their students, making their students cognizant of the expectations and
consequences regarding harassment.
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Equitable and Inclusive Learning Environment

Access to high-quality educational experiences is the right of every student and the responsibility
of every teacher. Providing a positive learning environment that is inclusive means attending to
curriculum design, curriculum content, and the intentional use of inclusive teaching practices. SPs
use the Conversation Guide: Equity to talk with PTs about evidence of inclusive teaching
practices. Education Specialist candidates work with their general education colleagues to ensure
that there is a clear understanding of what constitutes a disability.
6.2 When planning

and delivering
instruction,
participating
teachers examine
and strive to
minimize bias in
classrooms, schools
and larger
educational systems
Curriculum Design: PTs engage in structured collaborative conversation with their SPs by
using the Conversation Guide prompts to study Class Profiles. Specifically, PTs identify and
note the background experiences, languages and skills/abilities that are represented by the
students in the classroom. They document how this information can be used to connect with
students and build on their prior knowledge, experience and goals. PTs provide for positive
engagement with other cultures and practices as documented through the Observation
Record Resource Guide: Equity ( SP Users Guide page 35) that includes a review of
equity practices.
Curriculum Content: PTs work with their SPs to ensure that references and/or research
referred to are culturally appropriate; materials and online resources presented should reflect
a diversity of viewpoints and cross-cultural comparisons. Specifically, PTs are asked to use
the Conversation Guide for Equity to talk about and document ways they ensure that the
classroom provides images and positive language that mirrors the population diversity in the
school, county, and state.
Inclusive Teaching Practices: PTs use the documents in FACT Context for Teaching and the
Conversation Guide in the Users Guidebook and Conversation Guide: Education
Specialist Optional Addendum tool, to incorporate developmentally appropriate teaching
techniques and strategies to accommodate the different ways students process information.
They include: activities that promote interaction, collaboration and shared reflection among
students; clear and explicit goals, expectations, traditions and administrative practices;
anticipated issues that might arise from some of the invisible diversity in the class; flexible
approaches to teaching to increase opportunities for students to access supportive resources
such as teaching notes, audiovisual materials, on-line teaching and learning materials;
perception that students are individuals rather than representatives of particular groups;
getting to know their students and to encourage their students to get to know each other;
actively discourage language and behavior which is racist, sexist, homophobic, culturally
offensive, or which demeans people with disabilities. PTs must ensure that damaging
statements do not pass without comment; they allow students to disagree with them or others,
but within guidelines that promote a safe learning atmosphere in the classroom that they are
prepared to respond to student feedback. PTs demonstrate their application of this through the
design and delivery of their lesson series in the Inquiry Cycle and through observations
conducted by the SP throughout the year. Further, PTs are expected to document their
ongoing growth over two years through the Equity Self-Assessment. This documentation is
provided through MyBTSA.
Minimizing Bias
The bias free classroom is achieved through 1) flexible, unbiased curriculum with supporting
materials that enhance diversity (discussed above), 2) teacher attitudes that reflect sensitivity to other
cultures and socio-economic situations, 3) personal style and delivery that provide a role model of
acceptance and belief in the value of cultural diversity. PTs systematically examine their personal
beliefs, values, and behaviors and what impact that they have on their teaching. Issues around equity
and diversity are surfaced and discussed through weekly conversations and at optional Professional
Development Super Saturdays, Benchmark Seminars, district sponsored-workshops, and through
self-assessments.
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while using
culturally
responsive
pedagogical
practices.
PTs have an opportunity to examine their beliefs, attitudes, and expectations related to gender and
sexual orientation through the use of an optional tool called Examining Your Beliefs introduced at
the Benchmark Seminars. This tool specifically asks PTs to identify underlying biases that might
affect their ability to work with students in their classroom. While school sites provide policy
information, this tool gives PTs a structured opportunity to examine their personal beliefs, attitudes,
and expectations related to differences. Also, they are encouraged to attend Professional
Development focused on equity and diversity that assists PTs in recognizing and eliminating bias in
the classroom. PTs also use the Conversation Guides in Context for Teaching to talk about what
steps should be taken to eliminate any bias that a PT may bring to the classroom and to reflect, in
collaboration with their SP, on the impact any prejudice may have on students' success.
Culturally Responsive Pedagogical Practices
In Context for Teaching, PTs are asked to identify what district resources support the development of
culturally responsive teaching practice. Culturally responsive instruction is instruction that 1) builds
upon the characteristics, learning styles, strengths, interests, and cultural background/heritage of
students in the classroom, 2) capitalizes on what students know, rather than on what they do not
know when they enter the classroom, and 3) validates and empowers all learners. PTs use the
Essential Components of Instruction in the Inquiry Cycle to ensure that all elements necessary to
design a lesson series meet the needs of all students.
PTs examine how institutional bias may contribute to their teaching context. They use classroom, site
and district data (e.g. CELDT, STAR, and district benchmark tools) to explore academic
achievement gaps between minority students and high achieving students, if present. Activities in the
Context for Teaching assist the PT in recognizing institutional bias. Evidence of this work is
uploaded to the PTs MyBTSA portfolio
6.3 Participating
teachers use a variety
of resources
(including
technology-related
tools, interpreters,
etc.) to collaborate
and communicate
with students,
colleagues, resource
personnel and
families.
Collaborating and Communicating

PTs and SPs continually take part in professional conversations that focus on improving core
academic standards-based instruction. PTs seek out colleagues to refine instructional practices as
they teach the academic content standards. This takes place at site and district grade level meetings,
faculty meetings, and during standards-based trainings. Each PT completes FACT Context for
Teaching that includes in-depth conversation with their SP regarding instructional practices related to
student academic content standards. This is evidenced in FACT Reflective Conversations and the
Continuum of Practice
Communicating with students, parents and the community regarding student progress is an important
part of promoting student achievement. District Board Policy, Administrative Regulations, and
district mandates require teachers to maintain regular communication with parents regarding their
child's progress. PTs demonstrate the ability to communicate about students' progress in some of the
following ways:
Progress reports and report cards
Parent/teacher conferences
Teacher and school newsletters and or Websites
Teacher, students, and site handbooks
Family academic events, such as Back-to-School, Open House, Family Nights
Attendance at Student Study Teams, 504 section meetings, and/or IEP meetings
Providing translation services for parents whose primary language is other than English
Participating in meetings to inform parents and/or community about STAR testing,
promotion/retention guidelines, No Child Left Behind, etc.
PTs are asked in Context for Teaching to maintain a Home/School Communication Log. They
discuss this tool with their SP, specifically focusing on the strategies that are used to ensure positive
communication with students and families. SPs work with their PTs to talk about how best to
communicate with hard-to-reach parents and families and to discuss what adjustments the PT may
need to make to be more accessible to parents and families. PTs are also asked to address how they
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will positively acknowledge all students families (two-parent, single parent, and other).
6.4 Participating
teachers provide the
full range of learners
equitable access to
the state-adopted
academic content
standards.
Addressing the Full Range of Learners

The full range of learners refers to the variety of students with which a teacher works. Teachers are
expected to differentiate instruction based on the assessed instructional needs of all learners and
adjust instruction based on formative assessment. With an SP, PTs are expected to discuss:
How data is used to diagnose the greatest areas of learning needs
How student strengths are identified and how these strengths are used to support learning
How students use their strengths to take ownership of their own learning
What flexible learning groups would meet students learning needs
What effect these groups will have on students ability to meet academic content standards
These discussions are documented in Context for Teaching, on the Conversation Guides and on the
ongoing Self-Assessment Record. Education Specialist candidates document and gather evidence of
their ability to set expectations based on their knowledge of typical and atypical development and to
implement behavior support plans and accommodations to support inclusion within the general
education setting.
ES 6.1 Education
Specialists
demonstrate
proficiency in the
Teaching Special
Populations portion
of Standard 6
through the context
of practices within
the scope of special
education service
delivery at the site,
district and Special
Education Local
Planning Area
(SELPA) levels and
through
collaboration,
consultation and coteaching with general
education teachers in
the Least Restrictive
Environment
The Sacramento BTSA Consortium ensures that each candidate has access to a Special Education
Resource Guide that helps bridge the transition from teacher preparation to classroom induction.
The FACT processes are conducted within the special education context (collaborative relationships,
Plan-Teach-Reflect-Apply, observation, examining student work, reflective conversation and self
assessment) and are designed to help the candidate document proficiency in the Teaching Special
Populations induction standard.
FACT is responsive to the service delivery model(s) within which the new teacher is assigned to
operate. Quarterly benchmark sessions provide the Education Specialist candidate opportunities to
interact and to share their skills in working with special needs students with the general education
teacher. The Professional Portfolio assembled over the two years is a record of the Education
Specialists growing proficiency and practices within their assigned context.
Standards
Program Standard 6: Universal Access: Equity for all Students: a) Teaching English
Learners
6 (a). 1To ensure

academic achievement
and language proficiency
for English Learners,
adhere to legal and
ethical obligations for
teaching English Learners
including the
Adhere to legal and ethical obligations/district policy

Each district is required to define the methods for identifying, reclassifying and monitoring
English learners proficiency levels and students with special needs. Towards that end,
site/districts in our Consortium provide training on the purposes, content, analysis and use state
language proficiency assessments results for their PTs. Additionally, they discuss the district's
English Learner Master Plan as it relates to the application of appropriate pedagogy and the
district's re-designation process and criteria. PTs are expected to work with their SPs to review
the EL students home language and to identify resources available to assist with communicating
with parents and families who do not speak English. PTs document information about their class
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identification,
reclassification and
monitoring processes.
in the Class Profile and the application of this information in the Inquiry EL case study using the
Essential Components for Instruction (what EL data must be considered for students to be
successful), data from their Focus Student Selection (what instructional/behavioral support do
you anticipate this student will need), the Summative Assessment of Student Work (describe
what the student was able to achieve in relation to the academic content standards and the PTs
learning goals) and the Summative Assessment Reflection (what is observed in the students
work, what the student sample tells about the effects of the instructional strategies used, and
what the next step of this student is and why).
Ethical obligation means that PTs protect and support all students by designing and
implementing equitable and inclusive environments. Specifically, this means instructing all
English learners for the purpose of advancing their English proficiency and providing them with
equal access to the core curriculum. Each PT is expected to participate in a site orientation that
includes information about the instructional program for English learners on their site and the
resources in place to support them. If students require support in first language materials, the PT
accesses program materials available at sites to bridge the language barrier.
6(a). 2 Participating
teachers implement
district policies regarding
primary language support
services for students.
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 state language
proficiency assessments,
state standards
assessments, and local
assessments.
6 (a). 3 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.
Each PT participates in professional development related to assessing English learners at BTSA

sponsored Super Saturdays or through district/school offerings. PTs gather assessment data on
their class, and in the Context for Teaching documents discuss how the CELDT subtest scores
help identify students strengths and areas in need of additional or specialized support.
Information from the CELDT, STAR, and district assessments are used to determine levels of
English language ability within the classroom, to set up learning groups to provide universal
access to the core curriculum, and to plan what information will be used to gauge student
progress over time. The SP discusses this information with the PT using the Conversation Guide:
English Learners as a guide.
With the SP and with district and other administrator support, PTs analyze and adapt lesson
plans to provide needed instruction for all students, based on their performance levels. In the
Inquiry Cycle, PTs complete Essential Components for Instruction. Specifically, PTs record how
CELDT data is considered for students to be successful during the lesson series.
Based on their teaching assignment, PTs are required to instruct English learners by utilizing
components of English language development (ELD). Education Specialist candidates work with
their general education colleagues to plan lessons for ELD and for academic content based on
cognitive, pedagogical, and individual factors affecting student's language acquisition.
Alternatively, teachers may need to provide ELD scaffolds within their classroom. State board
adopted instructional materials include instruction for these components of ELD. Within training
opportunities provided through the district or consortium, and/or in consultation with ELD
Specialist teachers in the districts, PTs review secondary strategies methods and/or strategies in
the instructional materials, which may be used to deliver instruction to English learners. In
Context for Teaching, PTs discuss and document conversation around the following prompts
with their SPs:
How do these materials support EL students in learning curriculum and content
standards?
What support do I need to assist my EL students?
What support do I need to advance my own teaching practice of English learners?
How will I use the ELD standards to support my EL students in learning the
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curriculum?
6 (a). 4 Participating
teachers demonstrate
effective strategies that
support student learning
and lead to mastery of
academic content
standards and objectives.
also develop language
objectives to addresses
language and literacy
demands inherent in
content area instruction
(e.g., linguistic demands,
language function and
form, audience and
purpose, academic
vocabulary,
comprehension of
multiple oral and written
genres).
teachers demonstrate
skills for managing and
organizing a classroom
with first and secondlanguage learners.
teachers plan instruction
that demonstrates their
understanding of the
importance of students
family and cultural
backgrounds, and
experiences.
6(a).7 Participating
teachers communicate
effectively with parents
and families, taking into
account the linguistic and
cultural backgrounds of
students and their
families.
teachers instruct English
PTs need to demonstrate the ability to modify the instructional delivery to English learners in
order to make grade level subject matter comprehensible and accessible, by using a variety of
systematic teaching strategies that develop concepts and critical thinking. As evidence of this
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learners using adopted

standards-aligned
instructional materials.
differentiate instruction
based upon their
students primary
language and proficiency
levels in English
considering the students
culture, level of
acculturation, and prior
schooling.
ability, SPs observe their PTs using an Observation Record Resource Guide: Teaching
English Learners. (Support Providers Users Guide page 35) If no EL students are enrolled in
the teacher's room, the PT collaborates with another teacher where an EL student attends.
PTs track the progress of an English Learner focus student and document the use of English
language development strategies, adopted instructional materials, and strategies for
differentiating instruction for the assessed proficiency levels of English learners.
Within professional development workshops, PTs are provided an opportunity to learn to work
with cultural issues as well as learning styles. Lesson plans from FACT document that PTs are
delivering appropriate instruction, based on the cultural and experiential needs of their language
learners.
In Context for Teaching, PTs discuss and document conversation around the following prompts
with their SPs:
How do I assess English learners to ensure they have access to the core curriculum?
How is information from school and grade level assessments used to plan instruction?
How am I using the electronic learning resources to support instruction and to connect
to the standards?
How many students have access to email and Internet at home? How will I adjust my
teaching to provide for those who do not?
How am I using and adapting lessons to develop students informational literacy and
problem-solving skills?
These discussions are documented in Context for Teaching forms, on the Conversation Guides,
and on the ongoing Self-Assessment: English Learners. SPs and PTs access the EL Resource
Guide from their MyBTSA homepage and use their contents to facilitate conversation around
ELs. Additionally, this resource is used for teachers who have few EL students in their
classrooms. Whether PTs have English Learners or not, they need to demonstrate that they have
the skills to teach them. Thus, PTs are given the following instruction:
Download and read the English Learner (EL) Resource Guide from the MyBTSA
homepage. You can demonstrate your grasp of most of the ideas in this Guide through
your work with your less able learners.
Identify a classroom where there is a population of EL students and observe them. Talk
to the teacher about how they are assessed and how instruction is differentiated for
them based on their proficiency level. Use page 18 and 35 from the English Learner
(EL) Resource Guide for gathering information. Place your notes into your BTSA file.
Focus one of your Inquiries (as either a PT1 or a PT2) on Academic Language (see
page 19-27 in the Resource Guide for ideas to incorporate into your inquiry). Engaging
in this type of Inquiry will successfully demonstrate that you can serve this population.
Standards
Program Standard 6: Universal Access: Equity for all Students: a) Teaching Special
Populations
6 (b). 1 To ensure
academic
achievement for
special populations,
adhere to their legal
and ethical
obligations relative to
Special populations are defined as students who qualify for special education under the 13
qualifying disabilities in the 2004 Individuals with Disabilities Education Act (IDEA). Students
who have an Individualized Education Plan (IEP) have a set of procedural safeguards and due
process rights that are more protective then those students without an IEP. Additionally, special
populations include Gifted and Talented Education (GATE) students.
Legal and ethical obligations are defined by each PTs teaching assignment and credential. PTs in
the Sacramento BTSA Consortium use the documents in FACT, Context for Teaching to identify
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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.
early in the year special need students. Specifically, they note students with medical conditions,
students with IEPs, students with 504 plans, students with previous interventions, and GATE
identified students. With their support provider, they discuss what information is required to
monitor students with IEP and Student Study Team (SST) interventions on an ongoing basis.
6 (b). 2 Participating
teachers
appropriately identify
factors that could
affect the
determination of an
English Learners
language /learning
disability.
implement district
policies regarding
support services for
special populations.
Statutes, local decisions, and additional documents define the methods for identifying and referring
students for special services, such as via a Student Study Team (SST).
PTs, with their SP, discuss what their legal and ethical responsibilities are in regard to a students
individual education plan (IEP). This conversation is scaffold through Conversation Guides:
Teaching Special Populations.
PTs meet with their site administrator or designee at a site orientation to discuss the legal
requirements of the IEP and to identify the site resources (contact person for the IEP, the Resource
Specialist, school/district psychologist and/or social worker) available to meet the needs of special
populations.
Each of our co-sponsoring partners is expected to provide training to PTs based on district policies
and procedures. The Sacramento BTSA Consortium also ensures that each candidate has access to a
Special Education Resource Guide that helps bridge the transition from learning theory to
classroom application. Topics include:
IDEA overview (legal and ethical obligations, IEP processes, differentiating instruction)
Processes for identifying and referring students (Student Study Teams, IEP services, GATE
eligibility)
IEP process (goals, objectives, transition services, behavior component, accommodations,

modification)
Collaboration (equal access, general education, special education, parent involvement)

Available resources (personnel, equipment, instructional materials, teaching strategies and
assistive technologies)
PTs meet with their SP to discuss the information they have gathered using the Context for
Teaching documents and talk about the Student Study Seam process within their district and school.
Specifically, they discuss what the purpose of the Student Study Team (SST) is, how the PT works
with the SST and what are the responsibilities after an SST. PTs record their ongoing learning from
the Conversation Guides on the Self-Assessment: Special Populations documents.
teachers
communicate and
collaborate with
special services
personnel to ensure
that instruction and
support services for
special populations
Communication and Collaboration

PTs work with their site administrator or designee to identify the contact people on site that provide
student support services. If available, PTs identify the counselor, healthy start coordinator, nurse,
resource specialist, school/district psychologist, social worker, or others who may assist the teacher
in meeting the needs of their students.
PTs are expected to collaborate and cooperate in the development and implementation of the IEP as
it pertains to mainstreaming in the general education classroom and documented on the IEP goals
form. In Context for Teaching, PTs discuss with their SP:
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are provided
according to the
students assessed
levels of academic,
behavioral and social
needs.
What personnel, equipment, and assistive technologies are available on site to support my
special needs students learning?
How do I select appropriate resources to meet the changing needs of my special needs
students?
How can I best use the site resources?
PTs demonstrate knowledge by submitting evidence showing they collaborate and cooperate in
SST meetings during the year as needed and appropriate to determine a students eligibility for
referral and assessment; the IEP process follows if needed. Teachers participate depending upon
who is referred from their classes.
6 (b) .4 Based on
assessed student
needs, participating
teachers provide
differentiated
instruction, including
accommodations and
modifications based
on assessed student
needs.
Accommodations and Modifications

The IEP team selects accommodations or modifications based on individual student needs and are
cited in the students Individualized Education Plan (IEP). Accommodations are techniques and
supports that help students work around limitations related to their disability. The changes do not
alter the standards or expectations; instead, adjustments are made to make sure students have equal
access to curriculum and a way to be successful. Not all students are able to meet all of the
requirements of the regular school program and may need a change to what they are expected to
learn. When modifications are made, students with disabilities are not expected to master the same
academic content as others in the classroom.
Teachers demonstrate that they can modify their classroom arrangement, management, and lesson
content and delivery to accommodate students before referral to SST or to the IEP process. This is
documented through an Inquiry Cycle, Essential Components for Instruction. PTs identify what
accommodations or modifications they have in place during their lesson series for students on 1) an
IEP, 2) students with a 504 Plan, and/or 3) any student at risk.
In the Inquiry Cycle, PTs select three focus students. These focus students must include an English
learner, a student with special needs, which may include GATE, and a student who completes the
range of abilities in the classroom. PTs select a focus student who represents a special population to
use as a case study. PTs use entry-level assessment information to anticipate support that the student
will need (instructional or behavioral). PTs consider work habits, interpersonal skills, academic
ability and interests. The analysis of student work requires that PTs examine what students achieved
in relation to the academic content standards taught and the learning goals identified in the lesson
series. PTs discuss with their SP what they learned about the efficacy of their
modifications/accommodations, what the work sample tells them about the effect of the
instructional strategies used, and what appropriate interventions will be provided for students who
do not meet the learning goal. PTs are also asked to identify a plan for students who exceed the
learning goal. These conversations are documented in the Inquiry Cycle
If no special education students attend the teacher's room, the PT collaborates with another teacher
where a special needs student is enrolled.
teachers recognize
student strengths and
needs, use positive
behavioral support
strategies, and
employ a strengthsbased approach to
meet the needs of all
Positive Behavioral Supports

Teachers are expected to institute positive behavioral support strategies to help students maintain
behavior that is appropriate and that does not escalate into a negative event. This requires that
teachers closely monitor students abilities and skills through different forms of assessment (state
and district, grade level exams, curriculum embedded exams, class assignments, etc.) Rather than
assume a deficit model, this information helps the teacher know what students know and are able
to do with and/or without the use of supplementary aides and supports. Building upon this
knowledge is considered a strengths-based approach to instruction.
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students, including
the full range of
special populations.
Teachers demonstrate knowledge of the child's whole environment by determining the

developmental expectations of students and purpose for the child's behavior. PTs develop and
implement positive behavioral support strategies to assist the student in the general educational
environment including playground, bus, cafeteria, library, and extracurricular activities, etc. SPs use
the Observation Record Resource Guide: Teaching Special Populations (Support Providers
User Guide page 35) to document this standard.
Strengths-Based Programs
As part of the training available through Professional Development Super Saturdays and through
site/district workshops, PTs learn about the assessment of strengths of students with disabilities as
well as gifted and talented students. This includes analysis of student work, learning styles, how to
identify background experience and knowledge, learning preferences and differentiated instruction.
Teachers are familiar with, and use as appropriate, the district's selected strength-based program
such as DARE, Here's Looking at You, Discover Skills for Life. Strength-based programs focus on
identifying strengths in each student and building upon them. The Inquiry Cycle documents the
integration of this program into lesson design where appropriate.
Communication Regarding Health And Safety
Communication with students families, caregivers, and health professionals regarding student
health and safety is accomplished in numerous ways such as:
School site/district orientations that provide information regarding required parental rights
and notification materials (emergency procedure cards, uniform complaint procedures,
sexual harassment policy, etc.)
Back-to-school and Open House nights which provide opportunities for PTs to
communicate with parents about their child's well being
Parent newsletters that contain information regarding health and safety
Use of translators as appropriate
Use of nursing services as appropriate
Participation in Student Study Teams meetings, IEP meetings, and 504 meetings that deal
with the health and well-being of identified students
6 (b) .6 Participating
teachers instruct
special populations
using adopted
standards-aligned
instructional
materials and
resources (e.g.,
varying curriculum
depth and
complexity,
managing Para
educators, using
assistive and other
technologies).
Students that have standards-based IEP goals and instruction are taught the grade-level content
standards. Special Education does not have a separate set of grade-level content standards for
academic areas. The state board adopted instructional materials contain suggestions and resources
for varying curriculum depth and complexity. New teachers are expected to receive some
orientation to these materials (teacher edition, student texts, support material, and enrichment
resources). In Context for Teaching and with their SP, PTs discuss how they are incorporating this
learning into lesson design and delivery. They also discuss what the goals that all parents and
families hold for their children, what are the individual goals and what steps need to be taken to
build a learning team with them.
PTs are also asked to identify the technology resources that accompany their instructional programs.
They talk with their SP about:
How do I use the electronic learning resources to support instruction and to connect to the
standards?
How am I using technology in lessons to increase students understanding of standards?
How am I using and adapting lessons to develop students information literacy and
problem solving skills?
This conversation is documented in Context for Teaching Conversation Guides.
Sacramento BTSA Consortium offers training at the Professional Development Super Saturdays
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that targets differentiation and supplements training conducted at the site/district level. Topics may
include:
Creating a climate for learning (safe, nurturing classroom climate that builds community)
Knowing the learner (finding the strengths and weakness of each child)
Assessing/tracking the learner (progress monitoring and effective pre, post, and ongoing
assessment)
Adjusting, compacting, and grouping (examine data, adjust learning, and plan for
grouping)
Instructional strategies for student success (how to teach all learners with best practices:
EL, Special Population, and GATE)
Curriculum resources for the differentiated classroom
Process for identifying and referring students for GATE eligibility
Strategies for integrating GATE students into the academic and social fabric of classroom
instruction.
Use of paraeducators (adults in the classroom who are hired to assist the teacher in
instruction and classroom management)
Documentation of how PTs have applied learnings from PT selected professional development is
documented on MyBTSA.
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Standard 7: Professional Development Options for Education Specialists
Sacramento BTSA Consortium Program Summary: The Sacramento BTSA Consortium uses the state created Formative
Assessment for California Teachers (FACT) for Education Specialist candidates. FACT is aligned with the California
Standards for the Teaching Profession (CSTP), Induction and Clear Credential Standards, academic content standards,
curriculum frameworks and performance level assessments for students. The system uses multiple measures for assessing
teacher performance over time as identified in their Individual Induction Plan. Participating teachers (PTs) use the Inquiry
model to move from preliminary knowledge into application, demonstration, and reflection on actual classroom practice
related to their authorization and employment assignment.
Over the course of Induction, each participating Education Specialist teacher moves through a series of linked Inquiries,
compiling a comprehensive portfolio of evidence of practice within the context of his/her teaching assignment. FACT
documents include: Student Service Profile for Education Specialists, Continuum of Teaching Practice, Individual Induction
Plans (IIPs), Action Plans, Essential Components for Instruction, Long-Range Lesson Planning, Observation Records, and
Summative Assessment of Student Work. In collaboration with the Support Provider (SP), each tool is designed to expand
the PTs expertise in delivering services and to support his or her identified Individualized Induction Plan growth goals.
Because the needs of special populations students are multifaceted and require complex thinking and understanding on the
part of the participating Education Specialist, teachers must engage in a continuous investigation into current issues and
trends, journal articles, and evidence-based research specific to their authorization and area of focus. Included in the
Individualized Induction Plan and/or the Inquiry Action Plan and in other collected Inquiry evidence, the participating
Education Specialist demonstrates the integration of current information and research into practice.
Element
Program Description
ES 7.1 The Education

Specialist Individual
Induction Plan includes
the advanced and
applied pedagogy to
expand the holders
expertise in delivering
services.
The Individual Induction Plan (IIP) is a step in the FACT process. Writing the IIP, based on
evidence collected by both the PT and the SP, helps the PT determine how to best focus his or her
efforts. The PT considers practice, school or district priorities, and other challenges and prepares
a plan for professional development in an area they target for growth. The process begins by
drafting a focus question connected to a CSTPs and academic content standard, which might be
revisited during the course of the inquiry, altered, or changed. In order to gather information
related to the focus questions, PTs conduct research that may include professional development
offered by SCOE, the district, or other organizations. PTs can choose to attend professional
development provided through the consortium and/or from other sponsors if it is tied to the IIP
goal. The IIP is revisited at the end of the Inquiry as a part of the process of bringing closure to
the investigation. Actual outcomes are used as a catalyst for thinking about the effectiveness of
the inquiry results and next steps for continuous growth.
Education Specialists in SCOEs Consortium work within several Service delivery models.
Within these contexts, Education Specialists self-assess their professional growth related to
advanced pedagogy. During the self-assessment process, the Special Education teachers review
the evidence collected, describe strengths and challenges, and assess their practice in relation to
the Induction Standard related to pedagogy. Candidates are provided reflection planning prompts
and possible sources of evidence to review when addressing these prompts. These SelfAssessments: Pedagogy document the developing skills and abilities of the teacher.
ES 7.2 Each participant
should select
appropriate
professional
development and /or
preparation program
based coursework to
PTs in induction are expected to demonstrate skills beyond what was demonstrated for the
preliminary credential. To avoid duplicate experiences, PTs share strengths and possible areas for
growth or need based on their previous university experiences and with the input of their
university advisor. Special Education candidates new to our program complete a Self Assessment
for Education Specialist candidates in tandem with the Transition Plan prepared during their
preliminary credential preparation to help identify skills to be expanded and advanced content to
be pursued. PTs are also expected to present their reflections from their year one and year two
Page 50 of 53
expand his/her skills as

an Education Specialist
from the menu of
options offered by the
Clear Credential
Preparation Program
and the employing
school district. These
skills should be
designed to enhance
the participants
teaching abilities for
the current teaching
assignment.
self-assessments. SCOE realizes that each special education PT holds a unique preliminary
credential (Mild/Mod, Mod/Severe, Early Childhood) and develops specific presentation
guides for each.
An Education Specialist Needs Assessment is completed. Education Specialist credentialing is
complex and multi-layered. This survey assists district and Consortium leaders to provide
appropriate advising and program support that takes job assignment into consideration. The
candidate and SCOE determine professional development activities in partnership with the
district. The goal of supporting the candidate is their development as an effective and reflective
practitioner. An orientation is scheduled with each Special Education candidate and includes
SCOE staff and special education designees if available. At an early meeting with SPs, PTs
discuss an IIP for Professional Development for Clear Education Specialist Candidates.
During that initial discussion SP and PTs also consider the Education Specialist PD Schedule
that is offered by SCOE. Much of the professional development offered by SCOE can be utilized
by special education PTs for use in their inquiry, which is presented later in the school year. PTs
and SPs review teacher preparation experiences to determine prior knowledge, skills and abilities
acquired, and design a growth plan that identifies the coursework, experiences and tasks that
should be completed. The plan is designed for the individual candidate, the specific needs of the
employer, and the current skill level of the candidate.
The intake team offers a Menu of Options (Professional Development Super Saturdays,
university course offerings, school/district/county professional development, etc.) offered to
expand the skills and to enable the candidate to pursue advanced study. This menu is developed
collaboratively with the partners and includes professional development activities identified by
SCOE in partnership with the districts, regional SELPAs, and IHEs to support the candidate as an
effective and reflective practitioner.
The Sacramento BTSA Consortium's inquiry process requires candidates to research their focus
questions through such activities as talking with colleagues, observing professional practices,
reading research related to the focus questions, attending workshops/courses, analyzing data such
as student work, exploring the Internet, observation by a SP.
These options, along with topics included in BTSA-sponsored Professional Development Super
Saturdays and school/district offerings are designed to be responsive to the candidates current
teaching assignment and to extend the teacher's current practice.
ES 7.3 In addition,
each Education
Specialist will be
provided with
opportunities to
complete advanced
professional
development in areas
such as: case
management,
advocacy, consultation
and collaboration, coteaching, professional
learning community
participation and
school wide positive
behavior support
relevant to
employment.
The IIP for Professional Development for Clear Education Specialist Candidates provides
candidates a thoughtful and specific emphasis for focused professional development and
identifies from a menu of options specific professional growth goals related to advanced
professional development. The Sacramento BTSA Consortium provides opportunities for
candidates to complete professional development in areas such as: case management, advocacy,
consultation and collaboration, co-teaching, professional learning, community participation, and
school-wide positive behavior support relevant to employment through school/district workshops
and breakout sessions at the BTSA sponsored Professional Development Super Saturdays.
Additionally, the Consortium provides a special education resources document designed to help
teachers make educated and evidence based decisions about their professional development. The
PT and SP use the Resources Guide for Special Populations along with district-specific policies
to inform and guide these ongoing conversations. When appropriate, general education teachers
team with special education teachers to share best practices.
Page 51 of 53
ES 7.4 The Induction

program is
characterized by a
depth of experience
that challenges the
fostering critical
reflection, extending
understanding and
allows for meaningful
integration of theory
and practice.
The Sacramento BTSA Consortium challenges the Education Specialist to reflect critically on
their professional practice, extend their understanding, and integrate theory and practice by:
Engaging in weekly conversations with job-alike SPs
Participating in inquiry and reflection through the Formative Assessment for California
Teachers (FACT)
Assembling a professional portfolio of work gathered over time

should reflect on their
preliminary teacher
preparation and design
a thoughtful specific
emphasis from a menu
of options. The specific
induction emphasis
should detail inquiry
based methodology and
reflective practice.
As indicated in the Education Specialists Individual Induction Plan, each PT has the option of
participating in professional growth opportunities offered by SCOE and a variety of other
partners. During the initial review of TPE/TPA outcomes and as a starting point for writing the
first Individual Induction Plan for Professional Development, the PT is provided with a menu of
professional development options. These options include, but are not limited to, the following:
staff development opportunities in Region 3 through SELPA, our regional partner universities to
further their study in advanced specialty-specific areas and to acquire additional authorizations
relevant to employment, and SCOE Super Saturday BTSA offerings designed for Education
Specialist candidates. Education Specialists also receive support from the district special
education services coordinator or designee who can provide specific support aligned with the
candidates assignment. The induction emphasis grows from candidate need and is grounded in
inquiry and reflective practice.
Education Specialists and SPs also attend quarterly Benchmark Seminars which focus on specific
topics related to the Inquiry focus and, when possible, their identified area of specialization. The
seminars are designed to build upon the PTs understanding of how to use Inquiry-based evidence
to guide planning and instruction based on students identified IEP goals. The SP and PT
personalize each Inquiry through the writing of the Individual Induction Plan and the Inquiry
Action Plan thus ensuring a depth of experience that challenges the Education Specialist within
his/her area of specialization, authorization, and employment assignment.

shall demonstrate that
they are a consumer of
the research; i.e.,
current issues and
trends, journal articles,
evidence based
research in the field,
current legal issues and
they are capable of
advanced level data
driven instruction.
PTs in the Consortium complete IIPs that contain Action Plans tied to documented need.
Candidates must document on their uploaded IIPs how they address their Inquiry questions
through methods such as Internet research, coursework, articles, observations, and conversations
with mentors. Education Specialists demonstrate that they use data-driven instruction through
lesson planning, analysis of student work, observation records, and notes from conversations.
Finally all PTs will present reflections from self-assessments and PTs clearing their level-two
credential will present their level 2 competencies.
The Sacramento BTSA Consortium offer quarterly Education Specialist Support Saturdays
facilitated by Special Education leaders in the areas of mild/moderate, moderate/severe, ECSE,
and DH. Agendas for these sessions are built around questions and topics important for special
educators professional growth. Current articles and research related to the focusing questions are
shared at each session along with information regarding legal issues as evidenced by handouts
kept on file in the BTSA office. Also, all Education Specialist candidates compete a Self
Assessment that includes a prompt related to Current Research and Trends. Specifically,
candidates reflect on the research shared through their district and through Saturday Support
sessions and share how they integrate current research into their practice. This information is
documented on the Self-Assessment for Education Specialist Clear candidates.
Page 52 of 53
Page 53 of 53
Year 1
PT Induction Course Content
YEAR 1 PT TASKS
Induction Advisement
Credential Roles and
Responsibilities
Registration (MyBTSA
and State Consent
Form)
Understand Completion
Policy
Orientation
Introduction to the
Intake IIP
WHAT NOW
WELCOME to the Sacramento County Office of Education (SCOE) Induction Program! One way that
we support you is through an individual and secured Web record called MyBTSA (www. MyBTSA.org),
which spells out your induction path, provides a portal to your online induction portfolio, and keeps a
record of your task status.
Weekly Conversations
You and your Support Provider (SP) will speak weekly. These conversations must be logged into
MyBTSA and approved by your SP. Do this in a timely fashion. You can conduct conversations via
telephone, computer, or face to face. Up to 12 hours of grade /department level meeting time can be
tracked and approved by your SP.
Benchmark Seminars
All PTs are required to attend 4 Benchmark Seminars during the 2014-2015 school year. All
benchmark sessions are held at SCOE. You will be assigned to a cohort based on your teaching
assignment and will be assigned dates to attend. Be sure to calendar these dates early so that you are
available on those dates. SCOE will record attendance for this task.
You are required to complete twenty-four (24) hours of professional development for the 2014-2015
BTSA year. You have several options for completing your PD. Your SP will assist you in selecting the
appropriate PD opportunities. Keep in mind that you must engage in PD activities that are related to
and referenced in your action plan on your IIP and are relevant to your focus question.
To receive credit, you must enter (log) all PD activities onto MyBTSA and present a verification of
attendance (e.g. signed Certificate of Attendance, signed agenda, observation notes, summary of
readings, etc). These verifications will be submitted at the Professional Induction Presentation (PIP).

o Class Profile
o Classroom Layout
o School and District
Information/ Resources
o Home/School
Communication Log
Benchmark Seminar 1 Focus

OCTOBER
o Site Orientation
Checklist
Initial Observation
o KWO Chart
o Post Observation
Reflection
This first benchmark asks you to focus on your students, your classroom, your site, administration, and
all the support services available to you. This process will help you be knowledgeable about your
students and how you can address their individual learning needs.
You will also plan and teach a lesson that your SP will informally observe. Feedback from this lesson
will help you determine your level of practice related to the CSTPs.
BTSA templates are available on MyBTSA or you may want to substitute your own when appropriate.
You may also want to use photos or diagrams, or information and directories that you may find in your
site information materials.
Information to gather for this Benchmark includes:
A class profile (Look at the student enrollment information that may be provided through a
district information system and ask your students for information)
The layout of your instructional environment and the site areas you use for teaching (make
a diagram or take photos)
School and District Information/Resources (check the directories in your site binder for
administrative, curriculum, technology, special education, and other services)
Home/School Communication Log (you may want to design your own system for logging
conversations/emails)
Site Orientation Checklist (so that you have all the information you need to get started on a
great teaching year)
Informal Observation:
Fill out the K-W-O Chart (What I Know, What I Want to know, What I want you to Observe) and share it
with your SP.
Plan a lesson and schedule an observation with your SP. As you plan, consider the learning needs of
all students. What is the actual EVIDENCE your SP will observe to show the quality of your teaching?
Your SP will do an objective observation that will help you gain valuable insights about your teaching
and identify methods you may want to change or strengthen.
Complete a Post-Observation Reflection. Get ready to grow as a professional and to ask for support
when you need it.
Benchmark 1 Focus
OCTOBER
NOVEMBER
Continuum of Teaching
Practice
Intake IIP
You will also complete an INTAKE IIP focused on Standard 2 with your SP. This will serve as a
starting place when you formally begin the INQUIRY CYCLE in Benchmark 3. Your SP will complete
this with you and walk you through the process.
Self Assessments
(Uploaded)
o
Initial: Pedagogy
o
Initial: Equity
Benchmark 2 explores the Pedagogy (the art and science of teaching), and Equity (creating a fair,
impartial, and just environment for your students) of your chosen profession. It asks you to assess
yourself and systematically focus on developing as a professional educator. You will do two initial
reflections. One will be on pedagogy and one on equity. Your reflections should be thoughtful and
professionally written.
Your SP will offer support, create challenges, and facilitate a professional vision that will help you develop
sound educational practices and high expectations.
Embrace the challenges. Focus on the evidence collected through observation and reflection with your
SP. Teaching is a long and collaborative journey.
Initial Self-Assessment: Pedagogy (based \on evidence*)
Initial Self-Assessment: Equity (based on evidence*)

*Reminder - Your evidence sources are Context for Teaching documents, Observation, Lesson Plans,
Student Work, and Reflection. Do not forget that you must have one piece of evidence for each of the
Reflection Planning Prompts.
Inquiry Cycle: Equity

(Uploaded)
o
IIP

JANUARY
When you have finished all of the above you will review the Continuum of Teaching Practice.
Although you will review all six standards and elements, you will focus your attention on Standard
2, (Creating and Maintaining Effective Environments for Student Learning). Evaluate yourself on
each of the elements of the California Standards for the Teaching Profession. Highlight or underline a
column for each of the seven elements as a self-evaluation of your current level of teaching. For each
page you will want to cite and describe the evidence that demonstrates each CSTP.
Essential
Components for
Instruction
Entry Level
Assessment
Focus Student
Selection
Lesson Plan
Observation
Summative
Assessment of
Student Work
Practice
Benchmark #3 (Inquiry Cycle: Equity)

The Inquiry Cycle is all about developing your skill as a teacher using your Individual Induction Plan
(IIP). To accomplish this you will focus on what you need to know and do based on your selfassessments.
You will complete an IIP where you will write a focus question and develop an action plan to lead you on
your inquiry journey. Your question should be specific and should reflect what you want to know about
your teaching as it relates to the standards of your profession.
Make it important to your students and
to your growth as a teacher. In your action plan you must engage in a minimum of two types of
professional development activities that are directly related to your Inquiry Focus question. Hours of PD
for this inquiry count towards the 24 that are required for the school year.
Have a pre-lesson conference with your SP and review your IIP and Essential Components for
Instruction to be certain you are ready to use them in your lesson planning.
To summarize, the process is: Plan a lesson series. Assess your students prior to the start of the series
of lesson. Select focus students: 1) Special Populationscan include a GATE student), 2) an English
learner, and 3) one who isnt in one of the other two categories. Teach the series. Your SP will formally
observe at least one lesson in the series. Collect student work from the entire series and assess the
success of your lessons based on your evaluation of their work. Reflect on the process and finally you
will evaluate the inquiry cycle and your growth as a teacher. This is your opportunity to PLAN, TEACH,
REFLECT, and APPLY.
Individual Induction Plan (IIP)
Essential Components for Instruction
Entry-Level Assessment
Lesson Plan for Observation
Observation Scripting
Summative Assessment of Student Work
Continuum of Teaching Practice with evidence cited and explained

MARCH
Self Assessments
(Uploaded)
o
Final: Pedagogy
o
Final: Equity
Self Assessment
Share
Statewide Survey
Youve come a long way during Year 1 in your understanding of the teaching profession and your
experiences with your students and colleagues. Now it is time to revisit your initial selfassessments, review all collected evidence (Context for Teaching, Inquiry cycle, observations,
and student work), and describe your strengths and challenges as you complete your final selfassessment.
Take a good long look at your experiences this year and your growing skills and knowledge as
you look back at your Initial Assessments, and use that as a basis for your Final Assessments.
Your SP can support you in these reflections. Look at the evidence to support Pedagogy and
reflect on how you helped your students meet or exceed grade level standards. Think about your
English Learners and Special Population students. How did your teaching practices support
these students and enable them to advance in their learning? How did you focus on Equity for all
students?
Induction Program Standard 5 Self-Assessment Pedagogy
Induction Program Standard 6 Self-Assessment Equity for All Students

Do not forget to cite and describe the evidence collected through the year as you reflect.
Statewide Survey: You will receive your login information and you must complete the required
statewide survey by the assigned due date which will be sometime in May. This will be an online
survey that reflects your first year experience with induction.
End-of-Year Professional Induction Presentation (PIP)

MAY
Equity Inquiry
Presentation
Portfolio Submission
(Uploaded)
o
Complete Inquiry
Cycle: Equity
o
Self-Assessments
Pedagogy
Equity
o
Reflective Summary
of Teaching Practice
Notes:
Its now time for the Summative Event. This is an opportunity for you to share with other educators
your key insights about teaching based on evidence collected in your Professional Portfolio. Youve
worked hard at your profession and you have the evidence to prove it.
Check your Task Status Report to make certain all your tasks have been uploaded and approved on
MyBTSA.
Complete a Reflective Summary of Teaching Practice. Consider the evidence you have collected
during the year and identify teaching practices that had the greatest effect on student learning. Meet
with your SP to discuss your professional growth over the past year. Write your reflections based on
the information you have gathered from the Inquiry process and the evidence you will showcase in
your Professional Portfolio. Your comments need evidence.
Capture your reflections, bundle up your Professional Portfolio, and congratulate yourself on your
accomplishments during BTSA Year 1.
You will have an online portfolio of all the evidence you have uploaded onto MyBTSA as well as a
hard copy portfolio of the following items:
Complete Inquiry Unit
Self Assessments for Pedagogy and Equity
Reflective Summary of Teaching Practice
Verifications of PD Completion
You will bring the items above to your Professional Induction Presentation held at the Sacramento
County Office of Education.
At the Professional Induction Presentation you will have 15 20 minutes to present your Inquiry Unit
and share what you have learned about your focus students, yourself, and the teaching profession
during your first year of BTSA. You will leave the hard copy portfolio with SCOE at this time for
review.
YEAR 2 PT TASKS
o Credential Roles and
Responsibilities
o Update information on
MyBTSA
Orientation
o Understand Completion
Policy
WHAT NOW
WELCOME to the Sacramento County Office of Education (SCOE) Induction Program! You have
been issued an individual web record through MyBTSA, (www. MyBTSA.org), which spells out your
induction path, provides a portal to your online induction portfolio, and keeps a record of your task
status.
You and your Support Provider (SP) will connect weekly via telephone, computer, or face to face.
These conversations must be logged into MyBTSA and approved by your SP. Do this in a timely
fashion. Up to 12 hours of grade/department level meeting time can be logged as hours.
Benchmark Seminars
All PTs are required to attend 4 Benchmark Seminars held at SCOE. You will be assigned to a cohort
based on your teaching assignment and will be assigned dates to attend. Be sure to calendar these
dates early so that you are available on those dates. SCOE will record attendance for this task.
You are required to complete twenty-four (24) hours of professional development tied to your IIP
Focus questions. Your SP will assist you in selecting the appropriate PD options and opportunities.
Keep in mind that you must engage in PD activities that are related to and referenced in your action
plan on your IIP and are relevant to your focus question.
To receive credit, you must enter (log) all PD activities onto MyBTSA and present a verification of
attendance (e.g. signed Certificate of Attendance, signed agenda, observation notes, summary of
readings, etc). These verifications will be submitted at the Professional Induction Presentation (PIP).

o Class Profile
o Classroom Layout
Information/Resources
o Home/School
Communication Log
Benchmark Seminar 1
OCTOBER
o Site Orientation
Checklist
Practice
Self-Assessments
(Will be Uploaded)
o Initial: Pedagogy, Yr. 2
o Initial: Special
Populations
o Initial: English
Learners
This first benchmark asks you to revisit your context for teaching (your students, your instructional
environment, your site, administration, and all the support services available to you). This process will
help you learn about your students and how you can address their individual learning needs.
BTSA templates are available on MyBTSA or you can substitute your own when appropriate. You
may also want to use photos or diagrams, or information and directories that you may find in your site
information materials.
The layout of your instructional environment and the site areas you use for teaching (make a
diagram or take photos)
administrative, curriculum, technology, special education and other services)
Site Orientation Checklist (so that you have all the information you need to get started on a
great teaching year)
You will also review your Continuum of Teaching Practice to help you determine your level of practice
related to the CSTPs. Evaluate yourself on each of the elements of the California Standards for the
Teaching Profession. Highlight or underline a column for each of the seven elements as a selfevaluation of your current level of teaching. For each page you will want to cite and describe the
evidence that demonstrates each CSTP.
Self Assessments
You will also complete three self-assessments: Pedagogy (the art and science of teaching); Special
Populations (serving the full range of students: students identified for special education, students
with disabilities, advanced learners, and students with a combination of special instructional needs);
and English Learners (differentiating instruction based on language proficiency). It asks you to
assess yourself and systematically focus on developing as a professional educator. You will do three
initial reflections that should be thoughtful and professionally written.
Benchmark Seminar 2
NOVEMBER
Inquiry Cycle #1
(Will be uploaded)
o IIP
o Essential Components
for Instruction
o Entry Level
Assessment
o Focus Student
Selection
o Lesson Plan
o Observation
o Summative
Assessment of
Student Work
Practice
Inquiry Cycle #1
An Inquiry Cycle is all about developing your skill as a teacher using your Individual Induction Plan
(IIP). You will choose a focus question based on your self-assessments and develop an action plan
to lead you on your inquiry journey. Your question should be specific and should reflect what you
want to know about your teaching as it relates to the standards of your profession.
Make it
important to your students and to your growth as a teacher. In your action plan you must engage in a
minimum of two types of professional development activities that are directly related to your Inquiry
Focus question.
Schedule a pre-lesson conference with your SP and review your IIP and Essential Components for
Instruction to be certain you are ready for your lesson planning. Plan a lesson series, and assess
your students. Select your focus students: 1) Special Populationscan include a GATE student), 2)
an English learner, and 3) one who isnt in one of the other two categories. During the series, your SP
will formally observe at least one lesson. Collect student work and assess the success of your
lessons based on your evaluation of their work. Reflect on the process and evaluate the inquiry cycle
and your growth as a teacher. This is your opportunity to PLAN, TEACH, REFLECT, And APPLY.
Benchmark 4
MARCH
Benchmark Seminar 3
JANUARY
Revisit the Continuum of Teaching Practice to help determine your proficiency related to the CSTPs.
Inquiry Cycle #2
(Will be Uploaded)
o IIP
o Essential Components
for Instruction
o Entry Level
Assessment
o Focus Student
Selection
o Lesson Plan
o Observation
o Summative
Assessment of
Student Work
Practice
Inquiry Cycle #2
Self-Assessments
(Will be Uploaded)
o Final: Pedagogy, Yr. 2
o Final: Sp. Populations
o Final: English Learners
Now it is time to revisit your initial self-assessments, review all collected evidence (Context for
Teaching, Inquiry cycles, observations, and student work), and describe your strengths and challenges.
Inquiry #1 Presentation
and Paper Submission
End-of-Year PIP
MAY
Statewide Survey
By the third Inquiry Cycle, you should be comfortable with the process and have internalized this
process into your everyday work. By this point, you should clearly understand how this process is
developing your skill as a teacher using your Individual Induction Plan (IIP). To accomplish this you will
focus on what you need to know and do based on your self-assessments.
Complete an IIP and write a meaningful and thoughtful focus question. Develop an action plan to lead
you on your inquiry journey and make explicit links between the PD and your question. Have a prelesson conference with your SP and review your IIP and Essential Components for Instruction. Plan a
lesson series, assess your students prior to the start of the series of lesson, select focus students, and
teach the series. Your SP will formally observe at least one lesson in the series. Collect student work
from the entire series and assess the success of your lessons based on your evaluation of their work.
Reflect on the process and finally you will evaluate the inquiry cycle and your growth as a teacher. This
is your opportunity to PLAN, TEACH, REFLECT, and APPLY.
You will also revisit your Continuum of Teaching Practice to help you determine your level of practice
related to the CSTPs
Take a good long look at your experiences this year and your growing skills and knowledge and use
that as a basis for your Final Assessments. Your SP can support you in these reflections. Do not
forget to cite and describe the evidence collected through the year as you reflect.
Statewide Survey: You will receive your login information and you must complete the required
statewide survey by the assigned due date which will be sometime in May. This will be an online
survey that reflects your experience with induction.
Inquiry #2 Presentation
and Paper Submission
During the Professional Induction Presentation (PIP), you will share with other educators your key
insights about teaching based on evidence collected in your Professional Portfolio.
Year 2 Portfolio
Submission (Uploaded)
o Complete Inquiry Cycle
#2
o Self-Assessments
o Reflective Summary of
Teaching Practice
MyBTSA. Complete a Reflective Summary of Teaching Practice. Consider the evidence you have
collected during the year and meet with your SP to discuss your professional growth over the past year.
Write your reflections based on the information you have gathered from the Inquiry process and the
evidence you will showcase in your Professional Portfolio. Your comments need evidence.
Upload all required documents onto MyBTSA and assemble a hard copy portfolio of the following:
Self-Assessments (Pedagogy, Special Populations, EL, and Ed. Specialist Clear if appropriate)
You will have 15 20 minutes to present your Inquiry Unit and share what you have learned about your
focus students, yourself, and the teaching profession. SCOE will collect a hard copy of your portfolio.
Induction Pacing Guide

Seminar Focus Areas
Orientation
YEAR 1 PT TASKS
Credential Roles and Responsibilities
Registration (MyBTSA and State Consent Form)
Update information on MyBTSA
Understand Completion Policy
Introduction to the Intake IIP
Benchmark Seminar 1
OCTOBER

o Class or Student Service Profile
Benchmark Seminar 2
NOVEMBER
Benchmark Seminar 3
JANUARY

o Instructional Environment
o School and District Information/Resources
o Home/School Communication Log
o Site/Assignment Orientation Checklist

Initial Observation
o KWO Chart
o Post Observation Reflection
Intake IIP
Benchmark
Seminar 4
MARCH
YEAR 2 PT TASKS
Self Assessments (Will Be Uploaded)

o Initial: Pedagogy
o
Initial: Equity

o
o
Initial: Special Populations

Initial: English Learners
Inquiry Cycle #1 (Will Be Uploaded)

o IIP
o Essential Components for Instruction
o Entry Level Assessment
o Focus Student Selection
o Lesson Plan
o Observation
o Summative Assessment of Student Work
Inquiry Cycle: Equity (Will Be Uploaded)

o IIP
Inquiry Cycle #2 (Will Be Uploaded)

o IIP


o Lesson Plan
o Lesson Plan
o Observation
o Observation

o Final: Pedagogy

Final: Equity
Statewide Survey
Final: Sp. Populations
Final: English Learners
Inquiry #1 Presentation and Paper Submission
End-of-Year PIP
MAY
Statewide Survey
Equity Inquiry Presentation
Year 1 Portfolio Submission (Will Be Uploaded)

o Complete Equity Inquiry Cycle
o Self-Assessments
o Pedagogy
o Equity
o Reflective Summary of Teaching Practice
Year 2 Portfolio Submission (Will Be Uploaded)

o Complete Inquiry Cycle #2
o Self-Assessments
o Pedagogy (Yr. 2)
o English Learner
o Special Populations
o Education Specialist Clear (if appropriate)
Documentation Review:
______________________________
IHE Representative Signature/Date
_________________________
Candidate Signature/Date
Participating Teacher Signature/Date
______________________
Support Provider Signature/Date
____________________________
Step 3: The candidate is responsible for completion of this document and submission of one copy each to the IHE representative, Induction director, and district support
provider for use in the Education Specialist Induction Program.
Step 2 Directions: Reflect on evidence gathered during your teacher preparation program and identify one to four tentative professional growth goals.
F: Developing as a Professional Educator
E: Creating and Maintaining Effective

Environments for Student Learning
D: Planning Instruction and Designing

Learning Experiences for Students
C: Engaging and Supporting Students in

Learning
B: Assessing Student Learning
Step 1 Directions: Based on evidence gathered during your teacher preparation program, use the first two columns to describe your strength(s) in relation to the following.
Field Experience
Implications
TPE Domain
(Student Teaching, Intern program, Out-of-State, Portfolio) (To be completed with your Induction Support Provider)
A: Making Subject Matter Comprehensible to
Students
Support Provider:
_____ Special Education in _______________
Induction Program:
_____ Single Subject

IHE Representative:
_____ Multiple Subject
District:
University:
Credential Received:
Candidate Name:
Making a Connection: Teacher Preparation to Induction
Transition Document
IHE/Education Specialist Induction
Intake Individual Induction Plan

(General Education Year 1 Only)
Participating Teacher
Support Provider
District/ School
Teaching Assignment/ Content Area
FOCUS OF THE INQUIRY: Determining what I need to know and be able to do

1. Based on a review of Teacher Preparation experiences, an Informal Observation, and conversations with a support provider,
identify an area to investigate. Mark the CSTP element that will be your focus.
2.4 Creating a rigorous learning environment with high expectations and
appropriate support for all students.
2.2 Creating physical or virtual learning environments that

promote student learning, reflect diversity, and encourage
constructive and productive interactions among students .
2.5 Developing, communicating, and maintaining high standards for individual

and group behavior.
2.3 Establishing and maintaining learning environments that are

physically, intellectually, and emotionally safe.
2.6 Employing classroom routines, procedures, norms, and supports for positive
behavior to ensure a climate in which all students can learn.
PLAN
2.1 Promoting social development and responsibility within a

caring community where each student is treated fairly and
respectfully.
2.7 Using instructional time to optimize learning.
3. How will student achievement be increased?
4. What measurable changes in student learning do you want to see?
ACTION PLAN: Examining research related to my focus question and applying new learning in my classroom
5. Date of research
6. Identify which resources (more then one) you will use for your research and describe below.
Exploration of new strategies/techniques
Professional reading
Application of university coursework
Observation(s)/interview(s) of other teachers
Other
PLAN/TEACH
Workshop or conference
IMPLEMENTATION STEPS: Applying new learning in my classroom

7.
Application: How new knowledge was implemented.
8.Results: Examples of classroom changes as a result of the implementation

of new knowledge.
9A. As a result of the inquiry process, describe the impact on instructional/classroom practices and student achievement? (list specific evidence)
REFLECT
REFLECTION/APPLICATION
9B. Share your learning about student development, instructional practices, academic content, and/or yourself as a teacher.
Describe how you will apply new learning to future practice.
APPLY
Copyright Commission on Teacher Credentialing and the California Department of Education

Formative Assessment for California Teachers (FACT) 2011
Page 30
Content
Area
Teaching
Assignment
3. What are the anticipated, measurable outcomes for student learning?
2. Decide on a focus for professional development for this year.
Application: Implementation of new

knowledge
6.
7. Measurable Results: Impact on

teaching/student achievement
REFLECT

b. Share your learning about student development, instructional practice, academic content, and/or yourself as a teacher.
a. What was the impact on instructional practices and student achievement? (list specific evidence)
5. Research: Describe resources used

(e.g. talked to colleague, research on-line, other)
PLAN/TEACH
9.
8.
Credential Area of Emphasis
School
ACTION PLAN: Examining research related to my focus question and applying new learning in my instructional setting
upon the scope and depth of study in specific content areas, as well as expertise in
performing specialized roles and/or responsibilities.
Development of Specific Emphasis Each candidate demonstrates ability to expand
knowledge of and ability to interpret, apply and disseminate current and emerging
research, theory, legislation, policy and practice.
1. Based on Competency Standards (choose 1)

Current and Emerging Research and Practices: Each candidate demonstrates
4. Date of
research
District
Support
Provider
Individual Induction Plan for Professional Development

Clear Education Specialist Candidates
Participating
Teacher
Date:
PLAN
APPLY
IIP #
Date:

Support Provider
District
Teaching
Assignment
Content Area
Ed. Spec. Area of Emphasis
School

2. Develop a focus question for this inquiry.
3. Which CSTP element(s) will be addressed?
4. What measurable changes in student learning will you

see?
PLAN
1. Based on findings from self-assessments, determine

area(s) of focus.
5. Date of research
6. Identify which resources (more then one) you will use for your research and describe below
Other
7.
8.Results: Examples of classroom changes as a result of the

implementation of new knowledge
PLAN/TEACH
REFLECT
9A. As a result of the inquiry process, describe the impact on instructional/classroom practices and student achievement? (list specific
evidence)
10. Describe how you will apply new learning to future practice.
APPLY

Page 38
Direct Services
To Participating Teachers
And Support Providers
Sacramento State University

Brandman University
National University
University of Phoenix
UC Davis
William Jessup University
University of San Diego
Fortune School of Edcuation
North Coast Beginning Teacher Intern Program
IHE Representatives
Commission on Teacher Credentialing

CA Department of Education
BTSA Statewide
Program
Design Team
Program Analyst
Dawn McCarron
BTSA Coordinators
BTSA Program Director

Mary Ellen Dill
Dr. Steve Winlock
Executive Director
Sacramento County School of Education
Sacramento County
Superintendent of Schools
David Gordon
SCOE Induction Program Organization Chart
Indirect Services
To Participating Teachers
And Support Providers
SCOE-ISS Representative
BTSA Coordinators
District Advisors
IHE Representative
Retired BTSA Administrators
Advisory Council
Sacramento BTSA Consortium
Routes to a Clear Multiple or Single Subject (SB 2042)

Teaching Credential
Type of Employer
Public school district or county office of

education
Charter School
Private School, religious or nonsectarian
Nonpublic, nonsectarian school or agency
Juvenile court schools
Adult Correctional System
Juvenile Corrections
School under a state agency jurisdiction
Long-term Substitute
Day-to-Day Substitute
Working for the state of California (i.e., CDE or
CTC)
Working in a Pre-School 2
Working in Higher Education
Teaching/tutoring for an agency, i.e. studio,
modeling agency, hospital, circus
Teaching/Tutoring for a for profit company
After school program
Home School teacher not affiliated with a
public/private school
Education affiliated setting, i.e. museum/zoo
Summer camp, YMCA
Employed in a non-education setting
Unemployed individuals
Teaching outside California
Teacher may
participate in
Induction
Employer is eligible to verify

that Induction is not available.
Candidate may opt to complete
a General Education Clear
Credential Program
Yes
Yes *
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes *
Yes *
Yes *
Yes *
Yes *
Yes *
Yes *
Depends 1
No
Yes, if an approved
Induction Program will
accept the candidate
and a plan for the
individual is
developed.
The plan must provide
for the range of
induction experiences
and opportunities
including experiences
with children to
demonstrate
knowledge and skills
required by the
program standards.
No
?2
No
Yes *
No
No
No
No
No
No
No
No
Employer is defined as a California public school, any school that is sponsored by a private California K-12 school,
non-public, non-sectarian school or agency, charter school, or a school operated under the direction of a California
state agency. Employer must complete, and superintendent or designee, sign the CL 855 Induction Program Verification of Unavailability of a Commission-Approved Program form.
The employing agency makes this decision. Factors to consider include the length of the assignment and the
individuals employee status with the agency.
If the preschool is run by the school district AND the teachers are on the regular teacher salary schedule, then Yes
to the employer signing the CL 855 letter. Otherwise No.
Professional Services Division

1900 Capitol Ave, Sacramento, CA 95811
kpolster@ctc.ca.gov
SP
Quick Start for

Participating Teachers
Beginning Teacher Support & Assessment
2014-15
As a Participating Teacher in the Sacramento County Office of

Education BTSA, you will work with a trained Support Provider to
complete the various requirements to clear your credentials.
Optional
CSUS Units
By June 15th, 2015 you are to complete:

SCOE Credential Orientation
Register on the My BTSA website (www.btsasacramento.org)
and attend a two-hour overview of the Induction Program
components. Learn about the online My BTSA database, CSUS
units, and FAQ.
Tasks on My BTSA (btsasacramento.org)
Complete all tasks on My BTSA, an online database designed to
guide you in your credential path, provide a portal to your online
induction work, and keep a record of your task status. In My
BTSA, you will document your completion of the tasks described
below.
Want to earn Continuing

Education units through
CSUS? Register online this
spring through My BTSA
for six units. Credential
Candidates and New Support Providers are eligible.
Log 40 hours of communication time with your Support Provider and your school team. Hours can include faceto-face meetings, phone calls, emails, and grade/department meetings (up to 12 hours).
SCOE Benchmarks
Register on My BTSA and attend four workshops, held at the Sacramento County Office of Education from
4-6 p.m. These Benchmark workshops will reinforce your work with your students and keep you updated on
your credential work.
Professional Development (PD)
Complete and document 24 hours of PD that aligns with your district goals and your professional growth goal
using the California Standards for the Teaching Profession (CSTPs). Examples include workshops, trainings,
online offerings, formal observation of an experienced teacher, etc.
Professional Induction Presentation (PIP)
In the spring, present your research (Inquiry) to a fellow credential candidate using a prescribed protocol and
upload your presentation notes to My BTSA.
BTSA provides many resources to help you complete your requirements, including: Continuum of
Teaching Practice, California Standards for the Teaching Profession, and My BTSA.
Sacramento BTSA Consortium Staff

Mary Ellen Dill
Program Director
(916) 228-2236
mdill@scoe.net
PT
ES
Dawn McCarron
Program Analyst
(916) 228-2496
dmccarron@scoe.net
Fax: 916-228-3921
Website: www.btsasacramento.org
Facebook Page:
www.facebook.com/btsasacramento.org
Sacramento County Induction Program

Early Completion Option Application
2014-2015
SB57 (Scott) provides for an Early Completion Option for Multiple and
Single Subject induction candidates. The Early Completion Option (ECO)
is equally as rigorous as the full-length program, although shorter in length.
Upon successful completion of induction requirements as set forth in this
policy, candidates are recommended to the Commission on Teacher
Credentialing for a Clear Credential.
DEADLINE to submit application: 5 p.m., OCTOBER 17TH, 2014

APPLICATION FOR PARTICIPATION
Name: ______________________________________________ Site: ______________________
I.
Prior teaching experience as a full-time Teacher of Record. Please check all that apply:
_____
Private/Public (circle one) School classroom experience

Name of District/School:
City/State:
Years as Teacher of Record: ___
_____
Out-of-State classroom experience

Name of District/School:
City/State:
Years as Teacher of Record: ___
_____
Completed a 2-year Intern Program

University or College:
School site placement and grade level:
II.
Evidence of exceptional teaching practice during prior professional experience. Attach your
evidence/documentation such as teacher performance evaluations completed in the prior 18
months.
III.
On a separate piece(s) of paper, introduce yourself and provide a clear rationale for inclusion
in this program. Your rational should reflect your exemplary practice, attitudes,
professionalism, and commitment to the teaching profession. Also provide answers to the
following questions:
1.
2.
3.
4.
IV.
The CSTP (CA Standards for the Teaching Profession) are a core component of the BTSA Induction Program. What
knowledge do you have of these standards?
Discuss a standards-based lesson you have developed and delivered. What is the rationale for the lesson and your choices
of delivery? How does this lesson fit into long-term planning? (e.g., Show knowledge of curriculum mapping, district,
site, department or grade- level long-term planning; show your standards-based lesson plan including Student Content
Standard(s), student achievement goals, standards-based assessment(s), instructional strategies, student activities, and
materials utilized.
Discuss your analysis of student work. From data analysis, what specifically did you learn about student academic
performance (class as a whole and/or focus students)? What have you learned about your own teaching practice from the
analysis? (e.g., Discuss ideas for your own next steps in using student work to guide instruction; show use of student work
for progress monitoring/ checking for understanding; show evidence of planning intervention, remediation or extension for
focus students based on the data,)
Discuss how you differentiate instruction for an English Language Learner OR a student with an IEP. Discuss how your
instructional strategies and student activities differed for this student(s) and why you chose these strategies and activities.
A classroom observation completed by your site administrator or your district coordinator that
provides evidence of high performing teaching practice related to the CSTPs.
Be sure to attach the required documentation and evidence:

___
___
___
___
___
Evidence of exceptional teaching (e.g. teacher performance evaluation)

Cover letter and essays
An observation based on the CSTPs (within the last 18 months)
Recommendation from site administrator (see section V below).
Signed Application
Acceptance as an ECO BTSA participating teacher (PT) requires maintenance of exceptional

performance and professionalism. The participant must meet all deadlines, and attend all
BTSA Benchmark seminars. If accepted to ECO status, the PT will be assigned Year 2 Tasks.
In addition, an Inquiry completed independently will be due no later than December 19,2014.
________________________________
Printed Name of Applicant
V.
________________________________
Signature of Applicant
______
Date
Approval of site administrator:

_____ All elements of CSTP #2 are evident at a high level.
_____ Observer has no concerns regarding effective CSTP 1-5 implementation.
Date______
Administrator
Name________________________________________________________
Administrator
Signature_____________________________________________________
Comments:
*******For SCOE Office Use Only********

Yes / No
Yes / No
Yes / No
Candidate qualifies in the category of Experience.

Candidate qualifies in the category of Exceptional or Exemplary Teaching Practice.
Candidate qualifies in the category of High-performing based on evidence
from current classroom observations.
This candidate ______does qualify ______ does not qualify for the ECO based on the stated
qualifications.
Approved by: _____________________________________________________
Tasks
SarahBullock
UserProfile
CredentialPath
Tasks
Events
WeeklyConversations
ProfessionalDevelopment
Impersonate
20142015TaskOverview
Email
ParticipantStatus:Active(20142015)
Belowisanoverviewof20142015tasksassignedtoSarahBullock.Hoveroverastatusiconfor
moreinformation.Whereadocumenthasbeenuploaded,clickthelinkintheViewDocuments
columntoopeninanewbrowserwindowortab.
SCOEEvents
Task
ViewDocument
Target
OrientationMeeting
9/21/2014
BenchmarkSeminars
BenchmarkSeminar#1
BenchmarkSeminar#2
BenchmarkSeminar#3
BenchmarkSeminar#4
10/31/2014
12/24/2014
3/3/2015
4/30/2015
ProfessionalInductionPresentation(PIP)
5/27/2015
Status
TeachingEnvironment
Task
ViewDocument
Target
ContextforTeachingYear1
ClassProfile
InstructionalEnvironment
SchoolandDistrictInformation/Resources
Home/SchoolCommunication
Site/AssignmentOrientationChecklist
CommunityInformation
ContinuumofTeachingPracticeFall
12/1/2014
12/1/2014
12/1/2014
12/1/2014
12/1/2014
12/1/2014
12/1/2014
InitialObservation
KWOChart
PostObservationReflection
SelfAssessments
Status
10/1/2014
11/1/2014
SelfAssessments
Task
Pedagogy
PedagogySelfAssessment
Equity
EquitySelfAssessment
ViewDocument
Target
Status
notuploaded
1/1/2015
notuploaded
1/1/2015
ViewDocument
Target
Inquiries
Task
InquiryEquity
IndividualInductionPlan(IIP)
EssentialComponentsforInstruction
EntryLevelAssessmentPart1andPart2
FocusStudentSelection
LessonPlanTemplateforObservation
InquiryObservationRecordPart1andPart2
AnalysisofStudentWork
SummativeAssessmentPart1andPart2
ContinuumofTeachingPracticeSurveySpring
Status
notuploaded
notuploaded
notuploaded
notuploaded
notuploaded
notuploaded
notuploaded
4/1/2015
4/1/2015
4/1/2015
4/1/2015
4/1/2015
4/1/2015
4/1/2015
4/1/2015
5/1/2015
Task
ViewDocument
Target
6/1/2015
Task
ViewDocument
Target
WeeklyConversations
5/1/2015
Status
WeeklyConversations
SurveysandEvaluations
Status
Task
ViewDocument
Target
Status
RolesandResponsibilities
10/1/2014
Task
ViewDocument
Target
CulminatingQuestionsandReflectionsGuide
notuploaded
6/1/2015
EndofYearPresentationScriptingNotes
notuploaded
6/15/2015
EndofYearPreparation
Status
returntothetop
Tasks
NicholRogers
UserProfile
CredentialPath
Tasks
Events
WeeklyConversations
Impersonate
20142015TaskOverview
Email
ParticipantStatus:Active(20142015)
Belowisanoverviewof20142015tasksassignedtoNicholRogers.Hoveroverastatusiconfor
moreinformation.Whereadocumenthasbeenuploaded,clickthelinkintheViewDocuments
columntoopeninanewbrowserwindowortab.Viewfulltasklistsfromotheryears: 2013
2014
SCOEEvents
Task
ViewDocument
Target
OrientationMeeting
9/21/2014
BenchmarkSeminars
BenchmarkSeminar#1
BenchmarkSeminar#2
BenchmarkSeminar#3
BenchmarkSeminar#4
10/31/2014
12/24/2014
3/3/2015
4/30/2015
EducationSpecialistSupportSaturdays
EducationSpecialistSupportSaturday#1
10/25/2014
11/22/2014
1/24/2015
3/28/2015
ProfessionalInductionPresentation(PIP)
5/27/2015
Status
TeachingEnvironment
Task
ContextforTeachingYear2
ClassProfile
InstructionalEnvironment
SchoolandDistrictInformation/Resources
Home/SchoolCommunication
Site/AssignmentOrientationChecklist
CommunityInformation
ContinuumofTeachingPracticeFall
ViewDocument
Target
Status
12/1/2014
12/1/2014
12/1/2014
12/1/2014
12/1/2014
12/1/2014
12/1/2014
SelfAssessments
Task
Pedagogy
PedagogySelfAssessment
SpecialPopulations
SpecialPopulationsSelfAssessment
EnglishLearners
EnglishLearnersSelfAssessment
ViewDocument
Target
Status
notuploaded
1/1/2015
notuploaded
1/1/2015
notuploaded
1/1/2015
ViewDocument
Target
Inquiries
Task
Inquiry#1
ContinuumofTeachingPracticeSurveyWinter
Inquiry#2
ContinuumofTeachingPracticeSurveySpring
Level2Requirements
Status
notuploaded
notuploaded
notuploaded
notuploaded
notuploaded
notuploaded
notuploaded
2/1/2015
2/1/2015
2/1/2015
2/1/2015
2/1/2015
2/1/2015
2/1/2015
2/1/2015
2/1/2015
notuploaded
notuploaded
notuploaded
notuploaded
notuploaded
notuploaded
notuploaded
4/1/2015
4/1/2015
4/1/2015
4/1/2015
4/1/2015
4/1/2015
4/1/2015
4/1/2015
4/1/2015
Level2Requirements
Task
ViewDocument
Target
Status
CPRRequirement
notuploaded
5/1/2015
HealthRequirement
notuploaded
5/1/2015
TechnologyRequirement
notuploaded
5/1/2015
DocumentationofLevel2StandardsCompetency
Requirements
notuploaded
5/1/2015
Task
ViewDocument
Target
6/1/2015
Task
ViewDocument
Target
WeeklyConversations
5/1/2015
Status
WeeklyConversations
Status
SurveysandEvaluations
Task
ViewDocument
Target
Status
RolesandResponsibilities
10/1/2014
Task
ViewDocument
Target
CulminatingQuestionsandReflectionsGuide
notuploaded
6/1/2015
EndofYearPresentationScriptingNotes
notuploaded
6/15/2015
EndofYearPreparation
Status
BTSATeacherInduction2014
Task/HourRequirement
ParticipatingTeacherHours
Events
Orientation
Benchmarks
PIP
WeeklyConversations
2
8
4
40
Observation
24
Survey/Evaluation
Total
90
SupportProviderHours
Events
Benchmarks
Pip
Support
ContextforTeaching
SelfAssessments
Inquiry(ies)
ContinuumofTeaching
Practice
Observation
SPUpdate
FACTtraining(ONEYEAR
ONLY)
Survey/Evaluation
Total
8
2
40
2
(30)
60
Weekly Conversation
Support Provider and Participating Teacher
PARTICIPATING TEACHER
SUPPORT PROVIDER
TODAYS DATE
TIME CONVERSATION BEGAN

TIME CONVERSATION ENDED
Identify your key learnings from the last time you met together until now.
Bullet the essence of this conversationkey elements, concepts, ideas.
Questions I have? What are my next steps? What action will I take?
Save this document to your personal computer. Print a copy and place in your portfolio (CFASST Box).
Resources
Add a New Resource
Title
Independent Inquiry
13-14 PT Handbook
Type
Uploaded Document
Uploaded Document
13-14 Support Provider User's Guide Uploaded Document

A Powerful Inquiry Question
Uploaded Document
Agenda for October 10th!
Task Category
Pages *
Inquiries
Support PTs
Teaching
Environment
Support PTs
Inquiries
Uploaded Document
An Inquiry IIP: Why and How We

Website (URL)
Do It
An Inquiry Process: Why We Do It Website (URL)
Annual Induction Activities
Uploaded Document
Anti-Bias Education: Critical

Practices
Uploaded Document
Behavior Intervention Website
Website (URL)
Benchmark 4 Notes
Uploaded Document
Benchmark One Information Packet

Uploaded Document
2014-2015
Benchmark One-Credentialing 101
Uploaded Document
Information
Benchmark Two Information Packet
Uploaded Document
2014-2015
Benchmark Two-Credentialing 101
Uploaded Document
Information Packet 2014-2015
Benefits of BTSA
Website (URL)
Brain Break Activities

Brokers of Expertise
BTSA Coordinator Presentation
2014 Powerpoint
Uploaded Document
Website (URL)
Uploaded Document
Status
Not
Live/Hidden
Live/Public
Live/Public
Live/Public
Not
Live/Hidden
Inquiries
Live/Public
Inquiries
Program
Administration
Teaching
Environment
Professional
Development
Live/Public
Live/Public
Live/Public
Live/Public
Not
Live/Hidden
Live/Public
Teaching
Environment
Live/Public
Live/Public
Inquiries
Teaching
Environment
Participant
Enrollment and
Recruitment
SCOE Events
Program
Administration
Live/Public
Live/Public
Live/Public
Live/Public
Live/Public
Title
BTSA Participant Quick Start
Type
Uploaded Document
Task Category
Pages *
Participant
Enrollment and
Recruitment
BTSA Requirements: What If They

Website (URL)
Are Not Complete?
Uploaded Document
CA Migrant Education Program

California BTSA Induction Website
California BTSA Induction Website
- Inquiry
Candidate Induction Document
Preparation Rubric
Catalog of SCOE Sponsored
Website (URL)
Website (URL)
Program
Administration
Inquiries
Support PTs
Website (URL)
Support PTs
CCSS and the Role of Induction
Uploaded Document
CCSS Literacy Resources from

Fisher & Frey
CCSS Resources for Students,
Parents, & Guardians
Certificate of Attendance
Website (URL)
Combined CSTP CTP 2014

Common Core State Standards
Special Education Resources Web
Page
Common Core Workshop Schedule
Content Literacy for the Technical
Subjects
Context for Teaching FACT
Documents
End-of-Year
Preparation
Professional
Development
Program
Administration
Live/Public
Live/Public
Live/Public
Live/Public
Live/Public
Live/Public
Live/Public
Website (URL)
Live/Public
Website (URL)
Live/Public
Uploaded Document
Clear Education Specialist Candidate

Uploaded Document
Quick Start
Clear Education Specialist
Presentation Timeline
Live/Public
Live/Public
BTSA Website
Uploaded Document
Status
Professional
Development
Participant
Enrollment and
Recruitment
Live/Public
Live/Public
Uploaded Document
SCOE Events
Live/Public
Uploaded Document
Inquiries
Support PTs
Teaching
Environment
Live/Public
Website (URL)
Live/Public
Website (URL)
Live/Public
Website (URL)
Live/Public
Uploaded Document
Teaching
Environment
Live/Public
Title
Type
Context for Teaching: Why Is It

Important?
Website (URL)
Conversation Guide - Pedagogy
Uploaded Document
Conversation Guide for Education

Specialist Candidates
Uploaded Document
Conversation Guide-Universal
Uploaded Document
Access: Teaching English Learners
Conversation Guide-Universal
Uploaded Document
Acess: Teaching Special Populations
Conversation Guide:Universal
Access: Equity for all Students
Uploaded Document
CSDC Conversation Guide
Uploaded Document
CTC Level 2 Content Information
Uploaded Document
Documentation of ECSE Level 2

Uploaded Document
Competencies
Documentation of Mild/Moderate
Uploaded Document
Level 2 Competencies
Documentation of Moderate/Severe
Uploaded Document
Level 2 Competencies
Early Completion Option
Application
Uploaded Document
Ed. Specialist IIP for Professional

Development
Uploaded Document
Task Category
Pages *
Teaching
Environment
Self-Assessments
Support PTs
Teaching
Environment
Support PTs
Self-Assessments
Support PTs
Teaching
Environment
Self-Assessments
Support PTs
Teaching
Environment
Self-Assessments
Support PTs
Self-Assessments
Support PTs
Teaching
Environment
Weekly
Conversations
End-of-Year
Preparation
Teaching
Environment
Level 2
Requirements
Level 2
Requirements
Level 2
Requirements
Participant
Enrollment and
Recruitment
Program
Administration
Participant
Enrollment and
Recruitment
Status
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Live/Public
Live/Public
Live/Public
Live/Public
Live/Public
Live/Public
Live/Public
Live/Public
Live/Public
Live/Public
Live/Public
Title
Type
Ed. Specialist Intake Advisement
Uploaded Document
Education Specialist Competency

Presentation Guide
Uploaded Document
Education Specialist Intake

Advisement
Uploaded Document
Education Specialist Level 1

Candidates
Uploaded Document
Education Specialist Needs

Assessment
Uploaded Document
Education Specialist Portfolio

Review Rubric
Uploaded Document
Education Specialist Self

Assessment Presentation
Uploaded Document
Educational Benefit Survey
Uploaded Document
El Transition Plan
Uploaded Document
End-of-Year Activities
Website (URL)
English Learner Resource Guide
Uploaded Document
eStandards App
Website (URL)
Evaluation Finding Report
Uploaded Document
Evaluation Findings PPT
Uploaded Document
Evaluation Planning Day

Presentation
FACT Documents online
Uploaded Document
Website (URL)
Task Category
Pages *
Status
Not
Live/Hidden
End-of-Year
Preparation
Participant
Enrollment and
Recruitment
Participant
Enrollment and
Recruitment
Teaching
Environment
Participant
Enrollment and
Recruitment
Level 2
Requirements
End-of-Year
Preparation
Self-Assessments
Participant
Enrollment and
Recruitment
Live/Public
Live/Public
Live/Public
Live/Public
Not
Live/Hidden
Live/Public
Live/Public
Not
Live/Hidden
End-of-Year
Preparation
Teaching
Environment
Live/Public
Live/Public
Live/Public
Program
Administration
Surveys and
Evaluations
Program
Administration
Support PTs
Surveys and
Evaluations
Surveys and
Evaluations
Inquiries
Not
Live/Hidden
Not
Live/Hidden
Not
Live/Hidden
Live/Public
Title
Type
FACT Users Guide 2014

Fall Retreat at the Zoo!
Fall Super Saturday: Brain Break
Activities
From Participating Teacher to
Support Provider
Uploaded Document
Uploaded Document
Generational Differences
Live/Public
Live/Public
Live/Public
Website (URL)
Live/Public
Uploaded Document
Not
Live/Hidden
Handouts Nov. 16, 2013: Data-based

Uploaded Document
Decision Making
Ice Breaker for October 25th Ed.

Specialist Workshops
IHE Transition Document
Support PTs
Status
Uploaded Document
Growth Plan for Professional

Development Clear Education
Uploaded Document
Handouts for Jan. 25, 2014:
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Transition and Transition Planning
Handouts Nov. 16, 2013: Academic,
Behavioral, Emotional &
Uploaded Document
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(2013-2014)
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BTSA
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Do Them
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Preparation Rubric: YEAR 1
Candidate:___________________________ SP Reviewer: ____________________________Date:___________
Class Profile
Information listed is complete
All appropriate subgroups are identified
School/District Information/Resources
PT has explored resources available to his/her students
Supporting documentation is attached
PT SelfAssessment
SP
Assessment
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?

Y N ?
Comments
Home/School Communication Log
PT has engaged in regular communication with parents
Includes evidence of contact with families
Detailed documentation of conversations is included
Checklist is complete
Administrator has signed the document
Informal Observation
Copies of the observations of the CSTP and Induction Standards are

included
Continuum of Teaching Practice/ Reflection
The Continuum has been marked for the selected elements
Descriptions are underlined and dated
Evidence sources are noted
Intake IIP
Focus of the IIP is identified
Action plan is directly connected to focus question
Two or more types of research are documented

The impact on students and the teacher is described
Self- Assessment
Self-Assessment: Pedagogy (Initial)
All parts of the reflection planning prompt are addressed
Evidence is cited for each planning prompt
Evidence supports the strengths and challenges cited in the

comments
Self-Assessment: Equity (Initial)
Evidence supports the strengths and challenges cited in the

comments
Candidate Competency

Focus question is specific, measurable and tied to standards
Action plan is directly connected to focus question.
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?

Document includes all of the essential components for creating a

standards-based lesson series
The teacher has identified areas of support for each student
Entry Level Assessment
An assessment is provided
Includes samples from 3 focus students
A copy of the scoring guide is attached
Document includes name and assessment details of 3 focus students

PT has identified multiple instructional and/or behavioral support
mechanisms for each student
Lesson Plan
All parts of the lesson plan been addressed?
Student groupings and activities are listed
The lesson series is congruent and comprehensive to the unit of study

Observation
A copy of the observation is included
Evidence has been gathered on the standards
Student samples are included
Student scores have been analyzed into column
Reflection are focused on next steps, including implications for

instruction and differentiation
Continuum of Teaching Practice/ Reflection/Review of IIP
The IIP has been adjusted if necessary
Self- Assessment
Self-Assessment: Pedagogy (Final)
Evidence supports the strengths and challenges cited in the comments

Self-Assessment: Equity (Final)
DRAFT
Candidate:___________________________ SP Reviewer: _______________________________ Date:___________
PT SelfAssessment
SP
Assessment
Class Profile
Information listed is complete
All appropriate subgroups are identified
Y N ?
Y N ?
School/District Information/Resources
PT has explored resources available to his/her students
Supporting documentation is attached
Y N ?
Y N ?
PT has engaged in regular communication with parents
Includes evidence of contact with families
Detailed documentation of conversations is included
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?

Y N ?
Checklist is complete
Administrator has signed the document

Informal Observation
Copies of the observations of the CSTP and Induction Standards are included
Continuum of Teaching Practice/ Reflection

Self- Assessment
Self-Assessment: Pedagogy (Initial)

Self-Assessment: Special Populations (Initial)

Self-Assessment: English Learners (Initial)

Inquiry Cycle: #1

Document includes all of the essential components for creating a standardsbased lesson series


PT has identified multiple instructional and/or behavioral support mechanisms for

each student
Lesson Plan

Comments

Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Observation
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Y N ?
Self-Assessment: Special Populations (Final)
Y N ?
Y N ?
Self-Assessment: English Learners (Final)
Y N ?
Y N ?
Reflection are focused on next steps, including implications for instruction and
differentiation

Inquiry Cycle: #2

Document includes all of the essential components for creating a standardsbased lesson series


PT has identified multiple instructional and/or behavioral support mechanisms for

each student
Lesson Plan

Observation

Reflection are focused on next steps, including implications for instruction and
differentiation

Self- Assessment
Self-Assessment: Pedagogy (Final)
Manage Task List for 2014-2015

Below is a list of participant tasks that have been set up for 2014-2015. Click a row to view and
update related descriptions and requirements.
A checkmark () indicates all related data has been confirmed as complete.
Data Entry Status Reports:
Overview of the data entry status for each task

Summary of the data that has been entered for each task
List of the documents that have been uploaded for each task
Tasks by Category and Participant Group
Tips and Instructions:

Category
Task
PT SP DC
Program Administration
Coordinator Responsibilities
Budget
Update District Leaders
Participant Enrollment and
Recruitment
Recruitment
Recruitment
District Profile
Enroll PTs
Recruit SPs for Next Year
March Planning Day
SCOE Events
Coordinator Meetings
SCOE Events
Orientation Meeting
SCOE Events
FACT Training
SCOE Events
SP Update Event
X X
SCOE Events
Benchmark Seminars
X X X
SCOE Events
Education Specialist Support Saturdays
SCOE Events
X X
SCOE Events
Participate in a PIP
Teaching Environment
Education Specialist Plan for PD
X
X
Category
Task
PT SP DC
Context for Teaching - Year 1
Context for Teaching - Year 2
Initial Observation
Self-Assessments
Pedagogy
Self-Assessments
Equity
Self-Assessments
Special Populations
Self-Assessments
English Learners
Self-Assessments
Education Specialist Clear
Self-Assessments
Education Specialist Clear
Inquiries
Inquiry - Equity
Inquiries
Inquiry #1
Inquiries
Inquiry #2
Inquiries
Independent Inquiry
Level 2 Requirements
CPR Requirement
Health Requirement
Technology Requirement
Documentation of Level 2 Standards
Support PTs
Support "Context for Teaching"
Support PTs
Support PTs
Support "Self-Assessments"
Support "Individual Induction Plan (IIP)"
Support PTs
Support "Inquiries"
Support PTs
Support "Continuum of Teaching Practice"
Support PTs
Review and Approve Professional

Development
Observations
Observations
Surveys and Evaluations
Roles and Responsibilities
Action Plan
X
X
X X
X
Category
Task
PT SP DC
Leadership Survey
Mid-Year Survey
Mid-Year Survey
PT Evaluation of SP Effectiveness
End-of-Year Preparation
Culminating Questions and Reflections Guide X
End-of-Year Preparation
End-of-Year Presentation Scripting Notes
District Meetings
Site Meeting with SPs
District Meetings
Site Meeting with SPs and PTs
District Meetings
Professional Induction Preparation (PIP)
X
X
X
california
department
of
e d u cat i o n
commission
on
teacher
credentialing
Continuum of
Teaching Practice
Teaching Profession
for the
california
BTSA Coordinators
(Selected by the District)
Roles and Responsibilities and Job Description
Communication
Keep SCOE staff apprised of all concerns and issues that may be surfacing with stakeholders
Regularly communicate with the BTSA office and other partners about implementation
Update Board Members annually about the BTSA Program
Share information about BTSA regularly with District Administrators, including Curriculum and
Instruction, Finance, Human Resources and Site Administrators
Assist with Recruitment
Work with Human Resources (or District Administrators) to maintain a current list of all teachers who are
eligible to participate
Contact new hires with eligibility and orientation information, and make sure that agreements are signed
Advise new hires of credential requirements, as needed
Assist in informing teachers about the SCOE Induction Orientation for eligible teachers
Work with Support Providers
Work with the District Administrators to select and match all Support Providers to Participating Teachers
Attend quarterly SCOE Benchmark Seminars with Support Providers and Participating Teachers
Monitor the success of the Support Provider/Participating Teacher match; recommend dismissal of any
Support Provider who is not successful
Provide additional counsel and support to district Support Providers as needed
Identify lead trainers in the district
Fiscal Duties
Work in collaboration with their business office to develop a yearly budget that provides money for BTSA
activities
Implement a district or partner plan for the cost and payment of participants in the Induction Program
Accountability
Monitor the day-to-day implementation of the program in the District
Arrange training for district level needs including district adopted materials in content areas and materials
for English Learners
Monitor completion of Participating Teachers on MyBTSA; meet with Support Provider/Participating
Teacher pairs who are behind in order to develop a plan for completion and modified timeline
Review Individual Induction Plans
Preview Induction Portfolios and evidence of credential candidates seeking credential completion
Assist in annual evaluation activities and preparation of all accountability reports for the state including
program review
Review all program evaluation data
Site Administrators
Schedule/attend Site Administrator training, including training in site administrator responsibilities for site
orientation
Provide regular updates on the program to the Site Administrator
Inform administrators about SCOE Benchmark Seminars
Meetings
Attend SCOE meetings with Consortium Directors
Facilitate the End-of-year Summative Event at SCOE
Attend SP Updates and Super Saturday offerings
I understand and will effectively fulfill the role and responsibilities of a BTSA Coordinator.
Signature /Date
History of the CSTP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Organizations and Standards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Rationale and Use. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Structure and Organization.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Reading and Self-Assessing on the Continuum.....................6
page 1
California Standards for the Teaching Profession

Advisory Panel (200809).. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
CCTC and CDE Staff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
State of CA Commission on Teacher Credentialing. . . . . . . . . 68
Continuum of Teaching Practice Writing Team. . . . . . . . . . . . . . . 68
Standard 6: Developing as a Professional Educator. . . . . . . . . . . . . . . 59
Standard 5: Assessing Students for Learning. . . . . . . . . . . . . . . . . . . . . . . 49
Standard 4: Planning Instruction and Designing

Learning Experiences for All Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Standard 3: Understanding and Organizing

Subject Matter for Student Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Standard 2: Creating and Maintaining

Effective Environments for Student Learning.. . . . . . . . . . . . . . . . . . . . . . . 21
Standard 1: Engaging and Supporting All Students in Learning .. 13
The Continuum of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument.
Developed in collaboration with the CCTC, CDE and New Teacher Center. Revised June 2014.
C on t i n u u m o f Te a c h i n g P r a c t i c e
Glossary of Terms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Developmental Levels. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Context and History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Continuum of Teaching Practice (CTP).. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Context of Teaching in California. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
CSTP Overview Graphics........................................................................... 11/12
California Standards for the Teaching Profession (CSTP). . . . . . . . . . 2
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Table of Contents
to guide, monitor, and assess the progress of a

teachers practice toward professional goals.
to formulate professional goals to improve teaching

practice in support of student learning; and
to prompt reflection about student learning and

teaching practice;
on engagement within a professional community.

Moreover, effective teaching requires the ability to
successfully integrate elements of the professional
knowledge base in the service of learning, growth,
and development of diverse students across varying
contexts. Finally, effective teachers share a common
set of professional and ethical obligations that includes
a profound and fundamental commitment to the
growth and success of the individual students within
their care as well as to the strengthening and continual
revitalization of our democratic society.
The California Standards for the Teaching
Profession (CSTP) are intended to provide a common
language and a vision of the scope and complexity of
the profession by which all teachers can define and
develop their practice. The standards seek to serve
and support professional educators in fulfilling their
professional roles and responsibilities from pre-service
teacher to experienced practitioner. The standards
are not set forth as regulations to control the specific
actions of teachers, but rather to guide teachers as
they develop, refine, and extend their practice. The
CSTP have been used for a variety of purposes,
including the following:
California Standards for the Teaching

Profession 2009
A growing body of research confirms that the
quality of teaching is what matters most for students
development and learning in schools. Teaching is a
professional endeavor, one in which effective practice is
driven by an understanding of knowledge in the field
and a commitment to all students and their families.
Excellent teaching requires knowledge, skills, artistry,
passion, and commitment. Effective teachers integrate
the following: (1) ethical concern for children and
society; (2) extensive subject matter competence; (3)
thoughtfully selected pedagogical practices; and (4)
a depth of knowledge about their students, including
knowledge of child and adolescent development
and learning; an understanding of their individual
strengths, interests, and needs; and knowledge about
their families and communities.
Effective teaching requires careful crafting of
learning communities built on trust and respect, as
well as routines, expectations, resources, and strategies
that support diverse students intellectual engagement
in learning. Effective teaching happens through
thoughtful planning focused on defined outcomes
for student learning and leveraging of teachable
moments. Effective teaching is revealed in the ways
in which teachers respond to the strengths and needs
of individual students while engaging and supporting
all students in their learning. Effective teaching is a
form of inquiry wherein teachers use evidence and
analysis of students strengths and struggles, and
their own performance, to guide their practice in
support of student learning. Effective teaching relies
Overview
page 2
A Holistic and Developmental

Vision of Teaching
The CSTP comprise a set of standards for the
teaching profession in six interdependent domains of
practice. While the standards are addressed separately
in this document, teaching, as defined above, is clearly
a holistic and integrated endeavor, consisting of the
complex combination of interrelated parts. Teaching
and learning are affected by many factors that are both
intrinsic and external to the classroom. A vision of
effective teaching equitably distributed in service of
Californias diverse student populations must therefore
emphasize relationships among multiple aspects of
teaching and learning.
Teaching is more than methodology. A teachers
understandings of student development, of families
and communities, of subject matter and curriculum,
and of instructional methods, strategies, and resources
are ultimately linked to how the teacher plans and
implements instruction and assesses student learning.
Ethical, philosophical, and theoretical understandings
of learning and teaching empower teachers to make
thoughtful, informed decisions about instructional
strategies and ways to support students learning
and development. The California Standards for the
Teaching Profession are broad and interconnected
because the professional practice of teaching must be
understood comprehensively as a complex, dynamic
process in which practical and conceptual elements are
woven together in a seamless fabric.
Teachers knowledge, skills, and practices
develop throughout their professional careers and
across changing contexts. To engage and challenge a
diverse student population in a rapidly changing and
increasingly technological world, effective teachers
Introduction to the California Standards for the Teaching Profession
Professional educators in California serve an

increasingly diverse population of students. This
diversity among students greatly enriches and enlivens
the educational experience for teachers and students
alike. Therefore, there is a critical need for teachers
who are responsive to the varied socio-cultural,
racial, religious, ethnic, linguistic, and economic
backgrounds of all students and who consider how
learning differences and abilities, gender and gender
identity, family structure, sexual orientation, and other
aspects of humankind influence learning and teaching.
The California Standards for the Teaching
Profession support the creation of classroom
communities and curricula in which students with
varying backgrounds, learning styles, strengths,
interests, needs and abilities are engaged and
challenged as learners. The use of the term all
students throughout the standards document reflects
a commitment to the education of the full spectrum
of students and the need for teachers to continually
strengthen their understanding of students, families,
and communities.
The standards also value the diversity of teachers
backgrounds, perspectives, skills, knowledge, and
practices. Teaching is not a profession in which
a single approach to professional practice will be
effective for all practitioners in all contexts. Although
the standards articulate a common vision of excellence
in teaching, different teachers have different ways of
enacting the standards effectively. By respecting the
diverse ways in which teachers pursue excellence in
professional practice, schools enrich and enhance the
education of all students.
Context of Teaching in California
require continuous professional growth. Teachers are

never finished as professional learners, no matter
how extensive or excellent their formal education,
preparation, and experience. If teachers expertise,
capabilities, and accomplishments are to be enriched
over time, they must be reflective and actively seek to
strengthen and augment their professional knowledge,
skills, and perspectives in support of student learning.
A developmental view of teaching gives particular
attention to the early years of each teachers career.
Beginning teachers move forward in their professional
practice in a variety of ways, developing at different
rates in different areas of teaching, just as students
develop at individual rates in different curricular
areas. Effective support, mentorship, assessment, and
advanced study during the early years of teaching
(including teacher preparation) are essential to a
beginning teachers development and success in the
profession.
Individual teachers enter and advance through
the profession at different levels of experience and
expertise, in varied roles, and in varying contexts. The
policies and practices of teacher preparation programs,
certification bodies, and school districts must be
guided by clear and realistic standards regarding
professional performance. The CSTP describe a
vibrant vision of practice for the teaching profession.
Teachers across the profession with varied levels of
prior preparation and experience -- and the mentors,
colleagues, and supervisors who support them -- will
find the standards useful to guide their developing
practice. The California Standards for the Teaching
Profession reflect a developmental view of teaching,
and are an integral part of Californias efforts to foster
excellence in teaching and learning.
page 3
Since their inception in the 1990s, the CSTP

have been widely influential in California policy
and practice. Beginning Teacher Support and
Assessment (BTSA) programs have used the CSTP to
develop formative assessment systems that facilitate
beginning teacher practice. The Teaching Performance
Expectations (TPE) and the related summative
Teaching Performance Assessment (TPA), both aligned
with the CSTP, are used in pre-service preparation.
Additionally, teacher preparation programs, schools,
and school districts, as well as individual teachers,
teacher educators, and other educational professionals
have utilized the CSTP to prompt reflection, formulate
professional goals, guide, monitor, and assess the
progress of a teachers practice, and promote the
improvement of teaching in support of student learning.
The current version of the CSTP (2009) has been
developed to respond to changes in the context for
teaching and learning in California over the past decade
and to address the pressing needs of an increasingly
diverse P-12 student body. Particular attention has been
paid to revising language related to student learning,
assessment practices, and equitable pedagogy designed
to address English learners and students with diverse
learning needs. This updated version of the CSTP also
looks forward to the future of teaching and learning
in the 21st century where traditional classrooms and
contexts are likely to be transformed through innovative
technologies and globalized connections. The CSTP
continue to set forth a vision for the teaching profession
-- one that is sustainable, engaging, and fulfilling for
those intent on teaching careers.
History of the California

Standards for the Teaching
Profession
The reflective questions within each element

address a sample of the important facets of teaching.
They do not represent all the possible issues or aspects
involved in effective teaching. Therefore, the questions
should not be seen as checklists, but rather as probes
designed to promote reflection, analysis, and action in
support of professional growth and student learning
throughout ones career.
The authors encourage users of the CSTP to
refer to all three levels of the standards (narrative,
elements, and reflective questions) to facilitate
conversations about teacher practice, to set goals for
ongoing professional development, and to guide the
collection of evidence of growth over time. Those
using the standards will recognize that there are
numerous overlapping components across and within
the standards, elements, and reflective questions.
These overlaps are intended to underscore the holistic
view that emphasizes the interrelationships and
complexities of teaching. For example, valuing and
drawing on student backgrounds and experiences are
integral aspects of all six standards and illuminate the
essential role of inclusive, equitable practice.
Developing as a Professional Educator

Together these six standards represent a
developmental, holistic view of teaching and are
intended to meet the needs of increasingly diverse
teachers and students in California.
In this document, each standard is introduced in
a narrative description that portrays an accomplished
level of professional teaching. Following the narrative
description, each standard is organized into a set of
big ideas or elements that identify key areas within
that particular domain of teaching. Each element
is further illustrated with reflective questions that
encourage teachers to explore aspects of teaching
practice throughout their careers. In order to foster
ongoing reflection and insights into teaching, the
questions are introduced with the stems, How do
I... and Why do I... and are meant to encourage
teachers to examine the rationale -- the ethical,
philosophical, empirical, and theoretical bases -- for
central aspects of their teaching.
Assessing Students for Learning
Planning Instruction and Designing Learning

Experiences for All Students
Understanding and Organizing Subject Matter for

Student Learning
Creating and Maintaining Effective Environments

for Student Learning
Engaging and Supporting All Students in Learning
The CSTP are organized around six interrelated

domains of teaching practice. The following are the
six standards:
Organization of the Standards
page 4
Teachers in California have a professional

responsibility to provide students with safe and caring
learning environments, where students differences
are celebrated and supported, and they acquire the
knowledge, skills, strategies, and concepts they will
need for successful participation in an increasingly
technological and global society. The CSTP provide
a set of interrelated guideposts for teachers across the
professional continuum (pre-service, induction, and
beyond) to examine their practice, seek support and
resources for continuous improvement, and affirm
their talents and accomplishments in support of
Californias children and our nations future.
Excellent teaching requires knowledge, skills,

artistry, passion, and commitment. It requires both
a deep understanding of the knowledge base that
supports the profession and a vigorous commitment to
a set of professional responsibilities and obligations.
Conclusion

Californias Continuum of Teaching Practice is based
on foundational work of the California Commission
on Teacher Credentialing (CCTC), the California
Department of Education (CDE) and the New
Teacher Center (NTC) over the past 15 years. The
2010 Continuum of Teaching Practice is aligned with
the CSTP, builds on Californias pre-service Teaching
Performance Expectations and sets forth a description
of teaching that respects the diverse ways teachers
pursue excellence in teaching and learning.
The Continuum of Teaching Practice is a tool for
self-reflection, goal setting, and inquiry into practice. It
provides common language about teaching and learning
and can be used to promote professional growth within
an environment of collegial support. Self-assessment
data can support teachers in making informed decisions
about their ongoing development as professionals.
District and induction program leaders can use teacher
assessment data to guide, support and accelerate
professional growth focused on student achievement.
Since 1992, Beginning Teacher Support and
Assessment (BTSA) Induction Programs in CA
have been using formative assessment to support and
inform teachers about their professional practice as
they reflect and improve upon their teaching as part of
a continuous improvement cycle. Formative assessment
promotes and develops professional norms of inquiry,
collaboration, data-driven dialogue, and reflection to
improve student learning and is characterized by an
inquiry cycle guiding teachers to Analyze Data and
ReflectPlan InstructionTeach and Assess.
A formative assessment system has three
essential components: standards, criteria and
evidence of practice. Standards refer to the
California Standards for the

Teaching Profession
The California Standards for the Teaching Profession
(CSTP) are intended to provide common language and
a vision of the scope and complexity of the profession.
They define a vision of teaching as well as professional
roles and responsibilities from pre-service teacher to
experienced practitioner. The standards are not set
forth as regulations to control the specific actions of
teachers, but rather to guide teachers as they develop,
refine, and extend their practice.
The current version of the CSTP (2009) has
been developed to respond to changes in the context
for teaching and learning in California over the
past decade and to address the pressing needs of
an increasingly diverse P12 student population.
Particular attention has been paid to revising language
related to student learning, assessment practices,
and equitable pedagogy designed to address English
learners and students with diverse learning needs. This
updated version of the CSTP also looks forward to
the future of teaching and learning in the 21st century
where traditional classrooms and contexts are likely to
be transformed through innovative technologies and
globalized connections. The CSTP continue to set
forth a vision for the teaching professionone that
is sustainable, engaging, and fulfilling for teachers
in all stages of their careers.
Context and History
Introduction to the Continuum of Teaching Practice
page 5
The Continuum of Teaching Practice is appropriately

used with data collected over time and is not
appropriate for use with evidence collected on a
single occasion. While the Continuum of Teaching
Practice may be used to assist teachers in setting
professional goals and/or launching a cycle of inquiry,
the Continuum is not designed for use as a stand-alone
observation or evaluation instrument.

(CSTP) and are in alignment with the P12 academic
content standards. Criteria refer to indicators of
teaching practice. Evidence of practice includes
multiple sources such as lesson plans, observation
data, and student work analyses and is used to make
valid self-assessments on the Continuum of Teaching
Practice. The Continuum of Teaching Practice is one
component of a comprehensive formative assessment
system for teachers, based on the California Standards
for the Teaching Profession (CSTP).
The Continuum of Teaching Practice is aligned
to the 2009 California Standards for the Teaching
Profession (CSTP):
Understanding and Organizing Subject Matter for
Student Learning
Encourage collaboration between classroom

teachers, resource personnel and families, to
ensure that all students are successful
Support a vision of ongoing learning and

teacher development
Describe teaching practice and development

throughout a teachers career
Set short or long-term goals for professional

development over time
Support an ongoing process of formative

assessment of a teachers practice based on
standards, criteria and evidence
Support the reflective practice and ongoing

learning of teachers
The Continuum of Teaching Practice is organized

to describe five levels of development. Each level
addresses what a teacher should know and be able
to do in the six CSTP standards. In addition to
the description of teaching in CSTP 1: Engaging
and Supporting All Students in Learning and
CSTP 2: Creating and Maintaining Effective
Environments for Student Learning, are what
students would be doing at each level of practice.
The levels do not represent a chronological
sequence in a teachers growth, but each row
describes developmental levels of performance.
The levels become increasingly complex and
sophisticated and integrate the skills of
previous levels.
In the first column, under the language
of each element, is a space to record evidence of
practice as related to that CSTP element. Teachers
reflect and describe practice in terms of evidence
prior to self-assessing in order to make valid and
accurate assessments.
The Continuum of Teaching Practice was

developed to:
Delineate the diversity of knowledge and skills

needed to meet the varied and evolving needs
of students
Structure and Organization
Rationale and Use
page 6
The process of assessing on the Continuum of Teaching Practice

can be done individually or collaboratively. Begin by reading
the element and thinking of evidence of practice related to that
element. Record evidence in the space provided underneath the
element for the emerging level of practice. Using that evidence
as a guidepost continue across the levels of the continuum
noting additional evidence or areas to pursue. Using evidence
as a determiner for assessing practice. For example, if you are a
novice in regards to that element, you might find your practice
by reading Level 1: Emerging, and then, read one or two levels
to the right of that to assess practice. However, if you are
experienced in a particular element, you might read and note
evidence across to Level 3: Applying and beyond.
It is critical to begin on the left of the Continuum
because any practice described to the left on the Continuum
is carried across to those on the right even if not explicitly
stated. Highlight the descriptions that best match current
practice. Date the self-assessment. Subsequent self-assessments
can be in a different color highlight, to show growth over time.
A teacher may be at Level 1 or 2 in some elements of the
CSTP and Levels 3 and 4 in others, no matter how many years
she or he has been in the profession. Because a teachers growth
is developmental, one may return to an earlier level temporarily
if there are changes in a teachers career, such as new course
content, grade level, school, or student demographics. In fact,
it is not uncommon for teachers to self-assess and find they
have moved from right to left on the Continuum of Teaching
Practice in response to new teaching contexts, responsibilities,
challenges, or even a deeper understanding of the work.
Reading and Self-Assessing

on the Continuum
Level 3: Applying
Implements the curriculum
using a variety of instructional
practices and supplemental
resources selected to improve
student understanding and
engagement. Maintains a
respectful and supportive
learning environment in which
all students can achieve. Utilizes
knowledge of CSTP to make
connections between elements
of effective instruction, learning
goals, assessments, and content
standards. Plans differentiated
instruction using a variety of
adjustments and adaptations
in lessons. Utilizes a variety
of assessments that provide
targeted data on student
learning to guide planning.
Collaborates and reflects
regularly with colleagues to
improve teaching practice
and student success.
Level 2: Exploring
Explores use of additional
instructional practices to
teach the curriculum and
support student understanding
and engagement. Guides the
development of a respectful
learning environment focused
on achievement. Expands
knowledge of related elements
of effective instruction,
learning goals, assessments,
and content as informed by
the CSTP. Plans lessons using
expanded understanding of
curriculum, related materials
and resources, and assessments.
Explores the use of different
types of assessments to expand
understanding of student
learning needs and support
planning. Seeks collaboration
with colleagues, resource
personnel, and families to
reflect on ways to improve
teaching practice and
student success.
Level 1: Emerging
Expands awareness of
curriculum and instructional
practices to support
understanding and engage
students in learning.
Recognizes the importance of
building a positive learning
environment that is focused
on achievement. Demonstrates
knowledge of teaching as
discrete skills as described
in the California Standards
for the Teaching Professional
(CSTP). Plans lessons
using available curriculum
and resources. Develops
understanding of required
assessments and uses of data
to inform student progress.
Works collaboratively with
assigned colleagues to reflect
on and improve teaching
practice and student success.
Note: The descriptions in each of the Developmental Levels are aligned to the CSTP standards.
Developmental Levels
Level 4: Integrating
Integrates extensive knowledge
of curriculum, instructional
practices, and supplemental
resources to enhance and
deepen student understanding
and engagement. Provides
a respectful and rigorous
learning environment that
supports and challenges all
students to achieve.
Articulates knowledge
of the inter-relationships
between elements of effective
instruction, learning goals,
assessments, and content across
the CSTP. Plans lessons using
a broad range of strategies
to differentiate instruction
as informed by multiple
assessments. Develops, adapts,
and integrates assessments
into instruction that provide
ongoing data to guide
planning differentiated
instruction matched to
assessed needs of students.
Analyzes and integrates
information from a wide range
of sources to expand skills of
collaboration and reflection
as a habit of practice and to
impact teacher effectiveness
and student learning.
page 7
Level 5: Innovating
Designs and implements
comprehensive curriculum with
multiple and varied instructional
strategies and resources to
support in depth studies of
content and promote high
levels of student understanding
and engagement. Facilitates
a learning environment that
is respectful, rigorous, and
responsive in advancing
student achievement. Applies
in depth knowledge of the
CSTP to interconnect effective
instruction, learning goals, and
assessment within and across
content areas. Plans instruction
flexibly utilizing a repertoire
of instructional practices
to differentiate instruction
as informed by ongoing
assessments. Utilizes a wide
range of assessments strategically,
systematically, and flexibly
throughout instruction to
identify student learning needs
and guide ongoing adjustments
in instruction that maximize
student learning. Engages in
and facilitates collaborative
learning communities focused
on providing quality instruction
and optimal learning for the full
range of students.
Level 5
Utilizes knowledge
of CSTP to makes
connections between
elements of effective
instruction, learning
goals, assessments, and
content standards.
Expands knowledge
of related elements of
effective instruction,
learning goals,
assessments, and
content as informed
by the CSTP.
Demonstrates knowledge
of teaching as discrete
skills as described in the
for the Teaching
Professional (CSTP).
Understanding
and Organizing
Subject Matter for
Student Learning
page 8
Applies in depth
knowledge of the
CSTP to interconnect
learning goals, and
assessment within and
across content areas.
Facilitates a learning
environment that is
respectful, rigorous, and
responsive in advancing
student achievement.
Provides a respectful
and rigorous learning
environment that
supports and challenges
all students to achieve.
Maintains a respectful
and supportive learning
environment in which all
students can achieve.
Guides the development

of a respectful learning
environment focused
on achievement.
Recognizes the
importance of building
a positive learning
environment that is
focused on achievement.
Creating and
Maintaining Effective
Environments for
Student Learning
Articulates knowledge
of the inter-relationships
between elements of
learning goals,
assessments, and content
across the CSTP.
Designs and implements

comprehensive curriculum
with multiple and varied
instructional strategies
and resources to support
in depth studies of content
and promote high levels
of student understanding
and engagement.
Integrates extensive
knowledge of curriculum,
instructional practices,
and supplemental
resources to enhance
and deepen student
understanding and
engagement.
Innovating
Level 4
Integrating
Implements the
curriculum using a
variety of instructional
practices and
supplemental resources
selected to improve
student understanding
and engagement.
Level 3
Applying
Explores use of
additional instructional
practices to teach the
curriculum and support
student understanding
and engagement.
Level 2
Exploring
Expands awareness
of curriculum and
instructional practices
to support understanding
and engage students
in learning.
Level 1
Emerging
Engaging and
Supporting All
Students in Learning
CSTP
Levels of Teacher Development Across the CSTP
Works collaboratively
with assigned colleagues
to reflect on and improve
student success.
Developing as a
Professional Educator
Seeks collaboration
with colleagues, resource
personnel, and families to
reflect on ways to improve
student success.
Explores the use of

different types of
assessments to expand
understanding of student
learning needs and
support planning.
Plans lessons using

expanded understanding
of curriculum, related
materials and resources,
and assessments.
Level 2
Exploring
Level 3
Applying
Collaborates and
reflects regularly with
colleagues to improve
student success.
Utilizes a variety of
assessments that provide
targeted data on student
learning to guide
planning. Collaborates
and reflects regularly with
colleagues to improve
student success.
Plans differentiated
instruction using a
variety of adjustments
and adaptations in lessons.
Develops understanding
of required assessments
and uses of data to inform
student progress.
Assessing Students
for Learning
Plans lessons using

available curriculum
and resources.
Level 1
Emerging
Planning Instruction
and Designing
Learning Experiences
for All Students
CSTP
Levels of Teacher Development Across the CSTP
Analyzes and integrates

information from a wide
range of sources to expand
skills of collaboration
and reflection as a habit
of practice and to impact
teacher effectiveness and
student learning.
Develops, adapts, and

integrates assessments into
instruction that provide
ongoing data to guide
planning differentiated
instruction matched to
assessed needs of students.
Plans lessons using

a broad range of
strategies to differentiate
instruction as informed
by multiple assessments.
Level 4
Integrating
page 9
Engages in and facilitates

collaborative learning
communities focused
on providing quality
instruction and optimal
learning for the full range
of students.
Utilizes a wide range of

assessments strategically,
systematically, and flexibly
throughout instruction to
identify student learning
needs and guide ongoing
adjustments in instruction
that maximize student
learning.
Plans instruction
flexibly utilizing a
repertoire of instructional
practices to differentiate
instruction as informed
by ongoing assessments.
Level 5
Innovating
Continuum of Support: A range of support from

consultation, collaboration, co-teaching to coaching/
mentoring.
Culturally Responsive Teaching: Geneva Gay
(2000) defines culturally responsive teaching as
using the cultural knowledge, prior experiences,
and performance styles of diverse students to make
learning more appropriate and effective for them; it
teaches to and through the strengths of these students.
De-escalation: De-escalation is a process of decreasing
physical and emotional energy of a student by pairing
appropriate support and strategies to students phase of
escalation.
Accessibility: An optimal state in which barrier-free

environments allow maximum participation and access
by individuals with disabilities.
Accommodations: Service or support related to a
students disability that allows her or him to fully
access a given subject matter and to accurately
demonstrate knowledge without requiring a
fundamental alteration to the assignments or tests
standard or expectation.
Advocate: To publically support
Standard: one of six areas of teaching practice

that comprise the CA Standards for the Teaching
Profession (CSTP).
Level: Each level describes teaching in terms of

pedagogy, instructional practices, content knowledge,
learning environment, collaboration and leadership.
Element: a sub-area or sub-domain of teaching

practice within any of the six CSTP standards.
page 1 0
Context: Real life contexts includestudents unique

family and community settings as a mirror reflecting
the familiar world; and the broader societal, cultural
and global settings as a window looking into the
larger world (E. Style, 1996).
Descriptor: an individual cell, or box, corresponds

to the developmental levels in the Continuum of
Teaching Practice.
Academic Language:Academic language is the

language (oral and written) needed by students
to understand and communicate in the academic
disciplines. Academic language includes such things as
specialized vocabulary, conventional text structures
within a field (e.g., whole sentences, narratives,
essays, lab reports) and other language-related
activities typical of classrooms, (e.g., participating
in a discussion, presenting an argument, comparing
and contrasting, asking for clarification). (revised
from PACT, 2010).
Continuum: a document describing different

levels of practice or knowledge along various stages
of development.
Assistive Technology: Any item, service, equipment,

or product systemwhether acquired commercially,
specially designed, or created via changes to an
existing productthat is used to increase, maintain,
or improve the functional capabilities in the daily life
of an individual with a disability; comes in two forms,
devices and services.
Terminology
Structure
Glossary of Terms
Individual Education Program (IEP): Legal

document for students, age preschool age 22, who
require special education services. Identifies parent
input, needs, goals, services and providers.
Guidelines: Systematically promulgated lists of

practices or treatment protocols based on scientific
and experimental knowledge designed to help make
practice decisions under specific circumstances.
Broad-based practice guidelines or philosophical
statements that reflect what is known about
childrens development and learning, their individual
characteristics, and their social and cultural contexts.
Goals: Long-term targets for achievement in areas of

need that can include academics and language, social/
emotional, adaptive, motor, and functional skills.
Generalization: The transfer of learned information

from particular instances to other environments,
people, times, and events.
Functional Communication Systems: Functional

communication systems serve to give the child an
effective and appropriate means to understand what is
happening in his environment as well as a way for him
to communicate with others. Functional communication
systems can include speech, sign language, and other
augmentative forms of communications such as the
Pictures Exchange Communication System (PECS) or a
voice output system.
Feedback System: Ongoing reciprocal contact

between family and school.
Evidence-Based Practices: A process for making

decisions that integrates the best available research;
application of the highest standards of scientific rigor.
Equity: means ensuring learning for all students.
Entry level assessment: Generally used to describe an

initial assessment of competencies when a student first
begins a class or course of study.
Educational Benefit: Implements instructional

programs based on data-driven goals in all areas of need,
in which goals drive services based on past progress and
current baseline data, where services are provided within
the Least Restrictive Environment considering that
services are matched to the level of progress needed in
one years time to make adequate progress towards goals.
Diversity: refers to culture, ethnicity, language, race,

religion, gender, sexual orientation, socioeconomic
background, learning abilities, and learning styles.
Differentiation: An approach whereby teachers

adjust their curriculum and instruction to maximize
the learning of all students: average learners, English
language learners, struggling students, students with
learning disabilities, and gifted and talented students;
not a single strategy but rather a framework that
teachers can use to implement a variety of strategies,
many of which are evidence-based.
Glossary of Terms
page 1 1
Positive Behavior Plan: Instructional strategy which

deploys positive reinforcement procedures as a means
through which to support a students appropriate or
desirable behavior.
Objectives: Short-term targets for achievement

in areas of need that can include academics, and
language, social/emotional, adaptive, motor, and
functional skills.
Modifications: Any of a number of services or

supports that allow a student to access the general
education curriculum in a way that fundamentally
alters the content or curricular expectations in question.
Measurable: Able to be measured in a tangible,

concrete, and objective manner.
Mastery: The level in which a student is able to

assimilate information and generalize.
Least Restrictive Environment (LRE): One of the

principles outlined in the Individuals with Disabilities
Education Act requiring that students with disabilities
be educated with their non-disabled peers to the
greatest appropriate extent.
Individual Family Service Plan (IFSP): Legal

document for children, age birth 3 years, who
require special education services. Identifies parent
input, needs, goals, services, and providers.
http://depts.washington.edu/pdacent/courses/
autism101/39.php
Definitions taken from the following sources:

http://iris.peabody.vanderbilt.edu/resource_TOOL_
dict/onlinedictionary.html
Transition Document: In connection with

special education, the document that includes the
development and implementation of activities designed
to prepare students with disabilities for postsecondary
options, such as work, college, or supported living;
transition activities are individualized and are typically
designed to address skills or knowledge relevant to the
students postsecondary goals.
Task Analysis: Process of breaking down problems

and tasks into smaller, sequenced components.
Service Delivery Model: Any one of numerous means

through which special education services are provided
to students with disabilities (e.g., full inclusion
programs, pull out programs, special classes, center
schools).
Research-Based Practices: Systematically

promulgated list of practices or treatment protocols
based on scientific and experiential knowledge
designed to help make practice decisions.
Pre-Assessment: Used to describe assessments that are

part of ongoing instruction, as each significant new
instructional concept is introduced. Pre-assessments
inform teachers of a wide range of students knowledge
and abilities in order to guide instruction.
Glossary of Terms
page 1 2
California Standards for the Teaching Profession, 2009
5.5 Involving all students in self-assessment, goal setting, and

monitoring progress
4.5 Adapting instructional plans and curricular materials to

meet the assessed learning needs of all students
5.7
Using assessment information to share timely and

comprehensible feedback with students and their families
5.6 Using available technologies to assist in assessment, analysis,

and communication of student learning
5.4 Using assessment data to establish learning goals and to plan,

differentiate, and modify instruction
4.4 Planning instruction that incorporates appropriate

strategies to meet the learning needs of all students
page 1 3
6.7 Demonstrating professional responsibility, integrity, and

ethical conduct
6.6 Managing professional responsibilities to maintain

motivation and commitment to all students
6.5 Engaging local communities in support of the instructional

program
6.4 Working with families to support student learning
6.3 Collaborating with colleagues and the broader

professional community to support teacher and student
learning
6.2 Establishing professional goals and engaging in

continuous and purposeful professional growth and
development
5.2 Collecting and analyzing assessment data from a variety of

sources to inform instruction
5.3 Reviewing data, both individually and with colleagues, to
monitor student learning
6.1 Reflecting on teaching practice in support of student

learning
3.5 Using and adapting resources, technologies, and

standards-aligned instructional materials, including
adopted materials, to make subject matter accessible to
all students
3.6 Addressing the needs of English learners and students
with special needs to provide equitable access to the
content
3.4 Utilizing instructional strategies that are appropriate to the

subject matter
3.3 Organizing curriculum to facilitate student understanding

of the subject matter
3.2 Applying knowledge of student development and

proficiencies to ensure student understanding of subject
matter
3.1 Demonstrating knowledge of subject matter, academic

content standards, and curriculum frameworks
Understanding and Organizing Subject

Matter for Student Learning
5.1 Applying knowledge of the purposes, characteristics, and uses

of different types of assessments
2.7 Using instructional time to optimize learning
2.6 Employing classroom routines, procedures, norms, and

supports for positive behavior to ensure a climate in which all
students can learn
2.5 Developing, communicating, and maintaining high standards

for individual and group behavior
2.4 Creating a rigorous learning environment with high

expectations and appropriate support for all students

physically, intellectually, and emotionally safe
2.2 Creating physical or virtual learning environments that promote

student learning, reflect diversity, and encourage constructive
and productive interactions among students
2.1 Promoting social development and responsibility within a

caring community where each student is treated fairly and
respectfully
Creating and Maintaining Effective

4.3 Developing and sequencing long-term and short-term

instructional plans to support student learning
4.2 Establishing and articulating goals for student learning
4.1 Using knowledge of students academic readiness,

language proficiency, cultural background, and individual
development to plan instruction
C a l i f o r n i a S t a n d a r d s f o r t h e Te a c h i n g P r o f e s s i o n , 2 0 0 9
Monitoring student learning and adjusting

instruction while teaching
Planning Instruction and Designing

Learning Experiences for All Students
1.6
1.5 Promoting critical thinking through inquiry, problem

solving, and reflection
1.4 Using a variety of instructional strategies, resources, and

technologies to meet students diverse learning needs
1.3 Connecting subject matter to meaningful, real-life

contexts
1.2 Connecting learning to students prior knowledge,

backgrounds, life experiences, and interests
1.1 Using knowledge of students to engage them in learning
Engaging and Supporting All

page 1 4
page 1 5
help all students learn, practice, internalize, and apply subject-specific learning
strategies and procedures?
As teachers develop, they may ask, How do I... or Why do I
use differentiated instruction to meet the assessed learning needs of students and
know my students as people and as learners?
increase active participation in learning?
understand reasons for behavior?
adapt materials and resources, make accommodations, and use appropriate assistive
recognize atypical behavior in students?
equipment and other technologies to support students diverse learning needs?
build trust with students and foster relationships so that students can thrive
utilize multiple types of technology to facilitate learning?
academically?
examine and use resources that minimize bias
adapt my teaching to reflect knowledge of my students?
differentiate instruction based on what I know about my students
1.5 Promoting critical thinking through inquiry, problem
strengths, interests and needs?
solving, and reflection
get to know parents and connect with the community where I teach?
As teachers develop, they may ask,, How do I or Why do I
review students records such as IFSP/IEP documents including
encourage students to use multiple approaches and solutions
the behavior plans and Transition documents?
Standard 1
to solve problems?
Engaging and Supporting
encourage students to ask critical questions and
1.2 Connecting learning to students prior
consider diverse perspectives about subject matter?
knowledge, backgrounds, life experiences
All Students in Learning
provide opportunities for students to think about,
and interests
discuss, and evaluate content?
As teachers develop, they may ask,, How do I or
Teachers know and care about their students
ask questions to facilitate discussion, clarify, and
Why do I
in order to engage them in learning. They connect
extend students thinking
help students see the connections between what

support students to think and communicate with
they already know and the new material?
learning to students prior knowledge, backgrounds, life
clarity and precision?
connect classroom learning to students life
experiences, and interests. They connect subject matter
help students apply previous learning to new
experiences and cultural backgrounds?
situations?
support all students to use first and second
to meaningful, real-life contexts. Teachers use a variety

encourage students to create, imagine, and
language skills to achieve learning goals?
of instructional strategies, resources, and technologies
innovate?
open a lesson or unit to capture student attention
to meet the diverse learning needs of students. They
help students to develop and use strategies and
and interest?
technologies for accessing knowledge and information?
build on students comments and questions during a
promote critical thinking through inquiry, problem
consider task analysis in supporting the learning levels
lesson to extend their understanding?
solving, and reflection. They monitor student
of all students?
1.3 Connecting subject matter to meaningful,
learning and adjust instruction
real-life experiences
1.6 Monitoring student learning and adjusting
while teaching.
instruction while teaching
establish a connection between subject matter and purpose
for learning?
systematically check for student understanding and revise plans
make connections between the subject matter and real-life contexts?
accordingly?
seek feedback from students regarding relevance of subject matter to their lives?
incorporate a variety of strategies in a lesson to check for student understanding?
engage all students in a variety of learning experiences that accommodate the
monitor the learning of students with limited English proficiency or of students
different ways they learn?
with special needs?
provide opportunities for all students to acquire and practice skills in meaningful contexts?
adjust the lesson plan to accelerate instruction when I determine that the pace of the
lesson is too slow?
make on the spot changes in my lesson based on students interests and questions?
provide additional support and opportunities for students to learn when some
students have mastered the lesson objective(s) and others have not?
use a variety of strategies to introduce, explain, and restate subject matter concepts
adjust my lesson when I dont have enough time to complete everything I planned to do?
and processes so all students understand?
page 1 6
Students take ownership of

their learning by choosing
from a wide range of methods
to further their learning that
are responsive to their diverse
learning needs.
Studentsactively utilize
a variety of instructional
strategies and technologies in
learning that ensureequitable
access to the curriculum.
Students engage in learning

through the use ofadjustments
in instruction to meet their
needs.
Students engage
insinglelessons or sequence
of lessons that include
some adjustments based on
assessments.
Some students may engage in

learning using instructional
strategies focused on the class
as a whole.
Evidence:
Uses comprehensive
knowledge of students to
make ongoing adjustments
and accommodations in
instruction.
Uses data from multiple

sources to makeadjustments to
instruction and meet individual
identified learning needs.
Uses data from a variety of

formal and informal sourcesto
learn about students and guide
selection of instructional
strategies to meet diverse
learning needs.
Gathersadditional datato learn

aboutindividual students.
Innovating
Learns about students through

data provided by the school
and/or through district
assessments.
Integrating
Applying
Exploring
Emerging
Evidence of Practice: Understanding that the levels become increasingly complex and sophisticated while integrating the skills of previous levels, what examples
from your teaching practice and students performance inform your self-assessment? 1) Record detail of evidence discussed 2) Assess level of practice 3) Date
Element 1.1 Using knowledge of students to engage them in learning
Standard 1 CSTP: Engaging and Supporting All Students in Learning
TEACHER
STUDENT
Students can articulate the

relevance and impact of lessons
on their lives and society.
Students are actively engaged
in curriculum which relates
their prior knowledge,
experiences, and interests
within and across learning
activities.
Students make connections

between curriculum and their
prior knowledge, backgrounds,
life experiences, and interests.
page 1 7
Uses extensive information

regarding students and their
communities systematically
and flexibly throughout
instruction.
Innovating
Integrates broad knowledge of

students cultural backgrounds,
prior knowledge, life
experiences, and interests to
inform instruction.
Integrating
Uses school resources and

family contacts to expand
understanding of students
prior knowledge, cultural
backgrounds, life experiences,
and interests to connect to
student learning.
Applying
Students participate in single

lessons or sequence of lessons
related to their interests and
experiences.
Some students connect

learning activities to their own
lives.
Evidence:
Uses gathered information

about students
prior knowledge,
culturalbackgrounds, life
experiences, and interests to
support student learning.
Exploring
Develops awareness of
prior knowledge, culture,
backgrounds, life experience,
and interests represented
among students.
Emerging
Element 1.2 Connecting learning to students prior knowledge, backgrounds, life experiences, and interests
TEACHER
STUDENT
Students make use of real-life

connections provided in single
to support understanding of
subject matter.
Some students relate subject

matter to real-life.
Students actively engage in

making and using real-life
connections to subject matter
to extend their understanding.
page 1 8
Students routinely integrate

subject matter into their own
thinking and make relevant
applications of subject matter
during learning activities.
Engages students in actively

making connections to
relevant, meaningful, and reallife contexts throughout subject
matter instruction.
Integrates connections to
meaningful, real-life contexts
in planning subject matter
instruction and is responsive
during instruction to engage
students in relating to subject
matter.
Includes connections from

subject matter to meaningful,
real-life contexts, including
those specific to students
family and community.
Students utilize real-life

connections regularly to develop
understandings of subject
matter.
Innovating
Integrating
Applying
* see Glossary

Explores using additional

real-life connections to subject
matter in single lessons or
sequence of lessons to support
student understanding.
Uses real-life connections

during instruction as identified
in curriculum.
Evidence:
Exploring
Emerging
Element 1.3 Connecting subject matter to meaningful, real-life contexts*
TEACHER
STUDENT
page 1 9
Students take responsibility

for using a wide range of
strategies, resources, and
technologies that successfully
advance their learning.
Students actively engage in
instruction and make use of a
variety of targeted strategies,
resources, and technologies to
meet their individual learning
needs.
Students participate in
instruction using strategies,
resources, and technologies
matched to their learning
needs.
Students participate in single

related to their interests and
experiences.
Some students participate in

instructional strategies, using
resources and technologies
provided.
Evidence:
Refines the flexible use of

an extensive repertoire of
strategies, resources, and
technologies to meet students
diverse learning needs.
Innovating
Creates, adapts, and integrates

a broad range of strategies,
into instruction designed to
meet students diverse learning
needs.
Integrating
Utilizes a variety of strategies

including culturally responsive
pedagogy, resources, and
technologies during ongoing
instruction to meet students
Applying
Explores additional
instructional strategies,
in single lessons or sequence
of lessons to meet students
Exploring
Uses instructional strategies,

as provided by school and/or
district.
Emerging
Element 1.4 Using a variety of instructional strategies, resources, and technologies to meet students diverse learning needs
TEACHER
STUDENT
Students pose and answer

a wide-range of complex
questions and problems,
reflect, and communicate
understandings based on in
depth analysis of content
learning.
Students pose problems and
construct questions of their
own to support inquiries into
content.
Students respond to questions

and problems posed by the
teacher and begin to pose and
solve problems of their own
related to the content.
page 2 0
Facilitates systematic
opportunities for students
to apply critical thinking by
designing structured inquires
into complex problems.
Innovating
Supports students to initiate

critical thinking through
independently developing
questions, posing problems
and reflecting on multiple
perspectives.
Integrating
Guide students to think

critically through use of
questioning strategies,
posing/solving problems, and
reflection on issues in content.
Applying
Students respond to varied

questions or tasks designed
to promote comprehension
and critical thinking in single
lessons or a sequence of lessons.
Some students respond to

questions regarding facts and
comprehension.
Evidence:
Includes questions in single

lessons or a sequence of lessons
that require students to recall,
interpret, and think critically.
Exploring
Asks questions that focus

on factual knowledge and
comprehension.
Emerging
Element 1.5 Promoting critical thinking through inquiry, problem solving, and reflection
TEACHER
STUDENT
Students successfully
participate and stay engaged in
learning activities.
Makes adjustments to
instruction based on
observation of student
engagement and regular checks
for understanding.
Applying
Students receive assistance

individually or in small groups
during instruction.
Some students receive

individual assistance during
instruction.
Evidence:
Seeks to clarify instructions

and learning activities to
support student understanding.
Exploring
Implements lessons following

curriculum guidelines.
Emerging
Students are able to articulate

their level of understanding
and use teacher guidance
to meet their needs during
instruction.
Adjusts strategies during

instruction based on the
ongoing monitoring of
individual student needs
for assistance, support, or
challenge.
Integrating
page 2 1
Students monitor their

progress in learning and
provide information to teacher
that informs adjustments in
instruction.
Makes adjustments to extend

learning opportunities and
provide assistance to students
in mastering the content
flexibly and effectively.
Innovating
Element 1.6 Monitoring student learning and adjusting instruction while teaching
TEACHER
STUDENT

organize instruction to optimize learning time?
pace instruction to accomplish learning goals?
re-direct students off-task behavior to make the most of instructional time/
adjust instructional time so that all students remain engaged and challenged?
structure time for both independent and collaborative learning opportunities?
balance instructional, preparation, administrative, and managerial time?
page 2 2
students to complete learning activities?

develop daily schedules, timelines, classroom routines, and norms that maximize learning?
connect district, site, and classroom procedures to promote a climate of fairness and
respect for all students?
adapt routines, procedures, and norms to ensure the success of students with special needs?
reinforce and reward appropriate social and academic behaviors in the classroom?
Creating and Maintaining Effective Envornments for Student Learning
that are physically, intellectually, and emotionally safe

arrange the learning environment to facilitate positive and productive
classroom interactions?
encourage, support, and recognize the achievements and contributions of all students?
encourage students to take risks and to express thoughtful and respectful opinions related to the
topic or subject of discussion?
foster the development of each students self-esteem?
create a safe, accessible learning environment for all students?
prevent behavior problems by intervening early using strategies matched to students current learning
and behavior levels?
assist students in de-escalation when in crisis while maintaining a safe environment for all students?
provide student supervision in unstructured settings such as cafeterias, buses, hallways, and playgrounds?
2.2 Creating physical or virtual learning

environments that promote student learning,
reflect diversity, and encourage constructive and
productive interactions among students
arrange and adapt classroom seating to accommodate
individual and group learning needs?
establish a stimulating, curriculum-rich learning
environment that supports content learning and academic
vocabulary development?
ensure that students develop an appreciation of diversity?
provide students access to resources, technologies, and
comfortable workspaces?
create an environment that promotes optimal learning for
each student?
construct an equitable learning environment for all students?
understand the underlying cause of student behavior, including

Teachers promote social development and responsibility
developmental an individual needs, and utilize that knowledge in
within a caring community where each student is treated
support of positive classroom conduct?
work proactively to prevent and respond quickly to minimize
fairly and respectfully. They create physical or virtual learning
behavioral issues?
environments that promote student learning, reflect diversity,
understand and respond to inappropriate behaviors in and
and encourage constructive and productive interactions among
efficient, fair, and equitable way?
help all students learn to take responsibility for their own
student. They create a rigorous learning environment with high
behavior
and actions?

expectations and appropriate support for all students. Teachers
2.6 Employing classroom routines, procedures,
develop, communicate, and maintain high standards for
norms, and supports for positive behavior to
individual and group behavior to ensure a climate in which
ensure a climate in which all students can learn
all students can learn. They employ classroom routines,
involve all students in the development of classroom
procedures, norms, and supports for positive behavior
procedures and routines?
to ensure a climate in which all students can
help students transition smoothly and efficiently from one
instructional activity to the next?
learn. They use instructional time to
apply knowledge of students physical, social, cognitive, and emotional
2.3 Establishing and maintaining learning environments
optimize learning.
development to ensure that adequate time and support are provided for
2.1 Promoting social development and responsibility within a caring community

2.4 Creating a rigorous learning environment with high expectations and
where each student is treated fairly and respectfully
appropriate support for all student
As teachers develop, they may ask, How do I... or Why do I
model and promote fairness, equity, and respect in a classroom atmosphere that values all
establish a productive, achievement-orientated climate in my classroom?
individuals and cultures?
set high expectations for all of my students?
help all students accept and respect diversity in terms of cultural, religious, linguistic, and economic
motivate all students to initiate their own learning and strive for challenging learning goals?
backgrounds; learning differences and ability; gender and gender identity; family structure and
provide all students opportunities to examine and evaluate their own work and to learn from the
sexual orientation and other aspects of humankind?
work of their peers?
engage students in shared problem-solving and conflict resolution?
ensure access to challenging and diverse academic content for all students?
provide learning opportunities that encourage student-to-student communication with empathy
ensure generalization of skills across school and non-school environments and people, including
and understanding?
school staff and community partners?
develop students leadership skills and provide opportunities to apply them?
2.5 Developing, communicating, and maintaining high standards
create a classroom culture where students feel a sense of responsibility to and
for individual and group behavior
Standard 2
for one another?
help students to appreciate their own identities and to view themselves
Creating and
facilitate student participation in classroom decision-making?
as valued contributors to society?

foster and support appropriate student behavior?
Maintaining Effective
develop activities that support positive interactions among students
collaborate with students, families, and communities to establish,
and that help students get to know each other?
maintain, and communicate standards for student behavior?
page 2 3
Students demonstrate efforts

to be positive, accepting, and
respectful of differences.
occasional community building
activities, designed to promote
caring, fairness, and respect.
Evidence:
Some students share in

responsibility for the classroom
community.
Seeks to understand cultural

perceptions of caring
community.
Reinforces positive, responsible,

and respectful student
interactions. Assists students to
resolve conflicts.
Models fair and respectful

behavior. Demonstrates
commitment to fairness and
respect in communications
with students about language
and behavior.
Models and communicates

expectations for fair and
respectful behavior to support
social development.
Incorporates cultural awareness
to develop a positive classroom
climate.
Applying
Exploring
Emerging
Students take responsibility

resolving conflicts and
maintaining a caring classroom
community. Students promote
respect and appreciation for
differences.
Supports students in taking

leadership in developing a
caring community that is
responsive to the diverse
cultural norms of identities of
all students.
Develops shared responsibility

with students for resolving
conflict and creating and
maintaining a caring classroom
community.
Integrating
page 2 4
Students take leadership in

resolving conflict and creating
a fair and respectful classroom
community where students
home culture is included and
valued. Students communicate
with empathy and
understanding in interactions
with one another.
Facilitates student selfreflection and ongoing

improvement of the caring
community based on respect,
fairness, and the value of all
members.
Innovating
Evidence of Practice: Understanding that the levels become increasingly complex and sophisticated while integrating the skills of previous levels, what examples from your teaching practice
and students performance inform your self-assessment? 1) Record detail of evidence discussed 2) Assess level of practice 3) Date
Element 2.1 Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
TEACHER
STUDENT
Students use resources provided

in learning environments
and interact with each other
to understand and complete
learning tasks in single lessons
or sequence of lessons.
Some students use available

resources in learning
environments during
instruction.
Students use a variety

of resources in learning
environments and interact
in ways that deepen their
understanding of the content
and develop constructive social
and academic interactions.
Structures for interaction are

taught in single lessons or
student learning.
Is aware that structured

interaction between students
can support learning.
Evidence:
Develops physical and/or

virtual learning environments
that reflect student diversity
and provide a range of
resources for learning.
Experiments with adapting the

physical and/or virtual learning
environments that support
student learning.
Is aware of the importance

of the physical and/or virtual
learning environments that
Utilizes a variety of structures
for interaction during learning
activities that ensure a focus
on and completion of learning
tasks.
Applying
Exploring
Emerging
Students routinely use a

range of resources in learning
environments that relate to and
enhance instruction and reflect
their diversity. Students share
in monitoring and assessment
of interactions to improve
effectiveness and develop a
positive culture for learning.
Integrates a variety of
structures for interaction that
engage students constructively
and productively in learning.
Maintains physical and/or

virtual learning environments
that reflect student diversity
and provides a broad range
of resources, displays, and
artifacts that are current and
integral to instruction.
Integrating
page 2 5
monitoring and changing
the design of learning
environments and structures
for interactions.
Selects from a repertoire of

structures for interaction to
ensure accelerated learning for
the full range of students.
Adapts physical and/or virtual

learning environments flexibly
to facilitate access to a wide
range of resources that engage
students in learning. Ensures
that environments enhance
learning and reflect diversity
within and beyond the
classroom.
Innovating
Element 2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and
productive interactions among students
TEACHER
STUDENT
Students take risks, offer

opinions, and share alternative
perspectives.
Anticipates and reduces risks of

student escalation by matching
adult response to the students
learning and behavior levels.
Students follow teacher

guidance regarding potential
safety issues for self or others.
Explores strategies to
de-escalate student behaviors.
Models and provides instruction

on skills that develop resiliency
and support intellectual and
emotional safety.
Students develop and practice

resiliency skills and strategies
to strive for academic
achievement, and establish
intellectual and emotional
safety in the classroom.
Develops and/or strengthens

positive behavior support
plans to assist in prevention of
behavior problems and deescalation for students.
Engages in reflection on their

own language and behavior
that contributes to intellectual
and emotional safety in the
classroom.
Integrates support for students

to take risks and offer
respectful opinions about
divergent viewpoints.
Anticipates and reduces risks

to physical, intellectual,
and emotional safety using
multiple strategies that include
examining biases in the
learning environment and
curriculum.
Recognizes and addresses safety

issues regarding materials,
student interactions, and the
organization of the learning
environments.
Explores strategies to establish
intellectual and emotional
safety in the classroom.
Integrating
Applying
Exploring
Evidence:
Students are aware of required

safety procedures and the
school and classroom rational
for maintaining safety.
Responds to behaviors that

impact student safety as they
arise.
Adheres to policies and laws

regarding safety that are
required by the site, district,
and state.
Emerging
page 2 6
Students demonstrate resiliency

in perseverance for academic
achievement. Students share
responsibility for intellectual
and emotional safety for
themselves and others in the
classroom.
Uses a wide range of evidencebased practices to prevent

problem behaviors and deescalate student behaviors.
Shares responsibility with the

students for the establishment
and maintenance of a safe
physical, intellectual, and
emotional environment focused
on high quality and rigorous
learning.
Innovating
Element 2.3 Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe
TEACHER
STUDENT
Students engage in a variety

of differentiated supports
and challenges in ways that
promote their accuracy,
analysis, and problem solving
in learning.
Plans, utilizes, and

differentiates strategies to
ensure generalization of skills.
Students actively use supports

and challenges to complete
critical reading, writing, higher
order thinking, and problem
solving across subject matter.
Analyzes the effectiveness of

specific strategies on individual
students ability to generalize
skills.
page 2 7
Students take responsibility to

fully utilize teacher and peer
support, to achieve consistently
high levels of factual and
analytical learning.
Designs, implements,
and facilitates training on
effective strategies to ensure
generalization of skills.
Supports students to utilize

an extensive repertoire of
differentiated strategies to meet
high expectations.
Integrates strategic scaffolds

and technologies throughout
instruction that support
the full range of learners in
meeting high expectations for
achievement.
Holds high expectations for

students. Has an understanding
of achievement patterns,
and uses scaffolds to address
achievement gaps.
Some individuals and groups

of students work with the
teacher to support accuracy
and comprehension in their
learning.
Expands knowledge of strategies

to ensure generalization of skills.
Works to maintain high

expectations for students while
becoming aware of achievement
patterns for individuals and
groups of students.
Facilitates a rigorous learning

environment in which
students take leadership in
learning. Fosters extended
studies, research, analysis and
purposeful use of learning.
Integrates rigor throughout

the learning environment that
values accuracy, analysis, and
critical reading, writing and
thinking.
Develops a rigorous learning

environment that includes
accuracy, analysis, problem
solving, and appropriate levels
of challenge.
Focuses on the development

of a rigorous learning
environment that includes
accuracy, understanding, and
the importance of meeting
targeted learning goals.
Innovating
Integrating
Applying
Exploring
Evidence:
Some students ask for teacher

support to understand or
complete learning tasks.
Is aware of the importance

of explicitly teaching
generalization of skills.
Is aware of the importance of

maintaining high expectations
for students.
Focuses the rigor of the

learning environment on
accuracy of answers and
completion of learning tasks.
Emerging
Element 2.4 Creating a rigorous learning environment with high expectations and appropriate support for all students
TEACHER
STUDENT
Students follow behavior

expectations, accept
consequences and increase
positive behaviors.
Evidence:
Students are aware of classroom

rules and consequences.
Students know expectations

for behavior and consequences
and respond to guidance in
following them.
Utilizes routine references to

standards for behavior prior
and during individual and
group work.
Reviews standards for behavior

with students in single
in anticipation of need for
reinforcement.
Refers to standards for behavior

and applies consequences as
needed.
Uses multiple strategies

including culturally responsive
instruction to develop and
maintain high standards for
individual and group behavior.
Develops expectations with

some student involvement.
Communicates, models and
explains expectations for
Establishes expectations,
rules, and consequences for
Applying
Exploring
Emerging
Students respond to individual

and group behaviors and
encourage and support each
other to make improvements.
Guides and supports students

to self-assess, monitor, and set
goals for individual and group
behavior and participation.
Integrates equitable
expectations, positive
supports, and consequences for
individual and group behavior
within and across learning
activities.
Integrating
page 2 8
Students demonstrate
positive behavior, consistent
participation and are valued for
their unique identities.
Facilitates a positive
environment using systems
that ensure students take an
active role in monitoring and
maintaining high standards for
individual and group behaviors.
Innovating
Element 2.5 Developing, communicating, and maintaining high standards for individual and group behavior
TEACHER
STUDENT
Students participate in routines,

procedures, and norms and
receive reinforcement for positive
behaviors. Students receive
timely and effective feedback
and consequences for behaviors
that interfere with learning.
Reinforces and rewards

appropriate social and academic
behaviors in the classroom
while providing positive
behavior supports. Responds
appropriately to behaviors in
ways that lessen disruptions to
the learning climate.
Maintains regular use of

routines and procedures that are
culturally responsive and engage
students in the development and
monitoring of norms.
Applying
Students receive correction

for behavior that interferes
with learning, and positive
reinforcement in following
routines, procedures, and
norms.
Evidence:
Students are aware of

procedures, routines, and
classroom norms.
Seeks to promote positive

behaviors and responds to
disruptive behavior.
Develops routines, procedures,

and norms in single lessons or
sequence of lessons with some
student involvement.
Establishes procedures, routines

or norms for single lessons to
Responds to disruptive
behavior.
Exploring
Emerging
Students are involved in

assessment and monitoring
of routines, procedures, and
norms in ways that improve the
learning climate.
page 2 9
Students share responsibility

with teacher for managing
and maintaining a positive
classroom climate that
promotes learning.
Promotes and reinforces

positive behaviors and
establishes preventions and
a positive classroom climate
that eliminate most disruptive
behavior.
Facilitates student participating

in developing, monitoring,
and adjusting routines
and procedures focuses
onmaximizing learning.
Classroom climate integrates
school standards and culturally
relevant norms.
Engages students in monitoring

and reflecting on routines,
procedures, and norms in ways
that are culturally responsive.
Maintains a quality learning
climate that builds on student
strengths.
Promotes and reinforces
positive behaviors and
consistently prevents or
refocuses behaviors disruptive
to the learning climate.
Innovating
Integrating
Element 2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn
TEACHER
STUDENT
Exploring
Paces, adjusts, and fluidly

facilitates instruction and daily
activities.
Students monitor their

own time, are engaged in
accomplishing learning goals,
and participate in reflection,
self-assessment, and goal
setting.
Paces instruction to include

ongoing assessment of student
learning. Supports students in
the monitoring of instructional
time.
Students use their instructional

time to engage in and complete
learning activities and are
prepared for the next sequence
of instruction.
Paces instruction with students

to provide adequate time
for instruction, checking for
understanding, completion of
learning activities and closure.
Students participate in and

complete a variety of learning
activities in the time allotted
with options for extension and
review.
page 3 0
Innovating
Integrating
Applying
Students complete learning

activities and, as needed, may
receive some adjustments
of time allotted for tasks or
expectations for completion.
Paces instruction with some

consideration of lesson type,
adjustments for sufficient
student work time and
transitions to optimize
learning.
Evidence:
Some students complete

learning activities in time
allotted.
Develops awareness of how

transitions and classroom
management impact pacing
and lessons.
Paces instruction based on

Emerging
Element 2.7 Using instructional time to optimize learning
TEACHER
STUDENT
page 3 1
Creating and Maintaining Effective Envornments for Student Learning
page 3 2
3.4 Utilizing instructional strategies that are appropriate to the subject matter
3.1 Demonstrating knowledge of subject matter, academic content standards,
and curriculum frameworks
As teachers develop they may ask, How do I or Why do I
develop and use a repertoire of instructional strategies appropriate to the subject matter?
ensure that my subject matter knowledge is sufficient to support student learning?
build on students life experiences, prior knowledge, and interests to make subject matter relevant
continue to keep my subject matter knowledge current?
and meaningful to students?
identify, understand, and teach the key concepts and underlying themes and relationships in the
use effective instructional strategies and approaches to illustrate a concept and its connections
academic content standards and state curriculum frameworks?
within and across subject areas?
integrate key concepts, themes, relationships, and connections across subject
challenge all students to think critically in the subject area?
matter areas?
help all students develop enthusiasm for and a deep knowledge of the subject matter?
ensure that my knowledge of the subject matter incorporates
use strategies that make the depth and complexity of subject matter
different perspectives, appropriate to the discipline?
understandable to all students?
Standard 3
maintain and utilize current understanding of relevant content
individualize instructional strategies appropriate to the subject matter
considering accessibility and learning needs of individuals with
standards and frameworks?
Understanding and
exceptionalities?
Organizing Subject Matter
3.2 Applying knowledge of student development
expand expertise with research-based effective practices
and proficiencies to ensure student understanding
appropriate to the subject matter?
of subject matter
Teachers exhibit in-depth working knowledge
As teachers develop they may ask, How do I or
3.5 Using and adapting resources, technologies,
of subject matter, academic content standards, and
Why do I
and standards-aligned instructional materials,
curriculum frameworks. They apply knowledge of
apply my knowledge of human development and
including adopted materials, to make subject
student development and proficiencies to ensure student
matter accessible to all students
learning theory to the unique students that I teach?
As teachers develop they may ask, How do I or
acquire understanding of my students individual
understanding of content. They organize curriculum to
Why do I
cognitive, social, emotional and physical development?
facilitate students understanding of the subject matter.
know the full range of materials, resources, and
connect content being taught to students prior
Teachers utilize instructional strategies that are appropriate
knowledge and experiences?
technologies provided by the school or district?
build understanding of my English learners levels
select materials, resources, and technologies to support
to the subject matter. They use and adapt resources,
of language
differentiated student learning of the subject matter?
including adopted materials, to make subject matter
acquisition in order to know how to best support their
select and use learning materials and resources that reflect the
accessible to all students. They address the needs
learning?
diversity in my classroom?
of English learners and students with special
build understanding of my students with special needs in order
use technologies to convey key concepts in the subject matter?
to know how and when to differentiate instruction?
learn about and access new instructional resources to support
needs to provide equitable access to
student
learning?
the content.
3.3 Organizing curriculum to facilitate student
expand expertise with evidence-based instructional and assistive
understanding of the subject matter
technology to support students access to challenging content?
use my knowledge of student readiness to learn to organize, sequence, and enhance
3.6 Addressing the needs of English learners and students with
special needs to provide equitable access to the content
curriculum?
apply my knowledge of the subject matter to organize curriculum, plan lessons and units, and
address the English Language Development (ELD) standards as they relate to my English
select instructional strategies that demonstrate key concepts and their interrelationships?
organize subject matter to reveal and value different cultural perspectives?
learners level of language acquisition?
incorporate subject or grade level expectations and curriculum frameworks in organizing subject matter?
address the Individual Education Plan (IEP) goals and objectives of my students with special needs?
utilize standards-aligned and/or adopted curriculum in ways that support student learning?
select materials, resources, and technologies to support subject matter instruction of my English
apply my knowledge of various disciplines and integrate cross-disciplinary skills to plan
learners and students with special needs?
sequenced lessons appropriate to students accessibility and learning levels?
ensure access to the critical concepts and themes in the academic content standards and state
curriculum frameworks for students at various levels of English proficiency and for students with special needs?
page 3 3
Understands and explains the

relationship between essential
subject matter concepts,
academic language, and
academic content standards.
Examines concepts in subject

matter and academic language
to identify connections
between academic content
standards and instruction.
Has foundational knowledge of

subject matter, related academic
language, and academic
content standards.
*See glossary for a more complete definition of academic language
Evidence:
Applying
Exploring
Emerging
Uses broad knowledge of the

relationships between subject
matter concepts, academic
language, and academic
content standards, and
academic language, in ways
that ensure clear connections
and relevance to students.
Integrating
Innovating
page 3 4
Uses extensive knowledge

of subject matter concepts,
current issues, academic
language, and research to
make relevant connections to
standards during instruction
and extend student learning.
Element 3.1 Demonstrating knowledge of subject matter* academic content standards
Standard 3 CSTP: Understanding and Organizing Subject Matter for Student Learning
TEACHER
page 3 5
Engages students at all levels

of vocabulary, academic
language, and proficiency
in self-directed goal setting,
monitoring, and improvement.
Guides all students in using
analysis strategies that provides
equitable access and deep
understanding of subject
matter.
Provides explicit teaching of
specific academic language,
text structure, grammatical,
and stylistic language features
to ensure equitable access and
subject matter understanding
for the range of student
language levels and abilities.

essential vocabulary, idioms,
key words with multiple
meanings, and academic
language in ways that engage
students in accessing subject
matter text or learning
activities.

essential content vocabulary
and associated academic
language in single lessons or
sequence of lessons. Explains
academic language, formats,
and vocabulary to support
student access to subject matter
when confusions are identified.
Evidence:
Teaches subject-specific
vocabulary following
Draws upon comprehensive

knowledge of students to
guide all students to develop
proficiencies, understand
subject matter including related
academic language.
Integrates knowledge of
individual student development
to inform instructional
decisions to ensure student
matter including related
academic language.
Uses knowledge of student

development and proficiencies
to adapt instruction and meet
students diverse learning
needs. Ensures understanding
of subject matter including
related academic language.
Expands knowledge of
student development and
implements learning activities
in single lessons or sequence of
lessons that address students
proficiencies and support
matter including related
academic language.
Has basic knowledge of student

stages of development while
becoming aware of differences
in students understanding of
subject matter.
Innovating
Integrating
Applying
Exploring
Emerging
Element 3.2 Applying knowledge of student development and proficiencies to ensure student understanding of subject matter
TEACHER
Uses knowledge of curriculum

and student readiness to
organize and adjust the
curriculum to ensure student
access and understanding.
Examines organization of
curriculum and considers
adjustments in single lessons or
understanding and access of
subject matter.
Follows organization of
curriculum as provided by site
and district to support student
understanding and access of
subject matter.
Evidence:
Applying
Exploring
Emerging
cross-disciplinary skills,
curriculum and resources to
organize and adjust instruction
within and across subject
matter to ensure student
access and extend student
understanding.
Integrating
Innovating
page 3 6
Ensures student access,

comprehension and facilitates
student articulation about what
they do and dont understand.
Draws upon extensive

knowledge of cross-disciplinary
skills, curriculum and related
resources to flexibly and
effectively organize and adjust
instruction.
Element 3.3 Organizing curriculumto facilitate student understanding of the subject matter
TEACHER
Exploring
Integrating
Integrates research-based
effective practices and
instructional strategies
appropriate to subject matter to
meet students diverse learning,
to ensure student understanding
of academic language,and
guide students in understanding
connections within and across
subject matter.
Applying
Selects and adapts a variety

research-based effective
practices and of instructional
strategies to ensure student
understanding of academic
language appropriate to
subject matter andthat address
students diverse learning
needs.
Gathers and uses additional

instructional strategies in single
lessons or sequence of lessons to
increase student understanding
of academic language
appropriate to subject matter.
Evidence:
Uses instructional strategies

that are provided in the
curriculum.
Emerging
page 3 7
Draws upon an extensive

repertoire of research-based
effective practices and
instructional strategies to
develop enthusiasm, metacognitive abilities, and support
and challenge the full range
of students towards a deep
knowledge of subject matter.
Innovating
Element 3.4 Utilizing instructional strategiesthat are appropriate to the subject matter
TEACHER
Evidence:
page 3 8
Ensures that students are able

toobtainequitable access to
a wide range of technologies,
through ongoing links to
outside resources and support
to access challenging content.
Assists students with equitable
access to materials, resources,
and technologies technologies
to access challenging content.
Seeks outside resources and
support.
Explores how to make

technological resources
available to all students.
Identifies technological
resources needed.
Guides students to use available

print, electronic, and online
subject matter resources based
on individual needs needs to
access challenging content.
Engages students in identifying

and adapting resources,
evidence-based instructional
and assistive technologies, and
standards-aligned instructional
materials to extend student
understanding and critical
thinking about subject matter.
Integrates a wide range of

adapted resources, evidencebased instructional and
assistive technologies, and
instructional materials to meet
identified student needs and
make subject matter accessible
to students.
Selects, adapts, and utilizes

appropriate instructional
materials, resources,
and evidence-based
instructional and assistive
technologies for concept and
skilldevelopmentin subject
matter. Resources reflect the
diversity of the classroom and
support differentiated learning
of subject matter.
Exploresadditional
instructional materials,
resources, andtechnologies to
make subject matter accessible
to students.
Uses available instructional

materials, resources, and
technologies for specific
lessons to make subject matter
accessible to students.
Innovating
Integrating
Applying
Exploring
Emerging
Understanding that the levels become increasingly complex and sophisticated while integrating the skills of previous levels, what examples
Element 3.5 Using and adapting resources, technologies, and standards-aligned instructional materials,including adopted materials,to make subject
matter accessible to all students Evidence of Practice:
TEACHER
Creates and implements

scaffolds to support standardsbased instruction using
literacy strategies, SDAIE, and
content level English language
development in order for students
to improve language proficiencies
and understand content.
English language development
and English learners strengths
and assessed needs to
differentiate English language
and content instruction.
Identifies English language

proficiencies and English
learner strengths in the study
of language and content.
Differentiates instruction using
one or more components of
to support English learners.
Develops and adapts
instruction to provide a wide
range of scaffolded supports for
language and content for the
range of English learners.
Integrating
Applying
Is resourceful and flexible

in the design, adjustment
and elimination of scaffolds
based on English learners
proficiencies, knowledge and
skills in content.
Engages English learners in

assessment of their progress in
and in meeting content
standards. Supports students to
establish and monitor language
and content goals.
Innovating
page 3 9
* Please see the additional Standard elements that are of particular importance in the effective instruction of English Learners: Standard Element 1.2 Connecting learning to students prior knowledge,
backgrounds, life experiences, and interests Standard Element 3.2 Applying knowledge of student development and proficiencies to ensure student understanding of subject matter
Standard Element 6.4 Working with families to support student learning
Evidence:
Attempts to scaffold content

using visuals, models, and
graphic organizers.
Seeks additional information

describing elements of culture
and language proficiencies in
listening, speaking, reading
and writing. Uses multiple
measures for assessing English
learners performance to
identify gaps in English
language development.
Is aware of students primary

language and English language
proficiencies based on available
assessment data.
Provides adapted materials to

help English Learners access
content.
Exploring
Emerging
Element 3.6 Addressing the needs of English Learners and students with special needs*to provide equitable access to the content
TEACHER
Communicates and
collaborates with colleagues,
support staff and families to
ensure consistent instruction.
Supports families in positive
engagement with the school.
Initiates and monitors
referral processes and followup meetings to ensure that
students receive support and/
or extended learning that
is integrated into the core
curriculum.
Communicates regularly with

resource personnel, paraeducators, and families to
ensure that student services are
provided and progress is made
in accessing appropriate content.
Refers students as needed in a
timely and appropriate manner
supported with documented
data over time, including
interventions tried previous to
referral.
Cooperates with resource

personnel, para-educators, and
families during meetings and
activities in support of learning
plans and goals.
on struggling learners and
advanced learners to determine
appropriateness for referral.
Integrates accommodations,
adaptations, and extensions to
instruction for the full range
of students with special needs
to ensure adequate support and
challenge.
Integrating
Utilizes information on the full

range of students identified with
special needs to assess strengths
and competencies to provide
appropriate challenge and
accommodations in instruction.
Applying

on the full range of students
identified with special needs to
address challenges or supports
lessons.
Exploring
Takes leadership at the site/

district and collaborates with
resource personnel to ensure
the smooth and effective
implementation of referral
processes.
Communicates and collaborates

with resource personnel, paraeducators, families, leadership,
and students in creating a
coordinated program to optimize
success of the full range of
students with special needs.
Guides and supports the full

range of students with special
needs to actively engage in the
assessment, and monitor their
own strengths, learning needs,
and achievements in accessing
content.
Innovating
page 4 0
* The full range of students with special needs includes students with IEPs, 504 Plans and advanced learners. Please see the additional Standard elements that are of particular importance in the effective
instruction of students with special needs: Standard Element 2.6: Employing classroom routines, procedures, norms, and supports for positive behavior to ensure climate in which all students can learn.
Standards 2 and 4 contain multiple references to differentiation, adaptations, and adjustments that are all critical supports for students with special needs.
Evidence:
Learns about referral processes

for students with special needs.
Attends required meetings

with resource personnel and
families.
Has an awareness of the full

range of students identified
with special needs students
through data provided by the
school.
Emerging
Element 3.6 Addressing the needs of English Learners and students with special needs* to provide equitable access to the content
TEACHER
page 4 1
Planning Instruction and Designing Learning Experiences for All Students
page 4 2
4.1 Using knowledge of students academic readiness, language proficiency,

4.4 Planning instruction that incorporates appropriate strategies to meet the
cultural background, and individual development to plan instruction
learning needs of all students
incorporate students prior knowledge and experience in my curriculum and instructional planning?
develop unit and lesson plans that build on and extend students understanding of subject matter?
use knowledge of my students lives, their families, and their communities to inform my planning of
ensure that each instructional strategy is related to learning goals?
curriculum and instruction?
plan instruction to allow enough time for student learning, review, and assessment?
use knowledge of my students individual cognitive, social, emotional, and physical development to plan
use my knowledge of subject matter and my students to plan and appropriately pace instructional activities
instruction and make appropriate adaptations to meet students unique needs?
within a lesson and over time ?
plan lessons and units that promote access to academic content standards for all students?
check for understanding, prepare for adjustments, remediate or accelerate instruction, and
use knowledge of my English learners levels of language proficiency to plan instruction
individualize when appropriate?
that supports their subject matter learning and academic language development?
address the ELD standards appropriately, based on my English learners levels of
Standard 4
use knowledge of my students diverse learning needs to plan instruction that
language acquisition?
supports their learning?
address the IEP goals and objectives of my students with special needs?
Planning Instruction
select materials, resources, and technologies to support the learning
and Designing Learning
4.2 Establishing and articulating goals for student
needs of English learners and students with special needs?
learning
utilize strategies to ensure students, including non-verbal
students and/or students with reduced language processing, have a
build on the strengths, interests, and needs of all students to
functional communication system?
Teachers use knowledge of students academic
establish high expectations for learning?
utilize strategies to enhance language skills in the areas of listening,
readiness, language proficiency, cultural
establish long-term and short-term goals that are based on
speaking, reading and writing?
academic content standards and reflect students strengths,
background, and individual development to plan
interests, and needs?
4.5 Adapting instructional plans and curricular
instruction.
They establish and articulate goals for
materials to meet the assessed learning needs of
determine learning goals that address all students language
student learning. They develop and sequence longall students
abilities and diverse learning needs?
establish learning goals that address school, district, and
term and short-term instructional plans to support
community expectations?
interact with my colleagues to identify typically difficult concepts
student learning. Teachers plan instruction that
or skills for students in order to re-examine and strengthen plans for
work with students and families to establish learning goals?
incorporates appropriate strategies to meet the
develop goals that prepare students for successful transition to
future lessons?
their next learning environment?
Proactively prepare for appropriate adjustments
diverse learning needs of all students. They
based on my assessment of student learning while teaching?
communicate clear, challenging, and achievable expectations for students?
modify and adapt instructional plans
develop IFSP/IEP goals and objectives that are measurable and obtainable?
strengthen existing plans for students at identified levels of English
to meet the assessed learning
proficiency?
strengthen existing plans for students with special needs?
needs of all students.
reflect on my successes and struggles and apply what I have learned about effective
and ineffective strategies to existing plans for future lessons?
design an instructional program that considers the long-term and the short-term?
reflect on my successes and struggles with the use of curriculum and apply what I have
use assessment results for long-term and short-term planning?
learned to existing plans for future lessons?
incorporate diverse subject matter perspectives in my planning?
capture what I have learned during a particular lesson so that I can revisit my plans in advance of teaching the
select and sequence instructional strategies appropriate to the complexity of the lesson content and to
lesson again?
student learning needs?
plan for instruction by incorporating all relevant IFSP/IEP information?
plan an instructional program that supports students second language learning and diverse learning needs
strengthen IFSP/IEP documents, including transition plans?
incorporate my professional expertise and knowledge of my students into a prescribed
curriculum, pace, and district assessment calendar?
collaborate with colleagues to make instructional decisions?
design instruction so that students participate in setting and achieving their individual learning goals?
teach to mastery and promote generalization of learning?
ensure students with exceptionalities receive appropriate instruction and support within the least restrictive environment?
page 4 3
Examinespotential sources
of bias and stereotyping
when planning lessons. Uses
culturally responsive pedagogy
in planning.
Evidence:
Becomes aware of potential

areas of bias and seeks to learn
about culturally responsive
pedagogy.
Planning addresses bias,

stereotyping, and assumptions
about cultures and members of
cultures.
Plans differentiated instruction

which is based on broad
knowledge of students while
matching resources and specific
strategies to students diverse
learning needs and cultural
backgrounds.

based on knowledge of
studentsacademicreadiness,
academic language, diverse
cultural backgrounds, and
individual cognitive, social,
emotional, and physical
development.
Plans single lessons or sequence

of lessons using additional
assessment information
on student academic
readiness,language, cultural
background, and individual
development.
Plans daily lessons using

available curriculum and
information fromdistrict and
staterequired assessments.
Is aware of the impact of bias

on learning.
Integrating
Applying
Exploring
Emerging
page 4 4
Engages students in
theanalysis ofbias,
stereotyping, and assumptions.

that provides systematic
opportunities for supporting
and extending student learning
based on comprehensive
information on students.
Innovating
Element 4.1 Using knowledge of students academic readiness, language proficiency, cultural background, and individual development to plan instruction.
Standard 4 CSTP: Planning Instruction and Designing Learning Experiences for all Students
TEACHER
page 4 5
Establishes and articulates

measurable and obtainable
learning goals that are
communicated clearly, referred
to frequently, and utilized
by students to monitor and
advance their learning.
Establishes and articulates

comprehensive, measurable,
and obtainable short- and
long-term learning goals for
students. Plans for students to
articulate and monitor learning
goals.
Establishes and communicates

clear, measurable, and
obtainable learning goals to
students that are accessible,
challenging, and differentiated
to address students diverse
learning needs, including IFSP/
IEP goals.
Establishes and shares

measurable and obtainable
learning goals for skill
development with students in
single lessons and sequence of
lessons based on standards and
curriculum.
Establishes measurable and

obtainable learning goals for
single lessons to students based
on content standards and
available curriculum guidelines.
Evidence:
Innovating
Integrating
Applying
Exploring
Emerging
Understanding that the levels become increasingly complex and sophisticated while integrating the skills of previous levels, what examples
Element 4.2 Establishing and articulating goals for student learning Evidence of Practice:
TEACHER
Planning incorporates the

service delivery model to
determine appropriate
instruction and support
within the least restrictive
environment.
Establishes short- and longterm curriculum plans for

subject matterconceptsand
essential related academic
language and formats that
support student learning,
mastery and generalization.
Applying
Evidence:
Planning considers the service

delivery model within the
designated least restrictive
environment, as noted on the
IFSP/IEP.
Begins to plan curriculum

units that include a series of
connected lessons and are
linked to long-term planning to
Usesavailable curriculum
guidelines for daily, short- and
long-term plans.
Uses IFSP/IEP goals and

objectives to develop shortand long-term plans within
the designated least restrictive
environment.
Exploring
Emerging
page 4 6
Planning includes analysis of

the effectiveness of the least
restrictive environment for
individual students needs in all
areas.
Utilizes extensive knowledge

of the curriculum,
contentstandards, and assessed
learning needs to design
cohesive and comprehensive
long- and short-term
instructional plans that ensure
high levels of learning, mastery
and generalization.
Refines sequence of long-term

plans to reflect integration
of curriculum guidelines,
frameworks, and content
standards with assessed
instructional needs to ensure
student learning, mastery and
generalization.
Planning involves analysis and
ongoing adjustments to short
and long-term plans for services
environment.
Innovating
Integrating
Element 4.3 Developing and sequencing long-term and short-term instructional plans to support student learning
TEACHER
Integratesresults froma
broad range of assessments
into planning to meet
studentsdiverse learning and
language needs.
Uses assessments of students

learning and language needs to
inform planningdifferentiated
instruction.
Analyzes the effectiveness

of strategies and services to
ensure access to a functional
communication system.
Plans differentiated
instruction using strategiesto
address learning styles and
meet students assessed
language andlearning
needs.Incorporates
appropriate support and
challenge for students.
Incorporates instructional
strategies into ongoing
planning address culturally
responsive pedagogy,and
students diverse language,
andlearning needs. Considers
strategies to provide support
and challenge for students.
Utilizes effective strategies and

services to ensure access to a
functional communication
system.
Integrating
Applying
Explores additional strategies

and services to ensure access to
a functional communication
system.
Adheres to strategies and

services outlined in students
IFSP/IEPs to ensure access to
a functional communication
system.
Evidence:
Seeks tolearn about

studentsdiverse learning and
language needs beyond basic
data.
Is aware of student content,

learning, andlanguage needs
through data provided by the
site and district.
Selects strategies for single

that respond to students
Exploring
Plans instruction
that incorporates
strategiessuggested by
Emerging
Innovating
page 4 7
Utilizes extensive knowledge of

effective strategies and services
for individual students IFSP/
IEP.
Facilitates opportunities for

students to reflect on their
learning and the impact of
instructional strategies to meet
their learning and language
needs.
Plans instruction incorporating

a repertoire of strategies to
specifically meet students
diverse language andlearning
needs and styles to advance
learning for all.
Element 4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all students
TEACHER
Exploring
Makes adjustments
and adaptations to
differentiateinstructional
plans.Uses culturally
responsive pedagogy
andadditional materialsto
support students diverse
learning needs.
Applying
Begins to adapt plans and

materials in single lessons or
sequence of lessons to address
students learning needs.
Evidence:
Implements lessons and uses

materials from curriculum
provided.
Emerging
Makes ongoing adjustments

to instructional plansand uses
avariety of materials as the
instructional need arises to
Integrating
page 4 8
Engages with students to

identify types of adjustments in
instruction that best meet their
learning needs.
Anticipates and plans for a

wide range of adaptations
to lessons based on indepth
analysis of individual student
needs.
Innovating
Element 4.5 Adapting instructional plans and curricular materials to meet the assessed learning needs of all students.
TEACHER
page 4 9
page 5 0
5.1 Applying knowledge of the purposes, characteristics, and uses of different

5.4 Using assessment data to establish learning goals and to plan, differentiate,
type of assessments
and modify instruction
As teachers develop, they may ask, How do I or Why do I
become knowledgeable of the different types of assessments- - and their uses, benefits, and limitations- - that I
draw upon assessment data to support development of learning goals?
draw on to inform my instruction?
review and revise learning goals with students over time?
select assessment strategies and instruments appropriate to the learning outcomes being evaluated?
ensure that student learning goals reflect key subject matter concepts, skills, and applications?
use my knowledge of assessment concepts such as validity, reliability, and bias to choose assessments
use informal assessments to adjust instruction while teaching?
appropriate to my students?
use multiple sources of assessment to measure student progress and revise instructional plans?
design grading practices that draw on multiple sources of information and reflect
work to differentiate goals and plans based on assessed needs of my diverse learners?
student learning?
address the specific needs of English learners and students with special needs as I use
Standard 5
appropriately modify and accommodate state and local assessments based on
assessments to inform my instruction?
Assessing Students
students learning and accessibility needs?
for Learning
apply knowledge of gender, family background and cultural and linguistic
5.5 Involving all students in self-assessment, goal
setting, and monitoring progress
biases that impact formal and informal assessment outcomes?
Teachers apply knowledge of the purposes,
characteristics, and uses of different types of
5.2 Collecting and analyzing assessment data from
make assessment integral to the learning process?
assessments. They collect and analyze assessment
a variety of sources to inform instruction
make assessment an interactive process between teacher and student?
data from a variety of sources and use those data to
model self-assessment strategies for all students?
keep a continuous and comprehensive record of group and
develop and use tools and guidelines that help all students assess
inform instruction. They review data, both individually
individual achievement?
their work and monitor their learning goals?
and with colleagues, to monitor student learning.
select, design, and use assessment tools appropriate to what is
provide opportunities for all students to engage in peer discussion
Teachers use assessment data to establish learning goals
being assessed?
and reflection of their work?
and to plan, differentiate, and modify instruction. They
collect, select, and reflect upon evidence of student learning?
provide opportunities for all students to demonstrate and reflect on
work with families to gather information about all students and
their learning inside and outside of the classroom?
involve all students in self-assessment, goal setting
their learning?
and monitoring progress. Teachers use available
use standardized tests, diagnostic tools, and developmental
5.6 Using available technologies to assist in
technologies to assist in assessment, analysis, and
assessment, analysis, and communication of
assessments to understand student progress?
communication of student learning. They use
student learning
use a range of assessment strategies to implement and monitor
assessment information to share timely
individualized student learning goals (including IEP goals)?
assess student behavior to support learning?
become familiar with and select technology resources that support
and comprehensible feedback with
interpret data based on how an assessment is scored and what results
assessment practices?
students and their families.
it reports?
use technology to analyze student learning and inform instruction?
use appropriate technology resources to communicate students learning to students
and their families?
5.7 Using assessment information to share timely and comprehensible feedback
with students and their families
review student assessment data with colleagues?
Use assessment results to monitor my teaching and guide planning and instruction?
Use assessment information to determine when and how to revisit content that has been taught?
provide all students with information about their progress as they engage in learning activities?
Use assessment data to eliminate gaps between students potential and their performance?
initiate regular and timely contact with families and resource providers about student progress?
Use assessment results to plan instruction to support English learners?
communicate assessment results to families in ways that are respectful and understandable
provide families with ways to use assessment information at home to improve student learning?
Use assessment results to plan instruction to support students IEPS?
collect and utilize data to ensure educational benefit when aligning assessment data with goals and services
within the least restrictive environment?
page 5 1
page 5 2
Demonstrates purposeful
use of a wide range of
accommodations and
modifications for local
assessments systematically and
flexibly.
Uses and adapts

accommodations and
modifications for state and
local assessments based on
individual students learning
and accessibility needs.
Selects appropriate and

legal accommodations and
local assessments.
Draws flexibly from a repertoire

of appropriate and unbiased
assessment options and
characteristicsto maximize
student demonstration of
knowledge.
Integrates a variety of
characteristics into assessments
to allow students with a
range of learning needs to
demonstrate what they know
without bias.
Selects assessments based on

a clear understanding of the
purposes and characteristics
and possible bias of assessments
to support student learning.
Demonstrates purposeful
use ofa wide range of
assessments to support
differentiatedstudent learning
needs and reflect progress.
Innovating
Develops and adapts the range

of appropriate assessments
to address questions about
students learning needs and
progress.
Integrating
Decides on the purpose for

assessment and skills to be
assessed to select appropriately
matched pre-, formative, and
summative assessments.
Applying
Evidence:
Begins to identify specific

characteristics of assessments
that yield different types of
information about student
preparedness, progress, and
proficiency and minimizes bias.
Is aware of accommodations
and modifications for state and
local assessments as outlined in
individual students IEP.
Begins to identify specific
purposes and uses of
accommodations and
local assessments.
Explores the use of different

types of pre-assessment, and
formative and summative
assessments.
Exploring
Is aware of the purposes, and

characteristics, and possible
biases of formative and
summative assessments.
Emerging
Element 5.1 Applying knowledge of the purposes,characteristics, and uses of different types of assessments
Standard 5 CSTP: Assessing Students for Learning
TEACHER
Uses analysis of a variety of

data to inform planning and
differentiation of instruction.
Makes adjustments in planning

for single lessonsor sequence
of lessons based on analysis of
assessment data.
Follows required processes

for data analysis and draws
conclusions about student
learning.
Evidence:
Designs and integrates an

assessment plan that provides
formal and informal assessment
data on student learning.
Collects a variety of formal and

informal assessment data on
student learning.
Explores collecting additional

data using supplemental
assessments.
Uses data from required

assessments to assess student
learning.
Uses data analysis of a broad
range of assessments to provide
comprehensive information
to guide planning and
differentiation of instruction.
Integrating
Applying
Exploring
Emerging
page 5 3
Uses results of ongoing

data analysis to plan and
differentiate instruction for
maximum academic success.
Infuses assessments strategically

and systematically throughout
instruction to collect ongoing
assessment data appropriate for
the range of learning needs.
Innovating
Element 5.2 Collecting and analyzing assessment data from a variety of sources to inform instruction
TEACHER
Systematically reviews data

individually or with colleagues
to offer evidence of change
to ensure educational benefit
environment.
Adjusts instruction, goals, or
services based on data reviewed
to ensure educational benefit.
Systematically reviews
data individually and with
colleagues that allows for
evidence of educational benefit.
Expands knowledge that IFSP/

IEP goals are developed using
data from past progress and are
linked to services within the
least restrictive environment.
page 5 4
Facilitates collaborative work

and fosters colleagues abilityto
identify and address underlying
causes for achievement patterns
and trends.
Reviews and monitors abroad

rangeof data individually and
with colleagues to analyze
student thinking and identify
underlying causes for trends.
Reviews and monitorsa

variety of dataon student
learning individually and with
colleagues to identify trends
and patterns among groups of
students.
Reviews and monitors

additional assessment data
individuallyand with
colleagues and identifies
learning needs of individual
students.
Innovating
Integrating
Exploring
Applying
Evidence:
Recognizes that IFSP/IEP

goals are based on data and
developed with colleagues in
all areas of need; services are
provided within the designated
least restrictive environment.
Reviews and monitors available

assessment data as required by
site and district processes.
Emerging
Element 5.3 Reviewing data, both individually and with colleagues, to monitor student learning
TEACHER
Exploring
Plans differentiated lessons and

modifications to instruction to
meet students diverse learning
needs.
Uses a variety of assessment

data to set student learning
goals for content and academic
language.
Applying
Evidence:
Plansadjustments in
instruction to address learning
needs of individual students.
Uses data from assessments

Uses data from available
provided by site and district to
assessments to establish content
set learning goals for the class. based learning goals for class
and individual students in
Plans instruction using
available curriculum guidelines. single lessons or sequence of
lessons.
Emerging
page 5 5
Uses data systematically to

refine planning, differentiate
instruction, and make ongoing
adjustments to match the
evolving learning needs of
individuals and groups.
Reflects on data continuously

to make ongoing refinements
tolearning goals for content
and academic languagefor the
full range of students.
Integrates a broad range of data

to setlearning goals for content
and academic languageacross
content standards.
targeted to meet individual
and group learning needs.
Modifieslessons during
instruction based on informal
assessments.
Innovating
Integrating
Element 5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify instruction
TEACHER
* Consider the inclusion of English Language Development or Academic English goals along with content goals.
Evidence:
Integrates student selfassessment, goal setting, and

monitoring progress across the
curriculum.
Guides students to monitor and

Provides students with
opportunities in single lessons
reflect on progress on a regular
or sequence of lessons to
basis.
monitor their own progress
toward class or individual goals.
Monitors progress using

available tools for recording.
Implements structures for

students to self-assess and
set learning goals related
to content, academic
languageandindividual skills.
Models and scaffolds student

self-assessment and goal
setting processes for learning
content and academic language
development.
Begins to encourage students to

establish learning goals through
single lessons or sequence of
lessons that include goal setting
exercises.
Informs students about lesson

objectives, outcomes, and
summative assessment results.
Recognizes the need for
individual learning goals.
Integrating
Applying
Exploring
Emerging
page 5 6
Develops students metacognitive skills for analyzing

progress and refining goals
towards high levels of academic
achievement.
Provides systematic
opportunities for student selfassessment, goal setting, and
monitoring progress.
Innovating
Element 5.5 Involving all students in self-assessment, goal setting*, and monitoring progress
TEACHER
Uses technology to design

and implement assessments,
record and analyze results, and
communicate about student
learning with administration,
colleagues, families, and
students.Ensures that
communications are received
by those who lack access to
technology.
Explores use ofadditional

technologies toimplement
individual assessments, record
results, and communicate
withadministration,
colleagues, and familiesabout
student learning.
Uses available technology to

record assessments, determine
proficiency levels, and make
required communications
about student learning.
Evidence:
Applying
Exploring
Emerging
Integrates a variety
of technologies into
thedevelopment,
implementation, analysis
of assessments, and
communication of student
learning to all audiences.
Integrating
page 5 7
Uses a wide range of

technologies to design,
implement,and analyze
assessments andprovides
for in depth and ongoing
communication regarding
student learning for all
audiences.
Innovating
Element 5.6 Using available technologies to assist in assessment, analysis, and communication of student learning
TEACHER
Evidence:
Communicates with families

about student progress,
strengths, and needs at
reporting periods. Contacts
familiesas needs arise
regardingstruggling students
or behavior issues.
Communicates regularly with

families to share a range of
assessment information that is
comprehensible andresponsive
to individual student and
family needs.
Provides opportunities for

comprehensible and timely
two-way communicationswith
families to share student
assessments, progress, raise
issues and/or concerns, and
guide family support.
page 5 8
Engages families in a variety

of ongoing comprehensible
communications about
individual student progress and
ways to provide and monitor
support.
Facilitates students leadership

in seeking and using ongoing
comprehensible feedback to
accelerate their learning.
Integrates the ongoing sharing

of clear and timely feedback
to students from formal and
informal assessments in ways
that support increased learning.
Provides students with clear

and timely information about
strengths, needs, and strategies
for improving academic
achievement.

additional feedback based on
formative assessments from
single lessons or sequence
of lessons.Seeks to provide
feedback in ways that students
understand.

feedback through assessed
work and required summative
assessments.
Notifies families of student

proficiencies, challenges, and
behavior issues through school
mandated procedures.
Innovating
Integrating
Applying
Exploring
Emerging
Element 5.7 Using assessment information to share timely and comprehensible feedback with students and their families
TEACHER
page 5 9

value and respect students families and appreciate their role in student learning?
develop an understanding of families racial, cultural, linguistic, and socioeconomic backgrounds?
engage families as sources of knowledge about students strengths, interests, and needs in support of their learning
and personal growth and development?
present the educational program to all families in a thorough and comprehensible fashion?
provide opportunities for all families to participate in the classroom and school community?

establish ongoing effective feedback systems between students, families, and school?
page 6 0
Standard 6
6.2 Establishing professional goals and engaging in continuous
and purposeful professional growth and development
program
Developing as a
Professional Educator
maintain an attitude of lifelong learning?
increase my understanding of the cultures and dynamics of my students
establish goals and seek out opportunities for professional
communities?
growth and development?
value and respect the students communities and appreciate the role of
Teachers
reflect
on
their
teaching
practice
ensure that professional goals are informed by appropriate resources
community in student learning?
to support student learning. They establish
such as the knowledge base for teaching, school and district priorities,
promote collaboration between school and community?
colleagues, supervisors, mentors, and my personal reflections?
identify and draw upon school, district, and local community social
professional goals and engage in continuous and
use professional literature, district professional development, and
service resources to benefit students and their families?
purposeful professional growth and development.
other professional opportunities to increase my understanding of
seek out and use additional resources from the local community and
They collaborate with colleagues and engage in the
teaching and learning?
businesses to support student learning?
learn more about my own professional roles and responsibilities?
provide my students with community-based experiences that support
broader professional community to support teacher and
coninue to seek out and refine approaches that make the curriculum
their learning?
student learning. Teachers learn about and work with
accessible to all students?
families to support student learning. They engage
expand my knowledge and effective application of new instructional
6.6 Managing professional responsibilities to
methods and technologies?
maintain motivation and commitment to all students
local communities in support of the instructional
evaluate and incorporate research to utilize evidence-based practices?
program. They manage professional responsibilities
challenge myself intellectually and creatively throughout my career?
to maintain motivation and commitment
6.3 Collaborating with colleagues and the broader
find support and develop strategies to balance professional responsibilities
professional community to support teacher
with my personal needs?
to all students. Teachers demonstrate
and student learning
manage stress and maintain a positive attitude with students and colleagues?
professional responsibility, integrity,
address the complications and challenges of teaching?
and ethical conduct.
collaborate with teachers, administrators, education specialist, paraeducators, and
identify sources of engagement and renewal in my professional work?
staff to ensure that all students diverse learning needs, interests, and strengths are met?
remain receptive to the feedback of colleagues, mentors, and supervisors in support of my
6.7 Demonstrating professional responsibility, integrity, and
teaching practice and student learning?
ethical conduct
support school and district goals and priorities?
contribute to school-wide events, activities, and decision-making?
remain informed of, understand, and uphold the professional codes, ethical responsibilities, and legal requirements
establish and maintain productive relationships with other school staff to become a visible and valued member of the
applicable to the profession?
school and district communities?
contribute to school and student success by being knowledgeable of learning goals, standards, and objectives
contribute to the learning of other educators?
established by relevant national, state, and local organizations and stakeholders?
benefit from and contribute to professional organizations to improve my teaching?
meet my professional obligations to implement school, district, state, and federal policies and guidelines?
benefit from and add to the knowledge base of the profession?
extend my knowledge about my professional and legal responsibilities for students learning, behavior, and safety?
provide guidance and direction to paraeducators, tutors, and volunteers?
maintain professional conduct and integrity in the classroom and school community?
provide a continuum of support from consultation, collaboration, co-teaching to coaching/mentoring with multi- or
interact appropriately with students and families outside the classroom?
interdisciplinary team members?
demonstrate my professional obligations to students, colleagues, school, and the profession?
ensure joint responsibility for student growth in academic, behavioral, and social/emotional learning?
resolve conflict and build consensus through advocacy for improved programs, services, and outcomes for students?
6.1 Reflecting on teaching practice in support of student learning

assess my growth as a teacher over time?
learn about teaching as I observe and interact with my students?
reflect on my instructional successes and dilemmas to move my practice forward?
analyze my teaching to understand what contributes to student learning?
formulate professional development plans that are based on my reflection and analysis?
develop awareness of potential bias that might influence my teaching or affect student learning?
engage in the design and implementation of research and inquiry?
page 6 1
Engages in reflection
individually and with
colleagues on the relationship
between making adjustments
in teaching practice and impact
on the full range of learners.
Applying
Begins to engage in reflection

on teaching practice
individually and with
colleagues that is focused on
methods to supportthe full
range of learners.
Is aware of the need to reflect

on teaching practice to support
student learning.Reflects
on immediate student learning
needs.
Evidence:
Exploring
Emerging
Reflects individually and with

colleagues on refinements
in teaching practice and
connections among the
elements of the CSTP to
positively impact the full range
of learners.
Integrating
page 6 2
Engages inand fosters

reflection among colleagues for
school wide impact on student
learning.
Maintains ongoing reflective

practice and action research in
supporting student learning
and raising the level of
academic achievement.
Innovating
Element 6.1 - Reflecting on teaching practice in support of student learning
Standard 6 CSTP: Developing as a Professional Educator
TEACHER
page 6 3
Contributes to professional
organizations, incorporates
research, and development
opportunities to extend own
teaching practice.
Engages in ongoing inquiry

into evidence-based teacher
practice for professional
development.
Engages in and contributes

to professional development
and use of evidence-based
practices targeted on student
achievement. Pursues a variety
of additional opportunities to
learn professionally through
evaluating research.
Aligns personal goals with

school and district goals,
andfocuses on improving
student learning.
Expands knowledge and

skills individually and with
colleagues through research
and available professional
development.
Selects and engages in
professional development
based on research and needs
identified in professional goals.
Sets and modifies a broad range

of professional goals connected
to the CSTP to improve
instructional practice and
impact student learning within
and beyond the classroom.
Sets and modifies authentic

goals connected to the
CSTP that are intellectually
challenging and based on selfassessment and feedback from a
variety of sources.
Sets goals connected to the

CSTP that are authentic,
challenging, and based on selfassessment.
Sets goals connected to the

CSTP that take into account
self-assessment of teaching
practice.
Innovating
Integrating
Exploring
Applying
Evidence:
Attends required professional

development.
Develops goals connected to

the CSTP through required
processes and local protocols.
Emerging
Element 6.2 Establishing professional goals andengaging in continuous andpurposeful professional growth and development
TEACHER
Provides guidance and

direction to paraeducators,
tutors, and volunteers.
Employs paraeducators,
tutors, and volunteers utilizing
individual strengths matched
with student needs.
Engages with members of

the broader professional
community to access resources
and a wide range of supports
for teaching the full range of
learners.
Collaborates, consults, and

co-teaches with colleagues to
expand impact on teacher and
student learning within grade
or department and school and
district levels.
Collaborates with colleagues

through a continuum of
support to improve student
learning and reflect on teaching
practice at the classroom level.
Interacts with members of
the broader professional
community to access
resources that support teacher
effectiveness and student
learning.
Integrating
Applying
Evidence:
Consults with colleagues and

supervisors to provide guidance
and direction to paraeducators,
Begins to identify how to access

student and teacher resources
in the broader professional
community.
Identifies student and teacher

resources at the school and
district level.
Is aware of district guidelines in

regard to using paraeducators,
tutors, and volunteers within
the educational setting.
Consults with colleagues to

consider how best to support
teacher and student learning.
Exploring
Attends staff, grade level,

department, and other required
meetings and collaborations.
Emerging
page 6 4
Designs work plans and

collaborative models for
working with paraeducators,
Initiates and develops

professional learning
opportunities with the broader
professional community focused
on student achievement.
Works to ensure the broadest

positive impact possible on
instructional practice and
student achievement at school
and district levels and for the
profession.
Facilitates collaboration with

colleagues.
Innovating
Element 6.3 Collaborating with colleaguesand the broader professional communityto support teacher and student learning
TEACHER
page 6 5
Structures a wide range of

opportunities for families to
contribute to the classroom and
school community. Supports a
school/district environment in
which families take leadership
to improve student learning.
Provides opportunities and

support for families to actively
participate in the classroom
and school. Communicates
to families in ways which
showunderstanding of
and respect for cultural
norms.Establishes ongoing
effective feedback systems
between students, families, and
school.
Supportsfamilies to contribute
to the classroom and school.
Adjusts communications to
families based on awareness
ofcultural norms and wide
range of experiences with
schools.Promotes ongoing
effective feedback systems
between students, families, and
school.
Acknowledges the importance

of the familys role in student
learning.Seeks information
about cultural norms of
families represented in the
school.Welcomes family
involvement at classroom/
school events.
Is aware of the role of the

family in student learning and
the need for interactions with
families.
Evidence:
Innovating
Integrating
Applying
Exploring
Emerging
Element 6.4 Working with families to support student learning
TEACHER
Exploring
Includes knowledge of
communities when designing
and implementing instruction.
Uses a variety of neighborhood

and community resources to
support the curriculum.
Applying
Includes references or
connections to communities
lessons.
Seeks available neighborhood

and community resources.
Evidence:
Usesavailable neighborhood
and community resources in
single lessons.
Develops awareness about

local neighborhoods and
communities surrounding the
school.
Emerging
Draws from understanding

of community to improve
and enrich the instructional
program.
Utilizes a broad range of

neighborhood and community
resources to support the
instructional program,
students, families.
Integrating
page 6 6
Engages students in leadership

and service in the community.
Incorporates community
members into the school
learning community.
Collaborates with community

members to increase
instructional and learning
opportunities for students.
Innovating
Element 6.5 Engaging local communities in support of the instructional program
TEACHER
Pursues ways to support

studentsdiverselearning
needs and maintains belief
in studentscapacity for
achievement.
Anticipates professional
responsibilities and manages
time and effort required to
meet expectations.
Applying
Evidence:
Demonstrates commitment
by exploring ways to address
individual student needs.
Maintains professional
responsibilities in timely ways
and seeks support as needed.
Develops an understanding of
professional responsibilities.
Seeks to meet required

commitments to students.
Exploring
Emerging
page 6 7
Supports colleagues to
maintain the motivation,
resiliency, and energy to ensure
that all students achieve.
Models professionalism and

supports colleagues in meeting
and exceeding professional
responsibilities effectively.
Integrates the full range of

professional responsibilities
into advanced planning and
prepares for situations that may
be challenging.
Maintains continual efforts to
seek, develop, and refine new
and creative methods to ensure
individual student learning.
Innovating
Integrating
Element 6.6 Managing professional responsibilities to maintain motivation and commitment to all students
TEACHER
Evidence:
Maintains professional conduct and integrity in the classroom and school community.
Acts in accordance with ethical considerations for students.
Models appropriate behavior for students, colleagues, and the profession.
Complies with legal and professional obligations to protect the privacy, health, and safety of students, families, and other school
professionals.
Understands and implements school and district policies and state and federal law in responding to inappropriate or violent student
behavior.
Maintains a non-hostile classroom environment and carries out laws and district guidelines for reporting cases of sexual harassment.
Reports suspected cases of child abuse, and/or neglect as outlined in the California Child Abuse and Neglect Reporting Act.
Adheres to legal and ethical obligations in teaching the full range of learners, including English learners and students with special
needs.
Is aware of own personal values and biases and recognizes ways in which these values and biases affect the teaching and learning of
students.
Takes responsibility for student academic learning outcomes.
* As follows:
Follows all state education codes, legal requirements, district and site policies, contractual agreements, and ethical responsibilities.*
Emerging Exploring Applying
page 6 8
Encourages students to selfadvocate.
Facilitates conflict resolution and

consensus building for improving
programs, services, and outcomes.
Contributes to fostering a school

culture with a high degree of
resilience, professional integrity,
and ethical conduct.
Contributes to building
professional community and
holding peers accountable to
norms of respectful treatment and
communication.
Maintains a high standard

of personal integrity and
commitment to student learning
and the profession in all
circumstances.
Integrating Innovating
Element 6.7 Demonstrating professional responsibility, integrity, and ethical conduct
TEACHER
El Dorado County Office of Education
Twin Rivers Unified School District
Lodi Unified School District
Stanford University
New Teacher Center, Lead Writer
Reach Institute for School Leadership
Yolo-Solano BTSA Induction Program
San Jose State University
New Teacher Center, Lead Writer
Lisa Danielson
Edna Shoemaker
Sarah Solari
Kendyll Stansbury
Colleen Stobbe
Page Tompkins
Starla Wierman
Andrea Whittaker
Sarah Young
CA Commission on Teacher Credentialing
CA Department of Education, Project Lead
CA Department of Education
Karen Sacramento
Lynda Nichols
Ron Taylor
page 6 9
Funded by California Department of Education, Special Education Division
California State University, Fullerton
Ventura County Office of Education, Project Lead
2014 Revisions
Executive Officer
Dale A. Janssen
Beverly YoungCalifornia State University
Tine SloanUniversity of California
Janis PerryCalifornia Postsecondary Education Commission
Ex Officio Representatives
Shane MartinAssociation of Independent California Colleges and Universities
Irene Oropeza-EnriquezAdministrative Services Representative
Carolyn McInerneySchool Board Member
Leslie LittmanDesignee, Superintendent of Public Instruction
Marlon EvansPublic Representative
Steven DeanTeacher Representative
Dan ChernowPublic Representative
Brenda-Victoria (B.V.) CastilloPublic Representative
Constance Baumgardt Blackburn Teacher Representative
Charles Gahagan, Vice Chair Teacher Representative
CA Commission on Teacher Credentialing, Project Lead
Terence Janicki
Teri Clark
CA Commission on Teacher Credentialing (CCTC) and CA Department of Education

(CDE) Staff Working with the Continuum of Teaching Practice Writing Team
New Teacher Center, Project Lead
Wendy Baron
Educator Employer
Members of the Commission
The Continuum of Teaching Practice was funded through the New Teacher Center
with generous support from the Becky Morgan Family Foundation.
Ting Sun, ChairPublic Representative
California Commission on
Teacher Credentialing

Writing Team (200910)
CSBA
Elk Grove USD

Tehama COE
St. Marys College
University of California, Los Angeles
California State University, Northridge CTA

Stanislaus COE
California Federation of Teachers
California State University Fullerton
Santa Cruz COE/New Teacher Center
California State University, Chico
Priscilla Cox
Cindy Gappa
Gail Kirby
Eloise Lopez Metcalfe
Theresa Montao
Susan Rich
Sue Westbrook
Ruth Yopp-Edwards
Wendy Baron
Michelle Cepello
Ruth BloomVice President
Yvonne Chan
Gregory W. Jones
California Department of Education
Teri Clark
Edna Shoemaker
Ellen Ringer
San Diego State University

California State Polytechnic University, Pomona
Stanford University
Ventura COE
Rescue USD
Chapman University College
Fairfield-Suisun USD
Santa Ana USD
Los Angeles USD
New Haven USD
California State University, Long Beach
San Jose State University
Commission Liaison
Nancy Farnan
Helen Garcia Rockett
Ira Lit
Paula Lovo
Robert McClurg
Betty McEady
Cara Mendoza
Marisol Rexach
Luis Rodriguez
Jodie Schwartzfarb
Steve Turley
Andrea Whittaker
Ting Sun
page 7 0
Los Angeles USD
CSU
CFT
CCESSA
UC
AICCU
Lewis Chappelear
Karen Sacramento
Terry Janicki
Staff Working with the CSTP

Advisory Panel (200809)
Superintendent of Public Instruction

Jack OConnell
Rae Belisle
Jorge Lopez
James D. Aschwanden
David P. Lopez
Johnathan Xavier Williams
Representing
Educator Employer
Members of the State Board of Education

Theodore R. MitchellBoard President
ACSA

Profession Advisory Panel (200809)
California Department
of Education
california
department
of
e d u cat i o n
commission
on
teacher
credentialing
california
DESIGNTEAMMEMBERS
LisaCoates
DISTRICT
CaliforniaMontessoriProject
RamonaDuran(Retired)
TwinRivers
LorieGarrett(Retired)
FCUSD
CayleeKizer
TwinRivers
KeiLucas
FCUSD
KathyMagnani
Center
BarbaraScott
Rocklin
JenniferStuck
FCUSD
DeeTorrington
SteveWright
Rocklin
RiverDelta
EXPERTISE
HumanResourceOfficer,
behaviormanagement,
credentialing
English,Reading,Teacherofthe
Year(2),DistrictLevel
SpecialEducation,behavior
management,historyofthe
InductionProgram
SpecialEducationnewest
information
SpecialEducation,behavior
management,organization,
Channel10Teacherofthe
Month
Science,Methodicalconcrete
sequencial
ELTeacher,Presidentofthe
TeachersUnion
SpecialEducation,DistrictLevel
ProgramSpecialist,Autism,
SeverelyHandicapped
SpecialEducationStateLevel
Technology,TeachersUnion,
KindergartenTeacher,indepth
understandingoftheprogram
BTSARolesandResponsibilities:ParticipatingTeacher
1.
UseproceduresandcalendarinformationlocatedonMyBTSA.
2.CompleterequiredMyBTSAwebsitedocumentation.
3.MeetweeklywithyourSupportProviderforanaverage1.5hourseachweekfor26weekseachyearfor
twoyears.Document40hoursofreflectiveconversationsonMyBTSA.
4.
Participate with the expectations of confidentiality in informal and formal formative assessment
observation(s)withyourSupportProvider.
5.CompleteanInquiryCycle(s).ImplementandperiodicallyreviseanannualIndividualizedInductionPlan
(IIP)[ActionPlan]basedontheresultsofformativeassessment.RecordyourIIPinformationonMyBTSA.
6.DevelopaprofessionalteachingportfoliobasedontheevidencecollectedthroughFACT
7. CompletethesummaryinterviewwithyourSupportProviderinpreparationforyourpresentationatthe
(ProfessionalInductionPresentationPIP)
8. BasedonyourIIPandwithyourSP/Coordinatorapproval,participateinprofessionaldevelopment.
9.
Attendfour(4)BenchmarkSupportSeminarssponsoredbySCOE.
10.
CollaboratewithyourSupportProvider,SiteAdministrator(s),andcolleagues.
11.
Participateintheprogramevaluationprocess.ProvidefeedbackonprogrameffectivenesstotheProgram
Director,BTSACoordinator,andAdvisoryCouncil.
12.
InformyourBTSACoordinatorortheSCOEBTSADirectorifforanyreasonyouandyourSupportProvider
are not working together in a professional and productive manner. Changes can always be made, and
thereisnofaultorblameonanyone.
13.
Providethefollowing:
IndividualInductionPlans(IIP)
FormativeAssessmentDocumentsincludingstudentwork
14.Understandthefiscalresponsibilityofclearingacredential(s)ie.District/partnersupport,personalcost.
I understand that this induction program is part of the learningtoteach continuum. Induction
requirementsforthisprogramaredesignedtobuildonmyprofessionalteacherpreparation
____________________________________________ _______________________________________
Signature
Date
EDUCATIONSPECIALISTINTAKEADVISEMENT
FirstName:
MiddleName:
District:
LastName:
School
BTSAExperience:
CurrentlyenrolledinBTSA Year1 Year2
Which Program?
CompletedBTSAinaPriorYearWhatYearswereyouenrolled?____________
NeverCompletedBTSA
CREDENTIALINFORMATION(Markallthatapply)
Education Specialist Credential
Mild/Moderate Moderate/Severe EarlyChildhoodSpecialEducation
GeneralEducationCredential MultipleSubject SingleSubject:Subject:
CURRENTASSIGNMENT
ECSE ElementarySDC SecondarySDC ElementaryRSP SecondaryRSP

EducationSpecialistPreparation
TeacherPreparationcompletedat
Other:
University
InternProgramcompletedthrough
TEACHINGEXPERIENCE
YearsofTeachingExperience ontheEducationSpecialistcredentialasofJune2015
LongTermGoalsrelatedtoyourcurrentassignment:(e.g.addinganauthorization;completingaMAprogram)
Yr
1
Yr
2
IndividualizedInductionPlanandEvidence
AllcandidatesmustdevelopanIndividualizedInductionPlanincollaborationwithSCOEandtheemployer.IndividualizedInductionPlan
CompletionEvidencedemonstratinghowtheClear(LevelII)CredentialStandardshavebeenmetwillbesubmittedtotheSacramentoBTSA
Consortium.
Asaneligibleteacher,IhavebeeninformedoftheoptionsregardingclearingmyEducationSpecialistpreliminary(Level1)credential. Iagreetoworkwithmy
supportprovidertodevelopaninitialIntakeIIPduringthefirst60daysofemployment. IunderstandthatImustsuccessfullycompleteallprogram
requirementsformymultiple/singlesubjectcredential(ifappropriate)aswellasmyEducationSpecialistinordertoberecommendedbySCOEfora
ProfessionalCredential(s).BTSAfundingisastateallocationandissubjecttotheavailabilityoffundsintheAnnualBudgetAct. Thesignatureofthedistrict
representativedoesnotfinanciallynorcontractuallyobligatethedistrict.Instead,thisisanagreementamongthecandidate,programsponsorandthe
employerrelatedtoexpandingtheskillsoftheEducationSpecialistwithconsiderationofassignmentandauthorization.
CandidateSignature
DistrictDesignee
ProgramSponsor
Conversation Guide
Purpose: Use these questions to identify areas that would be helpful to discuss with your support provider.
Participating Teacher:
Grade Level/Subject:
Profile Components: Class, School, District, Community

Collecting
Contextualizing
Assemble Information
Apply to Classroom Practice
Caseload Profile
School Information
District and
Community
Information
How can I most effectively review and monitor each students Individual Education Plan (IEP)?
What is the best method for organizing my student records and confidential files?
What is the plan to track the IEP review dates and timelines?
What type of evidence/data do I need for student progress toward IEP goals?
What is my plan for informing the general education teachers of the students specific needs, modifications,
accommodations, and/or behavioral support?
Outside IEP meetings with parents, what system do I have for informing parents of IEP goal progress?
How do I facilitate parent involvement as a means of improving services and results for the student?
How can I most effectively use my instructional assistant(s) and/or one-on-one paraprofessional(s)? What
are their responsibilities?
Who is the SST Coordinator?

Who determines whether an English Learner referral is a language needs issue or a special education
issue?
Who performs the following: scheduling IEPs; notifying team members; coordinating the initial assessment;
keeping track of the 30 day interim placements; coordinating the triennial assessment; facilitating the IEP
meeting?
What is the role of the site administrator in the IEP process?
What is the role of the general education teacher in the IEP process?
What type of communication procedures are in use between the general education teachers and the case
managers? (e.g. are there any forms available for the special education teachers to use in communication
with the general education teachers?)
How is special education at my site viewed by other students, faculty, parents, and administration?
How is the schools discipline plan implemented with my students who have IEPs?
How are my students included in statewide and in-district testing?
How do I request an assessment for Designated Instructional Service (DIS) support for a student?
Who are the special education administrators in my district and what are their roles?
Is there a procedural manual for special education?
How are students referred for special education?
Where are the confidential IEP files kept?
Who do I contact to be able to access SEIS/SELPA Manager?
Have I been trained in the IEP process specific to my district/SELPA?
What other support or alternative programs are available in my district/county/SELPA and how are these
programs accessed?
Who performs Functional Behavioral Assessments and develops the Behavior Support Plan?
What are the current implications and changes to IDEA relative to my teaching?

Page 63
Mild/Moderate Needs Assessment

Education Specialist Level 2 Competency Standards
Education Specialist Candidate: _________________________________________________________ Date: _________________

Directions to the Candidate: These are intended to prompt reflection and help formulate goals to improve teaching practice
Education Specialist Level 2 Standards Mild/Moderate

Induction
Standard 5
Pedagogy
CSTP 5
Induction
Standard
6B
Special
Populations
CSTP 2
Focus of
Inquiry #____
Standard 13 Common: Data-Based Decision Making
How I analyze assessment and performance data to determine whether to maintain, modify or change
specific instructional strategies, curricular content or adaptations, behavioral supports and/or daily
schedules to facilitate skill acquisition and successful participation for each student.
Standard 14 Common: Advanced Behavioral, Emotional, and Environmental Supports
How I implement systems that assess, plan, and provide academic and social skill instruction to
support students with complex behavioral and emotional needs.
How I work with educations, mental health, and other community resources in the ongoing process of
designing, implementing, evaluating and modifying identified supports to ensure a positive learning
environment.
CSTP 4
Standard 15 Common: Current and Emerging Research and Practices
How I interpret, apply and disseminate current and emerging research, theory, legislation, policy and
practice.
CSTP 4
Standard 16 Common: Transition and Transition Planning
How I implement factors associated with successful planning and implementation of transitional life
experiences for students with mild/moderate/severe disabilities.
How I collaborate with personnel from other educational and community agencies to plan for
successful transition by students.
Standard 17 Common: Development of Specific Emphasis
How I am expanding the scope and depth of study in specific content areas, as well as expertise in
performing specialized functions.
Induction
Standard 5
Pedagogy
CSTP 5
Standard 18 Assessment of Students
How I identify, describe, select, and administer a variety of standardized and non-standardized, formal
and informal assessment procedures, and in use and interpret these in a manner that is responsive to
the cultural, socio-economic, and linguistic characteristics of individual students.
Induction
Standard 5
Pedagogy
CSTP 3 & 4
Standard 19 Curriculum and Instruction
How I teach, adapt, modify and integrate curriculum appropriate to the educational needs of students
with mild/moderate disabilities.
Induction
Standard 6
Equity
Standard 20 Collaboration and Consultation
How I communicate, collaborate and consult with teachers and other school personnel, community
professionals, and parents.
How I communicate relevant social, academic, and behavioral information in the areas of assessment,
curriculum, behavior management, social adjustment, and legal requirements.
How I coordinate before, during and after school special education placement.
CSTP 6
11/22/2011
Moderate/Severe Needs Assessment

Education Specialist Level 2 Standards

Induction
Standard 5
Pedagogy
CSTP 5
Induction
Standard
6B
Special
Populations
CSTP 2
Focus of
Inquiry #____
Standard 13 Common: Data-Based Decision Making
schedules to facilitate skill acquisition and successful participation for each student.
Standard 14 Common: Advanced Behavioral, Emotional, and Environmental Supports
How I implement systems that assess, plan, and provide academic and social skill instruction to
support students with complex behavioral and emotional needs.
environment.
CSTP 4
Standard 15 Common: Current and Emerging Research and Practices
practice.
CSTP 4
Standard 16 Common: Transition and Transition Planning
experiences for students with mild/moderate/severe disabilities.
How I collaborate with personnel from other educational and community agencies to plan for
successful transition by students.
Standard 17 Common: Development of Specific Emphasis
performing specialized functions.
CSTP 6
Standard 18 (Moderate/Severe) Advanced Communication Skills

How I engage in respectful collaboration, manage conflicts, supervise staff such as paraprofessionals,
and network and negotiate, including family members.
CSTP 6
Standard 19 (Moderate/Severe) Leadership and Management Skills
How I demonstrate leadership and management skills to coordinate and facilitate educational
programs, including constructing and following efficient schedules that meet individual student needs
and maximize available resources.
How I work effectively within integrated service delivery models and actively participate in school
restructuring and reform efforts to impact systems change.
11/22/2011
Early Childhood Special Education (ECSE) Needs Assessment


Education Specialist Level 2 Standards ECSE
CSTP 6
Focus of
Inquiry #____
Parent and Staff Development and Education

Each candidate demonstrates the ability to promote, coordinate, present, and
evaluate staff and parent development and education activities.
How I promote, coordinate, present, and evaluate staff and parent development
and education activities.
CSTP 6
Management and Leadership

Each candidate demonstrates knowledge and skills in the areas of program
philosophy and goals, legal and professional guidelines, supervision of
paraprofessionals, funding resources, program monitoring and evaluation, and
community collaboration.
How I demonstrate knowledge and skills in the areas of program philosophy and
goals, legal and professional guidelines, supervision of paraprofessionals,
funding resources, program monitoring and evaluation, and community
collaboration in my work.
CSTP 6
Advanced Studies and Special Topics

Each candidate demonstrates knowledge and skills in advanced applications of
Preliminary Level I content, emerging theory and practices, and other relevant
topics of importance to the field of early childhood special education.
How I apply emerging theory and practices, and other relevant topics of
importance to the field of early childhood special education.
11/22/2011
Deaf/Hard of Hearing Needs Assessment

Education Specialist Candidate: _________________________________________________________ Date: ______
Education Specialist Level 2 Standards D/HH
Focus of
Inquiry
D/HH Standard 1 Characteristics of Learners
How I demonstrate knowledge of etiologies and cultural differences related to hearing loss
D/HH Standard 2: Development of Professional Perspectives
How I demonstrate sensitivity to and respect for varied beliefs, languages, whether signed or spoken modes of
communication, bilingualism, bilingual educational practices, parental choices, and cultural differences, including Deaf
culture
How I plan and implement instruction about the contributions of individuals and technological innovations that have
affected both deaf and hearing people
D/HH Standard 3: Candidate Communication Skills
How I use communication strategies to facilitate communication exchanges as appropriate in signed and spoken
language usage
How I engage and sustain student interest in the learning process
How I ensure a comprehensible flow of academic information; develop higher-order cognitive and linguistic skills; and
develop literacy skills
D/HH Standard 4: Language and Cognitive Development Strategies
How I apply techniques to engage students in the learning process in order to develop age appropriate language and
cognitive skills. These techniques cover both visual (signed) and/or auditory (spoken) input, for students who are deaf
or hard of hearing including those who are deaf-blind with additional disabilities
D/HH Standard 5: Specialized Assessment
How I select, adapt, administer (where appropriate), interpret and explain assessments, and make recommendations
regarding services and educational progress for students who are deaf or hard of hearing, deaf-blind and/or with
additional disabilities
How I use formative and summative assessment processes and tools that are varied and strategies that involve the
communicative system of the students who are deaf or hard of hearing
D/HH Standard 6: Instructional Techniques
How I implement effective, individually designed instruction in diverse learning environments for students, ages birth
through 22, who are deaf or hard of hearing, deaf-blind and/or with additional disabilities
How I provide access to the state curriculum standards using instructional techniques (visual and/or auditory)
D/HH Standard 7: Early Childhood Intervention and Education
How I collaborate on a multi-disciplinary educational team to provide assessments, planning, and implementation
strategies for an appropriate intervention and education program for children birth to age 5 who are deaf or hard of
hearing, deaf-blind and/or with additional disabilities, and their families.
How I focus on the development of language, listening, cognitive, and social skills of my students
D/HH Standard 8: Hearing Loss and Additional Disabilities
How I identify the characteristics of students who are deaf and hard of hearing exhibiting one or more of any of the
disability categories identified in IDEA (e.g., specific learning disability, visual impairment, emotional disturbance, and
autism spectrum disorder) that are associated with hearing loss
How I identify significant behaviors that require considerations of specialized adaptations and/or modifications in the
learning process
D/HH Standard 9: Managing Student Behavior and Social Interaction Skills
How I foster appropriate student behavior patterns, social interaction skills, and self-advocacy skills
How I discriminate between behavior that is typical for various ages/stages and that behavior which might be
attributable to limited language and lack of communication access
D/HH Standard 10: Transition and Transitional Planning
How I use my knowledge of the developmental milestones as individuals move from infancy to adulthood to advocate
for the various transitions experienced by students who are D/HH, deaf-blind and/or with additional disabilities
D/HH Standard 11: Collaborative Partnerships
How I work with families, support providers (i.e. ASL/English bi-lingual specialist, audiologists, interpreters,
paraprofessionals, speech/language pathologists, and other members of the educational team), general education
professionals, community agencies, and the d/Deaf community
How I work with these individuals or agencies in meeting the academic needs of students who are Df/HH including
those who are deaf-blind and/or those with additional disabilities
11/22/2011
DOCUMENTATION Level II Standards

Induction Standard Competency Requirements
Use this form to identify and describe evidence specific to each standard statement.
Participant Name: ______________________________________________________

MILD/MODERATE: Standard 13 Data-Based Decision Making:
schedules to facilitate skill acquisition and successful participation for each student
Where this evidence is

found
Check any form below
where evidence of this
standard statement is
found:
After reviewing all Inquiry documents and evidence, select, and describe below, 3 pieces
of evidence that best demonstrate how you have met the standard.
Source: ____________________________
q Class Profile
q Focus Student
Selection
q Descriptions of
Practice
q Individual Induction
Plan
q SP Observation
Record Form
q PT Observation of
Colleague
Source: ____________________________
q Action Plan
q Linked Series of
Lessons
q Written Lesson Plan

q Two Summative
Assessments of
Student Work
q Pre- and PostObservation

Reflective
Conference
q Focus Student
Reflection
q Conversation Guide
Notes
q Other:
Source: ____________________________

MILD/MODERATE Standard 14 Advanced Behavioral, Emotional, and Environmental Supports
How I implement systems that assess, plan, and provide academic and social skill instruction to support
students with complex behavioral and emotional needs
environment

found
found:
Source: ____________________________
q Class Profile
q Focus Student
Selection
q Descriptions of
Practice
Plan
q SP Observation
Record Form
q PT Observation of
Colleague
Source: ____________________________
q Action Plan
q Linked Series of
Lessons

q Two Summative
Assessments of
Student Work

Reflective
Conference
q Focus Student
Reflection
Notes
q Other:
Source: ____________________________

MILD/MODERATE Standard 15 Common: Current and Emerging Research and Practices
practice

found
found:
Source: ____________________________
q Class Profile
q Focus Student
Selection
q Descriptions of
Practice
Plan
q SP Observation
Record Form
q PT Observation of
Colleague
Source: ____________________________
q Action Plan
q Linked Series of
Lessons

q Two Summative
Assessments of
Student Work

Reflective
Conference
q Focus Student
Reflection
Notes
q Other:
Source: ____________________________

MILD/MODERATE Standard 16 Common: Transition and Transition Planning
experiences for students with mild/moderate/severe disabilities
How I collaborate with personnel from other educational and community agencies to plan for successful
transition by students

found
found:
Source: ____________________________
q Class Profile
q Focus Student
Selection
q Descriptions of
Practice
Plan
q SP Observation
Record Form
q PT Observation of
Colleague
Source: ____________________________
q Action Plan
q Linked Series of
Lessons

q Two Summative
Assessments of
Student Work

Reflective
Conference
q Focus Student
Reflection
Notes
q Other:
Source: ____________________________

MILD/MODERATE Standard 17 Common: Development of Specific Emphasis
performing specialized functions

found
found:
Source: ____________________________
q Class Profile
q Focus Student
Selection
q Descriptions of
Practice
Plan
q SP Observation
Record Form
q PT Observation of
Colleague
Source: ____________________________
q Action Plan
q Linked Series of
Lessons

q Two Summative
Assessments of
Student Work

Reflective
Conference
q Focus Student
Reflection
Notes
q Other:
Source: ____________________________

MILD/MODERATE Standard 18 Assessment of Students
How I identify, describe, select, and administer a variety of standardized and non-standardized, formal and
informal assessment procedures, and in use and interpret these in a manner that is responsive to the
cultural, socio-economic, and linguistic characteristics of individual students

found
found:
Source: ____________________________
q Class Profile
q Focus Student
Selection
q Descriptions of
Practice
Plan
q SP Observation
Record Form
q PT Observation of
Colleague
Source: ____________________________
q Action Plan
q Linked Series of
Lessons

q Two Summative
Assessments of
Student Work

Reflective
Conference
q Focus Student
Reflection
Notes
q Other:
Source: ____________________________

MILD/MODERATE Standard 19 Curriculum and Instruction
How I teach, adapt, modify and integrate curriculum appropriate to the educational needs of students with
mild/moderate disabilities

found
found:
Source: ____________________________
q Class Profile
q Focus Student
Selection
q Descriptions of
Practice
Plan
q SP Observation
Record Form
q PT Observation of
Colleague
Source: ____________________________
q Action Plan
q Linked Series of
Lessons

q Two Summative
Assessments of
Student Work

Reflective
Conference
q Focus Student
Reflection
Notes
q Other:
Source: ____________________________

MILD/MODERATE Standard 20 Collaboration and Consultation
How I communicate, collaborate and consult with teachers and other school personnel, community
professionals, and parents
How I communicate relevant social, academic, and behavioral information in the areas of assessment,
curriculum, behavior management, social adjustment, and legal requirements.
How I coordinate before, during and after school special education placement
Where this evidence

is found
found:
After reviewing all Inquiry documents and evidence, select, and describe below, 3 pieces of
evidence that best demonstrate how you have met the standard.
Source: ____________________________
q Class Profile
q Focus Student
Selection
q Descriptions of
Practice
q Individual
Induction Plan
q SP Observation
Record Form
q PT Observation of
Colleague
Source: ____________________________
q Action Plan
q Linked Series of
Lessons
q Written Lesson
Plan
q Two Summative
Assessments of
Student Work

Reflective
Conference
q Focus Student
Reflection
q Conversation
Guide Notes
q Other:
Source: ____________________________

Participant Name: _____________________

MODERATE/SEVERE Standard 13 Data-Based Decision Making:
schedules to facilitate skill acquisition and successful participation for each student

found
found:
Source: ____________________________
q Class Profile
q Focus Student
Selection
q Descriptions of
Practice
Plan
q SP Observation
Record Form
q PT Observation of
Colleague
Source: ____________________________
q Action Plan
q Linked Series of
Lessons

q Two Summative
Assessments of
Student Work

Reflective
Conference
q Focus Student
Reflection
Notes
q Other:
Source: ____________________________

MODERATE/SEVERE Standard 14 Advanced Behavioral, Emotional, and Environmental Supports
How I implement systems that assess, plan, and provide academic and social skill instruction to support
students with complex behavioral and emotional needs
environment

found
found:
Source: ____________________________
q Class Profile
q Focus Student
Selection
q Descriptions of
Practice
Plan
q SP Observation
Record Form
q PT Observation of
Colleague
Source: ____________________________
q Action Plan
q Linked Series of
Lessons

q Two Summative
Assessments of
Student Work

Reflective
Conference
q Focus Student
Reflection
Notes
q Other:
Source: ____________________________

MODERATE/SEVERE Standard 15 Common: Current and Emerging Research and Practices
practice

found
found:
Source: ____________________________
q Class Profile
q Focus Student
Selection
q Descriptions of
Practice
Plan
q SP Observation
Record Form
q PT Observation of
Colleague
Source: ____________________________
q Action Plan
q Linked Series of
Lessons

q Two Summative
Assessments of
Student Work

Reflective
Conference
q Focus Student
Reflection
Notes
q Other:
Source: ____________________________

MODERATE/SEVERE Standard 16 Common: Transition and Transition Planning
experiences for students with mild/moderate/severe disabilities
How I collaborate with personnel from other educational and community agencies to plan for successful
transition by students

found
found:
Source: ____________________________
q Class Profile
q Focus Student
Selection
q Descriptions of
Practice
Plan
q SP Observation
Record Form
q PT Observation of
Colleague
Source: ____________________________
q Action Plan
q Linked Series of
Lessons

q Two Summative
Assessments of
Student Work

Reflective
Conference
q Focus Student
Reflection
Notes
q Other:
Source: ____________________________

MODERATE/SEVERE Standard 17 Common: Development of Specific Emphasis
performing specialized functions

found
found:
Source: ____________________________
q Class Profile
q Focus Student
Selection
q Descriptions of
Practice
Plan
q SP Observation
Record Form
q PT Observation of
Colleague
Source: ____________________________
q Action Plan
q Linked Series of
Lessons

q Two Summative
Assessments of
Student Work

Reflective
Conference
q Focus Student
Reflection
Notes
q Other:
Source: ____________________________

MODERATE/SEVERE Standard 18 Advanced Communication Skills
How I engage in respectful collaboration, manage conflicts, supervise staff such as paraprofessionals, and
network and negotiate, including family members

found
found:
Source: ____________________________
q Class Profile
q Focus Student
Selection
q Descriptions of
Practice
Plan
q SP Observation
Record Form
q PT Observation of
Colleague
Source: ____________________________
q Action Plan
q Linked Series of
Lessons

q Two Summative
Assessments of
Student Work

Reflective
Conference
q Focus Student
Reflection
Notes
q Other:
Source: ____________________________

MODERATE/SEVERE Standard 19 Leadership and Management Skills
How I demonstrate leadership and management skills to coordinate and facilitate educational programs,
including constructing and following efficient schedules that meet individual student needs and maximize
available resources
How I work effectively within integrated service delivery models and actively participate in school
restructuring and reform efforts to impact systems change

found
found:
Source: ____________________________
q Class Profile
q Focus Student
Selection
q Descriptions of
Practice
Plan
q SP Observation
Record Form
q PT Observation of
Colleague
Source: ____________________________
q Action Plan
q Linked Series of
Lessons

q Two Summative
Assessments of
Student Work

Reflective
Conference
q Focus Student
Reflection
Notes
q Other:
Source: ____________________________

Participant Name: ______________________________________________________________

ECSE Parent and Staff Development and Education
How I demonstrate the ability to promote, coordinate, present, and evaluate staff and parent
development and education activities.

found
found:
Source: ____________________________
q Class Profile
q Focus Student
Selection
q Descriptions of
Practice
Plan
q SP Observation
Record Form
q PT Observation of
Colleague
Source: ____________________________
q Action Plan
q Linked Series of
Lessons

q Two Summative
Assessments of
Student Work

Reflective
Conference
q Focus Student
Reflection
Notes
q Other:
Source: ____________________________

ECSE Management and Leadership
How I demonstrate knowledge and skills in the areas of program philosophy and goals, legal and
professional guidelines, supervision of paraprofessionals, funding resources, program monitoring
and evaluation, and community collaboration.

found
found:
Source: ____________________________
q Class Profile
q Focus Student
Selection
q Descriptions of
Practice
Plan
q SP Observation
Record Form
q PT Observation of
Colleague
Source: ____________________________
q Action Plan
q Linked Series of
Lessons

q Two Summative
Assessments of
Student Work

Reflective
Conference
q Focus Student
Reflection
Notes
q Other:
Source: ____________________________

ECSE Advanced Studies and Special Topics
How I demonstrate advanced applications of emerging theory and practices, and other relevant
topics of importance to the field of early childhood special education.

found
found:
Source: ____________________________
q Class Profile
q Focus Student
Selection
q Descriptions of
Practice
Plan
q SP Observation
Record Form
q PT Observation of
Colleague
Source: ____________________________
q Action Plan
q Linked Series of
Lessons

q Two Summative
Assessments of
Student Work

Reflective
Conference
q Focus Student
Reflection
Notes
q Other:
Source: ____________________________

Participant Name: ________________________________________________

D/HH Standard 1: Characteristics of Learners:
How I demonstrate knowledge of etiologies and cultural differences related to hearing loss.

found
found:
Source: ____________________________
q Class Profile
q Focus Student
Selection
q Descriptions of
Practice
Plan
q SP Observation
Record Form
q PT Observation of
Colleague
Source: ____________________________
q Action Plan
q Linked Series of
Lessons

q Two Summative
Assessments of
Student Work

Reflective
Conference
q Focus Student
Reflection
Notes
q Other:
Source: ____________________________

D/HH Standard 2: Development of Professional Perspectives
How I demonstrate sensitivity to and respect for varied beliefs, languages, whether signed or spoken
modes of communication, bilingualism, bilingual educational practices, parental choices, and cultural
differences, including Deaf culture
How I plan and implement instruction about the contributions of individuals and technological innovations
that have affected both deaf and hearing people

found
found:
Source: ____________________________
q Class Profile
q Focus Student
Selection
q Descriptions of
Practice
Plan
q SP Observation
Record Form
q PT Observation of
Colleague
Source: ____________________________
q Action Plan
q Linked Series of
Lessons

q Two Summative
Assessments of
Student Work

Reflective
Conference
q Focus Student
Reflection
Notes
q Other:
Source: ____________________________

D/HH Standard 3: Candidate Communication Skills
How I use communication strategies to facilitate communication exchanges as appropriate in signed and
spoken language usage
How I engage and sustain student interest in the learning process
How I ensure a comprehensible flow of academic information; develop higher-order cognitive and linguistic
skills; and develop literacy skills

found
found:
Source: ____________________________
q Class Profile
q Focus Student
Selection
q Descriptions of
Practice
Plan
q SP Observation
Record Form
q PT Observation of
Colleague
Source: ____________________________
q Action Plan
q Linked Series of
Lessons

q Two Summative
Assessments of
Student Work

Reflective
Conference
q Focus Student
Reflection
Notes
q Other:
Source: ____________________________

D/HH Standard 4: Language and Cognitive Development Strategies
How I apply techniques to engage students in the learning process in order to develop age appropriate
language and cognitive skills. These techniques cover both visual (signed) and/or auditory (spoken) input,
for students who are deaf or hard of hearing including those who are deaf-blind with additional disabilities

found
found:
Source: ____________________________
q Class Profile
q Focus Student
Selection
q Descriptions of
Practice
Plan
q SP Observation
Record Form
q PT Observation of
Colleague
Source: ____________________________
q Action Plan
q Linked Series of
Lessons

q Two Summative
Assessments of
Student Work

Reflective
Conference
q Focus Student
Reflection
Notes
q Other:
Source: ____________________________

D/HH Standard 5: Specialized Assessment
How I select, adapt, administer (where appropriate), interpret and explain assessments, and make
recommendations regarding services and educational progress for students who are deaf or hard of
hearing, deaf-blind and/or with additional disabilities
How I use formative and summative assessment processes and tools that are varied and strategies that
involve the communicative system of the students who are deaf or hard of hearing

found
found:
Source: ____________________________
q Class Profile
q Focus Student
Selection
q Descriptions of
Practice
Plan
q SP Observation
Record Form
q PT Observation of
Colleague
Source: ____________________________
q Action Plan
q Linked Series of
Lessons

q Two Summative
Assessments of
Student Work

Reflective
Conference
q Focus Student
Reflection
Notes
q Other:
Source: ____________________________

D/HH Standard 6: Instructional Techniques
How I implement effective, individually designed instruction in diverse learning environments for students,
ages birth through 22, who are deaf or hard of hearing, deaf-blind and/or with additional disabilities
How I provide access to the state curriculum standards using instructional techniques (visual and/or
auditory)

found
found:
Source: ____________________________
q Class Profile
q Focus Student
Selection
q Descriptions of
Practice
Plan
q SP Observation
Record Form
q PT Observation of
Colleague
Source: ____________________________
q Action Plan
q Linked Series of
Lessons

q Two Summative
Assessments of
Student Work

Reflective
Conference
q Focus Student
Reflection
Notes
q Other:
Source: ____________________________

D/HH Standard 7: Early Childhood Intervention and Education
How I collaborate on a multi-disciplinary educational team to provide assessments, planning, and

implementation strategies for an appropriate intervention and education program for children birth to age 5
who are deaf or hard of hearing, deaf-blind and/or with additional disabilities, and their families.
How I focus on the development of language, listening, cognitive, and social skills of my students

found
found:
Source: ____________________________
q Class Profile
q Focus Student
Selection
q Descriptions of
Practice
Plan
q SP Observation
Record Form
q PT Observation of
Colleague
Source: ____________________________
q Action Plan
q Linked Series of
Lessons

q Two Summative
Assessments of
Student Work

Reflective
Conference
q Focus Student
Reflection
Notes
q Other:
Source: ____________________________

D/HH Standard 8: Hearing Loss and Additional Disabilities
How I identify the characteristics of students who are deaf and hard of hearing exhibiting one or more of
any of the disability categories identified in IDEA (e.g., specific learning disability, visual impairment,
emotional disturbance, and autism spectrum disorder) that are associated with hearing loss
How I identify significant behaviors that require considerations of specialized adaptations and/or
modifications in the learning process

found
found:
Source: ____________________________
q Class Profile
q Focus Student
Selection
q Descriptions of
Practice
Plan
q SP Observation
Record Form
q PT Observation of
Colleague
Source: ____________________________
q Action Plan
q Linked Series of
Lessons

q Two Summative
Assessments of
Student Work

Reflective
Conference
q Focus Student
Reflection
Notes
q Other:
Source: ____________________________

D/HH Standard 9: Managing Student Behavior and Social Interaction Skills
How I foster appropriate student behavior patterns, social interaction skills, and self-advocacy skills
How I discriminate between behavior that is typical for various ages/stages and that behavior which might
be attributable to limited language and lack of communication access
Where this evidence

is found
found:
Source: ____________________________
q Class Profile
q Focus Student
Selection
q Descriptions of
Practice
q Individual
Induction Plan
q SP Observation
Record Form
q PT Observation of
Colleague
Source: ____________________________
q Action Plan
q Linked Series of
Lessons
q Written Lesson
Plan
q Two Summative
Assessments of
Student Work

Reflective
Conference
q Focus Student
Reflection
q Conversation
Guide Notes
q Other:
Source: ____________________________

D/HH Standard 10: Transition and Transitional Planning
How I use my knowledge of the developmental milestones as individuals move from infancy to adulthood to
advocate for the various transitions experienced by students who are deaf or hard of hearing, deaf-blind
and/or with additional disabilities
Where this evidence

is found
found:
Source: ____________________________
q Class Profile
q Focus Student
Selection
q Descriptions of
Practice
q Individual
Induction Plan
q SP Observation
Record Form
q PT Observation of
Colleague
Source: ____________________________
q Action Plan
q Linked Series of
Lessons
q Written Lesson
Plan
q Two Summative
Assessments of
Student Work

Reflective
Conference
q Focus Student
Reflection
q Conversation
Guide Notes
q Other:
Source: ____________________________

D/HH Standard 11: Collaborative Partnerships
How I work collaboratively with families, support providers (i.e. ASL/English bi-lingual specialist,
audiologists, interpreters, paraprofessionals, speech/language pathologists, and other members of the
educational team), general education professionals, community agencies, and the d/Deaf community
How I work with these individuals or agencies in meeting the academic needs of students who are deaf or
hard of hearing, including those who are deaf-blind and/or those with additional disabilities
Where this evidence

is found
found:
Source: ____________________________
q Class Profile
q Focus Student
Selection
q Descriptions of
Practice
q Individual
Induction Plan
q SP Observation
Record Form
q PT Observation of
Colleague
Source: ____________________________
q Action Plan
q Linked Series of
Lessons
q Written Lesson
Plan
q Two Summative
Assessments of
Student Work

Reflective
Conference
q Focus Student
Reflection
q Conversation
Guide Notes
q Other:
Source: ____________________________
Menu of Professional Development Options

Professional Development Workshops Through BTSA
www.btsasacramento.org/events
Session Topic
Session #1
Legal Issues and Assessment:
Understanding parent rights, 504 vs. IDEA
Understanding the legal impact of the IEP
Classroom Management/ Advanced Behavioral, Emotional and Environmental Support
Behavioral, Social and Classroom
Session #2
Advanced Data-Based Driven Instruction
How to understand and use e-data systems
Modifying curriculum to mitigate disabilities
Least Restrictive Environment
Understanding the continuum of services offered in your district
Provision of services outlined in the IEP
How to identify the curriculum resources available to you in your district
Session #3
Transitions from preschool to elementary
Transitions from elementary to middle
Transition from middle to high school
Transition from high school and beyond
Transitions form Special Education to regular education
SHAREDwork.org. transition planning website
Consultation and Collaboration
Understanding the role of the PLC in Special Education
Understanding the role of collaboration between parents and special educator
Session #4
Case Management
Understanding the electronic IEP
Understanding how to schedule Special Education students
IEP Agendas
60 day calendar
Understanding how to track and monitor student progress
After the IEP Checklist
Advocacy
Advocacy for the special educator
Professional Associations: CARS+, CEC-CA
The role of the special educator as an advocator for special needs students in general education environment
Staff Development Opportunities in Region 3 Through SELPA

The Art and Science of Collaboration in Special Education (6 hrs) Presented by Diann Grimm
Participants will:
Improve interpersonal communication skills
Learn to sustain continuous improvement
Master strategies for team problem-solving
Contact Person:
Kevin Schaefer, Program Specialist
(916) 686-7780
kschaefe@egusd.net
Current Legal and Ethical Considerations for Educating Children with ASD (8 hrs)
Contact Person:

This workshop will assist participants in understanding the current legal and ethical issues involved in
educating children with ASD. Parent perspective will also be discussed.
Executive Functioning: Helping Students Learn How to Learn (6 hrs) Presented by Diann Grimm and
Jennifer Simmons
Participants will learn to:
Define the skills and behaviors associated with executive functioning
Understand executive functioning from a developmental perspective and recognize deficits in
students
Appreciate the executive functioning demands of class work and homework
Utilize strategies to assist students with executive functioning deficits
Provide a classroom environment that promotes effective executive functioning for all
students.
Vinceena Irgens
Vinceena.irgens@ycoe.org
Fax number (530) 668-3827
Registration Cost: $50
A light lunch/ materials provided
Contact Person:
Deanna Santana
(530) 295-2478
dsantana@edcoe.org
Promoting Positive Classroom Behavior (3hrs) Presented by Rebecca Steinberger

Participants will learn strategies to:
Increase positive behavior
Decrease or prevent disruptive behavior
Structure classrooms for success
Contact Person:
Kevin Schaefer, Program Specialist
(916) 686-7780
kschaefe@egusd.net
Contact Person:
Randy McKeen
(530) 265-0611 ext 203
Randy.cm@nevco.k12.ca.us
Teaching Students with Moderate to Severe Intellectual Disabilities (6hrs)

Presented by Ann England and Rebecca Steinberger
Participants will:
Have a deeper understanding of the needs of students with moderate to severe Intellectual
Disabilities in preschool-eighth grade programs
Leave with ideas and tools to use for standards-based instruction
Learn strategies to prevent and/or reduce problem behaviors
Review curriculum modifications and accommodations
Discuss least restrictive environments for this population
Provide an opportunity to experience some simple, light assistive technology and

augmentative communication devices
Contact Person:
Tom Neary
(530) 745-1352
Understanding, Thinking, Learning, and Sensory-Motor Differences in ASD (8 hrs)

Understand the learning strengths and weaknesses in individuals with ASD and effective
strategies for teaching.
Contact Person:
Vinceena Irgens
Fax number (530) 668-3827
Promoting Social Competence: Effective Intervention Strategies (6hrs) Presented by Diann Grimm &
Phoebe Howard
Participants will learn to:
Understand developmental factors related to growth of social competence
Clarify the difference between behavior problems and social skill deficits
Integrate social learning opportunities into the curriculum
Use effective strategies to promote social development throughout the day
Contact Person:
Deanna Santana
(530) 295-2478
dsantana@edcoe.org
The ABCs of a Transition Functional Assessment Model (TFAM): Connecting Assessment to

Transition Goals (3 hrs) Presented by Priscilla Harvell and Renee A. Dawson
Participants will:
Learn to develop goals based on assessment outcomes
Assist students in meeting their full potential in multiple environments

o Education
o Employment
o Daily living skills
Contact Person:
Nancy Nos
(916) 566-1600 ext 1219
Nancy.nos@twinriversusd.org
Middle and High School Transition Portfolios (6hrs)

Presented by Priscilla Harvell and Renee A. Dawson
Participants will:
Contact Person:
Valerie Callori
(916) 635-2802 ext 209
Learn how to connect California Content Standards to Transition requirements

Use the Transition Portfolio as the framework to supplement the core curriculum
Master strategies to facilitate student-centered planning
Prepare students for post-secondary options
vcallori@fcusd.org
Asperger Syndrome: Understanding and Addressing the Complexities and Subtleties Day 1 (6 hrs)
Presented by Diann Grimm
Participants will:
Gain a clear understanding of the Asperger Syndrome diagnosis
Learn to distinguish between Asperger Syndrome and similar disorders
Understand the impact of Asperger Syndrome on social development, learning and

communication
Learn a number of intervention techniques and educational strategies for children and
adolescents with Asperger Syndrome
Contact Person:
Tom Neary
(530) 745-1352
Applied Behavior Analysis Methods for Skills Teaching in the Classroom (8 hrs)
This training provides participants with a general understanding of applied behavior analysis principles
and how they can be applied to the teaching of various skills to students in the school setting. The use
of appropriate cues, prompting, reinforcement, error correction and generalization are covered. Various
teaching methods including whole task, partial task, discrete trial teaching and incidental teaching will
be covered.
Contact Person:
Tom Neary
(530) 745-1352
Increasing the Functional Communication Skills of Students with Autism (8 hrs)

Participants will be introduced to the functional communication model and the analysis of verbal
behavior. They will learn, using these models, how to more effectively teach communication skills to
children with Autism. Express and receptive skills will be discussed and verbal and nonverbal methods
will be addressed.
Contact Person:
Vinceena Irgens
Fax number (530) 668-3827
Curriculum Relevant Therapy: An Update ( 1 day) Presented by Diann Grimm

Participants will:
Expand their knowledge of curriculum relevant therapy techniques and tools
Discuss successful approaches and strategies
Be provided with real-life examples of curriculum therapy
Contact Person:
Tom Neary
(530) 745-1352
Positive Behavior Support Strategies for Children with ASD (8 hrs)

Participants will gain an understanding of \ ASD and the implications it has on a students ability to
learn and process information. An overview of the functional analysis model for analyzing behavior
problems will be discussed along with some practical techniques for effective behavior changes.
Contact Person:
Vinceena Irgens
Fax number (530) 668-3827
Contact Person:
Deanna Santana
(530) 295-2478
dsantana@edcoe.org
Straight Talk About Attention Deficit / Hyperactivity Disorder: Evidence-based Instruction (6hrs)
Presented by Shari Gent
Participants will:
Learn how ADHD behavior differs from normal
Understand the neurobiological basis for ADHD
Learn basic facts about medication and alternative treatments
Understand how ADHD affects learning
Learn effective strategies for universal, small group and individual settings.
Structured Teaching Model (Based on TEACCH) (8 hrs)
Participants will be taught how to effectively use visual strategies and structure in order to increase a
students willingness and ability to follow instructions, participate in independent work, and complete
complex routines within the school setting. The principles of TEACCH will be covered.
Teaching Students with Moderate to Severe Intellectual Disabilities (6hrs)
Presented by Ann England and Rebecca Steinberger
Participants will:
Have a deeper understanding of the needs of students with moderate to severe Intellectual
Disabilities in preschool-eighth grade programs
Leave with ideas and tools to use for standards-based instruction
Contact Person:
Vinceena Irgens
Fax number (530) 668-3827
Contact Person:
Valerie Callori
(916) 635-2802 ext 209
vcallori@fcusd.org
Learn strategies to prevent and/or reduce problem behaviors

Review curriculum modifications and accommodations
Discuss least restrictive environments for this population
Provide an opportunity to experience some simple, light assistive technology and
augmentative communication devices
Best Practice Strategies for Successful Inclusion Experiences for Children on the Autism Spectrum (8
hrs)
Participants will develop a better understanding of Autism and the specific differences that may affect
the students ability to learn in an inclusive setting. Appropriate classroom adaptations,
accommodations, modifications and compensatory skills teaching will be presented as well as user
friendly tools for assessing student behavior and collecting data/monitoring progress on IEP goals and
objectives.
Contact Person:
Vinceena Irgens
Fax number (530) 668-3827
Best Practices for Increasing Play and Social Understanding in Children with ASD (8 hrs)
Participants will gain an understanding of social-cognitive impairments and effective strategies for
teaching play, social skills, and social understanding. Strategies for increasing play (with objects and
peers) will be presented. Strategies will include: direct instruction, pivotal response training, integrated
play groups, and awareness activities.
Contact Person:
Vinceena Irgens
Fax number (530) 668-3827
Sacramento Consortium Teacher Credentialing Program

Level II Competency Standards Portfolio Review
2014-2015
Portfolio Presented By: _________________________________
Mild/Moderate Moderate/Severe ECE D/HH

Portfolio Reviewer: _________________________________
INCOMPLETE
Overall
Organization
Final Portfolio Rating
Comments:
COMPLETE
OUTSTANDING
Portfolio is loosely
organized
Tabs may be used, but

specific information is
difficult to locate
Portfolio is organized and

Information is easy to
locate
Sequence of materials
confusing and many not
match standards
Evidence is dated and

has been gathered over
time
Different types of artifacts

are included
Statements and rationale

included for standards
Evidence is relevant to
the standards addressed
Portfolio is highly
organized
Information has been

carefully selected
May include candidate

interest areas (e.g.
websites, agencies,
autism, learning
strategies, parent
organizations)
Artifacts are varied and

show a clear
concepts addressed in
the standards
Appears to be hastily
prepared
No explanation as to the
relevance of artifacts
selected for inclusion
Materials inappropriate
or missing
Self reflections missing

or hastily prepared
No evidence of self
evaluation leading to
modifications of practice
Self reflection included

with acknowledgment of
areas for further growth
Thoughtful selfreflections with evidence

of growth over time
Little evidence of self

evaluation leading to
modifications in practice
Evidence of selfevaluation leading to

modifications in practice
Standards
Self-Reflection
Portfolio Reviewer: ________________
Incomplete
Complete
Outstanding
Capital Region Teacher Preparation Network

Roster
Affiliation
Name
Position
Hammer, Pat
Regional Director
Schmidt, Diana
Program Manager
Souza, Kaelin
Academic Advisor
916-789-6904
souza@brandman.edu
Roznos, Bonita
Campus Director
916-789-6900
roznos@brandman.edu
Lind, Angie
Sr. Director, Curriculum & Instruction
530-295-2306
alind@edcoe.org
Revis, Jodi
Coordinator
916-686-7797
x7322
jrevis@egusd.net
Fairfield USD BTSA
Mendoza, Cara
Coordinator
707-399-5076
CaraM@fsusd.k12.ca.u
s
National University
Hexom, Denise
Assoc. Prof., Sp. Ed.
916-855-4314
dhexom@nu.edu
Shepherd, Carol
Assoc. Prof., School of Ed
916-855-4115
cshepher@nu.edu
Napa COE BTSA
Edwards, Lucy
Director
707-253-6998
Placer COE BTSA
Jones, Roni
Director
530-745-1490
Fortune, Margaret
President/CEO
924-86330.
Nisonger, Susan
Coordinator of New Teacher

Supervision & Support
916-924-8633
Brandman University
El Dorado COE BTSA
Fortune School of
Education
Sacramento City USD
BTSA
Dunkley, Kelly
Sacramento COE
BTSA
Dill, Mary Ellen
Sacramento State
University
Director
916-228-2236
mdill@scoe.net
Dean, College of Education
916-278-5088
vsheared@saclink.csus
.edu
Norman, Kathy
Associate Dean, College of Ed.
916-278-4187
knorman@csus.edu
Ostertag, Bruce
Chair, EDS Department
916-278-5541
ostertag@csus.edu
Johnson, Rita
Chair, Teacher Education
916-278-6155
rjohnson@csus.edu
Sessoms, Deidre
Associate Chair, Teacher Ed.
916-278-4267
sessoms@csus.edu
Heredia, Susan
Chair, Bilingual Multicultural Ed.
916-278-6807
heredias@csus.edu
Professor Emeritus, Dept of Teacher

Education
Senior Program Coordinator CSUS,
CCE
Program Manager
CSUS, CCE
916-704-5513
cell
williamst@csus.edu
916-278-4804
mayl@csus.edu
916-278-3349
nleung@csus.edu
Chief Academic Officer
916-971-7216
glynn.thompson@sanju
an.edu
Dultz, Cheryl
BTSA Coordinator
916-979-8793
cdultz@sanjuan.edu
McLaughlin,
Karen
Director, Tri County BTSA
530-822-2972
Goldman, Barbara
Professor, Teacher Education
530-752-5395
Holmes, Pauline
Supervisor of Teacher Education
530-752-9537
May, Lori
Leung, Noue
San Juan USD BTSA
Tri-County BTSA
916-643-2156
ledwards@ncoe.k12.ca
.us
rjones@placercoe.k12.
ca.us
mfortune@projectpipeli
ne.org
snisonger@projectpipel
ine.org
kdunkley@saccity.k12.ca.us
Sheared, Vanessa
Williams, Thomas
Sac. State College of
Continuing Ed.
Phone Number E Mail

hammer@brandman.e
916-789-6900
du
dschmidt@brandman.e
916-817-8840
du
UC Davis
karenh@sutter.k12.ca.
us
bggoldman@ucdavis.e
du
pvholmes@ucdavis.ed
u
Catron, Susan
UC Davis, Extension
Ruano, Sarah
Ryan, Amy
Director, UC Davis Extension

Associate Director, UC Davis
Extension
Education Unit/Online Learning and
Ed
530-754-9158
ssruano@ucdavis.edu
530-757-8864
William Jessup University
Washington Unified BTSA

Yolo Solano BTSA
aryan@ucde.ucdavis.e
du
kelly.smith2@phoenix.
edu
patricia.wick@phoenix.
edu
Smith, Kelly
Program Manager, College of Ed
916-286-2869
Wick, Patricia
Chair, Teacher Education
916-286-2852
Shinn, Barbara
University of San Diego
916-624-5641
bshinn@sbcglobal.net
Bull, Eric
Director, Teacher Education
916-577-2278
ebull@jessup.edu
Gillespie, Tim
Director, Field Experience
916-577-2279
tgillespie@jessup.edu
Herzog, Nathan
Assistant Professor/TPA Coordinator
916-577-2284
nherzog@jessup.edu
Campbell, Lynette
BTSA Coordinator
916-375-7604
x1104
Best, Connie
BTSA Director
530-757-5300
x183
University of Phoenix
University of
San Diego
scatron@ucdavis.edu
lcampbell@wusd.k12.ca.
us
cbest@djusd.k12.ca.u
s
Capital Region Teacher Preparation Network

Members: El Dorado BTSA Consortium, Elk Grove BTSA Program, Fairfield/Suisun BTSA Program, Napa County
Induction Consortium, Placer County BTSA Consortium, Sacramento City USD BTSA Program, Sacramento BTSA
Consortium, Tri County BTSA Consortium, San Juan USD BTSA Program, Washington Unified BTSA, Yolo-Solano BTSA
Consortium, Fortune School of Education California State University, Sacramento, University of California, Davis, Chapman
University, National University, University of Phoenix, William Jessup University, and University of San Diego.
BTSA Induction Program Standard 2: Communication and Collaboration

The induction program articulates with preliminary teacher preparation programs and P-12
organizations in order to facilitate the transition from teacher preparation to induction and build
upon and provide opportunities for demonstration and application of the pedagogical knowledge
and skills acquired in the preliminary credential program.
Teacher Preparation Program Standard 2: Collaboration
The sponsors of the teacher preparation program establish a collaborative partnership with the
sponsors of one or more professional induction programs for beginning teachers giving priority to those
induction programs where program completers are likely to be hired. The purposes and effective
accomplishments of such a partnership include (a) articulating the contents of the professional teacher
preparation program and the professional teacher induction program, and (b) facilitating transitions
for prospective and beginning teachers.
This Memorandum of Understanding (MOU) is entered into by and among all above identified agencies to form
a partnership referred to as the Capital Region Teacher Preparation Network. The Network seeks to create a
supportive community of practice for those veteran teacher leaders and program administrators who are engaged
in designing and implementing local new teacher induction projects. The Network is designed to support
teacher leaders and administrators to examine aspects of local implementation and identify critical areas for
program improvement and growth. Our vision with this Network is to create a powerful learning community
that supports pre-service and induction programs as they seek to foster teaching excellence and equitable student
outcomes within the Learning to Teach continuum.
Participating Network Members agree to:
Attend all Network meetings.
Share Network activities, staff development, and learning throughout local programs.
Engage in collaborative opportunities for the benefit of the Network Members program
Provide planned opportunities for professional development for Collaborative Teachers, Support
Providers, Participating Teachers, Supervisors, etc.
Share program information such as written criteria, roles and responsibilities, selection process, etc. to
assure alignment.
Share knowledge and understanding of credential requirements as well as professional development
practices for teacher preparation for the preliminary and professional credentials.
Examine content delivery systems and alternatives to satisfy teacher candidate and participating teacher
professional growth and development.
Participate in mutual program evaluation and sharing of data to provide for continuous program
improvement and enhancement.
Share program information in order to develop a clear understanding of each agencys program and
client expectation.
10/6/09
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8VLQJNQRZOHGJHRIVWXGHQWVDFDGHPLF
$GGUHVVLQJWKHQHHGVRI(QJOLVKOHDUQHUVDQG
8VLQJDQGDGDSWLQJUHVRXUFHVWHFKQRORJLHV
8WLOL]LQJLQVWUXFWLRQDOVWUDWHJLHVWKDWDUH
2UJDQL]LQJFXUULFXOXPWRIDFLOLWDWHVWXGHQW
$SSO\LQJNQRZOHGJHRIVWXGHQWGHYHORSPHQW
'HPRQVWUDWLQJNQRZOHGJHRIVXEMHFWPDWWHU
8VLQJLQVWUXFWLRQDOWLPHWRRSWLPL]HOHDUQLQJ
(PSOR\LQJFODVVURRPURXWLQHVSURFHGXUHV
'HYHORSLQJFRPPXQLFDWLQJDQG
&UHDWLQJDULJRURXVOHDUQLQJHQYLURQPHQW
(VWDEOLVKLQJDQGPDLQWDLQLQJOHDUQLQJ
&UHDWLQJSK\VLFDORUYLUWXDOOHDUQLQJ
3URPRWLQJVRFLDOGHYHORSPHQWDQG
0RQLWRULQJVWXGHQWOHDUQLQJDQGDGMXVWLQJ
3URPRWLQJFULWLFDOWKLQNLQJWKURXJKLQTXLU\
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Induction
,QGXFWLRQ3URJUDP6WDQGDUG8QLYHUVDO$FFHVV(TXLW\IRU$OO6WXGHQWV

D7HDFKLQJ(QJOLVK/HDUQHUV

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BTSATeacherInductionBudget
Fall2014
SupportProviderStipends
BudgetClarifications
Natomas
GaltHigh
Robla
Center
GaltElementary
FolsomCordova
Eureka
Rocklin
TwinRivers
RiverDelta
Elverta
GaltHigh
NAEF
PacificCharter
GatewayCharter
Muir
ACSI
CMP
EFC
SacramentoCountyOfficeof
Education
1800perteacher
1400perteacher
1800perteacher
2000perteacher
1500perteacher
1500perteacher,1000,800,4
andover=800(slidingscale)
2616perperson,4360for2
1000perteacher
2200perteacher
1500perteacher,1000(sliding
scale)
1500perteacher
1400perteacher
1800perteacher
1500perteacher
1850perteacher
2000perteacher
BradshawChristian$1250per
PT
FresnoChristian$1500perPT
KermanChristian$1500
ValleyChristian(outside
contractorcurrently$65per
hour)(ThiswoulddependonSP
andexperience)
1500perteacher
3000perteacher
1PT:$1500
2PT:$2800
3PT:$3900
Inteachercontract(10Yrs)
Separatecontract(12Yrs)
Inteachercontract
Notincontract
Notincontract(8yrs)
Notincontract
Inteachercontract
Notincontract
Inteachercontract
Inteachercontract
Notincontract
Inteachercontract
Nocontract
NoContract
NoContract
NoContract
NoContract
NoContract
NoContract
NoContract
4300
5600
5800
SuppliesopenP.O.toOfficeDepot,workshops,officesupplies,booksforparticipants
Rental/repairscopymachine
Catering(Hannibals),NAEFMOU
District Memorandum of Understanding

Sacramento BTSA Consortium Induction Program, Sacramento County Office of Education
and the Partner Program
General
This Memorandum of Understanding (MOU) is entered between the Sacramento County Office of Education (SCOE), Local
Education Agency for the Sacramento Beginning Teacher Support and Assessment (BTSA) Consortium and the participating
LEA to implement the Sacramento Consortium Induction Program.
The effective date of this MOU is July 1, 2015. The terms of this agreement shall remain in force unless mutually amended.
Either party may terminate this agreement upon written notice submitted to the Advisory Committee no later than 180 days
prior to the start of the next school year.
Purpose
The purpose of the MOU is to establish a formal working relationship between the parties to this agreement and to set forth the
operative conditions, which will govern this partnership. SCOE and the participating LEA will form a partnership in providing
and coordinating services as part of the Sacramento Consortium Beginning Teacher Support and Assessment (BTSA) Induction
Program, hereafter referred to as the Consortium.
Responsibilities - General
A. SCOE agrees to the following:
1. Employ staff to perform services as described in the Sacramento County BTSA Consortium Induction Program Plan
and budget guidelines.
2. Provide a workspace for the BTSA staff including computer, fax access and telephone, and meeting space for program
activities.
3. Develop an annual program budget.
4. Establish a payment schedule and reporting requirements for the fee for service for each eligible credential candidate.
5. Develop and establish contracts with outside vendors for professional services as needed and/or required.
6. Facilitate a process for equitable distribution of services to BTSA credential candidates and support providers in all
Consortium partners.
7. Provide Support Provider Training and pay for substitute teachers for training days.
8. Convene the Advisory Council and develop other administrative processes as provided for in the Sacramento County
BTSA Consortium Induction Program Plan.
9. Participate in program evaluation.
10. Supply to the Commission on Teacher Credentialing and California State Department of Education reports and other
information as requested on all matters related to program requirements and activities.
11. Provide professional development for Support Providers that provides critical knowledge, skills, and tools to begin and
sustain an effective induction relationship with novice teachers with a focus on effective instruction.
B.
The Partner Program agrees to the following:

1. Appoint a BTSA coordinator according to established guidelines to oversee all BTSA activities within the partner and
assume the responsibilities established by the Consortium.
2. Enroll and serve credential candidates according to induction requirements and criteria established by the Consortium.
3. Identify all school sites with eligible credential candidates and provide appropriate and sufficient information to all site
administrators.
4. Select experienced teachers as BTSA support providers according to established criteria including attendance at
required Support Provider training.
5. Provide Support Providers compensated time for one-to-one or small group consultations between the support provider
and credential candidate (s) as described in the program.
6. Provide substitutes for Support Providers observations of their credential candidates.
7. Provide on-going information about BTSA activities to the districts governing board.
8. Participate in required program evaluation.
9. Agree to all completion requirements as stated in the approved induction program document.
10. Provide support services for special education credential candidates to assure that the candidate is able to provide
necessary services to students in their Least Restrictive Environment regarding Case Management, IFSP/IEP and
transition planning teams, Advocacy, Consultation, and Collaboration, Co-teaching and/or Professional Learning
Community (ies). (Program Standard 2: Clear (Induction) Education Specialist Credential component)
Responsibilities - Fiscal
A. SCOE, in its capacity as LEA, agrees to the following:
1. Overall fiscal responsibility for the administration of the Induction Program.
2. Develop and maintain a balanced budget that allocates amounts sufficient to meet the costs of implementing program
responsibilities as described in the Sacramento County BTSA Consortium Induction Program Plan.
3. Expend income according to regularly established policies and procedures within the BTSA expenditure guidelines.
B. The Partner Program agrees to the following:
1. Pay $1800 cost for service per year of a two year Induction Program by either the partner program or the individual
credential candidate.
2. Develop and maintain a BTSA budget which includes these suggested expenditures: a program coordinator, support
providers, materials/supplies, and substitutes (for classroom observations).
3. Provide a Support Provider to serve eligible credential candidate(s) in the Induction Program.
Other Conditions
Any and all products developed by SCBTSA are the exclusive property of the Sacramento County Office of Education. School
districts, their employees, staff, and subcontractors shall not have the right to disseminate, market or otherwise use the products
without the expressed written permission of SCOE and the Consortium. SCOE and SCBTSA shall have the authority to adapt and
adopt materials developed by SCBTSA for dissemination purposes.
Pursuant to Education Code Section 44227(a) the Sacramento County BTSA Induction Program adheres to the General Preconditions
(requirements 1-10) established by the Commission on Teacher Credentialing. In addition to the Commissions ten General
Preconditions, pursuant to Education Code Sections 44227(a) and 44265, each Education Specialist Clear Credential preparation
program shall also adhere to requirements 11-16.
General Indemnity. Partner Program shall defend, save, hold harmless, and indemnify SCOE and its officers, employees, and
agents from and against all claims, suits, actions, losses, damages, liabilities, costs, and expenses resulting from the gross negligence
of the Partner Program, its officers, employees, subcontractors, or agents under this Contract. SCOE shall defend, save, hold
harmless, and indemnify the Partner Program and its officers, employees, and agents from and against all claims, suits, actions,
losses, damages, liabilities, costs, and expenses resulting from the gross negligence of SCOE, its officers, employees, subcontractors,
or agents under this Contract.
By:__________________________________________
Signature of Authorized Official
Sacramento County Office of Education
By:__________________________________________
Signature of Authorized Official
Partner Program
Title: ________________________________________
Title: Program Director

Date: ________________________________________
Date: _______________________________________
Memorandum of Understanding: Sacramento BTSA Consortium Induction Program
Page 2 of 2
Memorandum of Understanding
Self-Funded Candidates
General
This Memorandum of Understanding (MOU) is entered between the Sacramento County Office of Education
(SCOE), Local Education Agency for the Sacramento Beginning Teacher Support and Assessment (BTSA)
Consortium, and the Non-funded Candidate.
Purpose
The purpose of the MOU is to establish a formal working relationship between the parties to this agreement and to
set forth the operative conditions, which will govern participation in the SCOE BTSA Induction Program.
Responsibilities - General
A. SCOE agrees to provide the following:
1. An approved credential program leading to a recommendation for a Clear Credential
2. Individual counseling and advisement services as requested
3. Five days of Support Provider Training for a site-identified mentor
4. Access to workshops and online professional development options
5. All materials and resources
6. Access to an orientation, four Benchmark Support Seminars, and an End-of-Year Event (Professional
Induction Presentation)
B.
The Non-funded Candidate agrees to the following:

1. Enroll in the program and secure a MyBTSA account
2. Attend all required meetings: orientation, four Benchmark Seminars, and End-of-Year Event
3. Work with the site administrator to secure a site-identified support provider; to agree to a site-negotiated
stipend paid directly to a site mentor; and to ensure attendance at required Support Provider training at
SCOE. If SCOE provides the Support Provider, the candidate will be assessed an additional $400.
4. Complete all requirements of the Sacramento BTSA Consortium as stated in the approved induction
program document
Responsibilities - Fiscal
The amount due to SCOE: $1700 per year (plus $400 if SCOE provides the Support Provider)
Site Provides an SP
SCOE Provides an SP
I will pay SCOE $________________________
$1700 Due April 1. 2013

$2100Due April 1. 2013
My school will pay SCOE $________________________
Please send bill to:
I understand that my credential will not be cleared until the Sacramento County Office of Education has
received payment in full.
______________________________________________
______________________________________________
Date: ___________________________
Title: ________________________________________
Signature of Candidate
Signature of Site Authorized Official
Date: _________________________________________
Checks and POs made payable to:

Attention: Sacramento BTSA Consortium
PO Box 269003
Sacramento, CA 95826-9003
Contact: Dawn McCarron, Program Analyst, BTSA, (916) 228-2496, dmccarron@scoe.net
InquirybasedFormativeAssessmentModel
IndividualInductionPlanProcess
PLAN
DataGathering
ContextforTeachingCurrentTeachingAssignment
InitialSelfAssessmentofPriorExperiences
SelfAssessmentofCurrentPracticebasedonCSTP
ActionPlan
CollaborationwithSP
Conferences
StaffDevelopment
Articles
ObservingColleagues
EssentialComponents/TeachingPlan
TeachingPlanalignedtoP12
CommonCore
ObservationbasedonCSTP
Assessmenttoolwith
multiplemeasuresofpractice
CollaborativeReflection
SummaryofTeachingPractice
Analysisofprofessionalgrowthon
o instructionalpracticeand
o studentachievement
Indicationsforfuturepractice
STUDY/ACT
REFLECT/APPLY
TEACH
DO
ProfessionalDevelopmentActivities

Site Administrators Roles and Responsibilities
Roles and Responsibilities
Attend a minimum of one-half day BTSA Site Administrator Training and periodic
informational meetings
Keep informed about the activities and requirements of the BTSA program
Inform all eligible new hires at your site of BTSA program responsibilities prior to the first
working day or within two weeks of hire
Ensure that your District Coordinator knows the names of your new hires within two weeks
Place eligible new hires in a position for optimum success according to the Professional
Teacher Induction Standards
Orient Participating Teachers by introducing them to the staff and learning community, and
informing them about site resources, personnel, procedures, and policies
Assist participating teacher by completing a Site Orientation Checklist that will document
that they have received information regarding local policies and state and federal regulations
related to student health and safety
Communicate regularly with your District BTSA Coordinator
Contact your BTSA Coordinator if your Participating Teacher/Support Provider match is not
working successfully
Provide and document additional support to those Participating Teachers placed in
challenging working conditions
Encourage and support a consistently established time for your Participating Teacher and
Support Provider to work together on a weekly basis
Facilitate the participation of your Participating Teachers in professional development
activities that support their individual needs as identified through formative assessment
processes
Monitor progress of Participating Teachers toward completion of credential requirements by
reviewing periodic status reports from your District Coordinator
Provide necessary release time for Support Providers to attend required training (5 full days)
as well as a minimum of two half-days per year of release time for Support Providers to
observe and meet with Participating Teachers
Respect and maintain the confidentiality between Participating Teachers and their Support
Providers
Understand and agree that the activities of the BTSA program can play no part in the formal
evaluation process of any Participating Teacher
I understand and will effectively fulfill the role and responsibilities of a BTSA Site Administrator.
_______________________________________________________________
Signature
SacramentoBTSAConsortium
CHECKINWITHSITEADMINISTRATOR
(ToincludetheParticipatingTeacherandtheSupportProvider)
Itisimportantthatthesiteadministratorunderstandsandsupportstheworkoftheparticipatingteacher.Weare
encouragingallBTSAparticipantstoengageinatleastoneCheckInperyear.SupportProvidersshouldhelpschedule
anappointmentwiththesiteadministratortoreviewtheworkthatyourparticipatingteacherisengagedinthisyear.
TalkingPointsforyourmeeting:
Keylearningssofarthisyear
Areasofstrength(aslinkedtotheCaliforniaStandardsfortheTeachingProfession)
Areasofstrength(aslinkedtotheInductionStandards)
WaysprofessionaldevelopmenthasimpactedSTUDENTACHIEVEMENT
Additionalprofessionaldevelopmentandsupportnecessarytobettermeetstudentneeds
Herearesomepointstoconsider
Rememberthattheworkofeachparticipatingteacherisconfidential!TheprocessofInductionandtheevidence
gatheredareformative,notevaluative.SupportProviderscangentlyremindadministratorsofthisfact.However,
participatingteachershavetheoptiontoshareasmuchoftheirformativeassessmentactivitieswiththeirsite
administratorasdesired!
Sincesiteadministratorsaregenuinelyinterestedinthekindsofactivitiesparticipatingteachersarecompleting,and
sincetheyshouldunderstandthecomponentsoftheprogram,wesuggestthatyousharesamplesfromtheFACTUsers
GuideforreviewaswellastheDescriptionsofPracticeandCSTPbooklet.
Assistthesiteadministratorinunderstandingthevariouscomponentsoftheprogram,highlightingthelinkstothe
CaliforniaStandardsfortheTeachingProfession,theInductionStandards,andtostudentachievement.
Siteadministratorsareverybusy.Pleasetrytoscheduleanappointmentratherthanjustdroppingin.Pickatimethat
willallowasrelaxedanenvironmentaspossibleinordertoemphasizethepositivesuccessesoftheparticipating
teacher.
Inlargeschools,thismaybeoneofthefewopportunitiesateacherhastohighlighthis/herstrengthsinaprivate
settingwithanadministrator.SupportProvidersshouldtaketimetohelpwiththepreparationofthismeeting.
AdaptedfromtheNorthCoastBeginningTeacherProgram
9/3/08
Site/Assignment Orientation Checklist (A-5)

School:
DIRECTIONS: A professional educators knowledge of the policies and procedures at their site/assignment is important.
This list of discussion topics will help you understand your local teaching context. In a meeting with your administrator or
designee, discuss each of these items and obtain your administrators signature. If your school/district provides this
information in another format, you may attach it.
Staff Information
Staff Roster
Staff Responsibilities
School Office Procedures
Teacher Evaluation Process
Daily Communication Procedure
Intervention Programs
(Conflict Resolution, Bullying, Multi-tiered system
of support)
School Vision and/or Mission Statement
Substitute Request Procedure
Emergency Procedures
Procedures for Paraprofessionals
School Information
School Policies
Available Technology and Equipment
Homework Policy
Teacher/Student Internet Use Agreement
Room Environment Expectations
Attendance Procedures
School-wide Discipline Procedure
Hours to be on Campus
Back-to-School/Open House Expectations
Access to Confidential Records
Lesson Plan Expectations
Available Translation Services
Pedagogy - Content and Subject Matter

Grading and reporting policies
Guidelines for communicating with parents
Universal Access - Equity and Diversity

Board Policy on Sexual Harassment
Reporting Procedures for Sexual Harassment

and Child Abuse
Universal Access Teaching English Learners

Instructional program for English learners
Process for reclassification and monitoring of

English learners
Universal Access Teaching Special Populations

Site resources available to meet the needs of special
populations
Related services and support schedules (speech,
counseling, psychologist, vision, hearing impaired, etc.)
Training and support for district procedures

related to legal requirements of the Individualized
Education Plan (IEP)
Special Education Service Delivery Model;
collaboration, consultation, co-teaching
Process for identification and referral of students for special services
_________________________________________________ Date: __________________________

Site Administrator/Designee (signature indicates completion)

Context for Teaching and Learning Site Orientation Checklist
Page 1 of 1
BTSA Roles and Responsibilities: Support Provider

1. Actively participate in required Consortium Support Provider Training for year one and all
periodic updates.
2. Understand the professional induction and credentialing process through active support and
engagement in the entire BTSA Induction Program.
3. Frequently use MyBTSA to record information and check on the progress of your PT(s).
4. Complete required My BTSA website documentation.
5. Meet weekly with your Participating Teacher(s) for an average 1.5 hours each week for 26
weeks each year for two years. Review and approve the documents provided by the
Participating Teacher.
6. Observe your Participating Teacher(s) in order to provide information based on the California
Standards for the Teaching Profession and the Induction Program Standards to be used in
formative self-assessment and in determining appropriate professional development.
7. Support and guide your Participating Teacher(s) in creating, implementing and periodically
revising an Individualized Induction Plan (IIP) [Action Plan] based on the results of
formative assessment. Check that your PT has uploaded IIP to the MyBTSA website.
8. Support and guide your Participating Teacher(s) in developing a professional teaching
portfolio based on the evidence collected through FACT.
9. Complete the summary interview with your Participating Teacher(s) in preparation for their
presentation at an End-of-Year Event.
10. Attend and participate in the four Benchmark Seminars and End-of-Year Event.
11. Collaborate with your Participating Teacher(s), Site Administrator(s), BTSA participants, and
colleagues.
12. Participate in the program evaluation process. Provide feedback on program effectiveness to
the Program Director, BTSA Coordinator, and Advisory Council representatives.
13. Support the participating teacher in the collection of evidence that meets program standards
regarding his or her teaching practice over the two-year period.
14. Assist the Participating Teacher in reviewing for the End-of-Year Event presentation.
15. If for any reason you and your Participating Teacher are not working together in a
professional and productive manner, please inform your District Coordinator or the BTSA
Director. Changes can always be made, and there is no fault or blame on anyone.
Page 1 of 7
Sacramento BTSA Consortium Professional Teacher Induction Program

Support Provider Selection Process
Selection of support providers is a critical component of the BTSA Induction Program. It is important that
we recruit and select individuals who possess the experience, skills, and abilities necessary to foster the
professional growth of participating teachers. Individuals are to be selected using the guidelines set out in
the Professional Teacher Induction Program Standards. The application provided here has been revised
from the original developed in 1994. Based on our experience during past implementation years, the
revisions focus on selecting support providers who are themselves reflective practitioners, comfortable with
inquiry and self assessment for professional growth.
Equally important is the pairing of support providers with participating teachers. Key factors here include
proximity of work locations, professional interests, and school contexts. It is the responsibility of the district
coordinator to insure that pairings have a high potential for success.
Included are several items to guide you through selections. These include:
o
o
o
o
Sample Announcement of Support Provider Positions

Application Forms
Recommendation Forms
Interview Questions
Page 2 of 7
Announcement of Opening : Participating Teacher Support Provider

(Name of District) and the Sacramento BTSA Consortium Professional Teacher Induction Program
The (NAME OF DISTRICT) Program is seeking applicants for the position of Support Provider for the 2007 . We will collect applications, interview candidates, and
2008 school year. The total number of positions is
select the individuals by (insert date). Alternates will also be selected. Any tenured teacher with a minimum of
five years experience may apply for this innovative program. This program is a part of the Sacramento BTSA
Consortium Professional Teacher Induction Program. Participation will include opportunities to exchange ideas
and experiences with your colleagues from other districts, as well as joining them in training activities.
What is the Sacramento Beginning Teacher Support and Assessment Consortium Professional Teacher
Induction Program?
This program provides eligible teachers the services of an experienced classroom teacher to help them assume
their new roles. The support provider works on a one to one basis with participating teachers, offering guidance,
personal coaching and consultation. Typical activities include classroom visits, assistance, coaching, model
lessons, and individualized guidance and planning for professional development. Support providers model best
practices and attend professional development activities with participating teachers.
The support provider [this section should describe: a. time commitment (extra assignment, released time, etc.; b.
compensation (stipend or resources); and c. any other conditions that may apply and be specific to the district].
BTSA support providers will be expected to attend a 5-day FACT* Professional Development Training, (*FACT
Formative Assessment for California Teachers). In addition, the support provider is expected to attend yearly SP
updates, quarterly SCOE Benchmark Seminars and a Portfolio Colloquium and meet with his or her participating
teacher(s) approximately 40 hours over the course of a year.
What are the Qualifications of a Support Provider?
The support provider must be tenured with a minimum of five years experience in (NAME OF DISTRICT). The
applicant must represent the highest standards of the profession. Since the support provider may work in more
than one setting, a breadth of experience is desirable but not required. Important qualifications include:
1. Knowledge of beginning teacher development;
2. Knowledge of the state-adopted academic content and standards and performance levels for students,
state-adopted curriculum frameworks and instructional materials, and the California Standards for the
Teaching Profession;
3. Willingness to participate in professional training to acquire the knowledge and skills needed to be an
effective support provider;
4. Willingness to engage in formative assessment processes, including non-evaluative, reflective
conversations about formative assessment evidence with participating teachers;
5. Willingness to share instructional ideas and materials with participating teachers;
6. Willingness to deepen understanding of cultural, ethnic, cognitive, linguistic, and gender diversity;
7. Effective interpersonal and communication skills;
8. Willingness to work with participating teachers;
9. Demonstrated commitment to personal professional growth and learning; and
10. Willingness and ability to be an excellent professional role model.
11. Excellent oral and written communication skills, demonstrated ability in reflective teaching, and ability
to work with adult learners.
Who Governs the Program?
This program will be administered through the Sacramento BTSA Consortium Professional Teacher Induction
Program Director and the (NAME OF DISTRICT) BTSA District Coordinator. The program is one of fifteen
school districts within the Greater Sacramento Area that are sponsors of the Sacramento BTSA Consortium
Professional Teacher Induction Program. The Sacramento County Office of Education is the Local Education
Agency for this program. Training and professional development activities for support providers will be run
through the Consortium Directors.
Want To Find Out More?
[Indicate when you will have an information session or whom potential applicants may call for information]
Page 3 of 7
Application Form
PRINT YOUR TIMELINE FOR THE APPLICATION PROCESS
SUPPORT PROVIDER APPLICATION FORM

NAME__________________________________________________ HOME PHONE_____________________
HOME ADDRESS _____________________________________________________________________________
SCHOOL_____________________________________________________________________________________
1. TEACHING EXPERIENCE (list current position first)
Dates
2. CREDENTIALS
District
School
a. ________________________________________
Grade
Subject(s)
b.___ ______________________________
3. ACADEMIC PREPARATION FOR TEACHING (list most recent first)

Institution
Degree
Dates
Major/Minor
Please attach the answers to the following questions to your application packet.
4. How do you stay current on new developments in instruction or the content area in which you teach? How do you
self-assess and document your professional growth?
Within this question please address your knowledge of the state-adopted academic content and standards and performance
levels for students, state-adopted curriculum frameworks and instructional materials, and the California Standards for the
Teaching Profession; your willingness to participate in professional training to acquire the knowledge and skills needed to be
an effective support provider; and your commitment to personal professional growth and learning.
5. Describe your experiences, if any, in supervision of student teachers, peer coaching, team leadership (site or
district) or similar.
Within this question please address your willingness to share instructional ideas and materials with participating teachers; your
willingness to deepen their understanding of cultural, ethnic, cognitive, linguistic, and gender diversity; and your knowledge
of beginning teacher development.
6. Describe your familiarity with and willingness to engage in formative assessment processes, including nonevaluative, reflective conversations about formative assessment evidence with participating teachers.
7. What are your strengths as a teacher?
Within this question please address your effectiveness with interpersonal and communication skills; your willingness to work
with participating teachers; your willingness and ability to be an excellent professional role model; and your ability to use
excellent oral and written communication skills and your ability to work with adult learners.
8. A. In what ways would you be effective in the role of support provider?
9. References: Please list three professional references, including your current principal.
Name
Phone No.
School
Position
Reference forms are attached to this packet. Please have these individuals complete them and return them to ___
Applicants Statement
I would like to participate in the Sacramento BTSA Program through the (NAME OF DISTRICT). I have read the
Roles and Responsibilities of a Support Provider and agree to fulfill them.
Signature_________________________________________________________
Date_________
Page 4 of 7

Site Administrators Nomination of Support Provider
Name of Candidate:
____________________________________________________
School:
____________________________________________________
____________________________________________________
Credential(s) Held:
____________________________________________________
It is crucial that administrators support and understand the roles and responsibilities of the Support Provider. Support
Providers will only be successful if they are highly qualified and are available to meet the needs of the Participating Teacher
to which they are assigned. Additional assignments beyond the support provider position need to be feasible to the extent that
the individual can effectively meet the expectations and demands of the support provider position.
I have read and understand the attached Roles and Responsibilities of Support Providers and the Characteristics of Effective
Support Providers and understand the requirements and commitment needed in order to be a successful Support Provider. I
also understand my role in selecting and supporting highly qualified support providers at my site
I verify that the above named candidate for support provider has at least five years of exemplary teaching experience and
meets the selection guidelines.
Only support providers who are successful as measured by multiple sources of evidence including feedback from the
site administrator and participating teachers will be retained in the program.
Site Administrator Name: ____________________________________________________

Signature:
____________________________________________________
Date:
____________________________________________________
Page 5 of 7
Support Provider Application Reference Form

Dear Colleague,
You are being asked to complete a recommendation for a teacher who is applying for the position of Support
Provider in the Beginning Teacher Support and Assessment Induction Program. This position requires a
professional with unique qualities. The candidates we seek are exemplary teachers who possess sound a
professional base, strong leadership skills, and a keen understanding of working with adult learners. They must be
well respected, possess the highest interpersonal skills, and be reflective practitioners. Your honest and candid
appraisal is an important part of the selection process. Your comments will be kept confidential. If you have
questions, please call ___ Please return your completed reference to
by
Thank you,
Sincerely,
Areas to be addressed in the Letter of Recommendation

1. How long have you known this person?
2. Describe your professional relationship with the applicant.
3. In your opinion, how does this person meet the following program requirements?
Knowledge of beginning teacher development;
Knowledge of the state-adopted academic content and standards and performance levels for students,
state-adopted curriculum frameworks and instructional materials, and the California Standards for
the Teaching Profession;
Willingness to participate in professional training to acquire the knowledge and skills needed to be
an effective support provider;
Willingness to engage in formative assessment processes, including non-evaluative, reflective
conversations about formative assessment evidence with participating teachers;
Willingness to share instructional ideas and materials with participating teachers;
Willingness to deepen understanding of cultural, ethnic, cognitive, linguistic, and gender diversity;
Effective interpersonal and communication skills;
Willingness to work with participating teachers;
Demonstrated commitment to personal professional growth and learning; and
Willingness and ability to be an excellent professional role model.
Excellent oral and written communication skills, demonstrated ability in reflective teaching, and
ability to work with adult learners.
4. In your opinion, can this teacher communicate with colleagues in an honest manner? Are they willing to
confront issues using sensitivity?
5. The position of support provider is unique. It is the most critical role in this program. Do you have any
reservations in recommending this individual for this role?
6. Other comments:
Signature:______________________________________ Date:________________
Page 6 of 7
Interview Questions
You may wish to add questions to address issues/concerns in your district.

1. Please describe the professional experiences that you believe qualify you to become a support provider.
2. Tell us about how you use the tools of reflective practice (self-assessment, inquiry based on evidence of
student work, reflective writing, portfolios, etc.) to inform and enhance your work as a teacher.
3. Describe an incident or situation in which you provided professional assistance to a colleague. How did
you know it was successful?
4. Think for a moment about your first year as a teacher. Tell us about two or three critical concerns of
participating teachers. What support would you recommend be provided to assist in the professional
development of beginning teachers?
5. Some participants in the BTSA Induction Program are not beginning teachers, but have some years of
experience. How would you determine appropriate program adjustments for this individual?
6. Do you have any concerns or hesitations about monitoring the professional progress of a colleague and
providing feedback to that individual?
7. Describe your ability to participate in extensive training activities and consortium-wide events,
including summer institutes?
Page 7 of 7
Professional Development Provider Roles & Responsibilities
Role of Professional Development Provider

Provide Sacramento BTSA Consortium Professional Teacher Induction Program
participants outstanding opportunities to grow in the knowledge and skill of teaching.
Continuing Responsibilities for Professional Development Providers
Know state-adopted academic content standards and performance levels for

students; state-adopted curriculum frameworks and instructional materials, and
instructional materials, the California Standards for the Teaching Profession
(CSTP) and Professional Induction Standards.
Know teacher development and the research base that informs induction content
and practices.
Know adult learning theory.
Expertly train, facilitate and present
Know group processes and high quality professional development elements.
Know and address the issues and impact regarding culture, ethnicity, and diversity
(language/linguistic, cognitive, and gender)
Work collaboratively with others to create a collegial learning community.
Possess and use effective interpersonal communication skills.
Demonstrate an ongoing commitment to personal professional growth and

learning
Deliver high quality services for which you have been contracted.
Fill out and return all required forms.
I have read, understand and support the above document

___________________________________________
Professional Development Provider Signature
__________________________
Date
___________________________________________
Print Name
_______________________
District
Sacramento BTSA Consortium Professional Teacher Induction Program

Professional Development Providers Recommendation
This form may be used to recommend a Professional Development Provider to the BTSA
Leadership Team, or may be used as a reference guide by those who self-select and solicit
to be a Professional Development Provider for the Consortium.
I have reviewed the desired criteria for Professional Development Providers who teach
and present information to participating teachers and/or support providers within the
Sacramento BTSA Consortium Professional Teacher Induction Program.
I can attest personally that the individual(s) I recommend meet these criteria. I have
attended presentations made by them, or I am recommending myself and have evidence to
support my meeting these criteria. This evidence is available upon request.
Desired Criteria
1. Knowledge of state-adopted academic content standards and performance levels
for students; state-adopted curriculum frameworks and instructional materials, and
the California Standards for the Teaching Profession;
2. Knowledge of teacher development and the research base that informs induction
content and practices;
3. Knowledge of adult learning theory;
4. Experience in training, facilitation, and presentation;
5. Knowledge of group process and high quality professional development elements;
6. Knowledge of cultural, ethnic, language/linguistic, cognitive, and gender diversity;
7. Willingness to work with others to create a collegial learning community;
8. Possession of effective interpersonal communication skills; and
9. Demonstrates commitment to personal professional growth and learning.
I recommend the following without reservations:
Presenter Name: __________________________________________________________
Presentation Topic: ________________________________________________________
Phone Contact Number: ____________________________________________________
Email Address: ___________________________________________________________
My name is: ______________________________________________________________

You may contact me at: _____________________________________________________
Program Timeline for Support Provider Professional Development

YEAR 1 SP TASKS
Experienced
SP
TASKS
for Support Providers
SP
Up
Update information on My BTSA
Date

Professional Development Choice Chart
SP
Training
days
Sept. Oct.,
Nov.,
Dec., Jan.
FACT/Support Provider Training

Inquiry Process (Practice)
Context for Teaching/Conversation Guides
Initial Observation
Self- Assessments
Action Plan/Mentor Continuum
Inquiry
Observation (Practice)
Reflection and Application (Practice)

My BTSA FAQ
Credentialing/Review of Program
(Inform)
Benchmarks
Super Sat.
PIP
Summer
Training
Credentialing 101
Activities/Strategies (Teach Like a Champion, 50
Strategies)
Skill Building
Credentialing 101
Activities/Strategies (Teach Like a
Champion, 50 Strategies)
Skill Building
Cognitive Coaching
Mentoring Matters
Problem Solving
MyBTSA assistance
Cognitive Coaching
Mentoring Matters
Problem Solving
Inquiry Facilitation
Inquiry Facilitation
Credentialing/FACT
AdultLearning
UnderpinningsofBTSA
Assessment/Evidence
Coaching101
My BTSA assistance
Team Building, New FACT document

Review/Practice
Coaching, Cooperative Learning, 4 Cs
Marzano Observation Tool, Generational
Differences
Dealing with Difficult Personalities
Common Core, Technology, Flipped

Classroom
Support Provider Timeline for Year 1

Page 1
yellow highlights indicate uploaded documents to MyBTSA
Orientation: Introduction to
BTSA
Expectations and Credential
Responsibilities
Overview: Inquiry Cycle, CSTP and
Induction Standards
Entry Assessment Activity
o Teacher Preparation and Induction
Alignment Discussion
o Begin an Investigation of
Professional Practice: CSTP 2
Review scripting skills in preparation for an

observation.
Look at the CTP so you are comfortable with the

changes in CSTP language.
Assist your PT prepare Context for Teaching

forms for the Benchmark #1 Seminar.
Benchmark #1
REVIEW:
Orientation
Review the orientation documents: 1) Quickstart, 2)
Teacher Preparation and Induction Alignment
documents 3) 2014 Combined CSTPs/CTP
(referred to as the CTP)
Revisit the Investigation of

Professional Practice: CSTP 2
o Class Profile
o Instructional Layout
o Home/School
Communication Log
o Site Orientation Checklist
o Community Information
KWO Chart & Informal

Observation
Post Observation Reflection
PREVIEW and PREPARATION for Benchmark #1

Review the Context for Teaching forms.
Review the Conversation Guides: CSDC and

Pedagogy and help PTs collect evidence.
Make sure your PT has scheduled a meeting with

the site administrator to complete a Site
Orientation Checklist.
Identify district database resources to assist your

PT complete a Class Profile. Remind them to
use first names only.
Visit your PTs classroom and assist with an

Instructional Layout. Be sure the schematic
strategically addresses EL students and students
with special needs and that a rationale is
provided.
Find a contact that can provide School/District

Information and Resources. Be sure your PT
has a calendar of school events, a school wide
discipline plan and a pacing guide/ curriculum
map/ scope and sequence for their focus
class/subject.
Help your PT design a system for ongoing
Home/School Communication and Community
Information
Use the prompts from Conversation Guides:
CSDC and Pedagogy in your weekly
conversations. Be sure to record your notes on
the forms.
Schedule an Informal observation sharing the
observation tool. Use the K-W-O tool to help
direct your attention during the observation.
REVIEW:
Benchmark #1
Be sure that you have set up times for your preobservation, and post observation.
Observe a lesson and complete the Informal

Observation Record.
Use the post observation conference to help your

PT mark the CTP and complete the Post
Observation Reflection.

Review the Self-Assessment Directions and
Induction Standard for Pedagogy and Equity.
Continue using the Conversation Guides:

CSDC and Pedagogy prompts in your weekly
conversations.
Using all the evidence collected to date, assist

your PT to prepare a thorough and thoughtful
Initial Self-Assessment.
Benchmark #2
Initial Self Assessment:

Pedagogy
Initial Self Assessment:
Equity:

Page 2
REVIEW: Benchmark #2
Be sure that your PT has based selfassessments on cited evidence and has
uploaded the initial self-assessments to
MyBTSA.
Revisit the Context for Teaching, the Informal

Observation Record, the CTP, and the SelfAssessment Planning Prompts for Standard
6: Equity. You will use his information to help
your PT identify an area of focus on their IIP.

Review directions and forms included in the
Inquiry cycle to be sure you understand the
purpose and role of each form in supporting the
inquiry process.
Continue to monitor and review the IIP Action Plan.
Monitor the lesson series and help the PT complete

an Analysis of Student Work and a Summative
Assessment of Student Work.
Revisit all documents and artifacts and use this

evidence to mark the CTP
Revisit and complete all cells of the IIP.
Assist your PT to upload the selected Inquiry

documents on MyBTSA.
Benchmark #4
Benchmark #3

o IIP
o Essential Components for
Instruction
o Lesson Plan
o Observation
o Analysis of Student work
o Summative Assessment of
Student Work
o CTP

Help the PT complete the Focus of the Inquiry
section of the IIP. Be sure the PT connects the
focus question to a CSTP and Equity Standard
and that the question will produce evidence that
is measurable.
Work with your PT to build a relevant and useful

IIP Action Plan.
Review the Essential Components of

Instruction and ask your PT to map out a lesson
series.
Work with your PT to plan assessments for the

lesson series.
Discuss the results of the Entry Level

Assessment and be sure that appropriate
scoring criteria is used.
Be sure that your PT uses the Focus Student

Selection to address differing student needs and
abilities.
Schedule a pre-observation, an observation and

post-observation conference,
Share the Equity Observation Record and

review scripting skills in preparation for an
observation.
Final Self Assessment:

Pedagogy
Final Self Assessment:
Equity
REVIEW:
Benchmark #4
Revisit the Conversation Guides for Pedagogy
and Equity during the weekly conversations
continuing to note key insights.
PREVIEW and PREPARATION for End-of Year Event
Check that your PT has uploaded one Inquiry
Cycle and thorough and thoughtful selfassessments for Pedagogy and Equity to
MyBTSA.
Read the directions for the Culminating

Questions and Reflections Guide
Use the suggested questions to help your PT
synthesize progress towards meeting
professional growth goals.
Help your PT prepare to describe their complete

Inquiry Cycle journey.
Help your PT complete the Culminating

Questions and Reflections Guide that will be
shared at the end-of-year event.
Celebrate a job well-done.
EndofYear
Yr. 1
o One Inquiry Cycle
oInduction Standards
Self-Assessments
o Pedagogy and
Equity
o Culminating
Questions and
Reflections Guide

Page 1
yellow highlights indicate uploaded documents to MyBTSA
Assist your PT prepare Context for Teaching

forms for the Benchmark #1 Seminar.
Orientation: BTSA Update
Benchmark #1
Developing as a Professional
Educator
Expectations and Credential
Responsibilities
Review: Inquiry Cycle, CSTP
and Induction Standards
CTP
Entry Assessment Activity: SelfAssessment Reflective
Conversation Record
REVIEW:
Orientation
Review the
orientation
documents:
1) Quickstart
2) 2014 CSTPs/CTP
3) Self-Assessment
Reflection Conversation Record

Review the directions for Conversation Guides:

CSDC, Pedagogy, Special Populations and
EL. Assist your PTs to collect evidence cited on
these forms.
Assist your PT to update Context for

Teaching forms from last year.
Assist your PT to complete a Class Profile.

Remind them to use first names only.
Visit your PTs classroom and assist with a

Instructional Layout. Be sure the schematic
strategically addresses EL students and students
with special needs and that a rationale is
provided.
If your PT has a different assignment, find a

contact that can provide School/District
Information and Resources and assist them
with a Site Orientation Checklist.
Be sure your PT has a calendar of school

events, a school wide discipline plan and a
pacing guide/ curriculum map/ scope and
sequence for their focus class/subject
Help your PT revise a system for ongoing

Home/School Communication and
Community Information.
Use the prompts from Conversation Guides:

EL in your weekly conversations. Be sure to
record your notes on the forms.
Review the CTP so you are comfortable with the

changes in CSTP language.
Review the content for Self-Assessments:

Induction Standards: Pedagogy, Special
Populations and English Learners
Context for Teaching Update

o
Class Profile
o
Instructional Layout
o
School and District
o
Home/School
Communication Log, etc.
Revisit Self Assessment:
Pedagogy
Initial Self Assessment: Special
Populations
Initial Self Assessment: English
Learners
REVIEW:
Benchmark #1
Be sure that your PT has based selfassessments on cited evidence and has
uploaded the initial self-assessments to
MyBTSA.
Continue using the Conversation Guides:

English Learners prompts in your weekly
conversations.
Revisit the Context for Teaching, the Informal

Observation Record, the CTP, and the SelfAssessment Planning Prompts for Standard
6: Equity. You will use his information to help
Benchmark #2
REVIEW:
Benchmark #2
Review
Inquiry Cycle
o IIP
Instruction
o Lesson Plans
o Observation
o Analysis/Summative Assessment of
Student Work
directions and
forms included
in the
Inquiry cycle to
be sure you understand the purpose and role of
each form in supporting the inquiry process.

Page 2
during the weekly conversations continuing to
note key insights
Help the PT complete the Focus of the Inquiry

section of the IIP. Be sure the PT connects the
focus question to a CSTP and Equity Standard
and that the question will produce evidence that
is measurable.
Work with your PT to build a relevant and useful

IIP Action Plan.
Review the Essential Components of

Instruction and ask your PT to map out a lesson
series.
Work with your PT to plan assessments for the

lesson series.
Discuss the results of the Entry Level

Assessment and be sure that appropriate
scoring criteria is used.
Be sure that your PT uses the Focus Student

Selection to address differing student needs and
abilities.
Schedule a pre-observation, an observation and

post-observation conference,
Share the Observation Record and review

scripting skills in preparation for an observation.

Walk your PT through the same Inquiry steps
focus your conversations on evidence..
Benchmark #4
Final Self Assessment: Special

Populations:
Final Self Assessment: English
Learners
Review of
Benchmark #4
Check that your PT has uploaded selected
documents from both Inquiry Cycles and has
uploaded thorough and thoughtful selfassessments for Pedagogy and Equity to
MyBTSA.
Read the directions for the Culminating
Questions and Reflections Guide.
Use the suggested questions to help your PT
synthesize progress towards meeting
professional growth goals.
Help your PT prepare to describe their complete

Inquiry Cycle journey.
Monitor the lesson series and help the PT complete

an Analysis/ Summative Assessment of Student
Work.
Help your PT complete the Culminating

Questions and Reflections Guide that will be
shared at the end-of-year event.
Revisit all documents and artifacts and use this

evidence to mark the CTP
Celebrate a job well-done.
Assist your PT to upload the selected Inquiry

documents located on MyBTSA.
Benchmark #3
Inquiry Cycle
o IIP
Instruction
o Lesson Plans
o Observation
o Analysis/Summative
Assessment of Student
Work
REVIEW:
Benchmark #3
Revisit the
Conversation Guides for English Learners
EndofYear
Yr. 2
o Two Inquiry Cycles
o Induction Standards SelfAssessments
Pedagogy
Equity
English Learners
Sp. Populations
o Culminating
Questions and
Reflections Guide
SCOE Events
Add or update events by clicking a link below. By default, upcoming events and those requiring
attendance will be listed. To narrow or expand the list, search at right or choose to Show All
Events.
Add a New SCOE Event
Date
8/6/13
8/6/13
8/10/13
8/20/13
8/21/13
8/21/13
8/23/13
8/26/13
8/28/13
8/29/13
8/29/13
9/4/13
9/4/13
9/7/13
9/9/13
9/9/13
9/12/13
9/16/13
9/16/13
9/16/13
9/17/13
Event Name
General Education Credential Candidate
Orientation
Special Education Credential Candidate
Orientation
Update for Returning Support Providers
Coordinator/SCOE Planning Meeting
Orientation
Orientation
Oakland Orientation
Orientation
Orientation
Orientation
Orientation
Orientation
Orientation
Oakland SP Update
Orientation
Orientation
John Muir Orientation
John Muir SP Support
Status
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Date
9/18/13
9/21/13
9/21/13
9/21/13
10/1/13
10/2/13
10/3/13
10/7/13
10/8/13
10/10/13
10/11/13
10/14/13
10/17/13
10/22/13
10/24/13
10/24/13
10/29/13
10/31/13
11/2/13
11/2/13
11/2/13
11/2/13
11/2/13
11/2/13
11/2/13
11/2/13
11/2/13
Event Name
New Support Providers: FACT Training Day 1
Orientation
Education Specialist Support Saturday 1
Home School Teachers Meeting
Benchmark Seminar #1
Oakland EFC Benchmark #1
Coordinator/SCOE Planning Retreat Day 1
November 2 Saturday: Engaging Students
Across the Digital Spectrum AM Level 1
(Beginner/Intermediate)
November 2 Saturday: Introduction to the
ELA/Literacy Common Core Standards AM
November 2 Saturday: Transitioning to the
CCS, Standards for Mathematical Practice AM
November 2 Saturday: Creating a Positive
Classroom Environment AM
November 2 Saturday: Behavior Management
Skills for the Highly Effective Educator: A One
Day Overview
November 2 Saturday: Literacy CCSS...Text
Dependent Questions (PM)
November 2 Saturday: Transitioning to the
Math CCSS, Structured Collaborative
Conversations (PM)
November 2 Saturday: (for SPs) Standards
Driven Conversations: Assessing and
Developing Professional Expertise (all day)
November 2 Saturday: Technology Workshop
PM Level 2 (Intermediate)
Status
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Date
11/4/13
11/7/13
11/13/13
11/14/13
11/16/13
11/16/13
11/19/13
11/20/13
11/21/13
12/3/13
12/11/13
1/7/14
1/8/14
1/9/14
1/10/14
1/13/14
1/14/14
1/16/14
1/22/14
1/25/14
1/25/14
1/27/14
1/30/14
2/5/14
2/12/14
3/4/14
3/4/14
3/5/14
3/6/14
3/11/14
3/15/14
3/15/14
3/15/14
3/15/14
3/15/14
Event Name
EFC New Support Provider Training
New Support Providers PD Institute
Oakland EFC Benchmark #2 at LWL
Oakland EFC Benchmark #2 at Ascend
FACT Make up Day
Oakland EFC Benchmark #3 at Achieve
Oakland EFC Benchmark #3 at Lazear
March BTSA Induction Planning Day
March 15 PD Saturday: Supporting the Autistic
Student, 7 - 12
March 15 PD Saturday: Brainbreaks and
Behavior Strategies
March 15 PD Saturday: Supporting The EL
Learner, K-6
March 15 PD Saturday: Behavior Management
Skills for the Highly Effective Educator, K-12
March 15 PD Saturday: Bully
Prevention/Gender Equity K-12
Status
Closed
Closed
Information only
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Date
3/15/14
3/17/14
3/19/14
3/20/14
3/22/14
3/22/14
3/27/14
4/1/14
4/22/14
4/24/14
5/5/14
5/6/14
5/7/14
5/10/14
5/12/14
5/19/14
5/22/14
5/22/14
5/29/14
6/4/14
6/17/14
6/18/14
6/19/14
6/24/14
6/25/14
6/26/14
8/6/14
8/9/14
8/11/14
8/14/14
8/16/14
8/19/14
8/20/14
Event Name
March 15 PD Saturday: SP Problem Solving
Session
Oakland EFC Benchmark #4 at Cox
Oakland EFC Benchmark #4 at LWL
John Muir Benchmark
Professional Induction Presentation EFC
Advanced Support Provider Academy Day 1
New Support Provider Summer Academy Day
1
2
3
Orientation
Education for Change Orientation (Oakland)
Education for Change Orientation (Oakland)
Clear Education Specialist Credential
Candidates Orientation
Coordinator Meeting
Orientation
Status
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Date
8/28/14
9/4/14
9/10/14
9/11/14
9/16/14
9/20/14
9/20/14
9/25/14
9/30/14
10/1/14
10/2/14
10/2/14
10/7/14
10/7/14
10/8/14
10/9/14
10/10/14
10/14/14
10/16/14
10/23/14
10/25/14
10/25/14
11/1/14
11/1/14
11/1/14
11/1/14
11/1/14
11/1/14
Event Name
Orientation
Orientation
Orientation
Orientation
Orientation
John Muir Orientation
Benchmark Seminar 1
Benchmark Seminar 1
NAEF (only) Benchmark 1
Benchmark Seminar 1
Coordinator/SCOE Planning Retreat
Benchmark Seminar 1
Benchmark Seminar 1
Benchmark Seminar 1
Benchmark Seminar 1
Fall PD Saturday: SP Problem Solving Session
Fall PD Saturday: Bully Prevention/Gender
Equity K-12
Fall PD Saturday: Supporting The EL Learner,
K-6
Fall PD Saturday: Brain breaks and Behavior
Strategies
Fall PD Saturday: Digital Superstar: Engaging
students in a 'blended classroom'
(Beginner/Intermediate)
Fall PD Saturday: Digital Superstar: Engaging
students in a 'blended classroom' (same class as
the morning session)
Status
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Cancelled
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Closed
Date
11/1/14
11/5/14
11/6/14
11/12/14
11/13/14
11/18/14
11/20/14
11/22/14
11/22/14
12/1/14
12/10/14
1/7/15
1/8/15
1/8/15
1/13/15
1/14/15
1/15/15
1/20/15
1/20/15
1/22/15
1/24/15
1/24/15
1/28/15
3/4/15
3/7/15
3/10/15
3/10/15
3/12/15
3/12/15
3/17/15
3/18/15
3/24/15
3/26/15
3/28/15
3/28/15
5/7/15
5/9/15
5/12/15
5/13/15
Event Name
Fall PD Saturday: Behavior Management Skills
for the Highly Effective Educator, K-12
Benchmark Seminar 2
Benchmark Seminar 2
Benchmark Seminar 2
Benchmark Seminar 2
Benchmark Seminar 2
Benchmark Seminar 2
Benchmark Seminar 2
Benchmark Seminar 3
Benchmark Seminar 3
Coordinator Meeting
Benchmark Seminar 3
Benchmark Seminar 3
Benchmark Seminar 3
Benchmark Seminar 3
Benchmark Seminar 3
Benchmark Seminar 4
Spring Cleaning for All!
Benchmark Seminar 4
Benchmark Seminar 4
Spring BTSA Induction Planning Day
Benchmark Seminar 4
Benchmark Seminar 4
Benchmark Seminar 4
Benchmark Seminar 4
Coordinator/Advisory Meeting
Status
Closed
Closed
Closed
Closed
Closed
Closed
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5/14/15
5/19/15
5/19/15
5/21/15
5/27/15
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Support Providers User Guide

to Implementing FACT,
a Formative Assessment System
2013/14
Accredited by the Commission on Teacher Credentialing

and the California Department of Education
www.btsasacramento.org
Find us on Facebook!
www.facebook.com/btsasacramento
Foreword
Formative Assessment for California Teachers (FACT) is a performance-based, formative assessment
and support system developed collaboratively by practitioners and researchers throughout the state,
under the direction of the California Department of Education and the Commission on Teacher
Credentialing. The FACT System is the second generation of Californias long-standing formative
assessment system, the California Formative Assessment and Support System for Teachers (CFASST).
The FACT System showcases assessment processes originally developed in California by California
educators working with both Educational Testing Services and West Ed research agencies.
The development of FACT is an example of teachers, universities, research agencies, and state
agencies working together to produce useful, high-quality tools to support the professional
development of teachers. The contributions of these agencies and dedicated California educators are
greatly appreciated.
FACT DESIGN TEAM MEMBERS:

BTSA Cluster Regional Directors
Marsha Buckley-Boyle, Cluster Five, San Diego COE

Lisa Danielson, Cluster One, El Dorado COE
Paula Motley, Cluster Two, Monterey COE
Cathy Payne, Cluster Six, Riverside COE
Judy Roberts, Cluster Three, Fresno COE
Gay Roby, Cluster Four, Norwalk-La Mirada USD
Gordon Surface, Cluster Two, Newark USD
BTSA Induction Program Personnel
Linda Childress, Riverside County Office of Education

Cindy Douglas, Grossmont UHSD
Jackie Fisher, Cluster Four
Kathy Hansen, Kern County Superintendent of Schools
Linda Henika, Hayward USD
Jerri Higinbotham, Corona-Norco USD
Carol Kilburn, Clovis USD
Paula Lovo, Ph.D., Ventura County Superintendent of Schools
Merry McCalley, Kern County Superintendent of Schools
Candy Plahy, Placentia -Yorba Linda USD
Aleeta Powers, Los Angeles USD
Kim Uebelhardt, Ventura County Superintendent of Schools
Darby Williams, Sacramento County Office of Education
Ellen Jensen, Ed.D.

Sarah Solari, Ed.D.
Commission on Teacher Credentialing Teri Clark

Karen Sacramento
Stanford University
Kendyll Stansbury, Ph.D.
University of California at Santa Cruz,

New Teacher Center
Wendy Baron
Suzanne Riley
Reproduction of this document and related materials for use by California BTSA Induction
Programs is permissible.

Page 2
Table of Contents
THE FACT SYSTEM ............................................................ 4

FACT System Components
What are the benefits of participation in Induction?
FACT Conceptual Framework
What processes are used in FACT?
How is FACT structured?
What is action research?
What is the Plan-Teach-Reflect-Apply Cycle?
THE PROCESSES:
Context for Teaching and Learning ................................................................................ 12
Observation ..................................................................................................................... 24
Observation Record Options ........................................................................................... 32
Inquiry into Teaching and Learning ................................................................................. 36
Self Assessment.............................................................................................................. 48
Reflective Summary of Teaching Practice ..................................................................... 56
Conversation Guides ...................................................................................................... 60
CSTPs ............................................................................................................................. 68
GLOSSARY AND ACRONYMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
SOURCES OF EVIDENCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
SP SUPPORT
PT Pacing Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
SP Helper Guide Year 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
SP Helper Guide Year 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Quicksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83

Page 3
The F A C T System
Formative Assessment for
California Teachers

Page 4
1
2
3
Formative Assessment for California Teachers

FACT System for MS/SS Induction Clear and Ed Specialist Clear Credential Programs 2011
on meeting the learning needs of all

students, and promotes reflective
practitioners. Participating teachers
engage in an ongoing learning process
that follows a cycle of plan, teach, reflect,
and apply. With the assistance of a
support provider, participating teachers
identify areas of strength and growth, and
complete an Individual Induction Plan (IIP)
for their research and professional
development that is focused on the
Profession (CSTP) and the Induction
Program Standards (IPS).
The journey of the professional educator

requires a vigorous commitment to lifelong learning about teaching practice
and student achievement. During the
induction period, participating teachers
build habits of mind, as they examine
and reflect on activities within their
classroom.
Demonstration
and
application of knowledge acquired
during teacher preparation is a key
characteristic of the Induction years.
The FACT System guides teachers in
their growth as professionals, focuses
The FACT System contains four

performance-based,
job-embedded
modules to support participating
teachers as they teach. Through the
use of evidence collection and ongoing
self-assessment, each module is
designed to focus on the California
Standards for the Teaching Profession
and the Induction Program Standards,
while incorporating the state-adopted
academic content standards for
students. The modules are described
below.
FACT SYSTEM 2011
EXPANDED TO SERVE MULTIPLE SUBJECT, SINGLE SUBJECT, AND ED SPECIALIST CLEAR CANDIDATES

Formative Assessment
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Reflections on Teaching and Learning

(Assessment Toolbox)
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Assessment of Teaching and Learning module

engages the candidates in connecting their
preliminary credential learning with the Induction
experience. Ed Specialist candidates will connect
this work with their initial IIP that must be
completed within their first 60 days. In addition
the Ed Specialist candidates address program
language as they complete Self Assessments.
Inquiry into Teaching and Learning module allows
the candidate to focus on the students and
classroom/environment in which they are
instructing. The individual selection of an inquiry
focus question will allow all candidates to drive
their work in relation to the credential they are
clearing, Ed Specialist or Multiple/Single Subject.
Inquiry into Teaching and Learning

(IIP Embedded Across)
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Context for Teaching and Learning module allows

for candidates of all credential types to learn about
their students, families, district and community.
Ed Specialist candidates will complete a Student
Service Profile in order to accommodate their
differing student population and environment.
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Summary of Teaching and Learning module brings

a process of closure to the Induction experiences.
All Candidates will engage in a process aligned with
the individual program for sharing their growth and
future goals identified through the appropriate
program standards and the California Standards for
the Teaching Profession.
Reflections on Teaching and Learning tools provide the basis of Participating Teacher reflection and self-assessment for goal
setting and measuring growth. The tools are used in conjunction with the California Standards for the Teaching Profession as
well as the Continuum of Teaching Practice. The Conversation Guides and Self-Assessment tools emphasize the content of
both the Multiple/Single Subject Induction Program Standards and the Education Specialist Clear Induction Standards.
Teaching involves a search for meaning in the world. Teaching is a life project, a calling, a vocation
that is an organizing center of all other activities. Teaching is past and future, as well as present; it is
background as well as foreground; it is depth as well as surface. Teaching is pain and humor, joy and
anger, dreariness and epiphany. Teaching is world building; it is architecture and design; it is purpose
and moral enterprise. Teaching is a way of being in the world that breaks through the boundaries of the
traditional job and in the process redefines all life and teaching itself.
--William Ayers

The journey of the professional educator requires a vigorous commitment to life-long learning about
teaching practice and student achievement. During the induction period, participating teachers build habits
of mind, as they examine and reflect on activities within their classroom. Demonstration and
application of knowledge acquired during teacher preparation is a key characteristic of the
Induction years.
The Formative Assessment for California Teachers (FACT) System focuses on the development of a
teachers practice, combining reflective assessment and support, to help them improve their skills.
Through a structured series of critical thinking tasks completed with the assistance of a trained support
provider, participating teachers deepen their understanding and application of: Induction Program
Standards (IPS); the California Standards for the Teaching Profession (CSTP); the state-adopted academic
content standards for students; and, the curriculum frameworks. The primary focus of the FACT
System is the application of these standards through the ongoing process of planning and
teaching lessons, reflecting on the results, and making informed changes to future practice, based
on evidence.
What is FACT?
The FACT System guides teachers in their growth as professionals, focuses on meeting the learning
needs of all students, and promotes reflective practitioners. Participating teachers engage in an
ongoing learning process that follows a cycle of plan, teach, reflect, and apply. With the assistance of a
support provider, participating teachers identify areas of strength and growth, and complete an Individual
Induction Plan (IIP) for their research and professional development that is focused on the California
Standards for the Teaching Profession (CSTP) and the Induction Program Standards (IPS).
The FACT System is composed of four modules (see chart on page 7). The Assessment of
Teaching and Learning module bridges teacher preparation with the induction experience as
teachers reflect on what they know and determine the current level of their teaching practice. This
assessment builds a foundation for future growth related to teaching standards.
While focusing on their teaching practice in the first module, participating teachers also address the
Context for Teaching and Learning module where they gather information about their class, and
the organization and resources of the school, district, and community. This contextual analysis
guides and informs participating teachers as they engage in subsequent FACT activities.
In the Inquiry into Teaching and Learning module, participating teachers assess their practice
against a set of specific criteria, and select an area for an in-depth inquiry. This investigation follows an
action research model, allowing participating teachers to research questions pertinent to their
classroom needs. The results of the inquiry guide the participating teachers professional development
as they explore the impact of their instruction on student achievement.
The final module, Summary of Teaching and Learning, is an end-of-year reflection. Participating
teachers review the results of the inquiries, consider the data collected, identify best teaching practices,
and assess the impact of formative assessment on their teaching practice.

Page 6

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Page 7

Collaborative Relationships (SP/PT)
Participating teachers are partnered with veteran educators who have been trained to support
teachers through the FACT System. Support providers use the skills of cognitive coaching,
mentoring, and modeling to support participating teachers professional growth.
Plan, Teach, Reflect, Apply (PTRA)
The Plan, Teach, Reflect, Apply (PTRA) cycle provides a structure for teachers to identify
teaching strengths and areas for growth. Planning and teaching the lesson are followed by
reflection. New learning and insights from the reflection are applied to future planning, as the
cycle continues. Engaging in this process, guided by a support provider, leads to improved
teaching practice and increased student achievement.
Observations
Support providers observe participating teachers as they teach and gather evidence
during an instructional session. Following each observation, they conference together, share
observation evidence, and examine other classroom data (e.g., student work samples, lesson
plans, etc.) to inform and improve future practice. In addition, participating teachers are
encouraged to observe the classrooms of skilled veterans.
Focusing on student achievement guides the participating teachers planning and instruction.
The examination and analysis of student work leads the participating teacher to a greater
understanding of the need for differentiation and modification of instruction.
In each module, participating teachers are asked to step back from their practice and
thoughtfully examine what they do, how they do it, and how this affects student learning. The
FACT System provides frequent opportunities for participating teachers to reflect, capture
current thinking, and consider the implications for their future practice.
Self-Assessment - Continuum of Teaching Practice (or other aligned assessment criteria)
The Continuum of Teaching Practice is a tool that provides a roadmap for professional
growth by identifying and describing levels of teaching practice. Using evidence collected
throughout the FACT process, participating teachers, with their support providers, reflect and
determine their placement on the Continuum. This self-assessment helps to focus the area(s)
for improvement of instructional practice.

Page 8

The FACT System contains four performance-based, job-embedded modules to support participating
teachers as they teach. Through the use of evidence collection and ongoing self-assessment, each
module is designed to focus on the California Standards for the Teaching Profession and the Induction
Program Standards, while incorporating the state-adopted academic content standards for students.
The modules are described below.
Context for Teaching and Learning
In Context for Teaching and Learning, participating teachers learn about their teaching
environment by identifying challenges, investigating resources, and gathering information about
their students. With a support provider, participating teachers discuss prompts focused on their
classroom, school, district, and community. The information gathered guides classroom decisionmaking and helps identify areas for professional growth.
This module spirals into levels of graduated depth and complexity. During Collecting and
Reviewing, participating teachers gather information about the students, families, school site,
district, and community. In Contextualizing and Extending, participating teachers consider the
contextual information gathered, and respond to deeper, more sophisticated questions about
differentiating instruction, embedding new knowledge, and working collaboratively. Each level
offers the opportunity to reflect upon this information and consider the implications for effective
teaching and student success.
The Assessment of Teaching and Learning provides participating teachers with the opportunity to
compare and contrast the processes and outcomes of the teacher preparation program with those of the
Induction Program. During this module, participating teachers consider the knowledge and skills
acquired during teacher preparation, their current context for teaching, and evidence gathered by their
support provider during a classroom observation. Self-assessments assist participating teachers in
identifying strengths and areas for growth leading to the development of the Individual Induction Plans
(IIP) that are used in subsequent inquiries. In addition, participating teachers and their support providers
identify resources and support needed to meet their professional growth goals.
The inquiries in the FACT System include a series of structured teaching activities through which
participating teachers explore aspects of their teaching practice. With the support provider, participating
teachers assess their practice and engage in a variety of data gathering activities such as collaboration
with colleagues, peer observations, and professional readings. They develop an inquiry question (based
on CSTP and Induction Program Standards), create and implement an action plan, reflect on collected
evidence, and apply new learning to future practice. The participating teachers results are used to focus
subsequent inquiry questions and target future professional development. The overall goal of the inquiry
is the improvement of the participating teachers instruction to positively impact student achievement.
In the Summary of Teaching and Learning, participating teachers have the opportunity to reflect upon
and summarize the growth made during the induction experience. Support providers assist in the
selection of evidence that illustrates the work of the participating teacher in relation to the standards, and
celebrates their professional insights, newly-acquired skills, and growth. Teachers share their work with
colleagues during a culminating activity.

Page 9

Action research specifically refers to a disciplined inquiry by educators that informs and
changes their practice in the future. This research is carried out within the context of the
teachers environmentthat is, with their students at their school sitefocusing on
questions that deal with educational matters at hand. Participants systematically and carefully
examine their educational practice, using research techniques. Action research is based on
the following assumptions:
Teachers work best on problems they have identified for themselves
Teachers become more effective when encouraged to examine and assess their work and
consider alternatives
Teachers help each other by working collaboratively in search of solutions to everyday real
problems
Teachers look for ways to improve instruction and increase student achievement
Teachers work with colleagues to improve their professional practice
The process of action research allows educators to assess their needs, document the
steps of inquiry, analyze data, and make informed decisions that lead to desired outcomes.
Rather than dealing with the theoretical, action research provides the opportunity for
practitioners to address concerns and implement changes in actual teaching and learning
settings.
What does it mean to be a reflective learner?

Reflection is the key to growth. It is a means of reliving or recapturing experiences in order
to make sense of them, learn from them, or develop a new understanding and appreciation.
The word reflection comes from the Latin reflectere, meaning to bend back. In teaching,
reflection is the act of stepping back and examining what is happening in the classroom and
determining how teaching practices affect student learning. This means asking difficult questions
such as:
Are the students engaged?
Are students understanding the concepts being taught?
Are they able to apply the knowledge learned?
Reflective practitioners seek answers to their questions as a window into a deeper
understanding of teaching. Thoughtful self-examination requires honest self-analysis and
open communication with colleagues. Therefore, the formative assessment process also
includes reflective writing and conversation. FACT reflections use information that teachers
gather through the formative assessment process to identify areas of strength and growth,
and ultimately improve teaching.

Page 10

The Plan-Teach-Reflect-Apply Cycle* is the structure that underlies all of the FACT System
processes. As participating teachers progress through the FACT System, they follow a cycle
of planning for instruction, teaching, reflecting upon the teaching experience, and
applying new knowledge to future practice.
The process provides a means for participating teachers and support providers to identify
teaching strengths and areas for growth based on the California Standards for the Teaching
Profession, the state-adopted academic content standards for students, and the Continuum of
Teaching Practice (or other aligned assessment criteria).
Plan
What%do%I%know%about%
my%students%and%my%
teaching%context?
Apply
Teach
How%will%I%apply%what%
Ive%learned%to%enhance%
student%learning?
How%am%I%implementing%
instruction%and%
addressing%
student%needs?
Reflect
What%have%I%learned%about%
my%teaching%and%my%
students?
* Adapted from W.E. Deming, Out of the Crisis, Massachusetts Institute of

Technology Center for Advanced Engineering, (1986)

Page 11

and Learning

Page 12

Purpose: In Context for Teaching, participating teachers learn about their teaching environment by
identifying challenges, investigating resources, and gathering information about their students***.
With a support provider, participating teachers will discuss prompts focused on their classroom,
school, district, and community. The information gathered will guide classroom decision-making
and help identify areas for professional growth.
***Secondary teachers should select one focus class and Education Specialists should focus on
their caseload.
Collecting and Reviewing Information

STEP ONE
Learning what I need to know about my class, school, district, and

community
Collecting Information - With your support provider, gather information on the following:
Class Profile/Ed Specialist Caseload

School and District Information/Resources
Communication
Site/Assignment Orientation Checklist
STEP TWO
Instructional Environment
Home/School
Conversation Guide for Class/Caseload, School, District, and Community
Contextualizing and Extending Information Gathered
Contextualizing and Extending CSDC Information - With a support provider, discuss

the prompts on the Conversation Guide: CSDC
A. Collecting - Review information gathered during Step 1.
B. Contextualizing - Discuss how this information might impact classroom practice.
C. Extending - Deepen thinking and understanding.

Page 13
Class Profile
DIRECTIONS: Completing the class profile will help you learn about your teaching context. Consult with
your support provider, your administrators, and colleagues, to gather information about your teaching
context. You may add to the class profile at any time as you learn about your students, school, and
district. Revisit this class profile throughout the year. If your district/school provides this information
in another format, make a copy and attach it.
Student Name
Date of
Birth
English
Learner
Special Needs
Comments
(Check if applicable)
(K-3 only)
(Check if
applicable)
Identifiers*
Academic strengths; social strengths; notes

about parents; etc.
* Possible Identifiers: 504Legal in-class Accommodations; GATE-Gifted & Talented Education; MED-Medical
Condition;
MI. Ed.-Migrant Education; RSP-Resource Specialist Program; Ret-Retained; S/L-Speech &
Language;
SP-Special Education w/IEP; SST-Student w/interventions.

Page 14
Class Profile
DIRECTIONS: Consult with your support provider, administrators, and colleagues to gather information
about your teaching context. You may add to the Class Profile at any time as you learn about your
students, school, and district. Revisit this Class Profile throughout the year. Enter applicable information.
Use first names to protect confidentiality. If your district/school provides this information in another
format, copy and attach it.
Students with Medical Conditions:

Name
Emergency
Contact
Condition
Support
(Resources, Assistive Technologies)
Students with Individualized Educational Plans (IEP):

Name
Next IEP
Meeting
Date
Classroom
Accommodations/
Modifications
Behavioral
Support
Strategies
Goals
Benchmarks
Case Carrier
Students with 504 Plans:

Name
Classroom
Accommodations
Behavioral Support
Strategies
SST Meeting Notes
Students with Previous Student Study Team (SST) Interventions:

Name
SST Date to
Reconvene
Interventions to Implement

Page 15
Students who are Gifted and Talented (GATE):

Name
Academic Strengths
Social
Strengths
Individualized
Learning
Plan (ILP)
Goals
Recommendations
1
2
Reading
Writing
Composite
Score
Found in the Home Language Survey

Based on the California English Language Development Test (CELDT)

Page 16
Redesignated
Listening
Speaking
Migrant
Program
English Language Proficiency Levels
Years of ELD
Instruction
Language
spoken in
the Home1
Language
Students
Primary
Name
Students who are English Learners (EL):
Student Service Profile

Education Specialist Clear Candidates
DIRECTIONS: Completing the Profile will help you learn about your teaching context. Consult with your support provider,
your administrators, and colleagues, to gather information about your learning context. You may add to the Class Profile at
any time as you learn about your students, school, and district. Revisit this Class profile throughout the year. If your
district/school provides this information in another format, make a copy and attach the information.
Student Name
Grade/Age
English
Learner
Primary
Disability
(Check if
applicable)
(Code Using
IEP
Meeting/Dates
Accountability
Outcomes
Designated
Instructional Services
Identifiers
below)
Annual
Triennial
Annual
Triennial
Annual
Triennial
Annual
Triennial
Annual
Triennial
Annual
Triennial
Annual
Triennial
Annual
Triennial
Annual
Triennial
CST
CAHSEE
CMA
CAPA
Speech/Language
OT
PT
APE
Transition
Other_______
CST
CAHSEE
CMA
CAPA
Speech/Language
OT
PT
APE
Transition
Other_______
CST
CAHSEE
CMA
CAPA
Speech/Language
OT
PT
APE
Transition
Other_______
CST
CAHSEE
CMA
CAPA
Speech/Language
OT
PT
APE
Transition
Other_______
CST
CAHSEE
CMA
CAPA
Speech/Language
OT
PT
APE
Transition
Other_______
CST
CAHSEE
CMA
CAPA
Speech/Language
OT
PT
APE
Transition
Other_______
CST
CAHSEE
CMA
CAPA
Speech/Language
OT
PT
APE
Transition
Other_______
CST
CAHSEE
CMA
CAPA
Speech/Language
OT
PT
APE
Transition
Other_______
CST
CAHSEE
CMA
Speech/Language
OT
PT
APE
Transition
Other_______
CAPA
* Possible Identifiers: AUTAutism D/B-Deaf Blindness D-Deaf DD-Developmentally Delay ED-Emotional

Disturbance HI-Hearing Impairment MR-Mental Retardation MUL-Multiple Disabilities OI-Orthopedic Impairment
SLD-Specific Learning Disability S/L-Speech or Language Impairment TBI-Traumatic Brain Injury VI- Visual
Impairment OHI-Other Health Impairment

Page 17
Students who are Gifted and Talented:

Name
Academic Strengths
Social
Strengths
ILP
Goals
Recommendations
1
2
Reading
Writing
Comp
osite
Score
ReDesignated
Listening
Speaking
Migrant
Program
Years of ELD
Instruction
Languages
spoken in
the Home1
Language
Students
Primary
Name
Students who are English Learners:


Name
Classroom
Accommodations
Behavioral Support
Strategies
SST Meeting Notes

Page 18
Directions: Thoughtful consideration of your instructional environment is important in meeting the needs of
your students. Indicate how you have addressed appropriate prevention and intervention for safety
concerns. Include relevant information regarding student placement, equipment and instructional
materials/technology, etc. Include the rationale for your decisions. Draw or attach a layout of your
instructional environment.
Instructional Environment Design:
Describe how this environment is conducve to learning:

Page 19

DIRECTIONS: With your support provider, discuss and complete the information that applies to your
teaching context. This information is designed to provide you with a better understanding of the students in
your class. During your discussion, record pertinent information so that it is available later in the year.
The statements may prompt you to explore other topics related to the local teaching context.
My Site Administrator(s):
Explore and attach a Calendar of School Events
My school is a (check those that apply):
Blue Ribbon School
California Distinguished School
Immediate Intervention-Underperforming
Schools Program (IIUSP)/SAIT
Bilingual Waiver Program/ Language Immersion

School - which languages?
Title I School-wide Program
Program Improvement School
Charter School Type:
Magnet School Type:
Professional Development School
Other:
School-Wide Programs (check those that apply):

Reading
Drug Alcohol, Tobacco

Ed.
2
RTI
Character Counts
Intervention
AVID
Conflict Resolution
Other
Other
School Wide Discipline Plan- Describe or attach:
School Accountability Report Card

API Score:
API Target Score:
AYP:
Based on your schools API score, what is the schools academic focus for the year?
My School has (check all that apply):
Facilities
Academies/Houses/ Families
Computer Lab
Schedule
Technology
Department Grouping/PLC
Bus/Recess
Leadership
Teaching Teams
Library Schedule
Safety
Special Day Classes
Other
Other
School Enrollment:
Percent of English learners:
# of Languages of students:
Ethnicities represented:
Committees
Teachers with my instructional assignment

Name
Location
Phone/email

Page 20

DIRECTIONS: With your support provider, identify the personnel and instructional resources
available to help you gather information in each area listed below:
If your district/school provides this information in another format, copy and attach it.
Instructional Resources
Information
Contact Person
Phone #
Location
e-mail
Instructional Materials /
Standards
Classroom Supplies
Technology
Library
English Learner
Other:
Student Data
Information
Information
Contact Person
Phone #
Location
e-mail
District/School Test
Scores
Standardized Tests (CST,
CAPA, CMA, CAHSEE)
Online District Data
System
Student Support
Services
Contact Person
Information
Phone #
Location
Counselor
CPR Certified School
Staff
Emergency Coordinator
Healthy Start Coordinator
Nurse/Health Aide
Crisis Counselor
Speech/Language
School/District
Psychologist
SELPA
Special Education
Student Study Team /
504 Plans
Transition Services
Social Worker
Other:

Page 21
e-mail
Sample Home/School Communication

DIRECTIONS: Maintaining a record of your contacts is important in establishing a working relationship
with families. Document conversations with your students families below, or attach documentation that
includes this information.
Student Name
Contact Name
Contact
Number
E-Mail Address/
Cell Phone Number
Contact Date/Comments

Page 22

School:
DIRECTIONS: Knowledge of the policies and procedures at your site/assignment is important to you as
a professional educator. This list of discussion topics will help you understand your local teaching
context. In a meeting with your administrator or designee, discuss each of these items and obtain your
administrators signature. If your school/district provides this information in another format, you
may attach it.
Staff Information
Staff Roster
(Conflict Resolution, Bullying)
School Information
School Policies
Homework Policy
Schoolwide Discipline Procedure


Reporting Procedures for Sexual
Harassment and Child Abuse

Universal Access - English Learners
Policy/Procedure for Redesignation
Universal Access - Special Populations

Site resources available to meet the needs of
special populations
counseling, psychologist, vision, hearing
impaired, etc)
Legal requirements of IEP, training and

support for district procedure
Special Education Service Delivery
Models; collaboration, consultation, coteaching
________________________________________ Date: _________________________


Page 23
Observation

Page 24
Observation
Purpose: Observations give participating teachers (PTs) the opportunity to consider their knowledge and skills, their
current context for teaching, and evidence gathered in a classroom observation. The assessment will help PTs
identify strengths and areas for growth, which will be used in subsequent inquiries of teaching practice. In addition,
PTs and their support providers (SP) will identify resources and types of support needed to develop and implement the
Individual Induction Plan For the Initial observation, there is no shared lesson plan or pre-conference. In later
observations, lesson plans are shared with the SP before the lesson. After the lesson, PTs and SPs reflect on the
lesson and analyze student work generated. The purpose of the observation is to help inform future practice.
INITIAL
Initial Observation Year 1

Purpose: Gathering evidence of current classroom application of
standards
Initial Classroom/Assignment Observation

Hold a pre-observation conversation using the K-W-O Chart
o Consider information from the Context for Teaching.
o Discuss specific areas to focus on:
K= What I Know About my Classroom Practice Already
W= What I Want to Know About my Classroom Practice
O= What I would like my Support Provider to Observe when s/he visits my class.
Discuss the Observation Tool that will be used.
Arrange a time to observe a planned lesson.
During the observation, the support provider gathers evidence pertaining to the CSTP, the
Induction standards, and any PT identified areas of focus on the observation record.
Post-Observation Discussion
With a support provider, review and discuss the evidence gathered during the
observation, then record insights about your teaching practice on the Post-Observation
Reflection.
INQUIRY
Inquiry Classroom/Assignment Observations

Purpose: Gathering evidence of current classroom application of
standards
As part of the inquiry process, support providers observe their participating teachers. Using the Essential
Components for Instruction, teachers design a lesson series that meets the needs of all students. Differentiation
of instruction for focus students should be documented and student achievement data collected.
Pre-conference
Review the completed Essential Components for Instruction and corresponding
lesson plan.
Review information recorded in the Context for Teaching and on the Focus Student
Selection Form and use a seating chart to identify focus students.
Determine which lesson in the series is to be observed and select an observation tool
connected with the focus question identified by the PT.
Fill out the top portion of the Observation Record.
Observation
Support provider gathers evidence from one lesson within the series, using an
Observation Record.
Post-Observation Conversation
Support providers and participating teachers review evidence collected, including the
observation notes and student work.
After reviewing evidence, use the IIP Action Plan to record how the implemented
changes impacted classroom instruction.
PTs upload the observation notes to their e-portfolio.
Page 25
Date:
K-W-O Chart
DIRECTIONS:
Determine a specific area of focus for the support providers observation of your
classroom. Reflect on current practice and indicate:
1 - What I know about my classroom practice
2 - What I want to know about my classroom practice
3 - What I would like my support provider to observe
K-W-O Chart
What I know about my classroom practice.
(e.g., I create an environment of respect; students understand the routines and procedures in my class, etc.)
What I want to know about my classroom practice.

(e.g., Effective strategies to differentiate instruction to meet the needs of my EL students, etc.)
What I would like my support provider to observe.

(e.g., Evidence of how I check for understanding; how my lesson design meets the needs of my EL students,
etc.)

Page 26
Date:
Initial Classroom Observation

Collection of Evidence: CSTP
CSTP 1:
CSTP 2:
Creating and Maintaining
Effective Environments for
Student Learning
CSTP 3:
Understanding and Organizing
Subject Matter for Student Learning
CSTP 4: Planning Instruction

CSTP 5:
CSTP 6:
Educator
Date:
Page 27
Date:

Collection of Evidence: Induction Program Standards (IPS)
IPS 5: Pedagogy
Assessment
Multi-tiered Intervention
Learning Environment
Technology
IPS 6: Universal Access: Equity for all Students

Inclusive Environment
Teaching Practice
Communication
IPS 6a: Universal Access: English Learners

Language Supports
ELD Instruction
Differentiated Instruction
IPS 6b: Universal Access: Special Populations

Collaboration
Modifications/Accommodations
Behavioral Support Strategies

Page 28
Date:
Post-Observation Reflection
DIRECTIONS: With your support provider, use evidence from the observation to capture key insights about
your teaching.
Post-Observation Key Insights:
Participating teacher reflection:
Key evidence shared after observation:
Insights:

Page 29
Date:
Individual Induction Plan for Professional Development

Education Specialist Candidates
Participating
Teacher
Support
Provider
District
Teaching
Assignment
Content
Area
School
Credential Area of Emphasis

1. (Choose 1)
Current and Emerging Research and Practices: Each candidate
2. Decide on a focus for professional development.
demonstrates knowledge of and ability to interpret, apply and

disseminate current and emerging research, theory, legislation, policy
and practice.
Development of Specific Emphasis Each candidate demonstrates

ability to expand upon the scope and depth of study in specific content
areas, as well as expertise in performing specialized roles and/or
responsibilities.
3. What are the anticipated, measurable outcomes for

student learning?
4. Date of 5.
research
Identify which resources (more then one) you will use

for your research and describe below.
4. Date of
research
5. Identify which resources (more then one) you will use

for your research and describe below.
Observation/interview of other teachers
Other
8.
Observation Record

Page 32
Inquiry Observation Record Part 1

DIRECTIONS: Support providers gather evidence related to the focus question, selected CSTP, state-adopted academic
content standard(s), and embedded Induction Program Standard(s).
Date:
Support Provider:
State-adopted
Academic Content
Standard(s):
Focus Question(s):
What evidence could your support provider collect in relation to your focus question?
Time Observation
Begins:
Induction Program Standard(s) Focus:
Time Observation
Ends:
Observation Data:
Check the box(es) indicating each CSTP observed during the lesson.
Engaging and Supporting All Students in Learning (1)

Experiences for All Students (4)

for Student Learning (2)
Assessing Students for Learning (5)
Understanding and Organizing Subject Matter

for Student Learning (3)
Developing as a Professional Educator (6)
The Induction Program Standards (Pedagogy, Universal Access: Equity for All Students, Universal Access: Teaching English
Learners, andUniversal Access: Teaching Special Populations) are embedded with obervation of the California Standards for
the Teaching Profession (CSTP).

Page 33
Inquiry Observation Record Part 2

DIRECTIONS: Support providers gather information related to focus student participation, behavior, and differentiation of
instruction.
Focus Student 1 - English Learner:
Focus Student 2 - Special Populations:
Focus Student 3 - Choice:

Page 34
Observation Resource Guide l Induction Standards

Directions:
Culturally/Linguistically
Responsive Teaching (E)
Student Participation
Collaboratively works in groups
with explicitly defined roles E1
Expresses understanding of
directions/content/ procedures E2
Engages in academic talk E3
Leads discussions and asks
questions E4
Practices responses in primary
language and English E5
Teacher Attention
Directs instruction to wide range of
students (gender, race, ethnicity)
E6
Calls on diverse students (gender,
race, ethnicity) E7
Validates and affirms multiple
perspectives regarding learning
and speaking styles and for
conflict resolution E8
Conditions That Support

Special Populations (SP)
Creating Effective
Environments
Emphasizes key vocabulary (e.g.,

introduced & highlighted) EL3
Provides adequate wait time

SP4
Provides for student choice SP5
Positive Behavior Support

Strategies
Uses consistent rules and
procedures SP6
Plans for transitions SP7
Cues students non-verbally SP8
Moves about room, increases

presence where problems might
occur SP10
Teacher Tone and Expression

Seeks student explanation for the
cause of off task behavior prior to
redirection. E13
Uses calm, quiet voice SP11

Reinforces positive behaviors
SP12
Differentiating the Learning

Process
Uses standards-aligned
instructional materials and
resources SP13
Uses accommodations and
modifications based on
assessed student needs SP14
Lesson Delivery
Pre-assesses/taps prior
knowledge SP15
Presents positive support and

positive consequences more
frequently than the highlighting of
negative consequences E15
Scaffolds instruction SP16
Presents explicit task steps and

outcomes: Orally, Visually, Other
E 16
Uses samples of exemplar student
work E17
Clearly addresses content

objectives through lesson
delivery EL4
Adjusts speech appropriate for

students proficiency levels (e.g.,
slower rate, enunciation,
paraphrase) EL6
Clearly explains academic tasks
EL7
Uses scaffolding techniques
consistently (realia, pictures,
graphic organizers, etc.) EL8
Assesses student comprehension
and learning by checking for
understanding (e.g., thumbs up,
choral response, signal cards,
whiteboards) throughout the
lesson EL9
Interaction
Respectfully redirects off task

student behavior E14
Directions
Lesson Delivery
Differentiates lesson appropriate

to students language levels EL5
Uses instructional resources

(including technology-related
tools) E10
Stops sexual harassment of all

forms (sexual orientation and
gender expression), bullying, and
racial slurs E12
Explicitly links concepts to

background experiences EL1
Structures for frequent student

response SP2
Balances direct instruction,
group work, and/or independent
work SP3
Uses meta-cognitive strategies

(think-alouds, graphic
organizers and study guides)
SP17
Assesses student
comprehension and learning by
checking for understanding
(e.g., thumbs up, choral
response, signal cards,
whiteboards) throughout the
lesson SP18

Technology Integration (T)
Teacher Use of Technology
Explicitly links past learning and

new concepts EL2
Gets students attention before

giving directions or explanations
SP9
Affirms and teaches appropriate

use of home, social, and
academic language (situational
appropriateness) E11
Building Background
Minimizes time spent on

discipline and classroom
interruptions SP1
Uses wait-time based upon

students needs and strengths E9
Teacher Language

English Learners (EL)
{Provides frequent opportunities

for interaction and discussion
that promotes higher-order
thinking skills (e.g., literal,
analytical, and interpretive) EL10
Grouping supports language and
content objectives of the lesson
EL11
Provides sufficient wait time for
student responses EL12
At least 50% of the talking is by
the students EL13
Uses resources from the adopted

Instructional Materials such as
publisher websites and publisher
provided lesson resources T1
Uses available classroom
resources such as document
cameras, interactive
whiteboards, computers, etc. to
engage students in lessons T2
Uses technology to assist in
classroom administration such as
seating charts, grades, record
keeping, etc. T3
Uses technology to manipulate
and analyze classroom
assessments to draw
conclusions and guide future
instruction T4
Uses classroom computers and
digital tools to promote learning
and creativity T5
Adheres to local district
technology policies including
copyright, awareness of privacy,
security and safety T6
Student Use of Technology

Uses technology to remediate,
practice, or extend lessons T7
Uses technology beyond the
school day to enrich curriculum
T8
Accesses to customized and
personalized learning objectives
T9
Uses technology to locate,
analyze, evaluate and use
information resources
(information literacy skills) T10
Follows local district technology
policies including copyright,
awareness of privacy, security
and safety T11
Strategies Observed
ELD
Clearly states Language learning
objectives from California ELD
standards EL14
Utilizes the district-adopted ELD
materials during the lesson EL15
Groups students by language
ability level EL16
Computers/printers in use
Powerpoints
DVD/Video Clips
Computer grading systems
Student Information Systems
Interactive Whiteboards
Overhead/Document cameras
Inquiry into Teaching

and Learning

Page 36
Inquiry
Purpose: An inquiry-based system guides and informs participating teachers about their own professional
growth for the purpose of improving teaching. Participating teachers gather information, collaborate, and/or
observe a colleague, develop an action plan, implement that action plan, and look for ways to apply what is
being learned to a lesson series. The results are used to guide professional development and future practice.
Determining the Focus of the Inquiry and Developing the

Action Plan
STEP ONE
Designing the IIP
Determining what I need to know and be able to do

Review evidence collected prior to the Inquiry with your support provider, identify the focus question
for the Inquiry, and begin developing an action plan. Actions taken over the course of 2-3 months
should be continually recorded. Examples of research that will be described can include:
Talk with colleagues

Observe professional colleagues
Read research related to focus question
Attend workshops/courses
Analyze data such as, student work
Research a question on the Internet
Preparing for Instruction
STEP TWO
Preparing a Lesson
Series
What do you want students to know and be able to do?

How will you know that they know? How will you respond if they dont know?
What will you do if they already know it?
Essential Components for Instruction Use this to ensure that all lesson components have been
considered when designing the lesson series.
Entry Level Assessment: Use information from an assessment to identify focus students, plan
lesson series, and make appropriate adaptations to instruction.
Selecting Focus Students Identify three students who represent the range of students in the
classroom or on the caseload: 1) English Learners 2) Special Populations and 3) Choice: A student
who completes the range of ability in the classroom not represented above.
Lesson Series Begins
STEP THREE
Lesson Observation
Observation
Collecting supportive evidence of implementation
Pre-conference
Review completed Essential Components for Instruction and corresponding lesson plan
Review information recorded on Focus Student Selection. Use a copy of the seating chart to identify
focus students.
Determine where the lesson to be observed fits within the lesson series.
Review Context for Teaching for additional resources.

Observation: SPs will select an appropriate observation tool. These notes will be part of the PTs portfolio.
Post Observation: After reviewing evidence, record how the changes implemented impacted classroom
instruction.
STEP FOUR
Examining Student
Work

Analyzing Student work to determine next steps for Instruction
At the conclusion of the lesson series, a summative assessment is given and participating teachers
and support providers analyze the work of class, especially the three focus students, in order to
document how effective students were in meeting learning goals.
STEP FIVE
Assessing
Professional Growth
Reflection and Application

Assessing professional growth over time
Review the evidence collected and record conclusions on the IIP as a final reflection.
Using the Continuum of Professional Practice as a guide, teachers assess practice in relation to the
CSTPs.

Page 37
IIP #
Date:

Support Provider
District
Teaching
Assignment
Content Area
Ed. Spec. Area of Emphasis
School

3. Which CSTP element(s) will be addressed?
4. What measurable changes in student learning will you

see?
PLAN
1. Based on findings from self-assessments, determine

area(s) of focus.
5. Date of research
6. Identify which resources (more then one) you will use for your research and describe below
Other
8.Results: Examples of classroom changes as a result of the

implementation of new knowledge
PLAN/TEACH

7.
REFLECT
9A. As a result of the inquiry process, describe the impact on instructional/classroom practices and student achievement? (list specific
evidence)
10. Describe how you will apply new learning to future practice.
APPLY

Page 38

DIRECTIONS: With your support provider, discuss and record information to ensure all essential components for instruction are
considered when designing your lesson series.
Education Specialist teachers in non-traditional instructional settings consider the areas of

need as Identified in the Individual Transition Plan or Individual Family Service Plan.
Support Provider:
Content Area:
Beginning Date:
Grade/Period:
Anticipated number of lessons in series?
1.
2.
Copy the academic content standard(s) and/or IEP

expectancies being addressed:
Ending Date:
What are the learning objectives?
How will students be helped to connect the content to

real life applications?
How will the learning objectives be communicated to the

students? Families?
3.
4.
How might key understandings from your IIP Action Plan

be applied to this lesson series?
5. How will students use technology to advance their

learning? What technology will be used to enhance
instruction?
What materials will be needed for this lesson series?
6. How will you engage your students considering your

instructional environment?
7. What instructional strategies will be used in this lesson

series? How might they assist in reaching all learners?
8. Other considerations:

Inquiry into Teaching and Learning Essential Components for Instruction
Page 1 of 1
Date:
Entry-Level Assessment Part 1

(District student assessment data may be substituted)
DIRECTIONS: To understand the range of learners in your class, give an entry-level assessment to your students. Collect
the student responses and follow the process of analysis outlined below. Attach a copy of the entry-level
assessment and scoring guide.
1. Sort the student responses into two categories:
Students who scored below grade/content standards level or IEP expectancies
Students who scored at or above grade/content standards level or IEP expectancies
2. For students who scored below grade/content standards level or IEP expectancies, determine their level of performance as:
not met
partially met
3. For students who scored at or above grade/standards level, or IEP expectancies, determine their performance level as:
met
exceeds
4. Record students names in the respective performance level column below.
BELOW GRADE/STANDARDS LEVEL
OR IEP EXPECTANCIES
Not Met
Partially Met
AT LEVEL OR IEP
EXPECTANCIES
ABOVE LEVEL OR
IEP EXPECTANCIES
Met
Exceeds

Page 41
Date:
Entry-Level Assessment Reflection Part 2
Above Grade
Level or
IEP Expectancies
At Grade Level or
IEP Expectancies
Below Grade/Standards Level

or
IEP Expectancies
DIRECTIONS: Based on the entry-level assessment, discuss the results with your support provider, and
respond to the questions below. Attach copies of the entry-level assessment responses for your
three focus students.
Before instruction begins, what do the assessment results tell you about what your students
understand and are able to do? What do you think are some possible factors to consider, for students
to achieve at each of these levels?
Not Met:
Partially Met:
Met:
Exceeds:
How will you provide interventions for students categorized as not met or partially met? What additional
support may be needed?
How will you differentiate for the students categorized as met or exceeds?

Page 42

DIRECTIONS: For this lesson series, use the entry-level assessment data to select students representing
the range of learners in your instructional environment. Identify three focus students for each inquiry.
Focus Student 1: English Learner
Focus Student 2: Special Populations
Focus Student 3: Teachers Choice

In the boxes below, record first names (last initial if necessary) of selected students.
Education Specialist select focus students based on their caseload.

Include
Below Grade/Standard Level or IEP

Expectancies
Not Met
Partially Met
At Grade Level or
IEP Expectancies
Above Grade
Level or IEP
Expectancies
Met
Exceeds
Focus Student 1:
English Learner
Alternate:
Focus Student 2:
Special Populations
Alternate:
Focus Student 3:
Choice
Alternate:
Describe instructional or behavioral considerations for each focus student. Additional considerations may
include work habits, social skills, social/emotional, behavior, and practical abilities, academic abilities,
personal interests, etc.
Focus Student 1:
English Learner
What support/resources (e.g., EL coach, translation materials, primary language textbook, etc.) do you
anticipate this student will need?
Focus Student 2:
Special
Populations
What support/resources (e.g., paraprofessional, designated instructional support, adaptive technologies,
etc.) do you anticipate this student will need?
Focus Student 3:
Choice
What support/resources do you anticipate this student will need?

Page 43
Lesson Plan Template for Observation (Optional)

DIRECTIONS: For the support providers observation of a lesson, use this template or a district-aligned lesson plan
template. Collect the graded work from the three focus students to attach to the Analysis of Student Work (C-7).
Date of lesson:
State-adopted academic content standard(s):
Time
Allocation:
Sequence of Lesson:
Introduction:
Direct Instruction:
Modeled Instruction:
Guided Practice/Checking for Understanding:
Independent Practice:
Differentiated Instruction for Focus Students:

Page 44
Date:
Summative Assessment Part 1

DIRECTIONS: Administer the summative assessment. Collect the student responses and follow the process of analysis
outlined below. Attach a copy of the summative assessment and scoring guide.
Students who scored below grade/content standards level or IEP expectancies
Students who scored at or above grade/content standards level or IEP expectancies
2. For students who scored below grade/content standards level or IEP expectancies, determine their level of performance as:
not met
partially met
3. For students who scored at or above grade/standards level, or IEP expectancies, determine their performance level as:
met
exceeds
4. Record students names in the respective performance level column below.
BELOW GRADE/STANDARDS LEVEL
OR IEP EXPECTANCIES
Not Met
Partially Met
AT LEVEL OR IEP
EXPECTANCIES
ABOVE LEVEL OR
IEP EXPECTANCIES
Met
Exceeds

Page 45
Date:
Summative Assessment Reflection Part 2

DIRECTIONS: Based on the summative assessment results, respond to the questions below. Attach
copies of the summative level assessment responses for your three focus students.
1. Review the learning objectives identified on the Essential Components for Instruction document (C-2,
Box 2) and describe the learning outcomes achieved.
2.
3.
Reflect on the Essential Components for Instruction document (C-2, Boxes 6, 11, and 12). For students
scoring in the categories of not met or partially met describe how the following may have impacted their
learning?
a. Entry Level and Progress Monitoring Assessment results (Box 6):
b.
Instructional Strategies (Box 11):
c.
Accommodations/Modifications (Box 12):
d.
Other:
Based on the summative assessment results, respond to the following questions:

What do you observe in each students work?
What does each students work sample tell you about the effectiveness of the instructional
strategies used?
What are the next step(s) for each student and why?
Focus Student 3: Choice
4.
Given the summative assessment, what additional interventions might you provide for students who
did not meet the learning objectives?
5.
What needs might you anticipate for the students who exceeded the learning objectives?

Page 46
Self-Assessment

Page 48
Self Assessment
Purpose: Teachers knowledge, skills, and practices develop throughout their professional
careers. The nature of teaching requires continuous growth in order to engage and challenge
increasingly diverse students. Teachers are never finished as professional learners, no matter
how extensive or excellent their formal education and preparation. If teachers expertise,
capabilities, and accomplishments are to be enriched over time, they must become reflective
practitioners who actively seek to strengthen and augment their professional skills, knowledge,
and perspectives throughout their careers.

During this step in the inquiry process, participating teachers and support providers will:
1. Reflect on student learning and teaching practice
2. Formulate professional goals to improve teaching practice
3. Guide, monitor, and assess the progress of their practice toward professional
goals and standards
Review the evidence collected, and help the PT describe strengths and challenges, and
assess his/her practice in relation to the Induction Standards.
Self-Assessment: Pedagogy
Self-Assessment: Equity for All Students
Self-Assessment: Teaching English Learners
Self-Assessment: Teaching Special Populations
Self-Assessment: Education Specialist Clear (if appropriate)
Self-Assessment: Education Specialist Clear (for Education Specialist Candidates ON

Page 49
Name:
How do I help my students meet or exceed grade level standards?

Directions: With your support provider review and discuss the standards below referencing any information gained through Conversation Guides.
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.
Using the Checklist and citing evidence, describe your strengths and challenges.
Assessment Data: How I use
Assessment Data: Do you
Initial Self-Assessment Date/Comments:
multiple measures to monitor
Manipulate and analyze classroom assessments to draw
students progress toward meeting
conclusions and guide future instruction
adopted academic content standards
Involve students in self-assessment, goal setting, and
monitoring progress
Final Self Assessment Date/Comments:
Communicate all students with information about their
progress
Multi-tiered Intervention: How I

use multi-tiered interventions to meet
the diverse learning needs of my full
range of learners
Multi-tiered Intervention: Do you

Uses the adopted Instructional Materials such as publisher
websites and publisher provided lesson resources
Uses resources such as technology to remediate, practice,

or extend lessons
Learning Environment: How I
Learning Environments: Do you
create a well-managed, safe and

healthy learning environment
Uses available classroom resources such as document

cameras, interactive whiteboards, computers, etc. to
engage students in lessons
Minimizes time spent on discipline and classroom

interruptions
Provides adequate wait time

Provides for student choice
Technology: How I use technology
Technology: Do all your students
to assess, plan, and deliver

instruction
Use technology beyond the school day to enrich curriculum
Use technology to locate, analyze, evaluate and use

information resources (information literacy skills)
Follow local district technology policies including copyright,

awareness of privacy, security and safety
Possible sources of evidence to review when addressing these prompts: Class Profile; School and District Information/ Resources; Ongoing Parent/Student Communication; Student Work;
Classroom Observations; School Calendar; Standards for Student Behavior/Classroom Rules/Discipline Plan; Student Strengths (See Class Profile); Assessment and Technology tools; Instructional
Materials; Pacing Guide/Curriculum Map/Scope and Sequence; Ongoing Parent/Student Communication; Student Work; Classroom Observations
Name:
Self-Assessment: Equity for all Students

How do I create and maintain an equitable and inclusive learning community in my classroom?
Inclusive
Environments:
How I support
students from all
ethnic, racial, socioeconomic, cultural,
academic, and
linguistic
backgrounds; gender,
sexual orientation
Teaching
Practice:
How I use culturally
responsive teaching
practices to overcome
the effects of bias on
my students
Reflection Planning Checklist

Student Participation: Do all your students
Collaboratively work in groups with explicitly defined roles
Express understanding of directions/content/ procedures
Engage in academic talk
Lead discussions and ask questions
Directions: Do you.
Present explicit task steps and outcomes: Orally, Visually, Other
Use samples of exemplar student work
Teacher Attention: Do you.
Direct instruction to wide range of students (gender, race, ethnicity)
Call on diverse students (gender, race, ethnicity)
Validate and affirm multiple perspectives regarding learning and speaking styles and
for conflict resolution
Use wait-time based upon students needs and strengths
Use instructional resources (including technology-related tools)
Teacher Language: Do you.
Affirm and teach appropriate use of home, social, and academic language (situational
appropriateness)
Stop sexual harassment of all forms (sexual orientation and gender expression),
bullying, and racial slurs
Teacher Tone and Expression: Do you.
Communication:
How I communicate
with students,
colleagues, resource
personnel and families
to provide equitable
access to the stateadopted academic
content standards
Seek student explanation for the cause of off task behavior prior to redirection.
Respectfully redirect off task student behavior
Present positive support and positive consequences more frequently than the
highlighting of negative consequences
Working with Families: Do you.
Develop an understanding of families racial, cultural, linguistic, and socioeconomic

backgrounds
Use families as sources of knowledge about students strengths, interests and needs
Present the educational program to ALL families in a through and comprehensible

way
Provide opportunities for all families to participate in the classroom and school
community
Possible sources of evidence: Class Profile; School and District Information/ Resources; Ongoing Parent/Student Communication; Student Work; Classroom Observations
Name:
Self-Assessment: Special Populations

How do I structure learning opportunities and support that make the curriculum engaging, comprehensible
and challenging for my special populations?
Collaboration:
Collaboration: Do you
How I collaborate with

special services/general
education personnel to
ensure that the assessed
needs of students are
met.
Collaborate with teachers, administrators, education specialists,

paraeducators to meet students learning needs
Remain receptive to the feedback of others in support of student

learning
Contribute to the learning of other educators
Benefit and contribute to professional organizations to improve my

teaching
Modifications/
Accommodations:
How I instruct special
populations including
advanced learners (e.g.
varying curriculum depth
and complexity and/or
using technology)
Behavioral Support
Strategies:
How I recognize students
strengths and needs and
use positive behavioral
strategies to meet the
needs of all students
Differentiating the Learning Process: Do you
Use standards-aligned instructional materials and resources
Use accommodations and modifications based on assessed student

needs
Lesson Delivery
Pre-assess/tap prior knowledge
Scaffold instruction
Use meta-cognitive strategies (think-alouds, graphic organizers and

study guides)
Assess student comprehension and learning by checking for

understanding (e.g., thumbs up, choral response, signal cards,
whiteboards) throughout the lesson
Positive Behavior Support Strategies:
Do you
Use consistent rules and procedures
Plan for transitions
Cue students non-verbally
Get students attention before giving directions or explanations
Move about the room; increase presence where problems might occur
Use calm, quiet voice
Reinforce positive behaviors
Possible sources of evidence: Class Profile, SST Artifacts; Assessment Results; Sample from Instructional Materials Used; School and District Information/ Resources that meet the needs of
special populations; Student Work; Classroom Observations
Name:
Self-Assessment: English Learners

How do I structure learning opportunities and support that make the curriculum engaging, comprehensible
and challenging for my English learners?
Language Supports:
How I use measures of
English language
proficiency to make
instructional decisions
ELD Instruction:
How I support my students
development of academic
language and English
language development
Differentiated
Instruction:
How I differentiate
instruction based on my
students culture, levels of
acculturation, proficiency in
English and/or prior
schooling
Interaction: Do you
Provide frequent opportunities for interaction and

discussion that promotes higher-order thinking skills (e.g.,
literal, analytical, and interpretive)
Use grouping to support language and content objectives

of the lesson
Provide sufficient wait time for student responses
Ensure that at least 50% of the talking is by the students
ELD: Do you
Clearly state Language learning objectives from California

ELD standards
Utilize the district-adopted ELD materials during the lesson
Group students by language ability level
Building Background: Do you
Explicitly link concepts to background experiences
Explicitly link past learning and new concepts
Emphasize key vocabulary (e.g., introduced & highlighted)
Lesson Delivery: Do you
Differentiate lesson appropriate to students language

levels
Adjust speech appropriate for students proficiency levels

(e.g., slower rate, enunciation, paraphrase)
Clearly explain academic tasks
Use scaffolding techniques consistently (realia, pictures,

graphic organizers, etc.)
Assess student comprehension and learning by checking

for understanding (e.g., thumbs up, choral response, signal
cards, whiteboards) throughout the lesson
Possible sources of evidence to review when addressing these prompts: Class Profile; School and District Information/ Resources; Ongoing Parent/Student Communication; Student Work;
Classroom Observations
Name:
Self-Assessment: Education Specialist Clear

Collaboration,
Consultation, and
Co-teaching in the
LRE:
How I support my
students integration
into the Least
Restrictive
Environment
Least Restrictive Environment:
Professional
Development:
How I make
selections to advance
my professional
growth
Selection of Relevant Professional Development:
Current Research
and Trends
How I integrate
current research into
my practice
Do you
Ensure that supplementary aids and services are provided

in conjunction with a regular class placement
Ensure that the education placement of the student is based
on his/her IEP
Ensure that students participate in nonacademic and
extracurricular services and activities to the same extent as
peers who do not have disabilities appropriate to the needs
of the student
Are you engaged in advanced study such as
District required protocols

Case management
Advocacy
Consultation and collaboration
Co-teaching
PLC participation
Schoolwide positive behavior support
Data driven instruction
Additional authorizations
Coursework in advanced specialist specific area
Awareness of issues, trends:

Are you aware of evidence-based practices related to
Social intervention
Academic intervention
Advanced level data driven instruction
Behavioral intervention
Current legal issues
Possible sources of evidence to review when addressing these prompts: Conversation Log, Lesson Plan, IIP, Assessment Results; Student Work; Classroom Observation

Reflective Summary of
Teaching Practice

Page 56

The formative assessment process provides the opportunity to systematically focus on developing as a professional
educator (CSTP Standard 6) in all aspects of teaching. The Summary of Teaching and Learning is a holistic reflection on
your teaching through a review of the Context for Teaching and Learning, Inquiry into Teaching and Learning, and SelfAssessments.
This reflection captures your progress related to the California Standards for the Teaching Profession, the state-adopted
academic content standards for students, and the Induction Program Standards.
STEP
ONE
Culminating Questions and Reflection Guide
Review the Self-Assessments and the Continuum of Teaching Practice. Consider the evidence
collected during the Context for Teaching and Learning and the Inquiry into Teaching and Learning and
use the Culminating Questions and Reflection Guide to navigate through a reflective conversation.
STEP
TWO
Written Reflection
Written reflection
Using the Culminating Questions and Reflections Guide, identify teaching practices that had the
greatest impact on student learning and the progress you made toward your professional growth
goals. Meet with your support provider to:
Discuss your personal insights about your professional growth
Surface additional insights from your collaborative conversation
Record reflections on the Reflective Summary of Teaching Practice.
STEP
THREE
Sharing Key Insights

Share key insights
Prepare to share your key insights. Your program director will determine the process and venue for sharing.

Page 57

Purpose: This is an opportunity to your development as a professional educator (CSTP Standard 6). The Summary of Teaching and
Learning is a holistic reflection on your teaching through a review of the Context for Teaching and Learning, Inquiry into Teaching and
Learning, and Self-Assessments.
DIRECTIONS: Based on your work this year, use evidence to guide your thinking and prepare a written reflection. The key insights
captured here may be shared during your programs culminating activity.
1. What have you learned about yourself as a teacher?
What were your growth areas?

How did you select PD to enhance your teaching abilities?
How have your students benefitted from your reflections and the
learning that took place in your inquiries?
3. Describe a piece of evidence that best illustrates a shift

you may have made in your teaching.
Highlight the best evidence that illustrates a change/improvement
in your teaching
2.
What have you learned about your students?
What did you learn about differentiating instruction?

What did your student assessments tell you about your teaching?
In what ways did you impact student success?
How did your students progress compared to what you
expected?
4. What will you investigate or focus on in the next year?
What led you to choose this area of focus?

How will you continue to be a consumer of research, i.e. current
issues and trends, journal articles, and evidence based on
research in the field?
Conversation Guides

Page 60
Conversation Guides
Purpose: Conversation Guides are intended to challenge thinking by focusing attention on evidence. Participating
Teachers are asked to collect evidence and engage in collaborative conversation with their support provider to actively
problem-solve and make decisions.
There are six Conversation Guides (five for MS/SS candidates and six for Education Specialist Candidates):
Class, School District Community (CSDC)
Pedagogy
Equity
English Learners
Special Populations
Education Specialist (only) Conversation Guide
Each guide has sections:
Collecting: Evidence that needs to be collected.
Contextualizing: Prompts to choose from that are designed to promote thinking.
Extending: Space to reflect upon this information as it impacts teacher effectiveness and student
learning.
Preparing for Conversation
STEP ONE
Review the Collecting column of the guides and decide how to gather evidence. Generally,
Participating Teachers in their first year focus on the CSDC, Pedagogy and Equity Guides. In Year
2, Participating Teachers review Special Populations and English Learners Guides.
The conversation should be focused on evidence. The Participating Teacher and Support Provider
should decide on which items of evidence listed in the Collecting Column of the Conversation Guide
will be shared in the portfolio.
Select questions that are relevant to the Participating Teachers evidence, experience, and needs.
Use these questions as prompts to make meaning. Please note that questions in the Extending
column are intended to help the Participating Teacher think more deeply about the topic.
STEP TWO
Summarizing the Conversation
As artifacts are reviewed and discussed, the Support Provider may wish to take notes as evidence
for marking the Continuum of Teaching Practice. These notes are intended to capture thinking,
insights, and next steps.

Page 61
Conversation Guide
Class, School, District, and Community
DIRECTIONS: As a support provider, discuss the prompts below with your participating teacher. The information discussed will help
guide your participating teacher with classroom decision-making and identification of areas for future inquiry. The discussion will lead
into graduated levels of depth and complexity. Collecting requires gathering information. Contextualizing requires application of the
gathered information to your classroom practice. Extending invites deeper thinking with application to future practice.

Collecting
Class/
Student Service Profile
Instructional
Environment
School and District

Home/School
Communication
Site Orientation
Checklist
Community Map
Extending
Contextualizing
What information does the profile provide that aids you

in designing and delivering instruction?
How do you use this data to inform your instruction?
How do you ensure the special needs of students are
being met? How do you collaborate with other members
of the staff?
How does your classroom layout/ instructional

environment support student safety, engagement and
equitable access?
What might a site administrator see in your instructional
environment that promotes student learning?
What implications will the school-wide discipline policy
(e.g., tardy and attendance policies, office referrals,
behavior support plan) have on your classroom
management plan?
How are students referred for special education
services, and what is your role?
What strategies are you using to ensure positive

communication with students and their families?
How do you ensure that families of students with
disabilities are able to understand parent rights and
procedural safeguards?
What are the district guidelines for home visits?
How are site goals measured and whats your role in
achieving them?
What have you learned about the schedules on your site
and how they might impact your instruction?
Where are the local community services (police station,

fire station, and hospital) located?
What community resources (libraries, tutoring,
recreation, and parks) are available to support students?
What community services are offered regarding safety,
health, and well-being (medical clinics, counseling
services, etc.)?
What community services are available for special
needs students (regional center, department of child
welfare, department of rehabilitation, etc.)?
How does the make-up of your

classroom/caseload influence choice of
instructional strategies and teaching methods,
classroom activities, groupings, etc.?
In what ways do you adjust the lesson delivery to
ensure all students have access to the core
curriculum?
What classroom layout/ instructional environment
best meets both your teaching style and your
students learning needs?
How does the schools culture reflect the home

culture of the students in your classroom?
How do the various programs offered at the
school/district reflect the focus for the year?
How are faculty and support staff working
together to meet the school improvement targets?
How can you best communicate with hard-toreach parents and families?
What adjustments will you make to be more
accessible to parents and families (i.e., before
and/or after school)?
How does the formal evaluation by your site
administrator align with your work in Induction?
How do these school and site expectations
contribute to student learning?
What are you noticing about your students in
relation to the surrounding community?
In what ways does the schools geographic
location influence student safety, health, and wellbeing?
How might the community influence student
learning?

Page 62
Conversation Guide

Collecting
Contextualizing
Caseload Profile
School Information
District and
Community
Information
What is my plan for informing the general education teachers of the students specific needs, modifications,
accommodations, and/or behavioral support?
Outside IEP meetings with parents, what system do I have for informing parents of IEP goal progress?
How do I facilitate parent involvement as a means of improving services and results for the student?
How can I most effectively use my instructional assistant(s) and/or one-on-one paraprofessional(s)? What
are their responsibilities?

Who determines whether an English Learner referral is a language needs issue or a special education
issue?
Who performs the following: scheduling IEPs; notifying team members; coordinating the initial assessment;
keeping track of the 30 day interim placements; coordinating the triennial assessment; facilitating the IEP
meeting?
What type of communication procedures are in use between the general education teachers and the case
managers? (e.g. are there any forms available for the special education teachers to use in communication
with the general education teachers?)
How is special education at my site viewed by other students, faculty, parents, and administration?
What other support or alternative programs are available in my district/county/SELPA and how are these
programs accessed?

Page 63
Conversation Guide
Pedagogy
Profile Components: Pedagogy

Collecting
School Calendar
Standards for Student

and Classroom
Behavior/ Positive
Behavioral Support
Plans
Parent/Student
Communication
Instructional Materials
(teacher edition, student
texts, support materials,
enrichment)
Pacing Guide/
Curriculum Map/ Scope
and Sequence
Data Program(s) for

Student Information
Student Strengths
Contextualizing
Extending
How do calendared events (assemblies, testing)

influence teaching and learning in my
classroom? How can you make optimal use of
instructional time?
How do you allocate instructional time to implement

the instructional program?
How do your routines and procedures provide a

fair and respectful climate for student learning?
How might you adjust instructional time in response

to unexpected calendar changes?
How do you help your students take ownership for
establishing and maintaining a fair and respectful
climate for student learning?
How will implementation of positive behavioral

support plan(s) ensure success for student
learning?
How do you use your Back to School Night
presentation to discuss learning, identify
classroom and academic goals, and build
relationships with your students parents and
families? What can you learn about your
students from their parents and families?
What are some examples of how that is working in

your classroom?
What steps have you taken to establish a learning
partnership with your students families?
How does a greater understanding of the

community aid communication with your students
family?
How do you use computer applications (grading

programs, letters home) to communicate with
parents and families regarding grades?
How does communication with parents and families

inform your instruction?
What professional development is available to

support your subject-matter focus? How can you
access available training for your content area?
How are you incorporating new learning received

from training into your lesson design and delivery?
Are your materials appropriate and sufficient?
How does your collaboration with other grade

level/department teachers influence use of
instructional materials and delivery of instruction?
How does the instructional material provide the

basis for differentiating instruction?
What are some strategies you and your colleagues
use to ensure students are actively engaged in
appropriately designed instruction?
How can you group your students to use

instructional time efficiently?
What impact does the calendar have on your

sequence?
How do you use the data to analyze the learning
needs of your students and inform instruction?
How do you determine report card grades?
What strategies do you use to identify student

strengths? How do you use student strengths to
support their learning?
How do you and your colleagues address students

who are falling behind the learning of others?
Describe how collaboration with colleagues might
result in increased learning for all students?
How do you enable your students to recognize and

use their strengths to take ownership of their own
learning?

Page 64
Conversation Guide
Universal Access l Equity
Profile Components: Universal Access Equity

Collecting
Class Profile /
Case Load
Contextualizing
Extending
What are the background experiences, languages, and

skills/abilities represented by the students in your
classroom? How can you use this information to better
connect with students?
What steps can you take to eliminate any bias

brought to the classroom/instructional
environment and provide equal access to the
core curriculum?
What are you noticing regarding bias that might

influence your teaching or affect student learning?
How do you ensure that instructional

methodologies and processes are adapted and
aligned with the core curriculum?
What flexible learning groups might you use to meet

your students learning needs?
What effect will groupings have on your students ability

to meet state-adopted academic content standards?
Considering the types of learners in your

environment, which strategies have you
identified for a broad application and which one
can you keep in mind for specific learners?
How do you consistently monitor and adjust

teaching strategies to meet the needs of all
students?
In what ways have you effectively accessed

district resources to support the development of
culturally responsive teaching?
What contributing factors should you be

exploring to adhere to Least Restrictive
Environment (LRE)?
How does knowledge about family structure

influence your relationship with students and
families relative to student learning?
What are ways you can ensure that your

classroom/instructional environment and practice
provide positive images and positive language that
mirrors the population diversity of your county and state
as required under California Education Code?
How are you able to promote opportunities for all

learners to be successful?
How will you value and respect your student families

and appreciate their role in student learning?
How will you communicate with all your students'
families?

Page 65
Conversation Guide
Universal Access l Teaching English Learners
Profile Components: Universal Access Teaching English Learners

Collecting
Identification of EL
Students Home
Language
Testing results from

CST and CELDT
School/Grade Level
Assessments for EL
Students.
Adopted EL
Examination of State
ELD Standards
Technology Resources
for Instruction
Contextualizing
Extending
What resources are available to assist you in

communicating with parents and families who do
not speak English?
What might you need to have prepared in a

language other than English to ensure support for
the student?
What state/district/school policies influence your

EL instruction?
What assessment information is available to you

to aid your instructional planning for all students?
How might knowledge of additional resources

increase your ability to communicate with
families and influence in instructional planning?
How do you analyze assessment information to

plan instruction so that all students gain
mastery of curricular standards?
How do you adapt your lessons to meet the

needs of students who have differing CELDT
performance levels?
How do you assess English Learners to ensure

they have access to the core curriculum?
How can technology assist you in accessing and

analyzing data for greater understanding of your
student needs?
How do you use the information from

assessments to plan instruction to ensure all
students gain mastery of curriculum and content
standards?
How do you assess English Learners to ensure

they have access to the core curriculum? (i.e.
consider students culture, level of
acculturation, and prior schooling)
How do you use adopted standards-aligned

materials to effectively support your EL students?
What support do you need to increase your

understanding of and assist EL students in
their learning of the curriculum and content
standards?
How will you use ELD standards to support

English language development?
In what ways can you use flexible groups in

your classroom in order to provide ELD
instruction?
How do you use the electronic learning resources

to support instruction and to connect to the
standards?
How are you using technologies in lessons to

increase students understanding of
standards?
How many students have access to email and

internet at home? How will you adjust your
teaching to provide for those who do not?
How are you using and adapting lessons to

develop students informational literacy and

Page 66
Conversation Guide
Universal Access l Teaching Special Populations
Profile Components: Universal Access Teaching Special Populations

Collecting
Identification of Class
Profile Students:
Health Problems
Individual Education
Plans (IEP)
SST Interventions
504 Plans
Identified as Gifted &

Talented (GATE)
Contextualizing
What information are you required to monitor

on an ongoing basis for your special needs
students IEP and SST interventions?
How do you support your special needs

students including your GATE students in
relation to:
o Goals/benchmarks
o Modifications, accommodations,
variations
o IDEA legal requirements
Student Study Team (SST)

Procedure
Site Resources Available for

Special Populations.
How might you use the pre-referral intervention

process to address the academic, behavioral,
and emotional needs of your students?
How will you access the SST process?
What is the legal and ethical responsibility

related to a students individual education plan
(IEP) process?
What personnel, equipment, and assistive

technologies are available at your site to
support the learning of your students with
special needs?
How do you use electronic learning resources

to support instruction and to connect to the
standards?
In what ways do you use multiple types of

technology to facilitate student learning?
Technology Resources for

Instructional Program
Extending
How will I ensure that all my students,

including those with special needs and
those who are gifted and talented, are
integrated into the social fabric of the
classroom?
How do I assess the strengths of students

with disabilities and of students who are
gifted and talented and use this information
to plan instruction that supports all students
in meeting identified goals?
What is the relationship between my

2
schools SST and RtI process?
In what ways have you been able to

provide accommodations and modifications
that increase access to the core
curriculum?
How do you select appropriate resources to

meet the changing needs of your students?
How do you work with special education

personnel to best provide services for
students?
How do you know that students are

developing information literacy and

Page 67

Teaching Profession

Page 68
California Standards for the Teaching Profession (CSTP) Placemat

STANDARD ONE:
STANDARD TWO:
ENGAGING AND SUPPORTING ALL STUDENTS IN

LEARNING
CREATING AND MAINTAINING EFFECTIVE

ENVIRONMENTS FOR STUDENT LEARNING
1.2 Connecting learning to students prior knowledge, backgrounds,

life experiences, and interests
2.1 Promoting social development and responsibility within a caring

community where each student is treated fairly and respectfully
1.3 Connecting subject matter to meaningful, real-life contexts



1.5 Promoting critical thinking through inquiry, problem solving, and

reflection
2.4 Creating a rigorous learning environment with high expectations

and appropriate support for all students
1.6 Monitoring student learning and adjusting instruction while

teaching
2.5 Developing, communicating, and maintaining high standards for

2.6 Employing classroom routines, procedures, norms, and supports
for positive behavior to ensure a climate in which all students
can learn
STANDARD THREE:
STANDARD FOUR:
UNDERSTANDING AND ORGANIZING SUBJECT

MATTER FOR STUDENT LEARNING
PLANNING INSTRUCTION AND DESIGNING LEARNING

EXPERIENCES FOR ALL STUDENTS
3.1 Demonstrating knowledge of subject matter, academic content

standards, and curriculum frameworks
3.2 Applying knowledge of student development and proficiencies to
ensure student understanding of subject matter
4.1 Using knowledge of students academic readiness, language

proficiency, cultural background, and individual development to
plan instruction
3.3 Organizing curriculum to facilitate student understanding of the

subject matter


subject matter
4.4 Planning instruction that incorporates appropriate strategies to

meet the learning needs of all students
3.5 Using and adapting resources, technologies, and standardsaligned instructional materials, including adopted materials, to
make subject matter accessible to all students
4.5 Adapting instructional plans and curricular materials to meet the

assessed learning needs of all students

STANDARD FIVE:
STANDARD SIX:
ASSESSING STUDENTS FOR LEARNING
DEVELOPING AS A PROFESSIONAL EDUCATOR
5.1 Applying knowledge of the purposes, characteristics, and uses of

different types of assessments

6.2 Establishing professional goals and engaging in continuous and
purposeful professional growth and development
6.3 Collaborating with colleagues and the broader professional
community to support teacher and student learning



program

monitoring progress
6.6 Managing professional responsibilities to maintain motivation

and commitment to all students

6.7 Demonstrating professional responsibility, integrity, and ethical

conduct
5.7 Using assessment information to share timely and


Page 69
Glossary
And
Acronyms

Page 70
to lead and support the continuous improvement of

student achievement, with a specific focus on closing
achievement gaps. The CDE jointly administers the
BTSA program with the CTC.
Academic Content Standards - Standards

designed to encourage the highest achievement
of every student, by defining the knowledge,
concepts, and skills that students should acquire at
each grade level.
California English Language Development Test

(CELDT) - A test that measures the English language
development of English language learners in
listening, speaking, reading, and writing; any pupil
whose primary language is other than English as
determined by the home language survey and who
has not previously been identified as an English
learner by a California public school or for whom
there is no record of results from an administration of
an English language proficiency test, shall be
assessed for English language proficiency with the
test within 30 calendar days after the date of first
enrollment in a California public school, or within 60
calendar days before the date of first enrollment,
but not before July 1 of that school year.
Academic Performance Index (API) - A numeric

index (or scale) that ranges from a low of 200 to a
high of 1000; measures the academic performance
and growth of schools; a school's score on the API is
an indicator of a school's performance level. The
statewide API performance target for all schools is
800. A school's growth is measured by how well it is
moving toward or past that goal. A school's API Base
is subtracted from its API Growth to determine how
much the school improved in a year.
Action Research - A systematic form of inquiry that is
self-reflective, critical, and undertaken by the
participants of the inquiry [McCutcheon, G. & Jung,
B. (1990)]; a process in which participating teachers
examine their teaching practice using the techniques of
research. By using research procedures, teachers
learn to resolve teaching challenges.
California Formative Assessment & Support

System for Teachers (CFASST) - The formative
assessment system used in California since 1996;
CFASST was replaced with FACT.
Adequate Yearly Performance (AYP) - A statewide

accountability system mandated by the No Child Left
Behind Act of 2001 that requires each state to ensure
that all schools and districts make Adequate Yearly
Progress.

(CSTP) - Standards based on current research and
expert advice pertaining to best teaching practice; the
CSTP are organized around six interrelated
categories of teaching practice and represent a
holistic, developmental view of teaching. They are
intended to meet the needs of diverse teachers and
students in California. The CSTP are defined and
explicated in the Standards Booklet.
Advancement Via Individual Determination

(AVID) A college preparatory program for students
who are o f t e n e c o n o m i c a l l y d i s a d v a n t a g e d
a n d underachieving; AVID places academically
average students in advanced classes; levels the
playing field for minority, rural, low-income, and
other students without a college-going tradition in
their families; and targets students in the academic
middle who have the desire to go to college and
the willingness to work hard.
Closure Conference An evidence-based dialogue

between participating teachers and support providers
at the conclusion of each FACT Inquiry.
Commission on Teacher Credentialing (CTC)
The state agency that establishes policy and
regulations for teacher education and credentialing in
California; CTC jointly administers the BTSA program
with the California Department of Education. The
purpose of the Commission is to ensure integrity and
high quality in the preparation, conduct, and
professional growth of the educators who serve
California's public schools.
Assessment of Teaching and Learning - A FACT

process designed for participating teachers to
discern strengths and areas for growth that will be
used in subsequent inquiries of teaching practice;
and to identify resources and types of support needed
to develop and implement their Individual
Induction Plan. During this module, participating
teachers consider their prior knowledge and skills
from teacher preparation.
Context for Teaching and Learning - A module of

FACT in which participating teachers learn about their
teaching environment and the resources and
challenges it offers them and their students. With
a support provider, participating teachers will discuss
prompts focused on their classroom, school, district,
and community. The information gathered will
guide classroom decision-making and help identify
areas for professional growth.

(BTSA) - A state-funded induction program, cosponsored by the California Department of Education
(CDE) and the Commission on Teacher Credentialing
(CTC) designed to support the professional
development of newly-credentialed beginning
teachers and help them fulfill the requirements for the
California Clear Multiple and Single Subjects
Credentials, and most recently the Education
Specialist Credential.
Continuum of Teaching Practice (CTP) One of the

states assessment tools for FACT, the CTP defines
levels of teaching performance on each of the six
Standards of the CSTP.
California Department of Education (CDE) - The

state agency that coordinates the work of public
schools in California; the core purpose of the CDE is
District Assistance Intervention Team (DAIT) A

Page 71
team whose focus is at the district level; providers both

investigate and recommend corrective actions for
improving teaching and learning.
English Learner (EL) - a child who does not
speak English or whose native language is not English
and who is not currently able to perform ordinary
classroom work in English...Education Code Section
306.
Evidence - Data produced by participating teachers,
support providers, or students that documents a
teachers performance and can be linked directly to
one or more of the elements of the CSTP and/or
Induction Program Standards.
Formative Assessment - 1. A process of professional
judgment used to determine an individuals level of
performance in a particular area based on evidence,
standards, and criteria; 2. Characterized by multiple
measures of teaching, collaboration with colleagues,
focus on classroom practice, and reflection together
with a trained support provider about evidence using
specific criteria. 3. May be presented as evidence for
clear credential completion.
(FACT) - A reflective assessment and support
system designed to help participating teachers
develop their practice. The purpose of formative
assessment is to improve teaching as measured
by each standard of the California Standards of the
Teaching Profession (CSTP) and in relation to the
state-adopted academic content standards for
students, performance levels for students, and the
Induction Program Standards. Formative assessment
is an ongoing learning process that follows the cycle of
plan, teach, reflect, and apply. FACT is designed to
assist in meeting the learning needs of students while
helping participating teachers grow as professionals and
feel greater confidence as teachers.
Foundations - FACT is built upon the following
components: California Standards for the Teaching
Profession (CSTP), state-adopted academic content
standards for students, Induction Program Standards,
and evidence.
Framework - Curriculum frameworks describe and
define the content and instructional program teachers
are expected to deliver in a subject matter at each
grade level.
Gifted and Talented Education (GATE) - Provides
funding for local educational agencies to develop
unique education opportunities for high-achieving and
underachieving pupils in California public elementary
and secondary schools that have been identified as
gifted and talented. Special efforts are made to
ensure that pupils from economically disadvantaged
and varying cultural backgrounds are provided with
full participation in these unique opportunities.
Authorized by Education Code (EC) sections
52200- 52212.
Individualized Education Plan (IEP) - A detailed,
structured plan of action that informs and guides the

delivery of instruction and related services for the
student with identified special needs; It is an agreement
between stakeholders that supports the academic,
emotional, and behavioral growth of a student with
identified special needs. Teachers are legally
accountable to follow the goals and adaptations that
are written in the IEP.
Individual Induction Plan (IIP) - A plan that builds
upon a participating teachers assessed strengths and
needs, defines goals, and outlines specific action
plans for facilitating growth and development. Support
providers collaborate with participating teachers in its
development and implementation. IIPs are based in
part on formative assessment results, and are
reconsidered and revised according to participating
teachers emerging needs. IIPs primarily address the
unique needs of participating teachers including
consideration of their prior preparation and
experience, and may include common topics and
activities for all participants in the program.
Participating teachers experience an integrated
system of support and assessment through
implementation of the IIP.
Induction - A clearly specified process for making
clear credential recommendations; verifies that
participating teachers complete all requirements
before recommending them for the credential.
Induction Program Standards (IPS) - Establish the
expectations of the Commission, the State Board of
Education, and the Superintendent of Public
Instruction for new teacher induction. Only induction
programs that meet these standards may recommend
candidates for clear teaching credentials.
Inquiry into Teaching and Learning - 1. A
research-based cycle of standards-focused (CSTP,
students, Induction Program Standards) processes to
explore an area of teaching practice. In collaboration
with a support provider, participating teachers will
assess their practice against a set of specific criteria
and select a focus area. Within the cycle
participating
teachers
gather
information,
collaborate with colleagues, develop an action
plan, implement that plan, reflect on collected
evidence, and apply new learning to future practice.
2. A FACT module that includes these cycles and
processes.
Institutes of Higher Education (IHE) - Colleges
and Universities.
K-W-O Chart - Designed to elicit participating
teachers input for the observation process.
Participating teachers record: What I already
know about my classroom practice, What I
want to know about my classroom practice,
and What I want my support provider to
observe. Support providers use this
information to guide data collection during the
observation.
Memorandum of Understanding (MOU) - Lists

all requirements/expectations for various
stakeholder groups and is used to form
partnerships
for
professional development
experiences between BTSA programs and IHEs.
Module - A short course of study that is combined

with others to form a larger structure or system.
Observation - 1. A process in which trained support

providers observe participating teachers as they
teach, collecting evidence of participating teachers
teaching practice and students learning; support
providers record what the students and teachers say
and do. The observation may be formal or informal. In
an informal observation, there is no shared lesson
plan or a pre-conference. In a formal
observation, participating teachers share lesson plans
with support providers before the lesson and meet
with support providers after the lesson to reflect on it
and analyze student work generated to inform future
practice. 2. A process in which participating teachers
observe colleagues to gain information about teaching
practice. Support providers often attend with
participating teachers to strengthen the process.
Participating Teacher (PT) - An educator who is new
to the teaching profession, teaching on a preliminary
credential; or, an educator who is teaching on a
preliminary credential who was prepared out of state
and has less than five years of experience; or, an
educator teaching on an intern credential; an
educator participating in a BTSA induction program for
the purpose of accumulating evidence of
professional growth in relation to the state-adopted
academic content standards for students, CSTP and
Induction Program Standards; and will submit evidence
of completion of individual induction plans, and
documentation of completion of clear credential
requirements to the BTSA Induction program in order to
be recommended for the clear credential.
Plan, Teach, Reflect, Apply Cycle (PTRA) - A
process that provides a way for participating teachers
and support providers to identify teaching strengths
and areas for growth based on the California
Standards for the Teaching Profession, the K-12 stateadopted academic content standards for students, and
Induction Program Standards. This cycle was
adapted from William Deming's cognitive action cycle;
PTRA is embedded in the FACT system.
Processes - A series of actions directed toward a
particular aim that produce change or further
development of a teachers practice.
Professional Learning Communities (PLC) - Teams
of professionals who collaborate around student data
and work interdependently to refine instructional
practices
and
improve
student;
working
interdependently in learning communities:
Provides equal access (equity or universal
access) to quality teaching by strengthening
each teachers practice through
collaboration, coaching, and shared planning;

ends teacher isolation (thus reducing
burnout).
Helps teachers work smarter by sharing the
tasks of analyzing data, creating common
assessment tools, and devising other strategies
for both students who struggle and those who
need more challenge.
Enables teachers on grade level
(interdisciplinary) teams to devise lessons that
teach reading and writing across the curriculum.
Provides teacher professional growth and job
satisfaction through intellectual renewal, new
learning, and cultivation of leadership skills.
Reflection - The act of stepping back and taking a

fresh look at ones practice and how it is affecting
student learning. Reflection is the key to growth, the
means of recapturing experiences in order to learn
from them. Reflection is built into each FACT module
and Induction Program Standard activity.
Reflective
Conversation
A
structured
conversation between support providers and
participating teachers, focused on teaching
issues, completed for the purpose of enhancing
teaching practice.
Response to Instruction and Intervention (RtI2)
A process that considers a students response to
research-based intervention as part of the evaluation
procedure for eligibility for special education
services.
Researched-based
Instructional
Practices
Scientifically-based instructional methods that equip
teachers with tools that help them better reach
children, avoid burnout, and improve their classrooms'
culture of learning and achievement. These practices
bring the best teaching approaches and programs to
children who might fail without them. They challenge
children and interest them in learning, setting them on
the path to success in school and in life. They have
achieved proven results in a variety of classrooms
across the nation.
School Assistance Intervention Team (SAIT) - A
team of educators with specific expertise in improving
reading/language arts and mathematics achievement
in low-performing schools, created to investigate and
provide intensive support to state-monitored schools
in improving student learning. Schools deemed as
state-monitored receive federal funding to support
costs of activities to implement the Corrective Actions
to areas identified by the School Assistance &
Intervention Team.
School Accountability Report Card (SARC) Information provided annually by California public
schools to the community; allowing the public to
evaluate and compare schools for student
achievement, environment, resources, and
demographics.
Skill Building - The continued development of
teachers pedagogical knowledge, higher level
thinking skills, and classroom-based strategies to

improve their instructional practice.
and skill domains, and provide the basis for course

design and assessment for candidates.
Summary of Teaching and Learning - A FACT

module that is composed of a reflection on the
participating teachers teaching year; through this
process, participating teachers review the results of
inquiries, consider the collection of evidence, identify
teaching practices that had the greatest effect on
student learning, and assess the impact of the
formative assessment process on teaching practice.
Universal Access (UA) - Is intended to ensure that all

students must have equal access to high quality
curriculum and instruction to comply with federal and
state laws so that students may meet or exceed state
content standards. Under federal regulations, states
must ensure universal access to a standards-based
education for special education students. The
requirement stipulates that teacher and district-wide
assessments and classroom assignments must be
universally accessible. If students have processing
difficulties or if they lack specific academic
vocabulary, school personnel must make reasonable
accommodations.
Support Provider (SP) - Has an awareness of

beginning teacher development; is willing to participate
in support provider training; is willing to engage in
formative assessment processes; is willing to discuss
assessment information and share instructional ideas
and materials with participating teachers; has effective
interpersonal skills and is willing to work collaboratively
with participating teachers; has demonstrated a
commitment to their own professional growth and
learning; and, is an excellent professional role model.
Special Education (SPED, Sp. Ed.) - Instruction that
is specially designed to meet the unique needs of a
child with a disabilityat no cost to parents. Specially
designed instruction means adapting the content,
methodology, or delivery of instruction:
To meet the unique needs of the student with a
disability
To ensure access to the general education
curriculum so a student can meet educational
standards that apply to all children within the
jurisdiction of the public agency
Special Populations - Students who have been
identified with one or more of the thirteen disability
categories defined by Individuals with Disabilities
Education Act (IDEA); students who are identified as
gifted and/or talented (GATE); students who have been
identified by the CELDT as English Learners (EL). At
least one focus student must be identified as a special
populations student.
Student Study Team, Student Success Team
(SST) - A site-based, collaborative team of teachers,
specialists, parents, and the student who meet to
focus on the needs of the student and create a path
to successful learning. The SST illustrates how
teachers can work with local expertise, students, and
parents to develop tactics that empower students to
play an active role in their education. Thoughtful
implementation of Student Success Plans can mean
the difference between a student slipping through the
cracks and successfully learning the curriculum.
Teaching Performance Assessment (TPA) An
assessment of teaching performance designed to
measure the candidates knowledge, skills, and ability
with relation to Californias Teaching Performance.
Teaching Performance Expectations (TPE) - A set
of outcomes specifically for teacher preparation
candidates; much like the California Standards for the
Teaching
Profession,
Teaching
Performance
Expectations address multiple, overlapping knowledge
504 Plan - Based on a civil rights law that prohibits

discrimination against individuals with disabilities,
Section 504 ensures that a child with a disability has
equal access to an education. Students with 504
plans may have adaptations and/or modifications to
their general education plan. Teachers are legally
accountable to follow the requirements of 504 plans.
Acronyms
API
Annual Performance Index
SAIT
School Assistance Intervention Team
AVID
Advancement Via Individual

Determination
SARC
AYP
Adequate Yearly Performance
SP
Support Provider
BTSA
Beginning Teacher Support &

Assessment
SPED/SpEd Special Education
CDE
California Department of Education SST
CELDT
CFASST
California English Language

Development Test
California Formative
Assessment & Support
System for Teachers
CSTP

Teaching Profession
CTC
Commission on Teacher
Credentialing
CTP
DAIT
District Assistance Intervention Team
EL
English Learners
FACT

California Teachers
GATE
Gifted and Talented Education
IEP
Individualized Education Plan
IHE
Institutes of Higher Education
IIP
IPS
MOU
PT
PTRA
Plan, Teach, Reflect, Apply
RTI
Student Study Team, Student Success

Team
TPA
Teaching Performance Assessment
TPE
Teaching Performance Expectations
UA
Universal Access
Response to Instruction and

Intervention

Page 75
Sources of Evidence
Documentation Source
Code
Teaching Performance Assessments
TPA
Evidence of Prior Experience
PE
CFTL
Observation
Lesson Plans
(Essential Components for Instruction)
LP
Reflection
Student Work
SW

Page 76
Two Year BTSA Induction Pacing Guide
Benchmark Seminar 1
OCTOBER
Orientation
YEAR 1 PT TASKS
YEAR 2 PT TASKS


o
o

Initial Observation
o KWO Chart

Self Assessments (UPLOAD)
o
o
End-of-Year PIP
MAY
Benchmark Seminar 4
MARCH
Benchmark Seminar 3
JANUARY
Benchmark Seminar 2
NOVEMBER
Intake IIP
Self Assessments (UPLOAD
o
Initial: Pedagogy
Initial: Equity
Initial: Education Specialist Clear Candidate (if

appropriate)
Initial: Special Populations

Initial: English Learners
Inquiry Cycle #1 (UPLOAD)

o IIP
o Lesson Plan
o Observation
Inquiry Cycle: Equity (UPLOAD)

o IIP

o IIP


o Lesson Plan
o Observation
o Lesson Plan
o Observation

o Final: Pedagogy

Final: Equity
Statewide Survey
o
o
Final: Sp. Populations

Final: English Learners
Final: Education Specialist Clear Candidate (if

appropriate)

Statewide Survey
o Complete Equity Inquiry Cycle (UPLOAD)
o Self-Assessments (UPLOAD)
o Pedagogy
o Equity

o Complete Inquiry Cycle #2 (UPLOAD)
o Pedagogy (Yr. 2)
o English Learner
o Special Populations
o Education Specialist Clear (if appropriate)
Support Provider Helper Guide Year 1

YEAR 1 PT TASKS
Credential Roles and
Responsibilities
Registration (MyBTSA and State
Consent Form)
REVIEW:
Review the orientation content with your PT.
Review the Intake IIP. Your PT will use this form to become familiar
with CSTP 2 and the Inquiry process.
Review the Conversation Guides: CSDC and Pedagogy and help

PTs collect evidence cited on these forms.
Make sure your PT has scheduled a meeting with the site administrator
to complete a Site Orientation Checklist.
Identify district database resources to assist your PT complete a Class

Profile. Remind them to use first names only.
Visit your PTs classroom and assist with aN Instructional

Environment. Be sure the schematic strategically addresses EL
students and students with special needs and that a rationale is
provided.
Find a contact that can provide School/District Information and

Resources. Be sure your PT has a calendar of school events, a
schoolwide discipline plan and a pacing guide/curriculum map/
scope and sequence for their focus class/subject.
Help your PT design a system for ongoing Home/School

Communication.
Use the prompts from Conversation Guides: CSDC and Pedagogy in

your weekly conversations.
Schedule a pre-observation, observation, and post observation

meeting. Use the K-W-O tool to help direct your attention during the
observation.
Review scripting skills in preparation for an observation.
Look at the Continuum of Professional Practice so you are

comfortable with the changes in CSTP language.
Assist your PT prepare Context for Teaching forms for the Benchmark
#1 Seminar.
Orientation
Benchmark Seminar 1 FOCUS
OCTOBER
SP TASKS

o Class Profile
o Home/School
Communication Log
REVIEW:
Observe a lesson and complete the Initial Observation Record.
Use the post observation conference to help your PT mark the

Continuum of Professional Practice and complete the Post
Observation Reflection.
Help your PT implement the Intake IIP Action Plan for CSTP 2.

Initial Observation
o KWO Chart
o Continuum of Professional
Practice
Intake IIP
Be sure you understand the content of the forms for Self-Assessment:

Pedagogy and Equity.
Continue using the Conversation Guides: CSDC and Pedagogy

prompts in your weekly conversations.
Using all the evidence collected to date, assist your PT to prepare a

thorough and thoughtful Initial Self-Assessment.
Benchmark 2
NOVEMBER
REVIEW:
Self Assessments (To be
Uploaded)
o Initial: Pedagogy
o Initial: Equity
Be sure that your PT has based self-assessments on cited evidence

and has uploaded the initial self-assessments to MyBTSA.
Revisit the Context for Teaching, the Initial Observation Record, the
Continuum of Professional Practice, and the Self-Assessment
Planning Prompts for Standard 6: Equity. Use this information to
help your PT identify an area of focus on the IIP.
Review directions for the Inquiry Cycle to be sure you understand the
purpose and role of each form in supporting the inquiry process.

Inquiry Cycle: Equity (To be
Uploaded)
o IIP
Instruction
Help your PT complete the Focus of the Inquiry section of the IIP. Be
sure the PT connects the focus question to a CSTP and Equity Standard
and crafts a question that will produce measurable evidence.
Work with your PT to build a relevant and useful IIP Action Plan. Guide
the selection of professional development activities that are meaningful
and relevant. You will approve this task. Assist in collecting certificates of
attendance and/or summaries/reflections to verify the hours posted on
MyBTSA.
Review the Essential Components of Instruction and ask your PT to

map out a lesson series.
Work with your PT to plan assessments for the lesson series.
Discuss the results of the Entry Level Assessment and be sure that
appropriate scoring criteria is used.
Be sure that your PT uses the Focus Student Selection to address

differing student needs and abilities.
Schedule a pre-observation, an observation, and post-observation

conference,
Share the Observation Record and review scripting skills in preparation

for an observation.
Monitor the lesson series and help the PT complete a Summative

Revisit all documents and artifacts and use this evidence to mark the
Continuum of Professional Practice (using evidence codes).
Assist your PT to upload Inquiry documents to MyBTSA.
Benchmark Seminar 3 FOCUS

JANUARY

o Lesson Plan
o Observation
o Summative Assessment of
Student Work
Continuum of Professional Practice
End-of-Year PIP
MAY
Benchmark 4
MARCH
REVIEW:
Self Assessments (To be
Uploaded)
o Final: Pedagogy
o Final: Equity
Statewide Survey
PREVIEW for End-of-Year Event

Be sure that your PT has uploaded all required documents to MyBTSA.

Year 1 Portfolio Paper Submission
(also Uploaded)
o Complete Inquiry Cycle: Equity
o Pedagogy Self-Assessment
o Equity Self-Assessment
o Reflective Summary of
Teaching Practice
Revisit the Conversation Guides for Pedagogy and Equity during the
weekly conversations.
Read the Summary of Teaching Practice and use the suggested

questions to help your PT synthesize progress towards meeting
professional growth goals
PREPARATION for End-of-Year Event

Prepare your PT to describe a complete Inquiry Cycle journey.
Help your PT complete the Reflective Summary of Teaching Practice

that will be shared at the end-of-year event.
Be sure your PT has paper copies of their Inquiry cycle and their
reflections to submit at the PIP.
Support Provider Helper Guide Year 2
YEAR 2 PT TASKS
REVIEW: Orientation
Review the orientation content with your PT.

Orientation

o Class Profile
Benchmark 1
OCTOBER
SP TASKS

Review the directions for Conversation Guides: CSDC,

Pedagogy, Special Populations, and EL. Assist your PTs to
collect evidence cited on these forms.
Assist your PT to update Context for Teaching forms from

last year.
Assist your PT to complete a Class Profile. Remind them to

use first names only.
Visit your PTs classroom and assist with a Classroom

Layout. Be sure the schematic strategically addresses EL
students and students with special needs and that a rationale
is provided.
If your PT has a different assignment, find a contact that can

provide School/District Information and Resources and
assist them with a Site Orientation Checklist.
Be sure your PT has a calendar of school events, a

schoolwide discipline plan and a pacing guide, or
curriculum map, or scope and sequence for their focus
class/subject
Help your PT improve a system for ongoing Home/School

Communication.
Use the prompts from Conversation Guides: CSDC,

Pedagogy, Special Populations, and English Learners in
your weekly conversations.
Review the Continuum of Professional Practice so you are

comfortable with the changes in CSTP language.
Review the content for Self-Assessments: Pedagogy,

Special Populations, and English Learners
Assist your PT prepare Context for Teaching forms for the

Benchmark #1 Seminar
REVIEW:
Be sure that your PT has based self-assessments on cited
evidence and has uploaded the initial self-assessments to
MyBTSA.
Continue using the Conversation Guides: CSDC, Pedagogy,

Special Populations, and English Learners prompts in your
weekly conversations.
Revisit the Context for Teaching, the Informal Observation

Record, the Continuum of Professional Practice, and the
Self-Assessment Planning Prompts for Standard 6:
Special Populations. You will use his information to help

Self Assessments (Uploaded)
o Initial: Pedagogy
o Initial: Special Populations
o Initial: English Learners
Inquiry Cycle #1 (Uploaded)

o IIP
o Lesson Plan
o Observation
Benchmark 2
NOVEMBER
o Summative Assessment of Student

Work
End-of-Year PIP
MAY
Benchmark 4
MARCH
Benchmark 3
JANUARY
Inquiry Cycle #2 (Uploaded)

o IIP
o Lesson Plan
o Observation
REVIEW:
Review the Inquiry cycle to be sure you understand the purpose
of each form in supporting the inquiry process.
Help the PT work with the IIP. Be sure the PT connects the
focus question to a CSTP and Induction Standard and that the
question will produce evidence that is measurable.
Ensure your PT has a relevant and useful IIP Action Plan.

Guide the selection of professional development activities that
are meaningful and relevant. You will approve this task. Assist in
collecting certificates of attendance and/or summaries/reflections
to verify the hours posted on MyBTSA.
Review the Essential Components of Instruction and your

PTs map of a lesson series.
Work with your PT to plan assessments for the lesson series.
Discuss the results of the Entry Level Assessment and be sure

that appropriate scoring criteria is used.
Use the Focus Student Selection process to address differing

student needs and abilities.
Schedule a pre-observation, an observation, and postobservation conference,
Share the Observation Record and review scripting skills in

preparation for an observation.
Monitor the lesson series and help the PT complete a Summative

Revisit all documents and artifacts and mark the Continuum of

Professional Practice (use evidence codes).
Assist your PT to upload the Inquiry documents to their

Professional Portfolio located on MyBTSA.
REVIEW:
Revisit the Conversation Guides for English Learners during
the weekly conversations continuing to note key insights.
Walk your PT through the same Inquiry steps noted above.
o Summative Assessment of Student

Work
Self Assessments (Uploaded)
o Final: Pedagogy
o Final: Sp. Populations
o Final: English Learners
Inquiry #1 Presentation & Paper Submission
Statewide Survey
English Learner Inquiry Presentation
Portfolio Paper Submission (also Uploaded)
o Complete Inquiry #2 Cycle
Self-Assessment: English Learner
Self-Assessment: Special Pop.
o Reflective Summary of Teaching
Practice
Be sure your PT has uploaded Inquiry documents to the

Professional Portfolio located on MyBTSA and has a paper
copy of the Inquiry to submit at Benchmark #4.
REVIEW:
Be sure that your PT to has completed and uploaded Inquiry
#2 and all Self Assessments to MyBTSA.
Read the Summary of Teaching Practice and use the
suggested questions to help your PT synthesize progress
towards meeting professional growth goals.
PREPARATION for End-of Year Event
Prepare your PT to describe a complete Inquiry #2 Cycle.
Help your PT complete the Reflective Summary of Teaching

Practice that will be shared at the end-of-year event.
Be sure your PT has paper copies of the Inquiry, SelfAssessments, and the Reflective Summary to submit at the
PIP.
General Education Candidates

P
uick Sheet
2013-2014
Purpose
To deliver to the Participating Teacher quality services that

will enhance the academic achievement and overall growth of
students and retain well-qualified teachers in the profession.
Requirements for completing the Credential Program
(Can be used to earn 6 university units)
o
o
SCOE Induction Orientation
Log 40 hours on MyBTSA Can include both faceto-face and email meetings with your SP. Up to 12
hours of grade/department level meeting time can
count provided that a copy of the grade/department
notes are shared with your Support Provider.
o SCOE Benchmark Seminars
Attend FOUR seminars that support your growth

as a teacher
o Professional Development

Select PD tied to your professional growth goals
and and log them into MyBTSA . Work with your
SP, BTSA Coordinator or SCOE BTSA Program
Directors to review options for PD
o Complete and Upload FACT documents to

MyBTSA
Inquiry Cycle(s): Yr 1: Equity and Yr 2: two

inquiries focused on your assessed needs
Self Assessments for Pedagogy, Equity, English
Learners and Special Populations
o Professional Induction Presentation (PIP)

End-of-Year Event
PLEASE NOTE:
You must post a record of ALL your BTSA
work to your MyBTSA electronic file located at
CSUS Units (Optional)
Six (6) units per year can be purchased
Register online through your MyBTSA homepage
Deadline for registration is May 15, 2014
NOTICE: For complete information regarding the
BTSA
requirements for the CSUS course, please check the

www.btsasacramento.org homepage to download a copy
of the appropriate course syllabus.

Professional Teacher Induction Program
Professional Development (24 hours)
Professional Development must match the agreed upon
goals of your IIP and can be met through a combination of:
1) Workshops and/or training
2) Online Professional Development
3) Technology Training through CTAP
4) Online Investigation
5) Formal Observation of an experienced colleague
To earn credit for BTSA requirements:
BTSA Participating Teacher Responsibility:
Attend required SCOE Events
Enter Weekly Conversation hours on MyBTSA
Complete FACT Tasks
Log Professional Development hours
Upload required documents
Finish other tasks as assigned
Support Provider Responsibility:
Approve Weekly Conversation hours
Support the completion of FACT Tasks

Approve Profsessional Development hours when:
1) A Request for Professional Development Credit

is posted on MyBTSA and
2) PT provides a verification of completion
(submitted at the PIP)
BTSA Office Responsibility:
Approve attendance at Induction Orientations,

Benchmark Seminars, and PIPs
Approve designated FACT Tasks
PROGRAM COMPLETION
Candidates clearing a credential through SCOE are

expected to complete all requirements by June 15th of the
second year of BTSA participation.
BTSA STAFF
Darby Williams
Program Director
916-228-2664
dwilliams@scoe.net
Mary Ellen Dill

Director, Program Delivery
916-228-2236
mdill@scoe.net
Dawn McCarron
Program Analyst
916-228-2496
dmccarron@scoe.net
Kris Silbaugh
Administrative Assistant
916-228-3301
ksilbaugh@scoe.net
FAX 916-228-3921
uick Sheet
BTSA

Purpose
To deliver to the Credential Candidate quality services that will

enhance the academic achievement and overall growth of
students and retain well-qualified teachers.
Professional Development must match the IIP and Level

2 Competency Standards and can be met through a
combination of:
5) Formal Observation of an experienced
colleague
Requirements for completing the Education Specialist

Credential Program (can be used to earn 6 university credits)
Attend a SCOE Induction Orientation

Log 40 hours on MyBTSA Can include both face to-face
and email meetings with your SP. Up to 12 hours of
grade/department level meeting time can count provided
that a copy of the grade/department notes are shared with
your Support Provider.
SCOE Benchmark Seminars

Attend FOUR seminars that support your growth as a
teacher
SCOE Education Specialist Support Saturdays

as a teacher
Sept. 21 2013
Nov. 16, 2013
January 25, 2014

March 22, 2014
Professional Development (24 hours):

and log them into MyBTSA.
Complete & Upload FACT documents to MyBTSA
Inquiry Cycle(s)
Self Assessments
Complete and Upload Level 2 Competencies as

appropriate to your authorization
Statutory Requirements (waived if the candidate

holds a general education credential)
Health Education course

CPR training for adults, infants, and children
Foundational computer education course

End-of-Year Event
PLEASE NOTE:
You must post a record of ALL your credential
To earn credit for SCOE requirements:

Candidate Responsibility:
Complete FACT tasks
Complete Level 2 Competency Tasks
Upload required FACT documents AND

o Education Specialist IIP for PD
o Self-Assessment: Education Specialist Clear
o Level 2 Competency Standards
Approve Professional Development hours when:
1) A Request for Professional Development
Credit is posted on MyBTSA and
Approve attendance at Induction Orientation,
Benchmarks, Education Specialist Support
Saturdays, and PIPs
Approve Completion and Uploads:
o IIP for PD
o Self-Assessments
BTSA STAFF
Darby Williams
Program Director
916-228-2664
dwilliams@scoe.net
Mary Ellen Dill

916-228-2236
mdill@scoe.net
Dawn McCarron
Program Analyst
916-228-2496
dmccarron@scoe.net
Kris Silbaugh
916-228-3301
ksilbaugh@scoe.net
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Observation Record Resource Guide Induction Standards

Directions: Use this Resource Guide as a tool for evidence gathering. Code your notes (e.g. E5, SP2) and to discuss what you observe.
Conditions That Support Equity:

Culturally Responsive Teaching

Special Populations

English Learners
Student Participation
Creating Effective Environments
Building Background
E1 Collaboratively works in groups with

explicitly defined roles
SP1 Minimizes time spent on discipline

and classroom interruptions
EL1 Explicitly links concepts to

background experiences
E2 Expresses understanding of
directions/content/procedures
SP2 Structures for frequent student

response
EL2 Links past learning and new

concepts
E3 Engages in academic talk
SP3 Balances direct instruction, group

work, and/or independent work
EL3 Emphasizes key vocabulary

(e.g., introduced &
highlighted)
E4 Leads discussions and asks

questions
Teacher Attention
SP4 Provides adequate wait time

SP5 Provides for student choice
Lesson Delivery
EL4 Differentiates lesson
appropriate to students
language levels
E5 Directs instruction to wide range of

students (gender, race, ethnicity)
Positive Behavior Support

Strategies
E6 Calls on diverse students (gender,

race, ethnicity)
SP6 Uses consistent rules and

procedures
E7 Validates and affirms multiple

perspectives regarding learning
and speaking styles and for conflict
resolution
SP7 Plans for transitions
EL5 Adjusts speech appropriate

for students proficiency
levels (e.g., slower rate,
enunciation, paraphrase)
SP8 Cues students non-verbally
EL6 Clearly explains tasks
SP9 Gets students attention before

giving directions/ explanations
EL7 Uses scaffolding techniques

consistently (realia,
pictures, graphic
organizers, etc.)
E8 Uses wait-time based upon students

needs and strengths
E9 Uses instructional resources
(including technology-related tools)
SP10 Moves about room, increases

presence where problems might
occur
Teacher Language
SP11 Uses calm, quiet voice
E10 Affirms and teaches appropriate

use of home, social, and academic
language (situational
appropriateness)
E11 Stops sexual harassment of all
forms (sexual orientation and
gender expression), bullying, and
racial slurs
SP12 Reinforces positive behaviors
Differentiating the Learning

Process
SP13 Uses standards-aligned
instructional materials and
resources
Teacher Tone and Expression
SP14 Uses accommodations and

modifications based on assessed
student needs
E12 Seeks student explanation for the

cause of off-task behavior prior to
redirection.
Lesson Delivery
E13 Respectfully redirects off-task

behavior
E14 Presents positive support and
positive consequences more
frequently than the highlighting of
negative consequences
Directions
E15 Presents explicit task steps and
outcomes: Orally, Visually, Other
E16 Uses samples of exemplary
student work
Interaction
EL8 Provides frequent
opportunities for interaction
and discussion that
promotes higher-order
thinking skills
EL9 Grouping supports
language and content
objectives of the lesson
EL10 Provides sufficient wait
time for student responses
EL11 At least 50% of the talking
is by the students
ELD
SP15 Pre-assesses/taps prior

knowledge
EL12 Clearly states language

learning objectives from
the CA ELD standards
SP16 Scaffolds instruction

SP17 Uses meta-cognitive strategies
(think-alouds, graphic organizers,
and study guides)
SP18 Assesses student
comprehension and learning by
checking for understanding (e.g.,
thumbs up, choral response,
signal cards, whiteboards)
throughout the lesson
EL13 Utilizes district-adopted

ELD materials during the
lesson
EL14 Groups students by
language ability

Technology Integration
Teacher Use of Technology
T1 Uses resources from the
adopted instructional materials
such as publisher web sites
and publisher lesson resources
T2 Uses available classroom
resources such as document
cameras, interactive
whiteboards, computers, etc.
to engage students in lessons
T3 Uses technology to assist in
classroom administration such
as seating charts, grades,
record keeping, etc.
T4 Uses technology to manipulate
and analyze classroom
assessments to draw
conclusions and guide future
instruction
T5 Uses classroom computers and
digital tools to promote
learning and creativity
T6 Adheres to local district
technology policies including
copyright, awareness of
privacy, security, and safety
Student Use of Technology

T7 Uses technology to remediate,
practice, or extend lessons
T8 Uses technology beyond the
school day to enrich curriculum
T9 Accesses to customized and
personalized learning
objectives
T10 Uses technology to locate,
analyze, evaluate, and use
information resources
(information literacy skills)
T11 Follows local district technology
policies including copyright,
awareness of privacy, security,
and safety
Resources Observed
Computers/printers in use
DVD/Video Clips
Student Information/grading
Systems
Interactive Whiteboards
Overhead/Document cameras

Page 35
BTSARolesandResponsibilities:SupportProvider
1.
ActivelyparticipateinrequiredConsortiumSupportProviderTrainingforyearoneandallperiodic
updates.
2.
Understandtheprofessionalinductionandcredentialingprocessthroughactivesupportandengagement
intheentireBTSAInductionProgram.
3.
FrequentlyuseMyBTSAtorecordinformationandcheckontheprogressofyourPT(s).
4.
CompleterequiredMyBTSAwebsitedocumentation.
5.MeetweeklywithyourParticipatingTeacher(s)foranaverage1.5hourseachweek.
6.ObserveyourParticipatingTeacher(s)inordertoprovideinformationbasedontheCaliforniaStandards
fortheTeachingProfessionandtheInductionProgramStandardstobeusedinformativeselfassessment
andindeterminingappropriateprofessionaldevelopment.
7. SupportandguideyourParticipatingTeacher(s)increating,implementingandperiodicallyrevisingan
IndividualizedInductionPlan(IIP)[ActionPlan]basedontheresultsofformativeassessment.Checkthat
yourPThasuploadedIIPtotheMyBTSAwebsite.
8.
SupportandguideyourParticipatingTeacher(s)indevelopingaprofessionalteachingportfoliobasedon
theevidencecollectedthroughFACT.
9.
CompletethesummaryinterviewwithyourParticipatingTeacher(s)inpreparationfortheirpresentation
atanEndofYearEvent.
10.
AttendandparticipateinthefourBenchmarkSeminarsandEndofYearEvent.
11.
CollaboratewithyourParticipatingTeacher(s),SiteAdministrator(s),BTSAparticipants,andcolleagues.
12.
Participateintheprogramevaluationprocess.ProvidefeedbackonprogrameffectivenesstotheProgram
Director,BTSACoordinator,andAdvisoryCouncilrepresentatives.
13.
Supporttheparticipatingteacherinthecollectionofevidencethatmeetsprogramstandardsregarding
hisorherteachingpracticeoverthetwoyearperiod.
14.
AssisttheParticipatingTeacherinreviewingfortheEndofYearEventpresentation.
15.IfforanyreasonyouandyourParticipatingTeacherarenotworkingtogetherinaprofessionaland
productivemanner,pleaseinformyourDistrictCoordinatorortheBTSADirector.Changescanalwaysbe
made,andthereisnofaultorblameonanyone.
_______________________________________________________________________________________
Signature
Date
District/Charter:
Date:
ContinuumofMentoringPracticeFocusElements:1.52.43.14.55.56.3
Next Steps
Strengths
Fosters as a habit of mind the ongoing inquiry into practice

through the cycle of assess, plan, teach, reflect to improve
practice and advance student learning.
Integrating/Innovating
2011NewTeacherCenter
Support or Professional Development Needed
Areas of Growth
Models the inquiry cycle by collaborating with the teacher to

design and observe lessons and analyze corresponding student
work and observation data to improve student learning
Applying
Evidence of Practice
Collaborates with the teacher to effectively utilize the inquiry

cycle of assess, plan, teach, and reflect in order to improve
teaching practice.
Beginning/Emerging
1.5 Facilitates and promotes collaborative

inquiry, data analysis, and reflection on
practice to promote student learning
Facilitates and advances the professional learning of each teacher to increase student learning. Highlight descriptions that best match your
practice.
Name:
Support Provider Action Plan
District/Charter:
Date:
Engages the teacher in applying leadership skills and utilizing a wide

variety of strategies that ensure effective interactions, collaborations,
and partnerships with site personnel, families, and community groups
and result in improving student learning.
Areas of Growth
Supports the teacher in working collaboratively and/or developing

professional partnerships with families, resource personnel, colleagues,
site administrator, and community members. Guides teacher in
connecting collaborations and partnerships to meeting the diverse leaming
needs for students of all backgrounds.
Applying
Next Steps
Strengths
Fosters an ongoing relationship with the site administrator and other

site and district personnel. Supports the teacher to engage with
colleagues, site administrator, and families in ways that contribute to
building positive and respectful relationships and student learning.
Beginning/Emerging
2.4 Models and teaches how to build
effective partnerships with families,
stakeholders colleagues that foster
equitable achievement for students of all
backgrounds
Creates and maintains collaborative and professional partnerships to advance teacher practice and student learning. Highlight descriptions that best
match your practice.
Name:
District/Charter:
Date:
Next Steps
Areas of Growth
Facilitates teacher's routine use of CSTP, common core/content

standards, related pedagogy, and strategies for academic language
development, in planning, implementing, and reflecting on
effectiveness of strategies to advance student learning.
Strengths
Uses knowledge of CSTP, common core/content standards and

strategies to ensure that all planning, observations, and analysis of
student work are standards- based and matched to student learning data.
Guides the teacher in selecting, adapting, and implementing
instructional strategies to teach academic language that result in
improved student leaming of content.
Applying
Uses knowledge of CSTP, common core standards/ content standards,

and instructional strategies to guide teacher planning and
implementation of standards-based instruction to meet assessed
needs of students. Supports teacher to plan lessons that include
teaching academic language and vocabulary development to provide
student access to learning standards-based content
Beginning/Emerging
3.1 Utilizes knowledge of CSTPs, common

core standards/content standards,
pedagogy, and academic language
development to advance teaching practice
Utilizes knowledge of standards, pedagogy, and research to advance teaching practice and student learning. Highlight descriptions that best match
your practice.
Name:
District/Charter:
Date:
Next Steps
Areas of Growth
Facilitates the teachers routine uses of self-assessments and

inquiries to target mento ring and seek professional learning to
address evolving issues of practice and student learning needs.
Engages the teacher in ongoing reflection on the impact of
strategic implementation of strategies from mentoring and
professional learning to improve practice and advance student
learning.
Uses teacher's self-assessments and inquiries to guide mentoring

and plan for ongoing professional learning. Collaborates with the
teacher to implement strategies from mentoring and professional
learning and to reflect on corresponding improvements in practice
Strengths
Applying
Considers teacher's self-assessments and inquiries into practice when

planning for mentoring and professional learning. Supports teacher's
efforts at implementation of respective strategies.
Beginning/Emerging
4.5 Uses the teachers self-assessments

and inquiries into practice to assist in
mentoring and planning for ongoing
professional learning to improve practice
and advance student learning.
Promotes professional learning for teachers for continuous improvement and student learning. Highlight descriptions that best match your practice.
Name:
District/Charter:
Date:
Next Steps
Areas of Growth
Facilitates the teacher's systematic collection and analysis of a broad

range of student data and to plan differentiated instruction that results
in improvements in practice and advances student leaming
Strengths
Collaborates with the teacher to regularly analyze formal and

informal student data Supports the teacher to expand strategies
selected for differentiated instruction to be responsive to diverse
cultural backgrounds and individual needs to promote student
learning.
Applying
Guides the teacher in the analysis of student data using required

assessments. Collaborates with the teacher to draw conclusions about
student strengths and academic and social needs. Supports the teacher
to implement appropriate strategies for differentiation matched to
student needs.
Beginning/Emerging
5.5 Facilitates analysis of student data to

plan and differentiate instruction to
advance student learning.
Uses assessment data to advance teaching practice and student learning. Highlight descriptions that best match your practice.
Name:
District/Charter:
Date:
Next Steps
Areas of Growth
Actively seeks constructive feedback. Contributes to the professional

growth of self and others to elaborate on and extend professional
practice. Leads collective actions to elaborate on and extend
professional practice. Uses multiple sources of feedback routinely to
analyze impact of mentoring practice and induction program
individually and with mentor colleagues to accelerate teacher
effectiveness and student learning.
Strengths
Elicits feedback from colleagues. Individually and collaboratively

reflects on both mentoring practice and program elements to make
ongoing improvements and to ensure a high-quality program that
accelerates teacher effectiveness and student learning.
Applying
Learns from reflecting on analysis of practice individually and with

mentor colleagues. Welcomes constructive feedback. Collaborates with
mentor colleagues to analyze teacher feedback to make program
improvements.
Beginning/Emerging
6.3 Reflects on mentoring practice and

program effectiveness to accelerate
teaching effectiveness and student
learning.
Develops as a professional leader to advance mentoring and the profession. Highlight descriptions that best match your practice.
Name:
QuickSheet
SPGuidebook
PTHandbook
MentorContinuum
CSTPContinuum
MyBTSA
ROLEALIKEGROUPS
Credentialing/FACT
AdultLearning
Underpinnings
SupportProviderRole
Practice
Recap
Review
ContextforTeaching
StartwithPurpose
Day1(Sept)
Welcome
Introductionto
Program
Overview(ppt)
Recap
Review
BasicUnderstandingof
Credentialingnot
courseworkapplication
ofworkinthefield
ROLEALIKE
GROUPS
Documents:
SelfAssessment
Inquiry
ConversationGuides
StartwithPurpose
SupportProviderRole
Practice
Day2(Oct)
Welcome
Recap
Overview(ppt)
Recap
Review
SupportProviderRole
Practice
ROLEALIKE
GROUPS
Documents:
SelfAssessment
Inquiry
ConversationGuides
StartwithPurpose
Coaching
Day3(Nov)
Welcome
Recap
Overview(ppt)
Recap
Review
SupportProviderRole
Practice
ROLEALIKE
GROUPS
Documents:
Context
SelfAssessment
Inquiry
ConversationGuides
StartwithPurpose
SkillSets
Day4(Dec)
Welcome
Recap
Overview
(ppt)
20142015SupportProviderTraining
Recap
Review
SupportProviderRole
Practice
ROLEALIKE
GROUPS
Documents:
SummaryofTeaching
Practice
Inquiry
ConversationGuides
StartwithPurpose
AsaMentor:
Continuum/ActionPlan
Day5(Jan)
Welcome
Recap
Overview(ppt)
Rolealikegroups:
LorieSpecialEd.
Lisaindependents
Steveelementary
Marymiddle/highschool
Groupfacilitatorswill
changeeachtrainingday....
20142015SupportProviderTraining
FormativeAssessmentforCaliforniaTeachers
FACTSystemforMS/SSInductionClearandEdSpecialistClearCredentialPrograms2011
on meeting the learning needs of all

students, and promotes reflective
practitioners.
Participating
teachers
engage in an ongoing learning process
that follows a cycle of plan, teach, reflect,
and apply. With the assistance of a
support provider, participating teachers
identify areas of strength and growth, and
complete an Individual Induction Plan (IIP)
for their research and professional
development that is focused on the
Profession (CSTP) and the Induction
The journey of the professional educator

requires a vigorous commitment to lifelong learning about teaching practice
and student achievement. During the
induction period, participating teachers
build habits of mind, as they examine
and reflect on activities within their
classroom.
Demonstration
and
application of knowledge acquired
during teacher preparation is a key
characteristic of the Induction years.
The FACT System guides teachers in
their growth as professionals, focuses
The FACT System contains four

performance-based,
job-embedded
modules to support participating
teachers as they teach. Through the
use of evidence collection and ongoing
self-assessment, each module is
designed to focus on the California
Standards for the Teaching Profession
and the Induction Program Standards,
while incorporating the state-adopted
academic content standards for
students. The modules are described
below.
FACTSYSTEM
EXPANDEDTOSERVE MULTIPLESUBJECT,SINGLESUBJECT,ANDEDSPECIALISTCLEARCANDIDATES
Return to Context for Teaching and Learning and Assessment of Teaching and Learning Year 2
ContextforTeachingandLearningmoduleallows
forcandidatesofallcredentialtypestolearnabout
their students, families, district and community.
Ed Specialist candidates will complete a Student
Service Profile in order to accommodate their
differingstudentpopulationandenvironment.
Formative Assessment
forCaliforniaTeachers
and Learning
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Assessment of
Assessment of Teaching and Learning module

engages the candidates in connecting their
preliminary credential learning with the Induction
experience. Ed Specialist candidates will connect
thisworkwiththeirinitialIIPthatmustbe
completed within their first 60 days. In addition
the Ed Specialist candidates address program
languageastheycompleteSelfAssessments.
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(IIP Embedded Across)
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Year1
cycle
(AssessmentToolbox)

Reflection onTeaching, Students and personal Growth
FutureconsiderationsforStudy
Year2
cycle
InquiryintoTeachingandLearningmoduleallows
the candidate to focus on the students and
classroom/environment in which they are
instructing. The individual selection of an inquiry
focus question will allow all candidates to drive
their work in relation to the credential they are
clearing,EdSpecialistorMultiple/SingleSubject.
SummaryofTeachingandLearningmodulebrings
a process of closure to the Induction experiences.
AllCandidateswillengageinaprocessalignedwith
theindividualprogramforsharingtheirgrowthand
future goals identified through the appropriate
programstandardsandtheCaliforniaStandardsfor
theTeachingProfession.
ReflectionsonTeachingandLearningtoolsprovidethebasisofParticipatingTeacherreflectionandselfassessmentforgoal
settingandmeasuringgrowth.ThetoolsareusedinconjunctionwiththeCaliforniaStandardsfortheTeachingProfessionas
wellas theContinuum of TeachingPractice. The ConversationGuidesand SelfAssessmenttools emphasizethe contentof
boththeMultiple/SingleSubjectInductionProgramStandardsandtheEducationSpecialistClearInductionStandards.
Ed Specialist Conversation Guide

Optional Addendum

Collecting
Contextualizing
Caseload
Profile
School
Information
District and
Community
Information
Outside IEP meetings with parents, what system do I have for informing parents of IEP goal
progress?
How do I facilitate parent involvement as a means of improving services and results for the
student?
How can I most effectively use my instructional assistant(s) and/or one-on-one

paraprofessional(s)? What are their responsibilities?
Who performs the following: scheduling IEPs; notifying team members; coordinating the initial
assessment; keeping track of the 30 day interim placements; coordinating the triennial
assessment; facilitating the IEP meeting?
How is special education at my site viewed by other students, faculty, parents and administration?
What is my plan for informing the general education teachers of the students specific needs,
modifications, accommodations, and/or behavioral support?
Who determines whether an English Learner referral is a language needs issue or a special
education issue?
What type of communication procedures are in use between the general education teachers and
the case managers? (e.g. are there any forms available for the special education teachers to use
in communication with the general education teachers?)

What other support or alternative programs are available in my district/county/SELPA and how are
these program accessed?

Formative Assessment for California Teachers (FACT) - 2011
Reflections on Teaching and Learning Conversation Guide: Special Education Addendum (Adapted from Sacramento BTSA Consortium)
Pedagogy (E-2.5)
Self-Assessment
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.
instruction?
How do you support student
use of technology for
learning?
Evidence:
Technology:
- How do you use technology
Evidence:
a well-managed, safe and

healthy learning
environment?
Learning Environment:
- In what ways do you create
Final Self-Assessment Date/Comments:
Describe your strengths and challenges related to technology.

Describe your strengths and challenges related to learning environment.

Possible sources of evidence to review when addressing these prompts: Class Profile; School and District Information/ Resources; Ongoing Parent/Student Communication; Student Work; Classroom Observations School Calendar; Standards for Student
Behavior/Classroom Rules/Discipline Plan; Student Strengths (See Class Profile); Assessment and Technology tools; Instructional Materials; Pacing Guide/Curriculum Map/Scope and Sequence; Ongoing Parent/Student Communication; Student Work; Classroom
Observations
Page 1 of 1
Reflections on Teaching and Learning - Induction Standard 5 Self-Assessment
To maximize learning, participating

teachers create and maintain wellmanaged 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.
Evidence:
Participating teachers use and
Describe your strengths and challenges related to assessment.
Reflection Planning Prompts:
interpret student assessment data
Assessment Data:
from multiple measures for entry
- Discuss how you use
level, progress monitoring, and
multiple measures to
summative assessments of student
monitor students progress
academic performance to inform
toward meeting adopted
instruction. They plan and
academic content
differentiate instruction using multistandards?
tiered interventions as appropriate
Evidence:
based on the assessed individual,
academic language and literacy, and
diverse learning needs of the full
Describe your strengths and challenges related to implementing interventions.
Multi-tiered Interventions:
range of learners (e.g. struggling
How do you use multi-tiered
readers, students with special needs,
interventions to meet the
English learners, speakers of nondiverse learning needs of
dominant varieties of English, and
your full range of learners?
advanced learners).
Name:
IDENTIFYING INFORMATION
Is all of the information correct?
How will the SEIS manager be informed of necessary changes?
Does the IEP clearly specify the childs disability(s)?
Did the IEP identify how the childs disability affects his or her involvement and progress in the general curriculum
or participation in appropriate activities?
PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE

Do the Present Levels of Academic Achievement and Functional Performance reflect all needs identified in the
assessments?
Are all sections of the Present Levels of Academic Achievement and Functional Performance addressed,
including documentation of no concerns noted at this time?
Does the IEP Team agree that this narrative clearly reflects the students performance in the educational setting?
Does the IEP Team agree that all areas of need are identified that should be addressed in the goals, and
objectives/benchmarks if required?
SPECIAL FACTORS
Did the IEP Team carefully consider all Special Factors that may influence the childs educational progress?
Are additional supports, assistive technology devices, special materials and equipment, etc. identified if needed?
Has the IEP Team carefully considered the childs communication and behavioral needs related to the Special
Factors identified?
What is the primary language and if an English Learner, have language development needs been addressed?
GOALS, INCLUDING BENCHMARKS OR OBJECTIVES (AS APPROPRIATE)

Are there goals and objectives/benchmarks (if required) for each area of need and vice versa?
Are the goals and objectives/benchmarks measurable?
Do the goals and objectives/benchmarks enable the student to be involved in and progress in the general
curriculum or meet other educational needs that result from the disability?
If the student is an English Learner, are the goals and objectives/benchmarks linguistically appropriate?
Is the person(s) primarily responsible for implementing the goals and reporting progress identified?
Is the method for determining the childs progress toward the annual goals and reporting to the parents clearly
specified?
If the student did not meet a prior goal(s), was the goal(s) revised to meet the students needs?
Do the new goals indicate that the IEP Team should consider changes in services and/or supports?
NECTEC LAS 2009.10 Educational Benefit Survey
SPECIAL EDUCATION AND RELATED SERVICES

Are the appropriate services identified to support progress toward all goals including:
progress in the general curriculum?
participation in extracurricular and other nonacademic activities?
Is specific information included regarding frequency, location, duration, and provider for each service, ESY,
program modification, accommodation, and/or supports for school personnel?
Did the IEP team only recommend services outside of the regular education classroom after carefully considering
the impact of removing the child from the general classroom for the service?
Is there an explanation of the extent to which the child will not participate with nondisabled students in the general
education setting?
PARTICIPATION IN ASSESSMENTS
Are alternate assessment(s), including the reasons, clearly noted if required?
Did the IEP Team identify accommodations and/or modifications needed on district wide assessments as well as
State assessments?
Does the student require the accommodations both on state and district wide assessments and in his educational
program?
Are accommodations on state and district wide assessments in accordance with state guidelines?
TRANSITION
Not applicable student is not 13 or older.
Is the transition plan developed in accordance with the students post-school preferences, interests, and goals?
Are there measurable postsecondary goals based on age appropriate transition assessments?
Are additional transition assessments required?
Are all areas of transition needs clearly specified, with corresponding measurable goals and responsible
persons/agencies identified as appropriate?
Are the transition goals and services specifically designed to prepare the student for postsecondary education,
employment, and/or independent living?
If student is age 16 or older, have they been informed of the rights that will transfer upon reaching age 18?
IEP TEAM MEETING COMMENTS
Is this information a summary of the meeting?
Does everyone agree that the information accurately reflects what was discussed and the agreements that were
made?
Are next steps clearly identified, including individuals responsible, if needed?
SIGNATURES
Were all required members of the IEP team present and did all IEP participants sign?
Do the parent(s) consent to all components of the IEP?
If not, are areas of agreement and/or disagreement clearly specified?
Are the next steps identified for reaching resolution if appropriate?
NECTEC LAS 2009.10 Educational Benefit Survey
Conversation Guide Pedagogy (E-3.5)

DIRECTIONS: As a support provider, discuss the prompts below with your participating teacher. The information discussed will
help guide your participating teacher with classroom decision-making and identification of areas for future inquiry. The
discussion will lead thinking into graduated levels of depth and complexity. Collecting requires gathering information.
Contextualizing requires application of the gathered information to your classroom practice. Extending invites deeper
thinking with application to future practice.

Collecting
School Calendar

and Classroom
Behavior/ Positive
Behavioral Support
Plans
Parent/Student
Communication
Contextualizing

influence teaching and learning in your
classroom?
How can you make optimal use of instructional

time?
enrichment)
Pacing Guide/
and Sequence
Data Program(s) for

Student Information
Student Strengths

learning?
classroom, and academic goals, and build
families?
What can you learn about your students from
their parents and families?


sequence?


Reflections on Teaching and Learning Conversation Guide: Pedagogy
Extending




your classroom?

family?






learning?
Page 1 of 1
Conversation Guide (E-3.1)

Class/Caseload, School, District and Community
Contextualizing requires application of the gathered information to your classroom practice. Extending invites deeper thinking
with application to future practice.
Profile Components: Class/Caseload, School, District and Community

Collecting
Class/Caseload
Student Services
Profile
Instructional
Environment
School and District




being met?

curriculum?
How do you collaborate with other members of the staff?

environment support student safety, engagement, and
equitable access?


management plan?
In what ways do you manage and organize your

classroom for first and second-language learners?
Home/School
Communication
Site/Assignment
Orientation Checklist
Community Information
Extending
Contextualizing


How do faculty and support staff work together to

meet the school improvement targets?


disabilities are able to understand their parent rights and


achieving them?

administrator align with your work in induction?





services, etc.)?

learning?


Reflections on Teaching and Learning Conversation Guide: CSDC
Page 1 of 1
Self-Assessment
Universal Access: Equity for all Students (E-2.6)
responsive teaching
practices do you use to
overcome the effects of
bias?
communicate with
students, colleagues,
resource personnel and
families to provide
equitable access to the
state-adopted academic
content standards?
Evidence:
Communication:
- In what ways do you
Evidence:
Teaching Practice:
- What culturally
Evidence:
support students from all

academic, and linguistic
sexual orientation?
Inclusive Environments:
Describe your strengths and challenges related to communication.

Describe your strengths and challenges related to teaching practices.

Describe your strengths and challenges related to learning opportunities.


Page 1 of 1
Possible sources of evidence to review when addressing these prompts: Class Profile; School and District Information/ Resources; Ongoing Parent/Student Communication; Student Work; Classroom
Observations
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
learners equitable access to the stateadopted academic content standards.
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 protect and

support all students by designing and
implementing equitable and inclusive
learning environments. They maximize
academic achievement for students
from all ethnic, racial, 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.
Name:
Health and Safety

in the Classroom
Resource Guide
Creating a Supportive and Healthy Environment for Student Learning

EMERGENCY CONTACTS
1. Local Emergency
911
2. Identified CPR-Qualified Staff
_________________________
3. Poison Control Center
_________________________
3. Local Fire Department
_________________________
4. Local EMS
_________________________
5. Local Health Services
_________________________
6. School Nurse
_________________________
7. School Psychologist/Counselor
_________________________
8.
School District Office
_________________________
9.
Local Law Enforcement
_________________________
10. Child Protective Services
_________________________
11.
_________________________
12.
_________________________
13.
_________________________
Health & Safety in the Classroom Resource Guide
Table of Contents
Page #
I.
Introduction
II.
Health Education
a. Healthy Environment for Student Learning
2
2
III.
Class Profile for Health

a. Class Profile
3
4
IV.
Educators Legal Considerations

a. Legal Considerations for Teachers
b. California Minor Consent Laws
5
6
V.
Accessing the Emergency Medical System
VI.
Classroom Medical Considerations

a. Classroom First Aid Kit
b. Physical Injuries: Bleeding, Nosebleeds, Fractures, Insect Stings, Head Injuries
c. Physical Illness and Medical Conditions: Epilepsy, Diabetes Mellitus, Asthma
d. Vision and Hearing
e. Head lice
8
9-10
11-12
13-14
15-16
Mental and Emotional Health

a. Depression
b. Bipolar Disorder
c. Schizophrenia
d. Eating Disorders: Anorexia Nervosa, Bulimia Nervosa, Childhood Obesity
17
18
19
20-21
VIII.
Fights at School
22
IX.
Child Abuse
a. Suspected Child Abuse Report Sample
23
24-25
X.
Substance Abuse
a. Definitions
b. Pharmacology
26
27-32
Nutrition
a. Nutrition Legislation
b. Nutritional Requirements for Your Toddler
c. Nutritional Requirements for Your Child
d. Nutrient Needs in Childhood
e. Nutritional Needs in Adolescents
33-34
35
36
37
38
Blood Born Pathogens

a. Universal Precautions
b. HIV/AIDS
c.
Hepatitis B and Hepatitis C
39
40
41-42
XIII.
General Safe Work Practices

a. Classroom Hazard Checklist
b. Safety Notes
43-46
47
48-50
XIV.
Resources
51
XV.
References
52
VII.
XI.
XII.
Introduction
One of the most crucial responsibilities of the classroom teacher is to provide and
maintain a safe and healthy environment for teaching and learning. Teachers are guided
by numerous laws, regulations and policies, but preparation in the beginning years as
well as access to critical information is vital in enabling the teacher to be aware of and
appropriately respond to the wide array of health and safety issues present in todays
schools and classrooms.
This handbook is intended as a teacher desk reference. It is designed to include
important information about the health and safety issues which teachers are most likely to
encounter in their daily work lives with their students. Not all subjects, of course, are
covered, but references are provided to enable the teacher to research additional questions
and issues. As time passes, we hope that you will personalize and augment select
sections with information that is specific to your assignment(s), district, school, and
students.
In using this reference, always remember that this is a general resource and that
site and District policy and protocol may differ to some degree and, in fact, supercede the
suggestions made here. Teachers should be aware of their local regulations and know
how to respond accordingly.
We hope you find this resource helpful in the work you do with students. You
make a difference in the lives of many and your focus on health and safety will ensure
that children have the best care and support possible throughout their educational
experiences.
The Sacramento BTSA Consortium
Health/Safety-1
Health Education
All credentialed teachers in California are expected to appropriately use the adopted
health curriculum and know how to use instructional materials in health within the context of
their specific teaching assignment. The California Health Framework includes the traditional
content areas used in most other state and national comprehensive health education programs. It
provides students with opportunities to work individually and cooperatively to explore concepts
in depth and analyze and solve real life problems relating to health and safety.
The major goal of California Health Education is the development of health
literacy in all students. There are four unifying themes emphasized throughout the curriculum:
Acceptance of personal responsibility for personal lifelong health and the
incorporation of health-related knowledge into everyday behavior.
Respect for and promotion of the health of others and the understanding of the
relationship between individual behavior, personal well-being, and the health of the
environment.
An understanding of the processes of physical, mental, emotional, and social growth
and development.
Informed use of health-related information, products, and services.
A curriculum that addresses these unifying themes should include the following major content
areas:
Personal Health
Consumer and Community Health
Injury Prevention and Safety
Nutrition
Alcohol, Tobacco, and Other Drugs
Environmental Health
Family Living
Individual Growth and Development
Communicable and Chronic Diseases
It is the responsibility of each school district and teacher to determine how these
concepts will be woven into each content area. As stated in the Health Framework for
California Public Schools, Unifying ideas should run through and connect the content
areas in a student-centered approach that makes instruction meaningful to students. A
well-designed health curriculum combines the four unifying areas with the content areas
in a continuing spiral of knowledge from kindergarten through grade twelve.
Health/Safety-2
HEALTHY ENVIRONMENT FOR

STUDENT LEARNING
When Creating a Supportive and Healthy Environment for Student Learning beginning teachers should
consider the following:
Implement accident prevention strategies within the classroom and the school site.
Know your role and can implement the school's crisis response plan accordingly.
Understand procedures for responding to emergency health situations & accidents.
Communicate with students' families regarding student health and safety, as needed.
Work with families, caregivers and health professionals.
Obtained or created an emergency first aid kit for my classroom.
Discuss with your Support Provider or district staff the guidelines regarding the following:
State and local permitted health topics.

State, federal, & local policy regarding family life education & procedures for notifying parents.
Local guidelines for accessing and using outside speakers.
CLASS PROFILE-HEALTH
When developing and reviewing the Class Profile, the teacher should consider health and
medical issues for each student which may affect learning. Always consider the following:
Student Name: ___________________________________
1. Hearing and vision deficits:
2. Substance abuse:
3. Medications:
4. Allergies:
5. Chronic medical conditions:
6. Episodic medical conditions:
7. Mental Health issues:
8.
Nutrition:
9.
At-risk behaviors:
Health/Safety-3
Health/Safety-4
Reading
Level
ELD
CELDT
Level
# of years
in U.S.
schools
IEP/ 504
GATE
Identified Health
Concerns; Issues;
or Needs
Other Information/Comments;
Resources to access for this student
White: Beginning Teacher
Yellow: Support Provider Folder
Age/
Grade
NCBTP Class Profile
Primary
Lang.
Support Provider: _____________________________________________

Print Name
Ethnicity
Focus Student (except First Inquiry): _____________________________
Beginning Teacher: __________________________________________

Print Name
(First Name Only)
Student Name
Content Area: ______________________________
CLASS PROFILE
North Coast Beginning Teacher Program
Legal Considerations for Teachers

1. California Education Code:
a. 32281. (a) Each school district and county office of education is responsible for
the overall development of all comprehensive school safety plans for its schools
operating kindergarten or any grades 1-12 inclusive.
2. Health and Safety Employment Act 1992
a. The Duty of Care Owed Minors (In Loco Parentis):
i. Teachers with minors in their care are considered to be acting in place of
a parent. The doctrine of In loco parentis requires these teachers to
ensure that participants receive at least the degree of care to be expected
from a reasonably careful and prudent parent.
ii. Duty of care continues for as long as the teachers have charge of the
participants, whether inside or outside the (school) or out of normal hours.
It continues even when outside helpers or instructors are involved. This
duty begins when the student leaves home and continues until the student
returns home.
iii. Where a degree of hazard or risk may be involved, and parental approval
required, providers are urged to err on the side of caution.
3. U.S. Government Code, Chapter 8, Division 4 of Title 1
a. Designation as Disaster Service Worker (Section 3100)
i. All public employees are hereby declared to be disaster services workers
subject to such disaster service activities as may be assigned to them by
their superiors or by law. In the event of emergency, teachers must
remain on site and in their classrooms until relieved of duty by a superior.
4. Senate Bill 198, Title 8-General Industry Safety Order 3203
a. Injury and Illness Prevention Program
i. Requires all school districts to establish and maintain an effective injury
and illness prevention program for all employees.
ii. The plan must designate responsible persons.
iii. The plan must have a process to identify, report, and correct hazards in the
workplace and establish safe work practices.
Health/Safety-5
5.
iv. The plan must provide personal protective equipment and require safety
training for all employees.
California Code 49480
a. Medication
i. The parent or legal guardian of any public school pupil on a
Continuing medication regimen for a nonepisodic1 condition, shall
inform the school nurse or other designated certificated school
employee of the medication being taken, the current dosage, and the name
of the supervising physician. With the consent of the parent or legal
guardian of the pupil, the school nurse may communicate with the
physician and may counsel with the school personnel regarding the
possible effects of the drug on the child's physical, intellectual, and social
behavior, as well as possible behavioral signs and symptoms of adverse
side effects, omission, or overdose. The superintendent of each school
district shall be responsible for informing parents of all pupils of the
requirements of this section.1
California Minor Consent Laws

TIPS.
A young person is more likely to disclose sensitive information to a health care
provider if the youth is provided with confidential services, and has time alone with
the provider to discuss their issues.
Remember that even when the chief complaint is acne or an earache, there may be
underlying issues on the part of the adolescent (such as the need for a pregnancy
test or contraception), which will only surface if they are provided confidential
services.
Adapted from CALIFORNIA MINOR CONSENT LAWS:
Who can consent for what services & providers obligations. National Center for Youth Law:
www.youthlaw.org. Revised 8/2002
1.
2.
3.
4.
5.
Including inpatient Care

If (1) the minor > 12 years, is mature enough to consent
AND (2) the minor is (A) the victim of incest or child
abuse or (B) would present a threat of serious physical or
mental harm to self or others without treatment.
However, parents can consent over the childs objection
Non-consensual sexual intercourse
Acts of rape, oral copulation, sodomy, and other violent
crimes of a sexual nature
Episodic: A condition affecting the patient at irregular intervals and leaving him unaffected at
other times. The patient expects problems, but the onset may not be predictable. Brady,
Emergency Care, Fifth Edition, Prentice Hall, 1990.
Health/Safety-6
Accessing the Emergency Medical System

Each school district and school site has specific policies indicated in their Emergency
Preparation Plan, which outline the procedure for accessing the Emergency Medical System
(EMS). In some plans, teachers are expected to call 911 directly from their classrooms. In
others, the first emergency call is made to the site administrator who, in turn, notifies EMS.
Each classroom teacher should be aware of policies and guidelines relating to EMS access and
follow them.
When you call 911, the EMS dispatcher answers the call and uses information you
provide to determine what help is needed. A team of emergency personnel is then dispatched to
provide care at the scene and transport the ill or injured person to the hospital where emergency
department staff and other professionals take over. As a general rule, the family of the patient is
not charged unless medical personnel transport the patient.
When you call 911, be prepared to answer the following questions:
1. What is the nature of the emergency?
2. What is the exact location of the injured or ill person (or emergency)?
3. What is the patients name, age, and gender?
4. What is your name and what number are you calling from?
5. Will you be able to remain at that number?
Health/Safety-7
The Classroom First Aid Kit

This first aid kit is designed for the classroom teacher and will differ from home first aid
kits, vacation first aid kits and other emergency supply containers. It is intended for short-term
response to minor medical situations. Classroom kits used for district long-term emergency
preparedness will be much more extensive, but should include all of the items listed below. First
aid kits should be taken on all off-site activities and should include additional supplies depending
on location and type of activity.
It is important that the kit be checked at least twice every school year and updated and
resupplied if necessary. If kits include batteries, they should be checked every year. Non-latex
disposal gloves should be replaced every year due to potential degrading of the material. The
contents include the minimal supplies that should be immediately available in each classroom.
Additional supplies may be included at the discretion of the district or teacher.
Contents:
A leaflet giving general information on first aid
2 absorbent compress dressings (5 X 9 inches)
25 adhesive bandages (assorted sizes)
1 adhesive cloth tape (10 yards X I inch) or athletic tape
5 antiseptic wipe packets
2 triangular bandages and 4 safety pins
1 instant cold compress
2 pair of non-latex gloves
Scissors
Tweezers
1 roller bandage (3 Inches wide) or athletic pre-wrap
1 roller bandage (4 inches wide) or athletic pre-wrap
5 sterile gauze pads (3 X 3)
5 sterile gauze pads (4 X 4)
Health/Safety-8
Classroom Medical Emergencies

1. Control of external bleeding:
a. Use disposable non-latex gloves and other protective equipment.
b. Obtain consent of student.
c. Cover wound with sterile dressing.
d. Apply direct pressure until bleeding stops.
e. Cover dressing with bandage.
f. If bleeding does not stop, apply additional dressings and bandages.
g. Follow District protocol regarding accessing EMS and sending student to
nurse/office.
2. Control of nosebleeds:
a. Use disposable non-latex gloves.
b. Have student sit with head slightly forward.
c. Pinch nostrils together (or hold tissue or gauze at nostril openings) for
approximately 10 minutes.
d. Optional: Apply non-chemical icepack to bridge of nose of put pressure on upper
lip just beneath nose. Place a cloth between ice and skin. Ice should not be
applied directly to skin as it can damage skin tissue.
e. Follow District protocol regarding accessing EMS and sending and sending
student to nurse/office.
3. Suspected fracture:
a. Suspect a fracture if any of the following signals are present:
i. Significant deformity
ii. Bruising or swelling
iii. Inability to use affected part normally
iv. Bone fragments protruding from wound (use gloves)
v. Person felt or heard a snap or pop at time of injury
vi. Injured area is cold or numb
vii. Mechanism of injury suggests severe injury
Health/Safety-9
b. Your actions:
i. Do not move or straighten the area.
ii. Stabilize the injured area in the position it was found.
iii. Apply ice pack to area with thin barrier between ice and skin.
iv. Follow District protocol regarding EMS access and sending student to
nurse/office.
4. Care for insect stings: (and severe allergic reactions)

a. If you see a stinger, remove it. Scrape away from skin with fingernail or credit
card.
b. Wash site with soap and water.
c. Cover site and keep clean.
d. Apply cold pack to area over thin barrier.
e. Watch student for signs of allergic reaction.
i. Signs of allergic reaction include: hives, itching, rash, weakness, nausea,
vomiting, stomach cramps, dizziness, and trouble breathing.
1. If you know you are working with an allergic student, investigate
Epinephrine Auto-Injector training.
f. Follow District protocol regarding EMS access and sending student to
nurse/office.
5. Suspected head injuries
a. Suspect a head injury if any of the following are present:
i. Student was involved in a motor vehicle crash.
ii. Student was injured as a result of a fall from greater than a standing
height.
iii. Student complains of neck or back pain.
iv. Student has tingling or weakness in extremities.
v. Student is not fully alert or unconscious.
b. Your actions:
i. Follow District protocol regarding EMS access.
ii. While waiting for help, minimize movement of students head and spine.
Gently hold students head in line with body or in position found until
EMS personnel arrive.
Health/Safety-10
Medical Conditions
EPILEPSY
Epilepsy is a chronic episodic disease most recognized by seizures. Epilepsy has a
variety of causes, but the cause in a specific patient is often very difficult to determine.
Epilepsy may produce two forms of seizures: a grand mal seizure characterized by convulsions,
or a petit mal seizure that does not produce convulsions. A petit mal seizure may go unnoticed
by everyone except the patient and people who know him/her well.
In grand mal seizures, the patient may first be aware of bright lights or a sudden burst of
colors and may also experience certain smells or tastes. This is often followed by convulsions,
lasting usually between one to two minutes, in which patients may injure themselves. This
convulsive phase is followed by a phase in which the convulsions stop and the patient slowly
regains consciousness.
The use of special medications usually allows most epileptics to live normal lives without
convulsions.
In the event of a grand mal seizure in the classroom, the teacher should:
Follow District protocol regarding accessing EMS.
Facilitate students leaving classroom or moving away from patient.
Place patient on the floor or ground. If possible, position for drainage from the
mouth.
Loosen restrictive clothing
Protect patient from injury but do NOT attempt to restrain the patient during
convulsions. (move things away from them)
When convulsions have ended, keep the patient at rest and positioned for drainage
from mouth.
Continue to protect the patient from embarrassment by asking for privacy and
reassuring and reorienting patient.
Communicate with health care professionals.
Health/Safety-11
DIABETES MELLITUS
During the process of digestion, food is converted into glucose, or blood sugar. As glucose
levels rise, the pancreas releases the hormone, Insulin. Insulin unlocks the bodys cells, allowing
glucose to enter and be converted to energy. Diabetes is a disease in which the pancreas does not
produce Insulin, or the body does not use it properly. When glucose cannot enter cells, it builds up in
the blood and the cells become starved for energy. Over time, high glucose levels may damage
organs and body systems including eyes, kidneys, nerves and heart.
Patients who are diabetic must consciously balance their food intake with their Insulin intake.
Young patients often find this difficult. Occasionally students may need to take oral or injectable
Insulin at school. Teachers should regularly ask these students when they last ate and when the last
took their Insulin. This will establish a baseline for comparison of behaviors and energy levels.
The teacher should follow District protocol regarding office/nurse contact if a student,
known to be a diabetic, exhibits any of the following:
Dry mouth and intense thirst
Gradually increasing restlessness and confusion followed by stupor
Dizziness and headache
Abnormal hostile or aggressive behavior
Fainting or convulsions
Patient intensely hungry
Skin pale, cold, and clammy with profuse sweating
ASTHMA
Asthma is a chronic disease that affects the airway. The airway is a system of tubes that
carries air in and out of the lungs. The airways of patients with asthma are inflamed and very
sensitive to allergens. In the presence of irritants or allergens, the sensitive airways become swollen
and narrow and mucous production increases, making it difficult for the patient to breathe.
During an asthma episode or attack, muscles around the airway tighten, further constricting
the passageway for air and may result in a medical emergency. The severity of asthma attacks varies
widely and, under extreme circumstances, can cause death.
Teachers should be aware of students in their classrooms with asthma, especially those who
have prescribed inhalers with them at school. The teacher should know where the student keeps the
inhaler and if there is one in the nurses office or other location.
Signs and symptoms of asthma include:
Coughing: Often worse at night or early in the morning, leading to sleep
deprivation.
Wheezing: A whistling or squeaky sound during breathing.
Chest tightness: Feels like a squeezing or pressure on chest.
Shortness of breath: Feeling breathless or out of breath.
More rapid and/or noisy breathing
During a suspected asthma attack, the teacher should:
Follow District protocol regarding accessing EMS and sending student to nurse/office.
Reassure and calm patient.
Assist patient in locating and taking any prescribed asthma medication.
Help patient into position of comfort.
Health/Safety-12
Vision and Hearing

Vision and Hearing issues in the classroom have a significant effect on student learning.
If students suffer from deficits in either of these critical avenues for sensory input, children
receive inaccurate environmental cues and cannot be expected to respond appropriately.
VISION
The most common vision problem in middle childhood is myopia, or nearsightedness.
By the end of the school years, nearly 25 percent of children are affected, a rate that rises to 6o
percent by early adulthood (Sperduto et al., 1983, 1986).
In this condition, the elongated shape of the eye or severely convex angle of the lens causes the
visual image to fall in front of the retina. Without correction, children experience a visual deficit
for objects at a distance, although they see quite well in close-up situations and can excel in such
activities as reading, sewing, drawing, or model building. Proper identification of children with
myopia in students early in the school year enables the teacher to effectively place the student in
the classroom for maximum engagement and to suggest an eye examination to student and/or
parent.
The teacher should be aware of:
Squinting to see distant objects
Straining with forward leaning body
Asks teacher often to repeat or re-explain anything written or posted at a distance
from student.
Lack of engagement or involvement, especially when seated at back of class.
Distracted, especially when seated at back of class.
Teachers actions:
Talk with student to determine cause of behavior.
Discuss with school nurse if possible.
Discuss with family regarding eye examination.
Continue to monitor students behavior and place appropriately in classroom.
Health/Safety-13
HEARING
Children who suffer from hearing deficits often are delayed in language development as
well as other indicators of academic and interpersonal skills. Among young children, the
eustachian tube becomes longer, narrower, and more slanted, preventing fluid and bacteria from
traveling easily from ears to the throat. This condition, known as otitis media that, if left
untreated, can cause chronic ear infections leading to permanent hearing deficits. This condition
affects approximately 4 percent of the school-age population and 20% of students from families
of low socioeconomic status (Mott, James, & Sperhac, 1990).
The teacher should be aware of:
Unusual redness and warmth of ear
Child often tugs at earlobe of affected ear
Straining with forward leaning body
Asks teacher often to repeat or re-explain verbal instructions, especially if seated at
back of classroom.
Lack of involvement or engagement, especially if seated at back of classroom.
Distracted, especially if seated at back of classroom.
Teachers actions:
Talk with student to determine cause of behavior.
Discuss with school nurse if possible.
Discuss with family regarding hearing exam.
Continue to monitor students behavior and place appropriately in classroom.
Health/Safety-14
Head Lice
Head lice are parasitic insects that live in the hair and scalp of humans. The scientific name for head louse
is Pediculus humanus capitis. Another name for infestation with head lice is pediculosis. Head lice
develop in three forms: nits, nymphs, and adults.
Nits: Nits are head lice eggs. They are hard to see and are often mistaken for dandruff or droplets of
hairspray. Nits are found firmly attached to the hair shaft. They are oval and usually yellow to white. Nits
take about 1 week to hatch.
Nymphs: Nits hatch into nymphs. Nymphs are immature adult head lice. Nymphs mature into adults
about 7 days after hatching. To live, nymphs must feed on blood.
Adults: An adult louse is about the size of a sesame seed, has six legs, and is tan to greyish- white. In
persons with dark hair, adult lice will look darker. Adult lice can live up to 30 days on a person's head. To
live, adult lice need to feed on blood. If a louse falls off a person, it dies within 2 days.
Where are head lice found and who is at risk?
Head lice infestations occur worldwide. Anyone can get head lice. Pre-school- and elementary-schoolaged children and their families are infested most often. Girls get head lice more often than boys, and
women more often than men. Head lice is a very common condition, especially among children ages 310. As many as 6 million to 12 million people worldwide get head lice each year. Outbreaks of head lice
occur often in schools and group settings worldwide. Head lice is an increasing problem because licekilling medicines are becoming less effective?
How are head lice spread?
Head lice are spread easily from person to person by direct contact. People can get head lice by:
Coming into close contact with an already infested person. In children, contact is common during play,
while riding the school bus, and during classroom activities in which children sit in groups close to each
other. Wearing infested clothing, such as hats, scarves, coats, sports uniforms, or hair ribbons. Using
infested combs, brushes, or towels. Lying on a bed, couch, pillow, carpet, or stuffed animal that has been
contaminated. Lice do not jump or fly. Lice are not spread to humans from pets or other animals.
How is head lice infestation diagnosed?
Head lice infestation is diagnosed by looking closely through the hair and scalp for nits, nymphs, or adult
lice. Nits are the easiest to see. They are found "glued" to the hair shaft. Unlike dandruff or hairspray,
they will not slide along a strand of hair. If you find nits more than 1/4 inch from the scalp, the infection
is probably an old one. Nymphs and adults can be hard to find; there are usually few of them, and they
can move quickly from searching fingers. If lice are seen, finding nits close to the scalp confirms that a
person is infested. The symptoms of head lice are itching and irritability. If you are not sure if a person
has head lice, the diagnosis should be made by the local health department or a health-care provider,
school nurse, or agricultural extension service worker.
What is the treatment for head lice infestation?
Getting rid of head lice requires treating the individual, the family, and the household.
Treat the individual and the family -- This requires using an over-the-counter or prescription lice- killing
medicine. Treat only persons who are infested. Remember that all lice-killing products are pesticides.
Follow these treatment steps:
Remove all clothing.
Apply lice-killing medicine, also called pediculicide [peh-DICK-you-luh-side], according to label
instructions. If the affected person has extra-long hair, you may need to use a second bottle.
WARNING: Do not use a creme rinse or combination shampoo/conditioner before using lice-killing
medicine. Do not re-wash hair for 1-2 days after treatment.
Health/Safety-15
Have the affected person put on clean clothing after treatment.

If some live lice are still found but are moving more slowly than before treatment, do not re-treat.
Comb dead and remaining live lice out of the hair. The medicine sometimes takes longer than the
time recommended on the package to kill the lice.
After treatment, if no dead lice are found and lice seem as active as before, the medicine may not be
working. See your health-care provider for a different medicine. Follow treatment instructions.
Remove nits and lice from the hair shaft using a nit comb, often found in lice-killing medicine
packages. Flea combs used for cats and dogs can also be used.
After treatment, check, comb, and remove nits and lice from the hair every 2-3 days.
Re-treat in 7-10 days.
Check all treated persons for 2-3 weeks until you are sure all lice and nits are gone.
Treat the household - To kill lice and nits, machine wash all washable clothing and bed linens that the
infested person touched during the 2 days before they were diagnosed. Wash clothes and linens in the
HOT water cycle (130 F). Dry items on the hot cycle for at least 20 minutes.
Dry clean clothing that is not washable (coats, hats, scarves, etc.). OR
Seal all non-washable items (clothing, stuffed animals, comforters, etc.) in a plastic bag for 2 weeks.
Soak combs and brushes for 1 hour in rubbing alcohol or Lysol, or wash with soap and hot water.
Vacuum the floor and furniture. Do not use lice sprays; they can be toxic if inhaled.
Cautions:
Do not use extra amounts of lice-killing medicines.
Do not use lice-killing medicines on the eyebrows or eyelashes.
Scratching can lead to skin sores and skin infections.
Consult a health-care provider before using lice-killing products on a person who has allergies, asthma,
or other medical conditions.
Women who are pregnant or breastfeeding should not use head-lice medications.
How can head lice be prevented?
Educate parents and schools about head lice. All parents should know that outbreaks of head lice have
nothing to do with a family's income, social status, or level of personal hygiene.
Avoid direct contact with a person who has lice, or with their clothing or personal belongings.
Watch for signs of lice, such as frequent head scratching. Nits do not cause symptoms, but they can be
seen on the hair shaft; they are yellow-white and oval-shaped.
Teach children not to share combs, brushes, scarves, hair ribbons, helmets, headphones, hats, towels,
bedding, clothing, or other personal items.
Examine household members and close contacts of a person with head lice, and treat if infested.
Make sure schools, camps, and child-care centers provide separate storage areas (cubbies or lockers)
and widely spaced coat hooks for clothing and other personal articles. They should assign sleeping
mats and bedding to only one child and store these separately. They should wash dress-up clothes and
play costumes between use by different children. During an outbreak, costumes should not be used in
the classroom.
Exclude children with head lice from school or day care according to the institution's policy.
This fact sheet is for information only and is not meant to be used for self-diagnosis or as a substitute for
consultation with a health-care provider. If you have any questions about the disease described above or
think that you may have a parasitic infection, consult a health-care provider.
Head Lice Facts: http://www.dhpe.org/infect/lice
Health/Safety-16
Mental and Emotional Health

DEPRESSION
Depression is a serious mental illness that negatively affects feelings, thoughts, and
actions. There are a variety of symptoms associated with depression, but the most common are a
deep feeling of sadness and/or a marked loss of interest or pleasure in activities. Although it is
quite normal to feel sad or depressed due to environmental factors, symptoms usually lessen over
time. With true clinical depression, however, the symptoms can continue for months or years.
At one time it was believed that children did not experience true depression, but research
now strongly indicates that it is quite common in children. The best treatment approach seems to
be a combination of medication and psychotherapy. Even when symptoms disappear, both are
usually continued for several months to reduce the risk of recurrence. Older children with
chronic depression may be at risk of suicidal thoughts and actions.
Teachers should consult with families and follow site and district protocol regarding
referral to site-based mental health professionals if any of the following signs and symptoms
appear:
Preschool:
Listless
Decreased interest in playing
Cries easily and more often than usual
Elementary School:
Listless and moody
More irritable than usual
Often looks sad
Easily discouraged
Complains of boredom
More distant with friends and family
Increased difficulty with schoolwork
Talks about death
Teenager
Always tired
Feeling worthless or guilty
Drops out of favorite activities
Has more arguments with parents and teachers
Refuses to do chores or homework
Engages in harmful behavior such as self-mutilation
Has suicidal thoughts
Health/Safety-17
BIPOLAR DISORDER
Bipolar disorder, also called manic-depressive illness, is a serious mental illness that
causes extreme mood swings between a manic and a depressive phase. It affects persons of all
ages and appears to have a genetic component.
Persons with bipolar disorder may feel euphoric, full of energy, unwilling to rest, and
able to do anything during the manic phase. During the depressive phase, individuals may be
overwhelmed with sadness and completely lacking in energy or desire to do anything. Patients
cycle between these phases over days or weeks. As with depression, the most effective treatment
seems to be a combination of medication and psychotherapy.
Teachers should consult with families and follow site and district protocol
regarding referral to site-based mental health professionals if any of the following signs and
symptoms appear:
Manic Phase:
Feeling very irritable and angry
Thinking and talking so fast that people cant follow.
Insomnia
Feeling very powerful and important
Trouble with concentration
Substance abuse
Having unprotected sex
Depressive Phase:
No interest or pleasure in past enjoyable activities.
Feeling sad or numb
Crying easily or for no reason
Feeling slowed down, restless, or irritable
Feeling worthless or guilty
Change in appetite and/or unintended change in weight
Trouble recalling things, concentrating, or decision making
Headaches, backaches, or digestive problems
Sleep problems; wanting to sleep all the time
Health/Safety-18
SCHIZOPHRENIA
Schizophrenia is a psychiatric diagnosis that describes a mental disorder characterized by
impairments in the perception or expression of reality and by significant social or occupational
dysfunction. A person experiencing schizophrenia is typically characterized as demonstrating
disorganized thinking, and as experiencing delusions or hallucinations, in particular auditory
hallucinations.
Schizophrenia is a serious illness for which early diagnosis and medical treatment are
crucial. Although causes are not specifically known, research suggests that brain chemistry,
environment, and genetics play an important role. The disease usually manifests during the early
teenage years and peaks during the ages of 15 to 30. Males usually show signs and symptoms
earlier in this range than females. Medications as well as coordinated mental health services help
families manage and cope with the effects of the disease to facilitate recovery.
Although childhood schizophrenia is essentially the same brain disorder as in adults, the
early age of onset presents special considerations for diagnosis, treatment, educational needs,
emotional and social development, family relationships, and other factors.
referral to site-based mental health professionals if two or more of the following signs and
symptoms appear during a one-month period:
Difficulty discerning dreams (or television) from reality
Seeing and hearing things that are not real (visual and auditory hallucinations)
Confused and/or disorganized thinking
Vivid and bizarre thoughts and ideas
Extreme moodiness
Odd behavior
Ideas that people are out to get them (delusions)
Behaving like a younger child (regression)
Severe anxiety and fearfulness
Severe problems in making or keeping friends (may become more shy or

withdrawn over time)
Health/Safety-19
EATING DISORDERS
Each year millions of people in the United States develop serious and sometimes lifethreatening eating disorders. The vast majority, more than 90 percent, of those afflicted with
eating disorders are adolescent and young adult women. One reason that females in this age
group are particularly vulnerable to eating disorders is their tendency to go on strict diets to
achieve an ideal figure imposed on them by our current cultural values emphasizing thinness.
The consequences of these disorders can be extremely severe, leading to death from starvation,
cardiac arrest, or suicide in approximately 10% of cases.
Treatment for eating disorders typically involves a treatment team of an internist, a
nutritionist, psychotherapists (individual and group) and a psychopharmacologist. The
prognosis for successful recovery is directly related to early diagnosis and treatment.
Anorexia Nervosa:
People who intentionally starve themselves suffer from an eating disorder called anorexia
nervosa. The disorder usually begins in young people around the time of puberty and involves
extreme weight loss, at least 15% below the persons normal body weight. Many people with
this disorder are immediately recognized by their emaciated appearance, but remain convinced
they are overweight. This distorted body image is typical of anorexic patients. They may also
develop strange rituals as a part of their eating behavior. In the restrictive type, patients severely
restrict their food intake. In the purge type, patients not only restrict food intake, but also purge
(vomit) after meals to eliminate any nutritional benefit of the meal. Loss of monthly menstrual
periods is typical of females with this disorder.
Bulimia Nervosa:
People with bulimia nervosa consume large amounts of food and them purge their bodies
of the excel calories by vomiting, abusing laxatives or diuretics, taking enemas, and/or exercising
obsessively. Many individuals binge and purge secretly and maintain normal or above normal
body weight. This behavior enables them to successfully hide their problem from family,
friends, or teachers for months or years. Dieting heavily between episodes of binging and
purging is common. Eventually, approximately half of those with anorexia will develop bulimia.
As with anorexia, bulimia typically begins during adolescence. Most patients are
ashamed of their strange habits and do not seek help until they reach their 30s or 40s. By this
time, the behavior is deeply ingrained and extremely difficult to change.
Health/Safety-20
referral to site-based mental health professionals if any of the following signs and symptoms
appear:
Loss of body weight (exceeding 15% below normal body weight)
Obsessive concern with weight
Distorted body image; feels overweight even though extremely thin
Obsessive dieting and/or exercising
Unusual rituals around eating
Unnecessary use of laxatives or diuretics
Childhood Obesity:
The National Center for Health Statistics identifies approximately 15% of children in the
United States as obese. In children or adults, chronic excess weight can lead to physical
problems, but in children, of special concern are the psychological consequences. Adults have
developed ways of coping with the humiliation that our society attaches to being overweight.
For children, however, teasing by peers as well as pressure from parents and the media are often
damaging to self-esteem. This problem is particularly acute for females. With males, low selfesteem is more often associated with being to thin than with being overweight (Pierce & Wardle,
1993).
Treatment for childhood obesity often includes emphasis on two strategies:
Use of leisure time; physical exercise vs. sedentary activity
Dietary considerations
Parents are usually involved in treatment from the beginning and their cooperation has a great
influence on the child returning to and maintaining a normal weight (Foreyt & Goodrick, 1993).
Teachers should consult with families and follow site and district protocol
regarding referral to site-based mental health professionals if any of the following signs and
symptoms appear:
Child is noticeably overweight; body weight more than 20% above normal
Childs use of leisure time is primarily sedentary
Child resists physical exercise and activity
Childs diet very high in starches and sugars
Any observed indicators of low self-esteem
Health/Safety-21
Fights at School
The maintenance of a safe classroom environment includes recognition of potentially
unsafe interpersonal behavior. Teachers should be aware of any potential violence and develop
strategies to prevent fighting. However, occasionally, children do get into fights. In responding
to fights in the classroom, teachers must be aware of site and District protocol and their actions
should always be compatible with these regulations. Teachers should know their students and be
able to judge the probability of escalation of violence, the presence of a weapon, and other
factors which may influence their response.
While there is no strategy that always works for diffusing physical violence at school, the
following guidelines are often effective:
1. As you approach the combatants, yell out in a loud and firm voice: Its over! This
usually diffuses the situation.
2. If the fight continues and you decide to physically intervene, determine the aggressor
and step in with your back to him/her. Continue to talk as you move the less aggressive
student away. DONT put your hands on either student! If the involved students are over
the age of 8, you believe there is a chance of escalation, a weapon may be present, your
safety is in jeopardy, or district protocol prohibits this response, dont step in.
3. Have students clear the room or immediate area and ask someone, preferably a classroom
aid or trusted student, to send for an administrator.
4. Keep combatants separated.
5. Provide (or call for) first aid if necessary.
6. Escort combatants to the office separately.
7. Debrief with administrator.
8. Follow site and district policy regarding parent notification.
9. Conduct follow-up meetings with combatants individually and together as
soon as possible.
Health/Safety-22
Child Abuse
The abuse and maltreatment of children is an extremely serious problem in todays
American society. Research suggests that it is related to factors within the family, community,
and larger culture. Child and parent characteristics often interact to product abusive behavior,
and the results of this abuse are often evident at school.
Because they are designated as mandated reporters of child abuse, it is extremely
important that teachers become adept at recognizing the signs of child abuse, be able to discuss
this issue with their students, and be thoroughly informed as to the proper reporting procedures
and agencies to contact. Teachers should also be thoroughly aware and practiced in their site and
districts reporting policies and follow them at all times. For example, protocol may include
initially reporting suspected incidents of abuse to a supervisor followed by designated
procedures.
The Child Abuse: Educators Responsibilities handbook, provides a comprehensive
information source on these critical topics. The handbook can be found at www.safestate.org.
Health/Safety-23
Suspected Child Abuse Report

DOJ SS 8572
(front)
Health/Safety-24
Suspected Child Abuse Report

DOJ SS 8572
(back)
Health/Safety-25
Substance Abuse
Basic definitions
Substance Use
The ingestion of psychoactive substances in moderate amounts that does not significantly interfere with
social, educational, or occupational functioning.
Substance Abuse
A maladaptive pattern of substance use, although not outright dependence, leading to clinically significant
impairment or distress, as evidenced by one or more of the following during a 1-year period:
Recurrent substance use causing a failure to fulfill work, school, or family obligations.
Recurrent substance use in situations that are physically hazardous (e.g., driving).
Recurrent legal problems related to substance abuse.
Continued substance use despite having persistent or recurring social or interpersonal problems caused
or made worse by the use of the substance.
Substance Dependence (Addiction)
A maladaptive pattern of substance use characterized by the following elements:
Tolerance: The need for increased amounts of a substance to achieve the desired effect, and a
diminished effect with continued use of the same amount.
Withdrawal: Severely negative physiological responses to discontinued use of a psychoactive
substance. These reactions can be alleviated by the same or similar substance.
A history of unsuccessful efforts to control substance use.
A preoccupation with efforts to seek and obtain the substance.
Substance Related Disorders
Substance abuse resulting in behavior that is deviant, maladaptive, and personally distressful. Any or all of
the following may be present:
Patient cannot meet his/her needs.
Patient is generally distressed.
Patient is not reality-based
Signs vs. Symptoms
Sign: Any observed evidence of injury, illness, medical condition, or mental state.
Symptom: Evidence of injury, illness, medical condition, or mental state reported to you by the
patient.
Health/Safety-26
DEPRESSANTS
Psychoactive substances, which decrease central nervous system activity. Their principal
effect is to reduce levels of physiological arousal and induce relaxation.
Alcohol [Neurotransmitter-GABA(gammaaminobutyric acid)]
Clinical Description
Although alcohol is a depressant, its initial effect is an apparent stimulation. The user
generally experiences a feeling of well-being, reduction of inhibitions and an ease in exhibiting
outgoing behavior. These symptoms are due to the depression of the inhibitory centers in the
brain. With continued drinking, however, alcohol depresses more areas of the brain which
impeded its ability to function properly. Motor coordination is impaired, reaction time is slowed,
judgment is impaired, vision and hearing can be negatively affected, and confusion can be
evident. Severe intoxication can result in stupor or coma.
Metabolism
After ingestion, alcohol passes through the esophagus and into the stomach where small
amounts are absorbed. From there most of it travels to the small intestine where it is easily
absorbed into the bloodstream and eventually contacts every major organ. Some of the alcohol
goes to the lungs where it vaporizes and is exhaled. This can be detected using breath analyzers.
As alcohol passes through the liver, it is metabolized and broken down into carbon dioxide and
water by specific enzymes. An average person is able to metabolize about 7to 10 grams of
alcohol per hour, an amount comparable to approximately one glass of beer or 1 ounce of 90
proof spirits (Moak & Anton, 1999).
Effects of Chronic Abuse
Withdrawal from chronic alcohol use typically includes hand tremors and, within several
hours, nausea or vomiting, anxiety, transient hallucinations, agitation, insomnia, and at its most
extreme, withdrawal delirium (frightening hallucinations accompanied by body tremors).
Consequences of long term excessive drinking include liver disease, pancreatitis, cardiovascular
disorders, and brain damage.
The effects of alcohol abuse extend beyond the health and well being of the drinker. For
example, Fetal Alcohol Syndrome (FAS) is now generally recognized as a combination of
problems that can occur in a child whose mother drank during her pregnancy. These problems
include fetal growth retardation, cognitive deficits, behavior problems, and learning difficulties
(Finnegan & Kandall, 1997). In addition, children with FAS often have characteristic facial
features.
Health/Safety-27
Sedative, Hypnotic, and Anxiolytic Substances

(Neurotransmitter-GABA)
Barbiturates and Hypnotics (Amytal, Seconal, and Nembutal)
At low doses, barbiturates relax the muscles and can produce a mild feeling of well
being. However, larger doses can have results similar to those of heavy alcohol intoxication:
slurred speech, lack of motor coordination, and difficulty concentrating and working.
Effects of Chronic Use
Extremely high doses can cause death by suffocation due to hyper-relaxation of the
diaphragm muscles. Barbiturate overdose is a common means of suicide.
Benzodiazepines (Valium, Xanax, Rohypnol, and Halcion)
Like barbiturates, benzodiazepines are used to calm an individual and induce sleep. In
addition, drugs in this class are prescribed as muscle relaxants and anticonvulsants (antiseizure
medications). Nonmedical use can first result in feeling a pleasant high and a reduction of
inhibitions similar to the effects of drinking alcohol. Users who attempt to discontinue use
experience symptoms similar to alcohol withdrawal including anxiety, insomnia, tremors and
delirium.
Chronic abuse of the benzodiazepines leads to maladaptive behavioral changes such as
inappropriate sexual or aggressive behavior, variable moods, impaired judgment, impaired social
or occupational functioning, slurred speech, motor coordination problems, and unsteady gait.
The chronic user may also experience attention or memory impairment, stupor or coma.
Opioids (Opium, Heroin, Morphine, Codeine)
Opioids are the family of substances that includes natural opiates, synthetic variations
(methadone, pethidine) and the comparable substances that occur naturally in the brain
(enkephalins, beta-endorphins, and dynorphins). Opiates induce euphoria, drowsiness, and
depressed respiration and heart rate. Pupils are constricted, often pinpoint in size. Muscles are
relaxed and sweating is profuse. Opiates also act as analgesics (pain relievers). The high or
rush experienced by users comes from the activation of the bodys natural opioid system.
Withdrawal can be so unpleasant that people may continue to use these drugs despite a sincere
desire to stop. Cessation or reduction of opioid intake results in signs and symptoms within 6 to
12 hours which persist for 1 to 3 days. Withdrawal is usually complete within a week. These
include excessive yawning, nausea and vomiting, chills, muscle aches, diarrhea and insomnia.
Work, school, and social relationships are disrupted.
People who use opiates face risks beyond addiction and the threat of overdose. Because
these drugs are usually injected intravenously, users are at increased risk of HIV and Hepatitis
infection. Results of a follow-up study of more than 500 addicts in California (Hser, Anglin &
Powers, 1993) revealed that 27.7% of the addicts had died. The mean age at death was 40 years.
Almost 50% of the deaths were the result of homicide, suicide, or accident, and 33% were from
drug overdose.
Health/Safety-28
STIMULANTS
Psychoactive substances that increase central nervous system activity elevate mood,
activity, and alertness. (Neurotransmitters-Norepinephrine, Dopamine)
Amphetamines
[Benzedrine, Dexedrine, Methamphetamine, Ritalin, MDMA (Ecstasy)]
At low doses, amphetamines can induce feelings of elation and vigor, and can reduce
fatigue. However, after a period of elevation, this is followed by a crash period of depression
and fatigue. Amphetamines are prescribed for Narcolepsy and for children with Attention
Deficit /Hyperactivity Disorder (ADHD). Because amphetamines reduce appetite as well as
increase general activity levels, they are often taken for weight loss.
Signs and symptoms of amphetamine intoxication include significant behavioral
symptoms, such as euphoria or affective blunting, changes in sociability, interpersonal
sensitivity, anxiety, tension, anger, stereotyped behaviors, rapid speech, impaired judgment, and
impaired social or occupational functioning. Physiological signs and symptoms occur shortly
after ingestion and include elevation of heart rate and blood pressure, perspiration and/or chills,
nausea and/or vomiting, dilated pupils, weight loss, dry mouth, muscular weakness, respiratory
depression, chest pain, seizures, or coma.
Chronic abuse, severe intoxication, and overdose of these substances can cause
hallucinations, panic, agitation, and paranoid delusions. Amphetamine tolerance builds quickly,
increasing addictive potential. Withdrawal often results in apathy, prolonged periods of sleep,
irritability, and depression.
Cocaine [Alkaloid or Free Base (Crack)]
Similar to the amphetamines, in small amounts, cocaine increases alertness, produces
euphoria, and increases blood pressure and can cause elevated and irregular heart rate. It also
causes insomnia and loss of appetite. Users also report feelings of empowerment, invincibility,
and self-confidence. Rapid, energized speech and high levels of sociability are often observed.
The effects usually last no longer than an hour, and more has to be taken to maintain the high.
With repeated use, paranoia and exaggerated fears become evident in about 67% of abusers
()Franklin & Frances, 1999).
Cocaine dependence comes on slowly, not becoming apparent until 2 to 5 years after
initial use (Gawin & Kleber, 1992). Although few negative effects are initially noted, with
continued use, sleep is disrupted, increased tolerance causes a need for higher doses, paranoia
and other negative symptoms set in, and the cocaine user gradually becomes socially isolated.
Withdrawal from cocaine is characterized by pronounced feelings of apathy and
boredom, leading to resumption of cocaine abuse. This atypical withdrawal pattern originally
misled people into believing that cocaine was not addictive. We now know that cocaine abusers
go through a pattern of tolerance and withdrawal similar to other psychoactive drugs (Gawin &
Kleber, 1992).
Health/Safety-29
Nicotine (Neurotransmitter-Acetylcholine)
Nicotine in small doses stimulates the central nervous system. It can also relieve stress
and improve mood. Physiological signs from small doses include elevated heart rate and blood
pressure. High doses can result in blurred vision, confusion, convulsions, and occasionally,
death. Today, almost one quarter of Americans smoke, which is down from 42.4% who
identified themselves as smokers in 1965 (Schmitz et al., 1997). There has not been a
comparable decline in teenagers and young adults. Smoking has been linked with signs of
negative affect, such as depression, anxiety and anger (Hall, Munoz, et al.,1993). Many people
who quit smoking but later resume, report that feelings of depression were a factor in the relapse
(Slade, 1999).
Effects of Chronic Use
Nicotine is a highly addictive substance. Withdrawal signs and symptoms include
depressed mood, insomnia, irritability, anxiety, difficulty concentrating, restlessness, and
increased appetite and weight gain. Severe depression is found to occur significantly more often
among people with nicotine dependence (Breslau, Kilbey & Anderson, 1993). There is a welldocumented link between long-term tobacco use and chronic hypertension, heart disease, chronic
obstructive pulmonary disease (emphysema and chronic bronchitis), and cancer (Slade, 1999).
Some evidence indicates that nicotine may affect the fetal brain and growth patterns (Kandel,
Wu, & Davies, 1994).
Cigarette smoking increases the risk of peripheral artery disease, coronary artery disease,
cerebrovascular disease and graft occlusion after reconstructive arterial surgery. Smoking also
increases LDL and decreases HDL levels and can result in hypoxia due to elevated blood levels
of carbon monoxide as well as vasoconstriction of arteries already narrowed by atherosclerosis.
Elevated blood viscosity and more rapid clotting time are also often seen in chronic cigarette
smokers.
Smoking Cessation
Most smokers who quit do so for health reasons of economic reasons. Most smokers do
not realize that, on average, 7 minutes of life are lost with each cigarette smoked. Depending of
the age that a person begins to smoke, or stops, approximately 7 to 13 years of life are lost due to
smoking-related diseases.
Although approximately 70% of smokers consult their physician at least once per year for
some reason, many have never been asked about smoking or been advised to quit. Of patients
who quit, 90% do so on their own. But in any given year, only about 1.7 million smokers (3.6%)
successfully quit. Studies have shown that a physicians advice to stop smoking, which requires
only about 3 to 5 minutes, may achieve a quit rate of 3-5%. However, when the physicians
advice is supported with follow-up visits and drugs, quit rates of 20 to 25% may be expected
(Merck, 1999).
Smokers trying to quit go through stages: precontemplation, contemplation, action, and
maintenance. The precontemplation stage is usually not recognized by the patient. Smokers in
the contemplation stage (planning how to quit) can usually benefit from a physicians assistance.
Selecting a quit date, changing the smoking habit pattern through behavior modification, and
quitting cold turkey are important sequential steps. Physicians and other social supporters
must teach and encourage maintenance of a smoking-free state and relapse prevention.
Health/Safety-30
Many tobacco addicts relapse after the first attempt at smoking cessation. Five to seven
failures commonly precede success. Failure should not be regarded as an indication of futility.
The more often a patient makes a serious attempt to quit smoking, the more likely the patients
ultimate success. (Merck, 1999).
Weight gain is a common concern, particularly in women who may use tobacco as a
weight control measure because it suppresses appetite and slightly increases the basal metabolic
rate. The average weight gain in women over the first six months of cessation is about 10 lbs.
Dietary consultation, nicotine replacement, and increased exercise along with smoking cessation
can help prevent weight gain. Exercise may also reduce the craving for tobacco.
MARIJUANA
The most routinely used illegal substance; with 66.5 million Americans reporting they
have tried marijuana and 5.5 million saying they smoke it at least weekly (Roffman & Stephens,
1993).
Reactions to marijuana usually include mood swings. Otherwise normal experiences
seem extremely funny, or characterized by a dreamlike state where time seems to stand still.
Users often report heightened sensory experiences, seeing vivid colors, or appreciating the
subtleties of music. Marijuana can produce diverse reactions in different people. It is not
uncommon for someone to report having no reaction to the first use of the drug. Evidence
suggests that people can override behavioral effects if sufficiently motivated (Iversen, 2000).
Effect of Chronic Use
The feelings of well-being produced by small doses can change to dizziness, paranoia,
and hallucinations when larger doses are taken. Research on frequent marijuana users suggests
that impairment of memory, concentration, motivation, self-esteem and interpersonal
relationships may result from long-term use. Employment and education are often affected
(Haas & Hendin, 1987). The impairment in motivation (antimotivational syndrome) manifests
itself in apathy, or unwillingness to carry out long-term plans.
The evidence for marijuana tolerance is contradictory. Some chronic users report
tolerance to the euphoric high, others report reverse tolerance. Major signs and symptoms of
withdrawal do not usually occur with marijuana. Chronic users who discontinue use report a
period of irritability, restlessness, appetite loss, nausea, and difficulty sleeping (B.A. Johnson,
1991), but no evidence suggests they experience a craving and psychological dependence
characteristic of other substances (Grinspoon & Bakalar, 1997).
HALLUCINOGENS
[LSD (d-lysergic acid diethylamide), psilocybin, mescaline,
DMT (dimethyltryptamine), PCP (phenecyclidine)
Neurotransmitters-Serotonin or Norepinephrine
Any psychoactive substance that can produce delusions, hallucinations, paranoia and
altered sensory perception.
The diagnostic criteria for hallucinogen intoxication are similar to marijuana but may be
more intense. Signs and symptoms include perceptual changes such as subjective intensification
of perceptions, depersonalization and hallucinations. Physiological signs include pupillary
Health/Safety-31
dilation, rapid heart rate, sweating and blurred vision (American Psychiatric Association, 2000).
Hallucinations may be situational or literal.
Tolerance develops quickly to a number of the hallucinogens including LSD, psilocybin,
and mescaline (Pechnick & Ungerleider, 1997). If taken repeatedly over a period of days, these
drugs completely loose their effectiveness. However, sensitivity returns after approximately one
week of abstinence. For most of the hallucinogens, no withdrawal signs or symptoms have been
reported. However, there is evidence of long-term psychotic reactions and flashbacks.
ANABOLIC-ANDROGENIC STEROIDS
Specific substances derived or synthesized from the hormone, testosterone.
The legitimate medical uses of these drugs focus on patients with asthma, anemia, breast
cancer, and males with inadequate sexual development. However, the anabolic action of these
drugs has resulted in their illicit use by individuals who want to increase their body mass and
improve their physical abilities and performance. Steroids can be taken orally or through
injection on a schedule of several weeks or months followed by a break from its use (cycling).
Several types of steroids can be combined in a process known as stacking.
Steroid use differs from other drug use because the substances does not produce a
desirable high but instead is used to enhance physical performance and body size. Dependence
seems to involve the desire to maintain the performance gained rather than to achieve an altered
emotional or physical state. Chronic abuse often results in depression, anxiety, and panic attacks
(Pandina & Hendren). Chronic use can also be associated with episodes of rage and violence.
There is also evidence of causal links to liver and kidney damage as well as genital
abnormalities.
INHALANTS
A variety of substances found in volatile solvents, making them available to be directly
inhaled into the lungs.
Among the more common inhalants abused include spray paint, hairspray, paint thinner,
gasoline, amyl nitrate, nitrous oxide, nail polish remover, felt-tipped markers, airplane glue,
contact cement, dry cleaning fluid, and spot remover. Inhalant use is most common among
young, economically disadvantaged males, ages 13 to 15 (Frances, 1999). Inhaling the substance
from a container or cloth results in rapid absorption into the bloodstream through the lungs. The
high associated with inhalant use resembles that of alcohol intoxication and usually includes
dizziness, slurred speech, lack of muscle coordination, euphoria, and lethargy.
Inhalant users develop a tolerance to the substance. Discontinued use results in signs and
symptoms of withdrawal that include sleep disturbances, tremors, irritability, and nausea.
Chronic, prolonged use can lead to increase in aggressive and antisocial behavior as well as
permanent damage to bone marrow, kidney, liver, and brain (Franklin & Frances, 1999).
Changes in heart rhythm can occur and can lead to death.
Health/Safety-32
Nutrition
Nutritional and caloric intake are of primary importance to health, and classroom teachers
should be aware of the nutritional requirements of their students and the effect food intake has on
learning. Nutrition and availability of foods in the school setting are guided by federal and state
legislation, school policy, and family values.
When and what foods students eat have an effect on mental activity and energy level, and
hence on learning. Developmental processes and priorities change during childhood and
adolescence, and are accompanied by different nutritional requirements.
A well-balanced diet is essential to ensure proper bone, muscle, and organ development during
childhood. Some foods can cause an adverse interaction with certain medications, and can cause
allergic reactions, and illnesses.
Classroom teachers must take these factors into consideration when planning lessons and
activities, and regularly monitor students with regard to nutrition.
Nutrition Legislation
California Code
38085. A minimum of 50 percent of the items, other than foods reimbursed under Chapters 13
(commencing with Section 1751) and 13A (commencing with Section 1771) of Title 42 of the
United States Code, offered for sale each schoolday at any schoolsite by any entity or
organization during regular school hours shall be selected from the following list:
(a) Milk and dairy products, including cheese, yogurt, frozen yogurt, and ice cream.
(b) Full-strength fruit and vegetable juices and fruit drinks containing 50 percent or more fullstrength fruit juice, and fruit nectars containing 35 percent or more full-strength fruit juice.
(c) Fresh, frozen, canned, and dried fruits and vegetables.
(d) Nuts, seeds, and nut butters.
(e) Nonconfection grain products, as defined by regulation of the United States Food and Drug
Administration, including crackers, bread sticks, tortillas, pizza, pretzels, bagels, muffins, and
popcorn.
(f) Meat, poultry, and fish, and their products, including beef jerky, tacos, meat turnovers,
pizza, chili and sandwiches.
(g) Legumes and legume products, including bean burritos, chili beans, bean dip, roasted soy
beans, and soups.
Health/Safety-33
(h) Any foods which would qualify as one of the required food components of the Type A
lunch which is defined in and reimbursable under the National School Lunch Act (Chapter 13
(commencing with Section 1751) of Title 42 of the United States Code).
For the purposes of this section, "item" shall be defined as each separate kind of food offered for
sale as a separate unit.
49590. The State Department of Education shall ensure that the nutrition levels of meals served
to schoolage children pursuant to the National School Lunch Act be of the highest quality and
greatest nutritional value possible.
49512. The Department of Education, in cooperation with the Department of Social Welfare,
shall establish a statewide program to provide nutritious meals at school for pupils. Either or
both of such departments may cooperate with and enter into contracts with the United States
Departments of Health, Education and Welfare and Agriculture in order to implement the
provisions of this article.
The funds shall be allocated to the school districts in such a manner that priority shall be given to
providing free meals to the neediest children.
Child Nutrition Act of 1974

49530.
(a) The Legislature finds that
(1) the proper nutrition of children is a matter of highest state priority, and
(2) there is a demonstrated relationship between the intake of food and good nutrition
and the capacity of children to develop and learn, and
(3) the teaching of the principles of good nutrition in schools is urgently needed to
assist children at all income levels in developing the proper eating habits essential
for lifelong good health and productivity.
(b) It is the policy of the State of California that no child shall go hungry at school or a child
development program and that schools and child development programs conducted pursuant to
Chapter 2 (commencing with Section 8200) of Part 6 of Division 1 of Title 1 have an obligation
to provide for the nutritional needs and nutrition education of all pupils during the schoolday and
all children receiving child development services.
49531.1.
(a) The State Department of Education shall develop and maintain nutrition guidelines for
school lunches and breakfasts, and for all food and beverages sold on public school campuses.
These nutrition guidelines shall consider current recommendations for children from the
California Daily Food Guide published by the State Department of Health Services.
(b) The nutrition guidelines shall include guidelines for fat, saturated fat, and cholesterol, and
shall specify that where comparable food products of equal nutritional value are available the
food product lower in fat, or saturated fat, or cholesterol shall be used.
Health/Safety-34
How to Know the Nutritional Requirements for

Your Toddler
Worried your finicky toddler isn't getting his nutritional requirements? Follow these suggestions
and you may be surprised at how easy it is to meet a toddler's nutrient needs.
Steps:
1. Serve kid-pleasing, protein-rich foods like scrambled eggs, smoothies made with tofu, baked
chicken legs and bean soups. Toddlers need 16 grams of protein a day.
2. Build those tiny bones with 500mg of calcium a day. Toddlers can get that much from two (8oz.) cups of milk.
3. Drink up milk for vitamin D, too. Young children need 400 IU per day.
4. Pump up the iron in your toddler's diet with lean meats, poultry, fish, dried beans and whole
grains. Little ones need 10mg of iron every day.
5. Beef up on zinc with (you guessed it) beef and other zinc-rich foods like poultry, fish, eggs,
beans, whole grain breads, crackers and cereals. Toddlers need 10mg of zinc per day.
6. Snack on oranges, kiwi, cantaloupe or strawberries. These yummy fruits are rich in vitamin C,
and toddlers need 40mg per day.
7. Crunch carrots for vitamin A. Kids can get the needed 400mcg per day from carrots and other
orange fruits and vegetables.
Tips:
Pieces of meat are dry, tough and hard for toddlers to chew. Offer ground meats instead, in
casseroles, soups and pasta sauce.
Serve whole cow's milk until age 2, then slowly wean down to skim.
Toddlers who shy away from milk can get their calcium from yogurt, kefir, cheese or fortified
soy milk.
Offer fruits and/or vegetables at every meal or snack to make sure your child eats at least five
servings a day.
Warnings:
Toddlers are notoriously picky eaters. Your job is to serve the healthy food. Your child's job is to
eat it (or not eat it if he chooses). Look at your child's diet over several days or a week, to see if
he meets his nutrient requirements on average.
How to know the Nutritional Requirements for Your Toddler eHow.com
Health/Safety-35
How to Know the Nutritional Requirements for

Your Child
Good nutrition helps kids pay attention and do better in school. Here's how to make sure children get the
nutrients they need.
Steps:
1. Start every day with breakfast. A quick bowl of cold whole-grain cereal or instant oatmeal with raisins
is a nutritious start. Breakfast is a great time to add fiber, calcium, iron and zinc to your child's diet.
2. Dish up two servings of protein-rich foods every day. Four- to six-year-olds need 24 grams of protein a
day, and seven- to ten-year-olds need 28 grams.
3. Add calcium and strength to kids' bones by offering three to four servings of calcium-rich foods every
day. Children four- to eight-years-old need 800mg of calcium. Nine- to thirteen-year-olds need 1,300mg.
4. Send kids out to play. A few minutes of sunshine on the skin produces vitamin D. Vitamin D is also
found in milk. Kids need 5mcg of vitamin D per day.
5. Dig into iron-rich lean meats, poultry, fish, dried beans and whole grains. Kids need 10mg of iron
every day.
6. Serve sweet, vitamin A-rich veggies. Carrots and sweet potatoes are some kids' favorites. Children ages
four to six need 500mcg, and seven- to ten-year-olds need 700mcg of vitamin A per day.
7. Fall back on fruit. Serve vitamin C-rich blueberries, oranges, kiwi, cantaloupe and strawberries. Kids
need 45mg of vitamin C a day.
Tips:
A serving of protein-rich food could be 2 oz. of meat, fish or poultry, 3 tbsp. peanut butter, 3/4 c. tofu, 1/2
c. tuna, 2 eggs or 1 c. cooked beans. Each of these provide about 14 grams of protein.
A serving of calcium-rich food might be 1 c. (8 oz.) milk, 1 c. yogurt, kefir, fortified soy milk or fortified
orange juice, or 1 1/2 oz. cheese. All these offer about 300mg of calcium.
Offer fruits and vegetables at every meal or snack to make sure your child averages five or more servings
a day.
Keep offering broccoli, chard, asparagus and other vegetables, even if kids only take a taste. Eventually,
they will learn to like those nutritious veggies.
Warnings:
Some school-age kids continue to be picky eaters. As the parent, your job is to serve nutritious food. Your
child's job is to eat it (or not). Look at your child's diet over several days or a week to see if, on average,
he or she meets the nutrient requirements.
Tips from eHow Users:
Hidden veggies for veggie-haters
Most kids will eat a burger without asking what's in it. Make your own veggie burger patties and they'll
never know they ate 5 kinds of veggies they say they hate.
Health/Safety-36
Nutrient Needs in Childhood

ENERGY:
Needs are based on the basal metabolism rate, growth rate and level of activity. Since this is an age where
growth is taking place it becomes important to provide sufficient calories so that protein is not used as a
source of energy. At the same time, childhood obesity is becoming an increasing concern and care should
be taken not to provide excessive calories. Recommended proportion of energy from each nutrient:
50 to 60% from carbohydrate
25 to 35% from fat
10 to 15% from protein
Energy needs increase from 1300 Kcal at 1-3 years of age to about 2000 Kcal at 7-10 years of age,
although varying from individual to individual.
PROTEIN:
The requirement for protein decreases with progression into late childhood. While the protein needs are
higher at 1.2 g/kg body weight, they decrease to 1g/kg body weight in late childhood.
MINERALS AND VITAMINS:
These nutrients are very crucial to normal growth and inadequate intake can result in deficiencies and
impaired growth. Some of the important minerals and vitamins required by growing children are:
Vitamin D: This nutrient is required for calcium absorption and also for its deposition in the
bones. The dietary requirement depends on other factors such as amount of exposure to sunlight.
Fortified milk serves as a good source of Vitamin D.
Iron: The risk for deficiency is very high during infancy and childhood. Care should be taken to
provide adequate intakes after consideration of factors such as absorbability from plant foods etc.
Calcium: It plays a very vital role in the mineralization of bone and then maintenance of bone
mass.
Recommendations:
1 to 3-year-old
500 mg/day
4 to 8-year-old
800 mg/day
Good sources of calcium are milk and other dairy products

Zinc: Deficiency of zinc can cause symptoms such as poor appetite, growth failure, poor wound
healing etc. It is necessary for growth and the recommended allowance is 10 mg/day.
Reference:
1. Mahan, Kathleen L.; Escott-Stump, Sylvia. Krauses Food, Nutrition, & Diet Therapy,
10th ed. "Nutrition in Childhood" by Betty Lucas, MPH, RD, CD. W.B. Saunders Co.,
Philadelphia.
How to know the Nutritional Requirements for Your Child eHow.com
Health/Safety-37
Nutritional Needs in Adolescents

Rapid body growth during adolescence is accompanied by a dramatic rise in food intake.
During these years, boys require about 2700 calories a day and much more protein. Girls require
about 2200 daily calories but not as much protein due to their smaller size and muscle mass.
Calcium is particularly important for bone growth and extra Iron is needed to support gains in
muscle mass and blood volume in boys and to supplement the loss of blood in the menstrual
cycle of girls.
This increase in nutritional requirements comes a time when the eating habits of many
young people are the poorest. Although adolescents consume empty calories and eat on the run,
they need to know how to select healthy alternatives such as baked foods and salads instead of
fried foods. The most common nutritional problem in adolescents is Iron deficiency. If a
student appears tired, listless, and irritable, she may be suffering from anemia rather than
unhappiness, and may require a medical examination. Teenagers are also often deficient in
calcium, riboflavin (vitamin B2), and magnesium (Berk, 1999).
Unhealthy eating habits can be particularly dangerous if they lead to a lifetime pattern of
poor nutrition. Contrary to what many parents believe, obese children rarely outgrow their
weight problem when they become teenagers (Serdula et al., 1993).
Health/Safety-38
Precautions to Prevent the Spread of Infectious Diseases in the

School Setting
The California State Department of Education and the National Center for Disease Control (CDC)
recommend that schools implement procedures regarding the handling of body fluids. THE BODY FLUIDS
OF ALL PERSONS SHOULD BE REGARDED AS POTENTIALLY INFECTIOUS. The term body
fluids includes blood, semen, drainage from scrapes and cuts, feces, urine, vomit, respiratory secretions
(such as nasal drainage) and saliva.
Universal Precautions
UNIVERSAL PRECAUTIONS are precautions used in all situations and not limited to use with individuals
known to be carrying a specific virus such as HIV or the virus causing Hepatitis B or Hepatitis C. In the
school setting, those precautions should include; hand washing, using gloves, careful trash disposal, using
disinfectants, and modification of cardiopulmonary resuscitation (CPR).
Handwashing
Thorough hand washing is the single most important factor in preventing the spread of infectious diseases
and should be practiced routinely by all school personnel and taught to students as routine hygiene practice.
1. All staff should wash their hands in the following circumstances:
Before handling food, drinking, eating or smoking
After toileting
After contact with body fluids or items soiled with body fluids
After touching or caring for students, especially those with nose, mouth, or other discharge
2. Scheduling time for students to wash hands before eating is suggested to encourage the practice.
3. How to wash hands: Wet hands with running water and apply soap from dispenser. Lather well and
wash vigorously for fifteen to twenty seconds. Soap suspends easily removing soil and
microorganisms, allowing them to be washed off. Running water is necessary to carry away dirt and
debris. Rinse well under running water with water draining from wrist to fingertips. Leave water
running. Dry hands well with a paper towel and then turn off the faucet with the paper towel. Discard
towel. Antibacterial gel can be used as a temporary method to sanitize hands until thorough hand
washing can be done.
4. Classroom instruction about proper hand washing can be integrated into health instruction at all
grade levels.
First Aid Involving Body Fluids and CPR

1. Avoid direct skin contact with body fluids. If direct skin contact occurs, hands and other affected
skin areas should be washed with soap and water immediately after contact has ended. To the extent
practicable, using running water, liquid soap and disposable gauze, towels or tissues.
2. Disposable single use gloves should be used when contact with body fluids is anticipated (such as
bloody nose, diapering, etc.). Gloves should be standard components of first-aid supplies in the
schools so that they are readily accessible for emergencies and regular care given in school health
offices, cafeterias, and other athletic training rooms.
3. Any soiled clothing should be placed in a separate plastic bag, sealed and placed in a plastic bag
labeled with the students name. Send home with the student.
Health/Safety-39
Trash Disposal
1. Place soiled tissues, pad, gauze bandages, towels, etc., into plastic bag and tie or seal the bag. Place it
in a second plastic bag and leave sealed.
2. If needles, syringes, or lancets are used in the school setting, arrange for a puncture-proof container.
Place intact needles and syringes in the designated container. Do not bend or break needles. Do not
recap needles. Contact your local Health Department for directions about disposal of contaminated
materials.
Using Disinfectants
1. Environmental surfaces contaminated with body fluids should be cleaned promptly with disposable
towels and approved disinfectant. Disposable gloves should be worn. Disposable items should be
discarded in a plastic-lined wastebasket. Mop solution used to clean bodily fluid spills should consist
of the approved disinfectant. Used mops should be soaked in this solution 30 minutes and rinsed
thoroughly before re-using.
2. After clean up, remove gloves and wash hands.
3. If carpet is soiled, clean up immediately and disinfect with District approved disinfectant.
RISK OF EXPOSURE WITH HIV AND HEPATITIS B VIRUS
WITH EXPOSURE TO VARIOUS VOLUMES OR INFECTED BLOOD
Type of Exposure
Volume of Blood
500 cc (1 unit or 1 pint)
Human Immuno-Def. Virus

(HIV)
95.0%
Hepatitis B
Virus (HBV)
100%
Receipt of infected blood

transfusion
Accidental needle stick
contaminated with infected
blood in clinical setting
Infected blood on broken skin
in a clinical setting
Infected blood on healthy
unbroken skin in clinical
setting
Care for infected persons
within household
Minute (less than 1 cc)
0-.03%
12-35.0
Minute to small volume
Some risk (6 reported cases in

USA)
No reported cases
Some risk
No reported cases among

family members of thousands
of persons with AIDS
No reported
cases
Some risk
Some health care workers have been infected with HBV in absence of needle stick. Presumable,
those infections were acquired by blood transfers to oral or nasal mucous membranes via the hands
No family members have contracted HIV infection unless they were themselves at risk because of
sexual activity, inoculation with blood products and perinatal events.
Hepatitis B Virus (HBV) transmission has occurred between babies and their family contacts,
infected developmentally delayed children and their classmates and caregivers, and in other
situations when chronic carriers are present for prolonged periods.
Health/Safety-40
The spread of Hepatitis B may occasionally occur in special education settings and classrooms
attended by developmentally delayed students who became Hepatitis B carriers while in hospital or
residential facilities. The risk of Hepatitis transmission in these special education classroom settings
can be almost eliminated by good environmental and personal hygiene (Universal Precautions).
Hepatitis B vaccination of susceptible personnel and students can reduce the risk to virtually zero.
WHAT IS AIDS/HIV INFECTION?
AIDS (Acquired Immune Deficiency Syndrome) is the advanced stage of HIV (Human Immunodeficiency
Virus) infection. The virus attacks the bodys immune system, leaving it vulnerable to life-threatening
opportunistic infections and malignancies. The virus also may directly attack the central nervous system.
Persons infected with HIV frequently have no apparent symptoms and usually appear to be in good health.
More than half of the persons in the United States who have been diagnosed to have AIDS (the advanced
stage of HIV infection) have died.
HOW IS HIV INFECTION SPREAD?
The possibility that AIDS/HIV will be transmitted in schools, the workplace and other public gatherings is
remote. AIDS/HIV infection is not transmitted from one person to another through everyday activities. You
will not get AIDS by being around or working with a person who is infected or by having ordinary daily
contact with an HIV infected person.
Everyone infected with HIV, even a person without apparent symptoms, is capable of transmitting the
infection. HIV infection is transmitted by:
1. Any sexual activity involving direct contact with semen, blood or vaginal secretion of someone who
is infected.
2. Sharing intravenous (IV) needles and/or syringes with someone who is infected.
3. Penetrating the skin with needles that have been used to inject an infected person.
4. Direct contact on broken skin with infected blood.
5. Receiving blood transfusion or blood products from someone who is infected (a screening test has
been used since 1985 that has reduced the risk to 1 in 68,000 in California (AIDS Update, Dec.
1988)).
6. Being born to an infected mother.
WHAT IS HEPATITIS B?
Hepatitis B is an infection of the liver caused by a virus present in blood and other body fluids of infected
persons. Less than 50 percent of persons who became infected show symptoms of illness. The symptoms are
like those of Hepatitis A and include fatigue, mild fever, muscle or joint aches, nausea, vomiting, loss of
appetite, and abdominal pain. In some patients, the urine turns dark and the skin becomes yellow. The onset
of symptoms may appear 6 weeks to 6 months after becoming infected with the virus. Death is uncommon in
Hepatitis B but 5 to 10 percent of those infected become long-term virus carriers. Up to 25 percent of carriers
may develop serious chronic liver disease.
Health/Safety-41
HOW IS HEPATITIS B SPREAD?

An infected person can transmit Hepatitis B as long as the virus remains in the blood. Transmission may occur
as early as four weeks before any symptoms occur. A small number of people will carry the virus in their
blood for years and are known as chronic carriers. Hepatitis B is transmitted by:
1. Sexual activity involving semen, blood or vaginal secretions
2. Sharing with someone who is infected, unsterile instruments used to penetrate the skin such as those
used for tattooing, ear piercing, and razors
3. Sharing intravenous (IV) needles and/or syringes with someone who is infected
4. Direct contact of infected blood with mucous membranes of the eye or mouth
5. Direct contact with infected blood with broken skin (e.g., cuts)
6. Accidental needle sticks with needles containing blood from a virus carrier
7. Being born to an infected mother
WHAT IS HEPATITUS C?
Hepatitis C is an inflammation of the liver caused by the Hepatitis C virus (HCV). It is the most common
chronic blood borne infection in the United States. According to the U.S. Centers for Disease Control and
Prevention, approximately 1.8% of the U.S. population or 3.9 million Americans have been infected with the
virus. About 35,000 new cases of Hepatitis C are estimated to occur in the United States each year. Currently,
no vaccine is available to prevent people from getting Hepatitis C, but some treatments are available that may
help clear the virus from the blood.
HOW IS HEPATITIS C SPREAD?
The Hepatitis C virus is blood borne, which means that it is spread through blood or blood products. Common
routes of infection include needle stick accidents; blood transfusions before mid-1992 (after 1992, blood banks
began rigorous screening for Hepatitis C virus with effective new testing methods); and the use of recreational
drugs (i.e., sharing needles). There are also other modes of transmission and factors that many also put people
at risk for contracting Hepatitis C.
HOW DOES HEPATITIS C DEVELOP?
Hepatitis C progresses slowly over many years. Some people who have become infected may not be aware of
the virus for as long as one to two decades. By the time symptoms appear, the virus has most likely already
begun to damage the liver. Liver failure due to Hepatitis C is one of the most common causes of liver
transplants in the United States. Once the virus infects a persons blood, it enters the cells in the liver and
begins to reproduce itself rapidly.
WHAT ARE THE SYMPTOMS OF HEPATITIS C?
The initial stages of Hepatitis C infection is called acute Hepatitis C. During this stage, which can last for up to
6 months, 60%-70% of patients have no symptoms. However, some people in the acute stage may experience
extreme tiredness, weakness, loss of appetite, and jaundice. They may also complain of abdominal discomfort,
which may be a sign that the liver is inflamed and tender. With or without symptoms, initial damage to the
liver cells can take place soon after infection, within an average 2-8 weeks.
Most people are able to rid their bodies of the virus on their own. In more than 80% of individuals with acute
infection, the disease progresses to a chronic condition. Hepatitis C is considered a chronic condition when the
virus remains in the blood for longer than 6 months, although tests may not detect it at all times. Chronic
Hepatitis C usually progresses at a very slow rate, often over a period of 10 to 30 years. However, the longer
the virus is in the body, the more damage is done to the liver. Individual factors, such as increased alcohol
intake, age and gender can also influence the progression of Hepatitis C. If the disease remains untreated,
serious consequences-such as cirrhosis, liver failure, liver cancer, or even death-may occur.
Health/Safety-42
Injury and Illness Prevention Program

General Safe Work Practices All Employees
Injury Section
Potential
Hazards
Slips and Falls
on Same Level
Falls from High

Places
Safe Work Practices
Back Injuries
IIPP Training Packet August 2005
Clean up all spills immediately

Report slick floors as a hazard
Reduce tripping hazards through good housekeeping and safety awareness
Unplug and roll up long electrical cords and extension cords when not in
immediate use
Wear appropriate shoes for job classification
Use alternate routes when floors are wet
Be watchful of where you are walking
Turn on lights when entering an unlit area
Use tread guards across walkways where it is not possible to re-route cords
Maintain clear aisle ways
Be especially cautious when walking during wet or icy weather conditions
Be aware of gravel, sand or other debris on walkways
Never use a broken ladder or step stool
Use step ladder rather than chairs or tables
Use appropriate ladder for the situation
Make sure ladders and step stools are in good repair, good quality, and
properly set before use
Report any potentially hazardous condition, including missing or broken
guardrails or other hazards
Limit the amount of high storage and other reasons for needing ladders
Secure help on high work or unusual circumstances
Keep ladder area clear of obstructions
Use handrails on ascending and descending stairs
Achieve and maintain good personal fitness through regular stretching and
exercise
Attend a back safety training program
Learn and use proper lifting techniques and practice good body mechanics
Secure assistance with heavy or bulky material
Keep all objects close to your body when lifting
Do not twist while lifting. Lift first, then turn your body
Avoid reaching or lifting from an awkward position
Use step ladder and/or get help when lowering materials from high places
When carrying a load, plan your route before starting, block open doors,
and be sure the route is clear of obstructions or tripping hazards
Do not attempt any unsafe lifting operation
Use hand truck, lifts, or other mechanical means to assist you
Use back support devices when load is heavy or back problem exists
Make sure chair or furniture is comfortable and properly adjusted
Stand and move about frequently
Health/Safety-43
Potential
Hazards
Being Hit by Falling
Objects, Caught In or
Between Objects
Cuts, Abrasions, Burns

and Other Bodily
Injuries
Safe Work Practices
Cuts, lacerations and

Eye Injuries from
Power Equipment
Fire Injury
Electrical Shock
Injuries
Equip all cabinets with doors with a device, other than magnets, to prevent
doors from opening in the event of an earthquake
Secure stored material with shelf lips or other means
Reduce high storage of items
Store glass products, breakables, and heavy materials on lower shelves
Attach cabinets, shelving and certain fixtures to secure structures
Toe board and handrails should be in place in all loft areas
Open only one file drawer at a time
Do not open drawers past safety stops
Use proper carrying techniques for sharp objects
Store sharp, pointed objects flat and pointed away from user
Clean/store sharp utensils individually, do not mix with other materials in a
sink or drawer
Safety devices, such as finger guards and blade locking devices should be
used on paper cutters
Understand proper use techniques for each tool being used
Use appropriate hot pads or mitts when handling hot items
Do not operate machines or equipment until instructed in proper use
Follow manufacturers recommendations for safe use of tool
All electrical equipment should be turned off and unplugged when changing
parts or when equipment is being repaired
Wear eye protection if grinding or sawing materials
Report all fires to fire and insurance officials
Know fire extinguisher location and operation
Know evacuation routes and alternatives
Know bell or alarm system at work location
Know contingency plans for various emergencies
Practice specific role in emergency plan
Store combustible materials away from heat sources
Limit wall coverage with combustible materials to less than 50%
Make sure portable heaters have tip over switches and are U.L. approved
Maintain good housekeeping practices
Do not risk your life trying to extinguish a fire, which could get out of
control
Storage of duplication/ditto fluids should be limited to two gallons, plus one
in use, at a single location
Unplug all electrical appliances (such as space heaters, coffee pots, etc.) at
the end of each work day
Only trained personnel should work on or modify electrical systems
All electrical plugs should be pushed fully into receptacle
Make sure electrical equipment is not wet or damp
Always use grounded electrical cords
Multiple outlet extenders (power strip, etc.) must have a circuit breaker
Unplug electrical equipment by pulling on the plug instead of the cord
Do not hang objects from light fixtures
Replace rather than repair electrical cords
Do not remove ground prong on the male electrical plug
Inspect electrical equipment, including cords, for defects before use
All outlets near water/liquid sources (within 6 ft.) should be Ground Fault
Circuit Interrupter (CFCI) type outlets. Report any unprotected outlets
Use non-metal ladders around electrical equipment
Health/Safety-44
Potential
Hazards
Vehicle Accidents
Safe Work Practices
Wear seat belts

Maintain a current and valid California drivers license
Obey traffic laws when driving on school business in private or district
vehicles
Make a pre-trip inspection of all lights, brakes, tire tread, seat belts, mirrors
and signals
Avoid backing where possible on school site
Practice defensive driving
Keep windows clean and free of visual obstruction
Keep dash board free of clutter
Horseplay is not appropriate in the work place and should be avoided
Desks, furniture and work spaces should be arranged to minimize reaching,
twisting and bending
Furniture, tables, work space areas and equipment should be maintained in
good repair to avoid breakage or other failure which might cause injury
Store lunches and food where it is safe form contamination by chemicals or
other hazardous substances
Unusual conditions such as extra high or low steps, low ceilings, or unclear
exiting should have special signs and/or be highlighted with paint to draw
attention to the condition
Keep file drawers closed except during immediate use
Post signs warning persons with pacemakers when microwave ovens are used
Maintain moderate noise levels (e.g., dance music, loudspeakers, etc.)

Report all accidents/injuries at work
Become familiar with emergency/disaster plan for your site and participate
in practice drills using S.E.M.S. (Standardized Emergency Management
System)
Learn to recognize potential hazards from earthquakes and set up your
classroom/work area to minimize those hazards
See Appendix O for a list of additional health and safety resources
Prioritize the tasks that you are to accomplish
Mix tasks you like to do with those that are more difficult
Take breaks and relax muscles
Increase level of exercise
Add humor and relaxing activities to the work day
Take vacation time regularly
Make friends at work and develop a support system
Attend stress workshops and practice the stress reducing suggestions
When you feel overloaded with work, ask for help either administratively or
from a co-worker
Report infectious diseases and other health conditions to school nurse or
appropriate supervisor
Practice good personal hygiene and wash hands as needed
Use latex rubber gloves when contact is likely with human body fluids
(blood, vomit, feces, urine, etc.)
Keep classroom and work areas well ventilated
Dispose of contaminated materials properly
Learn first aid and CPR
Contact local health professionals for additional health information
See Appendix F for information on universal precautions
Miscellaneous Injuries
Stress
Infectious Diseases or
Heath Conditions
Health/Safety-45
Potential
Hazards
Toxic Substance
Illnesses
Safe Work Practices
Repetitive Motion
Injuries (Cumulative
Trauma)
Never use any chemicals without knowing its hazards. Always review the
Material Safety Data Sheets (MSDS) before using any chemical
Review and follow district written Hazard Communication program
Know location of MSDS and follow recommendations for use. (See
Appendix K)
Use non-toxic materials where possible
Read container label and follow manufacturers safe use directions.
Make sure that all primary and secondary containers are properly labeled
Do not remain in one position for long periods without moving
Change activities as often as possible
Do light exercise of muscles to loosen them and reduce tension
Make sure your position is as comfortable as possible
See that your furniture is adjusted to your particular needs
Wear special equipment if it can reduce strain (special eyeglasses, wrist
races, etc.)
Follow basic ergonomic guidelines when using a computer
Make sure your chair provides good lumbar support
Adjust your chair properly
Keep keyboard and monitor lined up directly in front of you
Keep wrists level with the keyboard
Make sure the mouse is at the same level as the keyboard
Keep elbows close to your body
Dont cradle the phone between your head and shoulder
Set up your work area to minimize reaching and awkward positioning
Place the monitor so the top of the screen is at, or slightly below, eye level
Dont rest your arms or wrists on the sharp edge of a desk or counter
Control glare on monitor to avoid eye strain
Keep feet flat on the floor or use a footrest
Use a document holder whenever possible
Health/Safety-46
CLASSROOM HAZARD CHECKLIST
Due Date:__________
Location:______________________________________________ Room #:__________________________________
Instructions: Complete this Classroom Hazard Checklist by the due date indicated and forward to the site
administrator. Site administrator reviews, signs and forwards to Business Services. Any questions should be directed to
the Director of Environmental and Health Services.
Yes
No
Unknown
Are freestanding cabinets, bookcases and wall shelves

secured to a structural support?
Not
Applicable
Are heavy objects removed from high shelves?

(High shelves are shelves above the heads of seated
students/teachers desk)
Are aquariums and other potentially hazardous displays

located away from seating areas and secured?
Are AV equipment and computers securely attached to a

portable (rolling) cart with lockable wheels?
Is the TV monitor securely fastened to a securely

fastened platform and/or cart?
In the classroom piano secured against rolling during an

earthquake?
Are wall-mounted clocks, maps, fire extinguishers, etc.,

secured against falling?
Are hanging plants secured to prevent them from

swinging free or breaking windows during an
earthquake?
Is lab equipment secure to prevent movement?
Are chemicals stored to prevent spillage?
Are typewriters, computers and other heavy equipment

secured to prevent movement?
Are objects around doors secured so as not to fall and

block egress?
Completed by____________________________________________________Date_______________
Site Administrator_________________________________________________Date_______________
Director, Environmental & Health Services_____________________________Date_______________
Health/Safety-47
SAFETY NOTES
These notes should apply to all classrooms, office areas, workrooms, storerooms, etc.
1.
High Storage of Heavy Items: All areas, including classrooms, should be reviewed for hazardous conditions due to
excessive, high storage of heavy items, especially when near an exit or in close proximity to student or staff. Check
spaces on top of built-in cabinets and metal cabinets. Lips or wires should be installed along the tops of all cabinets and
across the fronts of all shelving to prevent items from flying off in the event of an earthquake. Limit high storage of heavy
items.
2.
Securing of Cabinet Doors: All cabinet doors should be equipped with some type of device (other than magnets) to
prevent them from opening in an earthquake. Evidence from past earthquakes indicates that cabinet doors open and dump
their contents, many items directly in front of main exists. It is also recommended that students desk not be located
directly in front of cabinets as a preventative measure.
3.
Cubbies, Files, Cabinets, Aquariums and Other Unsecured Items near exits: All cubbies, four drawer files, metal cabinets,
bookshelves, as well as aquariums, should be located away from main exits if possible. These routinely fall over in an
earthquake and have the potential for blocking what may be the only exit from a classroom. Make sure all items are
securely fastened to a wall or other sturdy structure.
4.
Unsecured Bookshelves, Four/Five Drawer Files, Cabinet and Other Shelving, Etc.: All shelving, file drawers, bookcases,
etc. should be firmly secured to a sturdy structure in order to prevent injury during an earthquake. L brackets or other
methods should be used. Freestanding shelving could be bolted back to back in order to create a more stable base.
Configuring into a T is also an effective method. Multiple file drawers can also be bolted together for more stability.
Use the OES Guide and Checklist for Non-Structural Earthquake Hazards in CA Schools (www.dsa.dgs.ca.gov go to
publications) as a guide.
5.
Files, Cabinets, and other Hazards Located Behind Teachers or Students Desks: Four/five drawer files, cabinets and
other shelving should not be located directly behind a teachers or students desk. During an earthquake, file drawers can
topple forward or to the side and cause great injury to the teacher or student. It is best to locate files and other cabinets in
corners where they are least likely to cause an injury or block an exit. These should also be secured to a wall or other
stable structure. Unlatched drawers can roll open and cause the file drawers to fall over. Make sure drawers are securely
latched unless in use.
6.
Unsecured Trophies: Storing trophies in high locations should be avoided. If there is no other location to store or display
trophies, make sure they are secured by using a series of wires or Plexiglas retainers across the front of the shelves.
Trophies are heavy and sharp and can cause severe injuries. Never locate trophies above students desks.
7.
Securing of Computer Monitors: All computer monitors should be secured by means of a strap or other method to prevent
them from falling over in an earthquake. Many monitors are heavier in the front than in the back and will easily topple
over. It is recommended that all monitors be secured either to the computer cart or the desktop. Note: damage to property
(such as computers) or loss of your data during an earthquake is not covered by insurance. Non-slip shelf lining can be
used as a temporary measure to provide a non-skid surface under equipment, but will provide minimal protection. Using
products such as heavy-duty Velcro or other strap-type devices provide better protection.
8.
Marbles and Other Items Stored in Glass Containers in Classrooms: We have been noticing a number of classrooms that
have large jars of marbles sitting on teachers desks and on top of cabinets. These marbles can create a hazard if the jar
falls and distributes marbles throughout the classroom. Marbles are difficult to walk on when trying to evacuate a
classroom in an emergency. It is recommended that marbles be kept in plastic containers with tight fitting lids.
9.
Blocked Exits: All doors that exit to the outside of the building MUST be kept clear at all times (per fire code). Even if
the door is never used, if it exits to the outside, it must always be clear and available as an evacuation route. In addition, if
throw bolts are used on any doors in classrooms (which we do not recommend), the bolt must ALWAYS be open during
school hours. Maintain clear exits and exit routes at all times.
10. Ground Fault Circuit Interrupter Outlets (GFCI): It is recommended that all electrical outlets within 6 ft. of a water
source, such as a sink, be replaced with a GFCI outlet. These types of outlets are intended to protect humans from being
shocked. Outlets are routinely installed over or newer sinks in classrooms, so it is important to have these outlets changed
to prevent injury to staff and students.
Health/Safety-48
11. Aquariums: During an earthquake, the motion can cause the water to rock aquariums off their locations. Even very heavy
aquariums are at risk. Straps around the top edge and secured to a wall are an effective preventative measure. Attaching a
lip of molding to the counter at the base can also help. Do not position students desks close to aquariums.
12. TVs on Carts: TVs on carts should always be secured with a sturdy strap or other appropriate method.
13. Use of Extension Cords, Multiplug Adapters, Power Strips, Etc.: Extension cords are to be used ONLY as a temporary
power source and are not to be used to permanently hook up a computer, radio or other appliance. When used for an
overhead projector in a classroom, the extension cord should be unplugged and rolled up when not in immediate use.
Multiplug adapters are approved for use only if they are equipped with a breaker (light). Long cords to equipment should
be unplugged and rolled up when not in immediate use. Cords should be routed away from traffic paths. If it is not
possible to reroute a cord out of the traffic path, a tread guard could be used to prevent a tripping hazard, but is not ideal.
Do not run cords under carpets, as this will damage the cord if it is walked on.
14. Hanging Artwork or Other Materials From Light Fixtures: Artwork and other decorative materials should not be hung
from light fixtures. There are hazards associated with fire as well as electrical shock. All artwork and other types of
decorative materials could be hung from approved wires. Make sure wires are high enough so they dont pose an
additional risk.
15. Blocked Electrical Panels: Electrical panels must be kept clear at all times. A minimum of 36 clearance is required.
16. Fire Extinguishers: Fire extinguishers should be securely hung near the exit at approximately waist height. Fire
extinguisher locations should be clearly marked. They should also be checked monthly to make sure they are charged and
the plastic security loop is intact. Fire extinguishers should be recharged/serviced every year. But should be checked
regularly by staff. Recommend that all staff be trained in the proper use of a fire extinguisher. Make sure that all fire
extinguishers are properly mounted, do not have items hanging from them and are not blocked.
17. Numbering of All Rooms: All exterior doors (classrooms, offices, custodial rooms, etc.) should be labeled both inside and
outside, above the door or to the side so emergency personnel will be able to locate rooms quickly.
18. Posting of Signs Microwave in Use: It is recommended that a small sign be posted on the outside of any area using a
microwave. The purpose of this posting is to warn persons with pacemakers that a microwave is in use. The sign should
say, Microwave in Use.
19. Playground Safety: Loose fill surfacing material should be maintained at a minimum of 12. It should be raked often and
all foreign materials (rocks, glass, feces, etc.) removed. All playground equipment should comply with the CPSC
Guidelines and the ASTM Standards OR a plan should be in place to correct deficiencies within a reasonable timeline.
Equipment should be checked daily for broken or missing parts. Regular maintenance schedules should be developed for
each playground and all maintenance activities should be documented as required. Proper supervision should be provided
during regular school hours.
20. Soccer Goals: Heavy metal soccer goals should be secured in place during use. During off-season, they should be chained
to a fence to prevent being moved. Unsecured soccer goals have caused serious injuries and deaths when they have fallen
over.
21. Rubber Cement, Solvent Based White Out, Spray Adhesives and Other Hazardous Art and Crafts Materials: These
products (and many others) have been identified by the California EPA as not being appropriate for use at the K-6 level.
The list of Art and Craft Materials Which Cannot Be Purchased For Use in Kindergarten and Grades One Through Six
is available at www.oehha.ca.gov/education/art/artguide. It is recommended that all schools review this list and items
found on it in classrooms be removed from K-6 school sites immediately. This list is intended for use at the K-6 level, but
it is recommended that this list be applied to the upper grades as much as possible to protect the health and safety of all
students and staff. Products labeled as AP Non-toxic conforming to ASTM D4236 are always a better choice.
22. Cleaning Products, Bleach, Ammonia and Other Materials Stored in Classrooms: During inspections, a variety of
hazardous materials are found in classrooms. These products are often easily accessible to students. It is recommended
that all hazardous materials be kept either out of the classroom entirely or be locked in a cabinet that is not accessible to
students. All areas under sinks should be checked carefully. If the label says Keep Out of Reach of Children every
effort should be made to do so. NOTE: Bleach and ammonia (this includes powdered cleansers like Comet and liquid
glass cleaners like Windex) should never be stored or used together. When bleach and ammonia are mixed, chlorine gas is
created and could cause permanent lung damageor death.
Health/Safety-49
23. Lead Glazes and Lead Free Glazes: All ceramic glazes and underglazes that are labeled as containing lead or fritted
lead should be removed from school and disposed of as a hazardous waste. Even products labeled as lead safe should
not be used in the school environment. Only those products labeled Non-Toxic are considered safe for use in schools
Refer to the toxic art and crafts listing above in #20.
24. Chemical Safety: All hazardous materials used on a school site must have an MSDS on file. These should be kept in a
central location. Employees should be instructed not to bring cleaning products and other chemicals from home and to
only use approved products. All chemical labs should have an up-to-date inventory with chemicals properly separated
(not alphabetically). All employees should receive training in how to read an MSDS. All chemicals and by-products
should be disposed of properly. Employees should be instructed in proper disposal techniques. All science specimens
should be secured from falling from shelves during an earthquake and should not contain Formaldehyde. Spill kits should
be readily available.
25. Combustible Fuel Load in Classrooms: The amount of paper coverage, such as decorations and student work, in
classrooms should be limited to no more than 50% of the total wall space. Adding layers of paper, as in bulletin boards
displaying artwork, increases the fire risk. Use fire resistant materials whenever possible. Keep classrooms clear of
unnecessary clutter and debris as much as possible. Christmas trees must be treated with fire retardant.
26. Clear Hallways: Hallways, breezeways and other evacuation routes should not be used to store excess furniture and other
items.
27. In-Wall Lunch Tables: In-wall lunch tables should be raised and lowered carefully to prevent injury to staff. When
returning the tables or benches to their in-wall positions, special attention should be given to ensuring that the pins are
engaged and security toggles activated. Improper storage of these units has resulted in failure of the securing hardware
causing the table or bench to fall out of position and severely injuring and even killing students.
Please call RESIG at (707) 836-0779 x107 or email at: jgoobanoff@resig.org if you have any questions.
Health/Safety-50
Resources
(Add your own)
1. Nutrition
a. www.webdiatician.com
b. www.dairycouncilofca.org
c.
2. Adolescent Health Issues
a. www.ahwg.net (Adolescent Health Working Group)
b.
3. Child Abuse
a. www.safestate.org
b. www.nsvrc.org
c.
4. Medical Conditions and Injuries
a. www.diabetes.org (American Diabetes Association)
b. www.nhlbi.nih.gov (National Heart, Lung, and Blood Institute)
c. www.dhpe.org (Department of Health Promotion in Education)
d. www.redcross.org
e.
5. Mental Health
a. www.mentalhealth.samhsa.gov (National Mental Health Information Center)
b.
6. Legislation
a. California Education Code: www.leginfo.ca.gov
b.
7. Suicide Prevention
a. National Committee on Youth Suicide Prevention
666 5th Avenue, 13th Floor
New York, NY 10103
(212) 957-9292
b.
8. Health Education
a. Health Framework for California Public Schools
California Department of Public Education
CDE Press, Sales Office
P.O. Box 271
Sacramento, CA 95812-0271; FAX (916) 323-0823
http://www.cde.ca.gov/re/pn/rc
b.
9.
Special thanks to Steve Jurist for his vision, expertise, and hard work in researching and developing
this resource guide. His dedication and support of new teachers is truly appreciated!
Health/Safety-51
REFERENCES
For General Safety information:
US Department of Labor
OSHA Publications
PO Box 37535
395 Oyster Point Blvd.
Washington, D.C. 20013-753
(202) 693-1888
www.osha.gov/pls/publications
National Safety Council

San Francisco Chapter
303 Twin Dolphins Drive, suite 520
Redwood City, CA 94065-1409
(800) 544-1030
sanfrancisco@nsc.org
www.nsc.org
Cal OSHA Consultation Services

Department of Industrial Relations
2424 Arden Way, Suite 485
Sacramento, CA 95825
(916) 263-5765
www.dir.ca.gov/dosh/consultation.html
For Additional Information on Arts and Crafts Safety:
Center for Safety in the Arts
5 Beekman Street
New York, New York 10038
(212) 227-6220
www.trueart.info/health_books.html
State of California
Department of Health Services
1501 Capitol Ave., Suite 2101
Sacramento, CA 95814
(916) 445-4171
www.dhcs.ca.gov
For Additional Information on Earthquake Safety:

Bay Area Regional Earthquake Preparedness Project
Metro Center
101 Eight Street, Suite 152
Oakland, CA 94607
(415) 883-8300
Fischer Scientific Education

4500 Turnberry Drive
Hanover Park, IL 60133
(800) 955-1177
www.fishersci.com
Laboratory Safety Institute

192 Worchester Rd.
Natick, MA 01760
www.labsafety.org
Flinn Scientific, Inc.

PO Box 219
Batavia, Il
(800) 452-1261
www.flinnsci.com
For Additional Information on Countywide Services:

Sacramento County Public Department of Health and Human Services
www.sacdhhs.com
Health/Safety-52
Notes
Conversation Guide - Universal Access: Equity for all Students (E-3.6)

DIRECTIONS: As a support provider, discuss the prompts below with your participating teacher. The information discussed
will help guide your participating teacher with classroom decision-making and identification of areas for future inquiry. The
Profile Components - Universal Access: Equity for all Students

Collecting
Class Profile /
Student Services
Profile
Contextualizing
Extending


core curriculum?





What 21 Century skills (core subjects and 21 Century

themes, life and career skills, learning and innovation
skills, information technology) might you embed into
student interactions?
How might you include the 4 Cs (creativity and

innovation, critical thinking and problem solving,
communication and collaboration) when
designing lessons?
How might you incorporate the expansion of knowledge

around language and support the development of
academic English?

students?
How might you validate and value the cultural

and linguistic heritage of your students while
ensuring the development of standard English?


exploring to adhere to a Least Restrictive
Environment (LRE)?

st
st

provides positive images and positive language that

How will you promote pride in cultural heritage and

respect your students families in their role in student
learning?

families?

Reflections on Teaching and Learning Conversation Guide: Equity
Page 1 of 1
Special Populations
Resource Guide

COUNTY, DISTRICT, AND SCHOOL

Quick Reference Contact Sheet
Name
Phone number
email address
________________________
Superintendent
__________________
__________________
________________________
Special Ed Director
__________________
__________________
________________________
Special Ed Secretary
__________________
__________________
________________________
Principal
__________________
__________________
________________________
Principals Secretary
__________________
__________________
________________________
School Psychologist
__________________
__________________
________________________
Speech and Language Specialist
__________________
__________________
________________________
Special Education Teacher
__________________
__________________
________________________
__________________
__________________
________________________
__________________
__________________
________________________
Occupational Therapist
__________________
__________________
________________________
Behaviorist
__________________
__________________
________________________
SELPA Director
__________________
__________________
Special Populations Resource Guide
Table of Contents
Page #
I.
Introduction & Induction Standard 6

a. Special Education Acronyms
b. Six Principles of IDEA
c. Response to Intervention (RtI) - A Beginning Point
d. The Pyramid of the Least Restrictive Environment
II.
IDEA 04 (Individuals with Disabilities Education Act)

a. General Education Teachers and IEP Meetings
b. Special Education Qualifying Conditions
c. Summary of Eligibility Criteria
III.
Gifted and Talented Program (GATE) Referral

Section 504 Referral
Special Education Referral
Flowchart for Referrals and Assessments
15
16
17-18
Conditions, Definitions and Strategies

a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
VI.
10
11
12-13
14
Procedures and Testing

a. Student Study Team
b. Assessments Under Special Education
c. Types of Assessment
V.
6
7
8-9
Referral Process
a.
b.
c.
d.
IV.
1
2
3
4
5
Attention Deficit/Hyperactivity Disorder

Emotional Disturbance
Learning Disabilities
Autism
Aspergers Syndrome
Intellectual Disability/Mental Retardation
Positive Behavioral Support Strategies
Creating a Support Plan Identifying Behavioral Antecedents
Nine Types of Adaptations
Interventions and Accommodations Checklist
19
20
21-26
27-30
31
32-33
34
35
36
37-38
Resources
a. Websites
39
This resource guide provides teachers with information about issues that are
encountered when working with students who learn differently. Information is
gathered from Title 5, which is the umbrella law that guides all processes and
procedures regarding Special Education. While this resource guide gives you
general information about a variety of issues related to Special Education and
students who learn differently, it is important for you to take time to read any
district specific policies and procedures for serving students with special needs. The
information and materials contained in this resource guide represent a small
selection from the vast array of materials available that can assist teachers in
supporting students with special needs.
Special thanks and acknowledgment to those who assisted in the writing and editing of
this resource guide.
INTRODUCTION
Teaching Special Populations

Ensuring Universal Access for All Students
BTSA Induction Standard 6: 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).
Special Populations-1
Special Education ACRONYMS

ADD
Attention Deficit Disorder
ADHD
Attention Deficit Hyperactivity Disorder
AE
Age Equivalency (score)
APE
Adaptive Physical Education
CAC
Community Advisory Council/Committee
CH
Communicatively Handicapped
COE
County Office of Education (usually preceded with initial of county)
ED
Emotionally Disturbed
ESY
Extended School Year
FI
Full Inclusion
FSIQ
Full Scale Intelligence Quotient
IDEA 04
Individuals with Disability Improvement Education Act 2004
IEP
Individualized Educational Program
ITP
Individualized Transition Plan
IQ
Intelligence Quotient
LD
Learning Disabled
LH
Learning Handicapped
LRE
MA
Mental Age
NPS
Non-Public School
OT
Occupational Therapist
RSP
Resource Specialist Program
SDC
Special Day Class
SELPA
Special Education Local Plan Area
SH
Severely Handicapped
SLD
Specific Learning Disability
SST
Student Study Team
WISC-IV
Wechsler Intelligence Scales for Children - fourth edition
Six Principles
Individuals with Disabilities Education Act (IDEA) - 2004
FREE APPROPRIATE PUBLIC EDUCATION (FAPE)

The term free appropriate public education means special education and related services that (A) have
been provided at public expense under public supervision and direction and without charge; (B) meet the
standards of the State educational agency; (C) include an appropriate preschool, elementary, or secondary
school education in the State involved; and (D) are provided in conformity with the individualized
education program required under section 614(d). [Title 5, Section 602(8)].
APPROPRIATE EVALUATION
One of the most significant changes in IDEA 97 related to how the evaluation process should be viewed.
The committee believes that a child should not be subjected to unnecessary tests and assessments...and the
LEA (Local Educational Agency) should not be saddled with associated expenses unnecessarily.
(Committee on Labor and Human Resources, p.19). Evaluation activities should include gathering
information related to enabling the child to be involved in and progress in the general curriculum, and to
participate in appropriate activities. This includes the following:
INDIVIDUALIZED EDUCATION PROGRAM
The term individualized education program or IEP means a written statement for each child with a
disability that is developed, reviewed and revised in accordance with Title 5, Section 614(d).
LEAST RESTRICTIVE ENVIRONMENT
The presumption that children with disabilities are most appropriately educated with their non disabled
peers and that special classes, separate schooling or other removal of children with disabilities from their
regular educational environment occurs only when the nature or severity of the disability is such that
education in regular classes with the use of supplementary aids and services cannot be achieved
satisfactorily.
PARENT AND STUDENT PARTICIPATION IN DECISION MAKING
The Congress finds the followingAlmost 30 years of research and experience has demonstrated that the
education of children with disabilities can be made more effective by...strengthening the role of parents
and ensuring that families of such children have meaningful opportunities to participate in the education of
their children at school and at home. [Title 5, Section 601(c)(5)(B)]
PROCEDURAL SAFEGUARDS
Safeguards to ensure that the rights of children with disabilities and their parents are protected, that
students with disabilities and their parents are provided with the information they need to make decisions
about the provision of FAPE, and that procedures and mechanisms are in place to resolve disagreements
between parties.
(IEP Coach Handbook Six Principles of IDEA)
Response to Intervention (RtI)

A Beginning Point
Response to Intervention (RtI) is a general education strategy intended to provide students with
early systemic, strategic, research-based remedial intervention.
In an RtI model, students performing below grade level are given remedial interventions tailored to
their specific needs, while continuing to participate in the general education core curriculum.
These targeted remedial interventions are determined through academic screenings and progress
monitored by both general and special education staffs.
Students who do not show sufficient growth over time, after having been given interventions
targeted at their specific needs, may then be determined to need special education since they have
not shown a response to interventions.
Ensuring that students have been provided an opportunity to have sufficient and specific
interventions before they are placed in special education should prevent inappropriate special
education placements. IDEA 2004 allows states to use RtI in lieu of the learning disability
discrepancy model currently used by many states.
The three-tier Response to Intervention (RtI) model (see following page) is the model
most commonly used across the United States. Under the three-tier system students
have access and opportunity to participate in all three of the following (as appropriate):
1.) The core curriculum that all students are taught
2.) A supplemental remedial curriculum that is provided in addition to - rather
than instead of - the core curriculum
3.) Intensive instruction that is systematic and explicit.
Only after a student has failed to show adequate response to the three tiers would he or she be
considered for special education. Intervention at each tier should last at least 6 weeks. Frequent
progress monitoring during the intervention period indicates whether the child is succeeding; if s/he
is not, instruction should be modified to see whether a different intervention would be successful.
Under an RtI model, special education teachers work collaboratively with general education staff
in helping to provide targeted interventions, before students are actually placed in special education.
Special education paperwork should be considerably reduced, as should the number of students
labeled as learning disabled.
Universal Interventions
All students
Preventive, proactive
Targeted Group Interventions

Some students (at-risk)
High efficiency
Rapid response
Intensive Individual Interventions

Individual Students
Assessment-based
High Intensity
Of longer duration
75-85%
Academic Systems
10-15%
10-15%
5-10%
75-85%
Universal Interventions
All settings, all students
Preventive, proactive
Targeted Group Interventions

Some students (at-risk)
High efficiency
Rapid response
Intensive Individual Interventions

Individual Students
Assessment-based
Intense, durable procedures
Response to Intervention on the Ground: Diagnosing the Learning Enabled, W. David Tilly III
5-10%
Behavioral Systems
A School-Wide System for Student Success
Response to Intervention (RtI):
The General Education Teacher and

IEP Meetings
A student with an IEP belongs to the general education program. Special
Education services are there as a support. The role of the General Education
Teacher in working with special needs students changed significantly with the
passage of IDEA 97 and subsequent passage of IDEA 2004.
Below is a listing of some of the responsibilities required of the regular education
teacher. References to the specific Education Code that mandate this section follow
each legal reference. Please refer to your district board policies relative to
Individualized Education Plans/Programs (IEP) and Special Education services
regarding the specific policies that guide you and your district.
WHO?
IDEA 2004 mandates that there must be a General Education teacher present, if the
student is in, or is going to be in, general education classes. Others who are mandated
to attend include: a parent, a special education teacher, an administrator or designee, a
person to interpret any assessment data, and, as appropriate, the student whose
Ed. Code 56341.(b)(2)
program is being discussed.
WHY should you be there?

To participate in the development, review and revision of the students program.
Ed. Code 56381 (1)
To determine what supports, supplementary aides and services both you and the
student will need to be successful in the general education class. The IEP must indicate
what specific accommodations, modifications and supports are available to you in
assisting that student, in addition to your responsibilities.
Ed. Code 56345(a)(b)(3) 56100(a)(I)(j) 56381 (1)(d)
To discuss program modifications.

Ed. Code 56381 (1)(d)
You must receive a copy of the IEP goals

and objectives pertinent to your content
Ed. Code 56347
area/class.
HOW long should you be there?

Determined on a case-by-case basis.
Special Education Qualifying Conditions

Below is a listing of the 14 current qualifying conditions for which children might receive
specialized services. Each of the conditions has specific criteria, which MUST be met in
order to access support. Definitions of each of the handicapping conditions can be found
in: the California Special Education Programs, A Composite of Laws, under Education
Code, part 30, Other Related Law, and California Code of Regulations - Title 5. You
might also consult with your District Administrator, School Psychologist or your County
Office of Education in order to access your local SELPA guidelines for eligibility. (See
following pages for detailed descriptions of each condition.)
Autistic
Deaf
Established Medical Disability (0-5 yrs)
Deaf -Blind
Other Health Impaired
Emotionally Disturbed
Orthopedically Impaired
Mentally Retarded
Multiple Disabilities
Speech and Language Impaired
Hard of Hearing
Traumatic Brain Injury

Visually Impaired
PYRAMID for the

Home Instruction
Out of State Schools
S tate School
N on Public Schools
County SDC p rogram s
Dist Special Day Class
R S P & R elated Services
OTPT APE
Counseling Parent
Education etc
R esource Specialist
P rogram
RS P
D esignated
Instructional Services
G eneral Education

Summary of Eligibility Criteria IDEA 2004

Specific descriptions of each eligibility criteria can be found in
Section 3030 (a through j) of the Education Code.
Students must meet the criteria for the disability AND have
his/her education adversely impacted.
Autism
A student exhibits any combination of the following autistic-like behaviors, to include but not
limited to: an inability to use oral language for appropriate communication; a history of extreme
withdrawal or relating to people inappropriately and continued impairment in social interaction
from infancy through early childhood; an obsession to maintain sameness; extreme preoccupation
with objects or inappropriate use of objects or both; extreme resistance to controls; displays
peculiar motoric mannerisms and motility patterns; self-stimulating ritualistic behavior.
Deaf
A student has a hearing impairment, whether permanent or fluctuating, which impairs the
processing of linguistic information through hearing, even with amplification, and which
adversely affects educational performance. Processing linguistic information includes speed and
language reception and speech and language discrimination.
Deaf-Blindness
A student has simultaneous hearing and visual impairments, the combination of which causes
severe communication, developmental, and education problems.
Emotional Disability
A student exhibits one or more of the following characteristics over a long period of time and to a
marked degree, which adversely affect educational performance. Characteristics include: an
inability to learn that cannot be explained by intellectual, sensory or health factors; an inability to
build or maintain satisfactory interpersonal relationships with peers and teachers; inappropriate
types of behavior or feelings under normal circumstances exhibited in several situations; a
tendency to develop physical symptoms or fears associated with personal or school problems.
Hearing Impaired
A student has a hearing impairment, whether permanent or fluctuating, which impairs the
processing of linguistic information through hearing, even with amplification, which adversely
affects educational performance. Processing linguistic information includes speech and language
reception and speech and language discrimination.
Mental Retardation
A student has significantly below average general intellectual functioning existing concurrently
with deficits in adaptive behavior and manifested during the developmental period, which
adversely affects a students educational performance.
Multiple Disabilities
A student has simultaneous impairments, the combination of which, cause such severe
educational problems that they cannot be accommodated in special education programs solely for
one of the impairments. The term does not include deaf-blindness.
Orthopedic Impairment
A student has a severe orthopedic impairment which adversely affects the students educational
performance. Such orthopedic impairments include impairments caused by congenital anomaly,
impairments caused by disease, and impairments for other causes.
Other Health Impairment
A student has limited strength, vitality, or alertness, due to chronic or acute health problems
which adversely affect his or her educational performance. IDEA 97 clarifies that the term
limited strength, vitality, or alertness: when applied to children with AD/HD includes a childs
heightened alertness to environmental stimuli that results in limited alertness with respect to the
educational environment. This health problem is not temporary in nature as defined by Section
3001 (v) of the education code.
A student has a disorder in one or more of the basic psychological processes involved in
understanding or in using language, spoken or written, which may manifest itself in an impaired
ability to listen, think, speak, read, write, spell, or do mathematical calculations, and has a severe
discrepancy between intellectual ability and achievement in one or more of the academic areas
specified in Section 56337 (a) of the Education Code.
Language or Speech Disorder
A student shall be assessed, by a Language, Speech and Hearing Specialist, as having a language
or speech disorder which makes him or her eligible for special education and related services
when he or she demonstrates difficulty understanding or using spoken language to such an extent
that it adversely affects his or her educational performance and cannot be corrected without
special education and related services. Disorders in this category include language, articulation,
voice and fluency.
Traumatic Brain Injury
A student has acquired injury to the brain caused by an external physical force resulting in a total
or partial functional disability or psychological impairment, or both, that adversely affects
educational performance. The term applies to open or closed head injuries resulting in
impairments in one or more areas, such as language, cognition, memory; attention reasoning;
abstract thinking; judgment; problem solving; sensory, perceptual and motor abilities;
psychosocial behavior; physical functions; information processing and speech. The term does not
apply to brain injuries that are congenital or degenerative, or brain injuries caused by birth
trauma.
Visual Impairment
A student has a visual impairment that, even with correction, adversely affects the students
education performance.
The Gifted And Talented Education (GATE) Referral Process

While the process for a GATE referral is personalized in each district there are legal mandates, which
guide the process. Typically, each district will have an adopted policy to address the specific Gifted and
Talented Education (GATE) Referral Process. The following step-by-step process is a suggested format,
which should be replaced with the one that is being used at your school.
The designation gifted indicates that a student has unusually high abilities in some area and because of
that, has unique education needs. The term gifted describes students, who when compared to their age
mates, have an ability or depth and breadth of awareness that is far beyond the norm.
STEP ONE:
A student, generally in third grade or above, may be referred by a parent/guardian or teacher for
consideration of eligibility under GATE.
STEP TWO:
Given the mandate for multiple measures when determining a students capacity, students are usually
given a standardized assessment in an effort to determine capacity. Those students who perform in the top
2% -5% on a criterion reference test, an abilities test or a standardized IQ test can be considered as
potential candidates for the next level of assessment. Frequently, another nonverbal assessment (e.g.
Raven, Naglieri) or a creative abilities test such as the Structure of Intelligence (SOI) is given. In some
districts, there are portfolio assessments to determine the students performance and capacity.
STEP THREE:
Students whose standardized assessment scores fall within
the 96th to 99th percentile generally can be considered
eligible to participate in the GATE Program.
STEP FOUR:
Parents are notified of a students test results and
eligibility by the classroom teacher, or other person
responsible for the GATE Program.
STEP FIVE:
An individual plan is developed by the teacher, with input
from the multiple measures used to determine the
students eligibility, and shared with the parents.
STEP SIX:
Regular meetings are held to review the progress of the
student and his/her plan.
The Section 504 Referral Process

Section 504 is a section of the American with Disabilities Act and affects or substantially limits a
major life activity. (*See below) While the process for referral is personalized in each district,
there are legal mandates which guide the 504 referral process. Typically, each district will have an
adopted policy to address the specific Section 504 Referral Process. The following process is a
suggested format, which should be replaced with the one that is being used at your school. Please
note that a student may be referred by a parent/guardian, teacher, other school employee or a
community agency for consideration of eligibility as a student under Section 504.
STEP ONE:
The process to begin an evaluation of a possible Section 504 student is a Student Study Team meeting (see
page 15). PLEASE REFER TO YOUR DISTRICT PROCESS FOR INITIATING A STUDENT STUDY
TEAM MEETING.
STEP TWO:
At the Student Study Team meeting, the supporting documents (private psychological reports, a doctors
written diagnosis etc.) are presented. The focus of the meeting is to discuss the adverse effects of the
students condition (as has been determined and documented in the presenting report) relative to his/her
ability to learn.
What are the preliminary eligibility questions to ask?
1.
2.
3.
4.
Does this child have an active IEP? If so, then STOP. A child with an active IEP is already
covered under special education law, which is broader and more encompassing than Section 504.
Does the child have a valid, documented and undisputed mental or physical condition (e.g.
contagious disease, cosmetic disfigurement, anatomical loss, etc.)?
Does this students mental or physical limitations substantially restrict the students ability to
learn? (e.g. SAT 9 scores below 15%tile, grades of Ds and Fs, consistently not passing or at-risk
of not passing, etc.)
Important note: Poor school achievement cannot be due to refusals, low motivation, cultural and
language issues, environmental factors, transitory crisis and/or a behavior disorder.
STEP THREE
The outcome of this meeting is to:
a)
b)
Determine eligibility for Section 504 and to formulate an Accommodation Plan. An

Accommodation plan may include services that range from general education to residential
placement. Most Section 504 plans consist of classroom modifications or accommodations. Since
Section 504 is generally a function of regular education, the classroom teacher is often the case
carrier. The teacher is responsible for monitoring progress, scheduling meetings and informing
next years teacher of the Section 504 status. Section 504 Plan meetings must be held annually at
regularly scheduled intervals.
OR
Initiate a referral for a psycho-educational assessment.
*Definition of a major life activity (Pub.L,No.110-325, 122 Stat. 3553 20 U.S.C): Major life activities include, but are not
limited to: caring for oneself, performing manual tasks, seeing, hearing, eating, sleeping, walking, standing,
lifting, speaking, reading, learning, concentrating, thinking, communicating and working.
The Special Education Referral Process

Typically, each district will have an adopted policy to address the specific
Special Education Referral Process. The following process is a suggested
format, which should be replaced with the one that is being used at your
school. A student may be referred by him or herself, or by a
parent/guardian, teacher or administrator for consideration of eligibility as
a student under Special Education.
STEP ONE:
The process to begin an evaluation for consideration under Special Education is to have a Student Study Team
meeting (see page 14). PLEASE REFER TO YOUR DISTRICT PROCESS FOR INITIATING A STUDENT
STUDY TEAM MEETING. If a parent requests an assessment for special education, in writing, the school district
MUST acknowledge the parents request within 15 calendar days of receipt of the written request by providing them
with an assessment plan, or other written response to their request. The District may deny the parents request if they
do not believe that an assessment is necessary or appropriate for the student. Under all circumstances, an SST is
recommended to discuss parental concerns.
STEP TWO:
Once the Assessment Plan is signed for permission to assess, the student must be assessed and an Individualized
Educational Plan (IEP) meeting must be held within 60 calendar days of the districts receipt of the signed
assessment plan. Extension of timeline is allowed in the initial IEP dates only, if parent agrees.
STEP THREE:
An IEP meeting is held, in which the parents are invited to attend. They can bring anyone they want to the meeting.
If they want to bring an attorney, they must notify the district in advance, such that the district can have equal
representation. Also in attendance at the meeting must be an LEA representative/administrator, the classroom
teacher, the special educator and the assessors. The student may attend.
STEP FOUR:
At the meeting, there is a review of the assessment, of in-class performance and a determination of eligibility. There
are 14 different qualifying conditions (please refer to page 4 of this handbook). Specific criteria must be met for each
handicapping condition. In each case, the IEP team must determine that the students handicap adversely affects
his/her education performance.
In determining the adverse affect of the qualifying condition on educational performance, the following guidelines
are considered:
1. Discrepancy between the students ability as measured on the intellectual assessment and the academic
performance. Although IDEA 04 removed discrepancy as a requirement for eligibility with a specific
learning disability, this model continues to be used.
2. Work samples, criterion reference tests, task completion, on task behavior, group participation, peer and
teacher interaction, behavior rating scales and teacher observations may also be used to determine adverse
effect.
3. Lack of attendance cannot be the sole basis of adverse effect.
4. Documentation that the students skills are markedly below the instructional range of the classroom.
5. Second language, cultural or environmental issues cannot be the sole basis of adverse effect.
6. Overall pattern of poor grades, substantiated in the cumulative records.
7. The student scores two or more grade levels below actual placement on individually or group
administered standardized achievement tests.
STEP FIVE:
Once eligibility is established, goals are developed by the team in areas of determined need. These may include
academic, behavioral or social-emotional needs. There are two types of goals: enabling the student to be
involved/progress in the general curriculum using state standards; and, if appropriate, addressing other educational
needs resulting from the disability. The goals and objectives are aligned to the state standards, and are written in
measurable standards including methods of data collection. Objectives need to be written for students who will be
taking alternate state testing and reported to parents/guardians at the same regularly scheduled reporting periods for
all students. Alternative state tests are the California Alternative Performance Assessment (CAPA) and the California
Modified Assessment (CMA).
STEP SIX:
The IEP team determines if there are any other types of services or support that the student might need to meet the
goals, or if there are any types of support that the general education teacher might need to assist the student in
meeting the goals and objectives (e.g. technology support, modified texts, etc.).
STEP SEVEN:
The IEP team determines what is the Least Restrictive Environment (LRE see p. 5 of this document) in which the
student can meet the goals. It is the intent of the IEP to always look at maintaining the student in an educational
environment where s/he can be with general education peers for as much of their day as possible. Consideration can
be given to the following placement options. These are listed in order from the least restrictive to the most restrictive:
General Education Class
Designated Instruction (which may included Speech and Language, Counseling, etc)
Resource Specialist Program or a Learning Center Model
Special Day Class (either at the home school, local school or the County Office)
Nonpublic School
Residential Placement (either within California, or outside California)
Home Placement (considered most restrictive, because there is no interaction with non-disabled or
disabled peers.
STEP EIGHT:
The IEP is a CONSENSUS DOCUMENT, which means that only with agreement of the parties can the IEP be
implemented. All participants in the IEP sign under IEP Participants. Parents must also sign under Consent,
indicating if they are in full agreement, partial agreement, or not in agreement. Those areas of the IEP that the parent
is in agreement with may be implemented upon the parents signature. The next IEP meeting date is held within one
year of the date of the current IEP meeting. The IEP can only be implemented with the written permission of the
parents. If there is disagreement, there are optional processes to facilitate agreement between the parents and the
School District, which include: Alternative Dispute Resolution, Mediation and/or Due Process. Students are
reassessed every three years or at major transitions.
STUDENT REFERRAL AND ASSESSMENT FLOWCHART

STUDENT CONCERNS
Referral from teacher, staff, parents
or outside professionals
STUDENT STUDY TEAM (SST) MEETING

Attended by parents, teacher, staff, student, administrator, outside professionals.
The purpose of the SST is to gather information and brainstorm ideas
to help the students learning process.
POSSIBLE SST OUTCOMES

Classroom modifications, obtain further
information, counseling, outside referral, evaluation
of student for special education and/or 504 eligibility.
ASSESSMENT OF STUDENT
INDIVIDUAL EDUCATION
PLAN (IEP) IMPLEMENTED
NO FURTHER CONCERNS
DOES NOT QUALIFY

FOR AN IEP
Range of services from general education

classroom to residential placement.
504 QUALIFICATIONS
Does the student have a documented
DOES NOT QUALIFY

FOR A 504 PLAN
physical or mental handicap?
Does this documented handicap adversely

affect the student to a significant degree?
If yes to both questions, formulate plan.

Implement plan; review annually.
The Student Study Team (SST)
While the Student Study Team (SST) procedure for referral and review of student needs is personalized in
each district, there are legal guidelines that determine steps through the referral process for special education
services. (Ed. Code 56303) Typically, each district will have an adopted policy relative to the Student Study
Team. The following step-by-step procedure is a suggested format, which should be replaced with the one
that is being used at your school.
STEP ONE:
When any student is having difficulties - emotional, academic or behavioral - the teacher should attempt a
range of intervention strategies. These interventions need to be documented. Contact should be made with
the parent to alert them of the issues of concern.
STEP TWO:
If there is insufficient progress, the teacher completes a Referral Form, which is turned into the principal.
The principal may meet with the referring teacher to decide on a course of action, which may include a
referral to a Student Study Team. The Student Study Team (SST) is a general education process that is
staffed by a group of site-based personnel (teachers, administrator, etc.) who will brainstorm with the
referring teacher on issues related to the student of concern. If there is a decision to hold an SST the teacher
contacts the parent to alert them. Any necessary paperwork is completed by both the referring teacher and
the parent prior to the meeting.
STEP THREE:
The SST meeting is held. After reviewing the strengths and concerns related to the child, the team makes a
series of recommendations and an action plan. A time frame is established within which time the action
plan is implemented. A follow-up date is scheduled, generally within 6 - 8 weeks.
STEP FOUR:
The SST reconvenes to determine the effectiveness of the documented interventions. If the interventions
have been successful, the process stops and all completed paperwork is placed in the students folder. If the
interventions have been unsuccessful or have revealed other areas of concern, the student may be referred
for another set of actions, which may include a referral to a specialist for a more in-depth review of needs or
a referral for a more in-depth assessment (e.g. Special Education team, Counselor, Speech/ Language
Specialist, School Psychologist).
STEP FIVE:
In the event that the student has been further referred for any type of assessment, the appropriate and legal
papers must be signed by parents/guardians in accordance with school/district policy and procedure before
the next step can be taken. Parents must be kept informed throughout this process.
Assessments under Special Education

The procedures for conducting assessments are personalized in
each district, but there are legal mandates that guide the process.
The following step-by-step procedure is a suggested format, which
should be replaced with the one that is being used at your school.
STEP ONE:
Once a student has been referred for an assessment for consideration as a Special Needs student, there is
an Assessment Plan that is developed in accordance with what has been recommended by the results of
the Student Study Team. The students name is recorded, and the timeline for completion of the
assessment is started. The Assessment Plan and Parent Rights are sent home for parental signature.
(Note: Some districts do not utilize the SST. When an SST is in place, the district SST process can not be used to
slow down the mandated 15 day response time for testing.)
STEP TWO:
Upon receipt of the signed plan, the individual specialists who are noted on the Assessment Plan are
alerted. The assessment, and Individualized Educational Program Planning (IEP) meeting must be
completed within 60 days.
STEP THREE:
When all the assessments have been completed,
arrangements are made with the parents to hold an IEP
meeting within the original 60-day timeline.
STEP FOUR:
The reports are written, and the IEP meeting is held, in which the parent, general education teacher, a
special education teacher, an LEA representative (e.g. administrator or administrator designee) and the
assessors MUST be in attendance. The examiners review the results of their assessments, and a decision
is made regarding eligibility under Title 5. If the student is not eligible under Special Education (IDEA),
the team may consider eligibility under Section 504, if appropriate, and refer to the team, accordingly. If
the student is eligible under IDEA, the team develops goals, objectives and determines the necessary
supports.
STEP FIVE:
Once the goals are developed and appropriate services are determined, it is the responsibility of the IEP
team to discuss all options for a student, keeping in mind that s/he should be placed in the Least
Restrictive Environment (please refer to the LRE Pyramid on page 5).
STEP SIX:
The team members sign for participation in the IEP. A review date is determined to be held within a year
of implementation. The parents signature gives permission to implement the Special Education Program.
The parents, the classroom teacher and special education teacher receive a copy of the IEP.
TYPES OF ASSESSMENTS
Standard Psycho-Educational Battery
OBSERVATIONS
There is a need to see the student in his/her
educational environment. Do the concerns related to the
referral manifest themselves in an obvious manner?
BACKGROUND INFORMATION
There is a need to determine patterns of behaviors as
they relate to the presenting areas of concern.
Possible tests to use:
Health and Developmental
Parent Interview
PSYCHOMOTOR FUNCTIONING
This gives the assessor an idea of visual organization, the capacity to follow directions, pencil grip,
spatial orientation, the speed/length of time it takes to perform a writing task, the ability to copy things
from the board. Some of the skills related to these assessments are linked to a students ability to
draw, perform art based tasks, write, copy, self organize, and orient him/herself visually.
Bender Gestalt (also measures visual organization) up to age 12
VMI (Beery Developmental Test of Visual Motor Integration) ages 3-18
PROCESSING/MEMORY FUNCTIONING
These are essential assessments to determine any potential areas of concern related to confirming
processing disorder. These are the assessments that lead to discussions of Auditory Processing,
memory deficits, attention deficits, and/or visual perception difficulties.
Test of Auditory Perceptual Skills-Revised (TAPS)
Test of Visual Perception Skills (non-motor) - revised
Motor Free Visual Perception Test-R
WRAML (Wide Range Assessment of Memory and Learning)
Learning Efficiency Test-II
(continued next page)

INTELLECTUAL/COGNITIVE FUNCTIONING
The intellectual assessment is generally the cornerstone of any
assessment. The test, given in isolation without distractions, assesses a
students potential for academic success. Generally the assessment will
give information related to both verbal (using language) and nonverbal
(not using language, but giving demonstration) skills. Many of the
subtests are timed and all have specific norms and conditions that must
be adhered to. It should also be noted that most of these assessments are not given on a regular (annual
) basis, due to the test/re-test issues. Further, it should be noted that there are different assessment
tools used for different types of students (issues of concern). These assessments generally give
information related to processing information, attention, visual and verbal reasoning, social awareness
skills, working memory, vocabulary, focus, and perceptual organizational skills. While there are some
limitations (e.g. younger children generally test higher, students with second language issues test
lower on Verbal, children with high levels of distractibility may test lower than anticipated), the
assessment generally gives a snapshot of student capacity. AVERAGE standard scores fall within the
range of 85 - 115.
Weschler Tests (WPPSI, WISC-IV, WASI, WAIS-III)
Woodcock Johnson - III
CAS (Cognitive Assessment System)
ACADEMIC FUNCTIONING
Given that this is a Psycho-educational assessment, the focus is on how the student is doing
academically. These tests will give an estimate of how the student performs in optimum conditions on
standardized assessment. The results of this information is balanced against the intellectual
assessment.
Woodcock-Johnson III Tests of Achievement (WJ-III)
Wechsler Individual Achievement Test - III (WIAT)
SOCIAL EMOTIONAL FUNCTIONING

These assessments generally review areas of concern that may be contributing to the overall
performance of the student. When the assessment is for a student who may have Emotional
Disturbance, extensive focus should is given in this area. Frequently, these are assessments that are
completed by the classroom teachers, parents and student.
Interview
Piers-Harris Self Esteem Inventory
Projective Drawings
Beck Youth Inventory
Conners
Behavior Assessment System for Children (BASC)
ATTENTION DEFICIT/HYPERACTIVITY DISORDER (ADHD)

The essential feature of Attention-Deficit /Hyperactivity Disorder (ADHD) is a persistent
pattern of inattention and/or hyperactivity-impulsivity that is more frequently displayed
and more severe that is typically observed in individuals who are the same age. Most of
the hyperactive-impulsive or inattentive symptoms have been present since before the
child was seven years old.
The types of symptoms that are usually considered to describe an Attention
Deficit/Hyperactivity Disorder include, but are not limited to the following:
Is easily distracted
Has difficulty completing a task
Wanders around without purpose
Has poor impulse control
Has difficulty waiting/taking turns
Will be over focused on external stimuli
Shifts from task to task without completion
Is off task
Is fidgety
Daydreams
Blurts out responses
Inability to inhibit responses
Unconscious tapping
Attention to external noises
The symptoms above may also be due to, or confused with:

Anxiety
Allergies
Environmental stress (home/school)
Lack of sleep
Unidentified Learning Disability
Side effect of medications
Poor nutrition
Change in routine
Separation or Divorce
Mood Disorders
Depression
Work level is too easy
An Attention Deficit Disorder may exist with or without hyperactivity. The majority of
those identified with the hyperactive type are boys. Girls tend to be under identified and
usually exhibit the inattentive type.
While there is no simple test to determine AD(H)D, some of the tools that are used are:
observations, behavior rating scales, work samples, or developmental history.
In the event that you suspect that a student has an Attention Deficit Disorder, it is
recommended that you contact the parent, and/or follow your Districts steps to request a
Student Study Team meeting.
EMOTIONAL DISTURBANCE
According to the State of California Code of Regulations, and local
educational guidelines, in order to qualify for special education services under
the category of Emotionally Disturbed, a student must meet specific criteria.
The student must meet one or more of the following FIVE conditions.
1.
An inability to learn that cannot be explained by intellectual, sensory or health factors.
2.
An inability to make or sustain satisfactory interpersonal relationships with peers and

adults. For example, this might be demonstrated by a student who spends lunch time alone,
or withdraws from social contact or does not initiate or engage in conversations with peers
or has difficulties when required to work in a cooperative group.
3.
Inappropriate feelings or behaviors under normal circumstances, which has been

exhibited in several situations. For example, this might be demonstrated by a student who
cries when asked to change activities or who cannot separate from caregivers without having
a temper tantrum or who consistently curls up under the desk or makes odd statements that
are not connected to the conversation, etc. It is important to consider the age of the student
and rule out any other contributing factors, such as physical or sexual abuse that the child
might be experiencing.
4.
A tendency to develop physical symptoms or fear that are associated with personal or
school problem. For example, this might be demonstrated by a students complaints of
stomach or headaches, unreasonable phobias or school avoidance. It is important to rule out
any issues of terminal or significant illness, violence in the home or possible parental
separation or divorce issues.
5.
Pervasive mood of extreme unhappiness or clinical depression.
Additionally, all of the following (limiting) conditions must be met:

1.
The student has displayed the behavior(s) to a marked degree.
2.
The behaviors have been demonstrated in multiple settings.
3.
The behaviors have been evident for an extended period of time (more than six months).
Important: In conducting the assessment, it is important to rule out the presence of a conduct disorder,
or social maladjustment. This means willful behavior in a student who knows better or who is seeking
negative attention.
SYMPTOMS OF LEARNING DISABILITIES

The symptoms of learning disabilities are a diverse set of characteristics, which affect
development and achievement. Some of these symptoms can be found in all children at
some time during their development. However, a person with learning disabilities has a
cluster of these symptoms, which do not disappear as s/he grows older.
Most frequently displayed symptoms:

*
*
*
*
*
*
*
*
Short attention span

Poor memory
Difficulty following directions
Inability to discriminate between/among letters, numerals, or sounds
Poor reading and/or writing ability
Eye-hand coordination problems; poorly coordinated
Difficulties with sequencing
Disorganization and other sensory difficulties
Other characteristics that may be present:

*
*
*
*
*
*
*
*
*
*
*
*
*
Performs differently from day to day

Responds inappropriately in many instances
Distractible, restless, impulsive
Says one thing, means another
Difficult to discipline
Doesnt adjust well to change
Difficulty listening and remembering
Difficulty telling time and knowing right from left
Difficulty sounding out words
Reverses letters
Places letters in incorrect sequence
Difficulty understanding words or concepts
Delayed speech development; immature speech
From:
Learning Disabilities Association of America
4156 Library Road
Pittsburgh, PA 15234-1349
Phone (412) 341-1515 Fax (412) 344-0224
2005 LDA of America

TYPES OF LEARNING DISABILITIES

Learning Disabilities (LD) are neurologically based processing problems.
These processing problems can interfere with learning basic skills such as
reading, writing, or math. They can also interfere with higher-level skills
such as organization, time planning, and abstract reasoning.
Types of Learning Disabilities are identified by the specific processing
problem. They might relate to getting information into the brain (Input),
making sense of this information (Organization), storing and later
retrieving this information (Memory), or getting this information back out
(Output). Thus, the specific types of processing problems that result in LD
might be in one or more of these four areas.
INPUT
Information is primarily brought into the brain through the eyes (visual perception) and ears
(auditory perception). An individual might have difficulty in one or both areas.
Auditory Perception. (Also called Receptive Language) The individual might have difficulty
distinguishing subtle differences in sound (called phonemes) or might have difficulty
distinguishing individual phonemes as quickly as normal. Either problem can result in difficulty
processing and understanding what is said. Individuals might have difficulty with what is called
auditory figure-ground. They have difficulty identifying what sound(s) to listen to when there is
more than one sound.
Visual Perception. One might have difficulty distinguishing subtle differences in shapes (called
graphemes). They might rotate or reverse letters or numbers (d, b, p, q, 6, 9); thus misreading the
symbol. Some might have a figure-ground problem, confusing what figure(s) to focus on from
the page covered with many words and lines. They might skip words, skip lines, or read the same
line twice. Others might have difficulty blending information from both eyes to have depth
perception. They might misjudge depth or distance, bumping into things or having difficulty with
tasks where this information is needed to tell the hands or body what to do. If there is difficulty
with visual perception, there could be problems with tasks that require eye-hand coordination
(visual motor skills) such as catching a ball, doing a puzzle, or picking up a glass.
INTEGRATION
Once information is recorded in the brain (input), three tasks must be carried out in order to make
sense or integrate this information. First, the information must be placed in the right order or
sequenced. Then, the information must be understood beyond the literal meaning, abstraction.
Finally, each unit of information must be integrated into complete thoughts or concepts,
organization.
Sequencing. The individual might have difficulty learning information in the proper sequence.
Thus, he might get math sequences wrong, have difficulty remembering sequences such as the
months of the year, the alphabet, or the times table. Or, she might write a report with all of the
important facts but not in the proper order.
Abstraction. A person might have difficulty inferring the meaning of individual words or
concepts. Jokes, idioms, or puns are often not understood. He might have problems with words
that might have different meanings depending on how they are used. For example, the dog
refers to a pet. You dog is an insult.
Organization. An individual might have difficulty organizing materials, losing, forgetting, or
misplacing papers, notebooks, or homework assignments. She might have difficulty organizing
her environment, such as her bedroom. Some might have problems organizing time. They have
difficulty with projects due at a certain time or with being on time. (Organization over time is
referred to as Executive Function.)
MEMORY
Three types of memory are important to learning. Working memory refers to the ability to hold
on to pieces of information until the pieces blend into a full thought or concept. For example,
reading each word until the end of a sentence or paragraph and then understanding the full
content. Short-term memory is the active process of storing and retaining information for a
limited period of time. The information is temporarily available but not yet stored for long-term
retention. Long-term memory refers to information that has been stored and that is available
over a long period of time. Individuals might have difficulty with auditory memory or visual
memory.
OUTPUT
Information is communicated by means of words (language output) or though muscle activity

such as writing, drawing, gesturing (motor output). An individual might have a language
disability (also called expressive language disability) or a motor disability.
Language Disability. It is possible to think of language output as being spontaneous or on
demand. Spontaneous means that the person initiates the conversation. Thoughts have been
organized and words found before speaking. Demand language means that one is asked a
question or asked to explain something. Now, she must organize her thoughts, find the right
words, and speak at the same time. Most people with a language disability have little difficulty
with spontaneous language. However, in a demand situation, the same person might struggle to
organize her thoughts or to find the right words.
Motor Disability. One might have difficulty coordinating teams of small muscles, called a fine
motor disability. He might have problems with coloring, cutting, writing, buttoning, or tying
shoes. Others might have difficulty coordinating teams of large muscles, called a gross motor
disability. She is awkward when running or jumping.
Each individual will have his or her unique pattern of LD. This pattern might cluster around
specific common difficulties. For example, the pattern might primarily reflect a problem with
language processing: auditory perception, auditory sequencing/abstraction/organization, auditory
memory, and a language disability. Or the problem might be more in the visual input to motor
output areas.
From:
4156 Library Road
Phone (412) 341-1515 Fax (412) 344-0224
2005 LDA of America

Accommodations, Techniques and

Aids For Learning
While the majority of a students academic program should be as closely

aligned with the general education curriculum as possible, some
accommodations and modifications may be necessary. Listed below are
some suggested ways to aid students with specific learning disabilities
(SLD) so that they are able to learn more effectively at school or at home.
Selection from these and other possibilities must be based on the
individual needs of each child.
Information and ideas from a multidisciplinary team, including the
parents and student, are important for developing an Individualized
Education Program (IEP) that meets the unique needs of each student
with learning disabilities. A carefully developed, multidisciplinary
approach will make classroom instruction meaningful for the student.
1. For some students who read slowly or with difficulty, a read-along technique in which taped
texts and materials allow learning of printed materials.
2. For students with memory problems or difficulty taking notes, a fellow student might share notes;
the student might tape the lesson; or the teacher might provide a copy of the lesson outline.
3. For students who read below expected levels, educational videos and films or talking books can
provide the general information that cannot be acquired from the printed page.
4. For students with short term memory problems (e.g., understand math processes, but have short
term memory problems that interfere with remembering math facts), a table of facts or a calculator
could be provided.
5. For the student whose handwriting is slow, illegible or includes many reversed letters, a cassette
recorder or a computer with word processing software could be used for written work or tests.
6. For the student who has difficulty with spelling, a misspellers dictionary or computerized spell
checker can help make written materials readable.
7. For students who have difficulty reading cursive, small, or crowded print, typed handouts, large
print, or double spaced materials can help.
8. To develop memory and listening skills, poetry, rhymes, songs, audio-taped materials and
mnemonics may improve performance.
9. To teach spelling, use a multi-sensory approach which combines saying, spelling aloud, and
writing words.
10. Ways to improve vocabulary and comprehension can include a student-developed file of
vocabulary words and the use of word webs and visual organizers to relate words and ideas heard
or read on paper. A dictionary or thesaurus, suited to the childs learning level, is also an
excellent tool for building vocabulary, spelling and reading comprehension.
11. For students who have difficulty organizing time, materials and information, a variety of
approaches can be used, including:
* a quiet, uncluttered homework space;
* alarm watch;
* purchased texts that can be marked with a highlighter;
* a homework assignment diary coordinated between home and school;
* study skills instruction; and
* a personally-developed date-book or scheduler.
12. For students who copy inaccurately, but need written practice to solidify learning, changes that
may help include: leaving a space directly under each word, phrase or sentence, or having
handouts on the desk for those who cant copy from the blackboard or take dictation accurately.
For left-handed students, place the list of words at the right margin. For students whose writing is
large, provide enlarged spaces for fill in the blank activities.
13. For students who seem to process auditory information slowly (e.g., not fully understanding
questions asked, recalling needed information, or forming an appropriate answer), be patient.
Allow sufficient wait-time for the answer or provide the questions in written form.
14. Oral and written language should be taught together as much as possible. Illustrations in a book
being read should be used to generate conversation, vocabulary and concepts that will relate to
what is to be read. Material that is read can be translated into a verbal summary, a word web, a
visual organizer, or a computer presentation.
15. For students who find reading slow and difficult, supplement the subject matter being read with
video tapes, DVDs, captioned TV programs, or computer software.
From:
4156 Library Road
Phone (412) 341-1515 Fax (412) 344-0224
2005 LDA of America

Characteristics of Autism
Autism is a developmental disorder that is behaviorally defined. It is one of
the five sub-categories of the pervasive developmental disorders as defined by the DSMIV. Other sub-categories include: Pervasive Developmental Disorder, not otherwise
specified (PDD-NOS), Asperger Disorder, Rett Disorder, and Childhood Disintegrative
Disorder. Although they range in severity and symptomatology, all of these disorders
cause impairments in three categories: social, communication, and behavior. Below is a
list of characteristics associated with autism.
Age of Onset/Development
Deficits usually noted by three years of age

Delay in onset of first words
Delay in onset of first phrases
Uneven skill development
60% have IQs under 50; 20% have IQs between 50-70; 20% have no mental
retardation, with some individuals in the gifted range (these figures are only
approximate)
Social Domain
Impairments in:
Understanding social gestures

Eye contact
Social smile (reciprocal)
Showing and directing
Sharing/turn-taking
Offering/seeking comfort
Appropriate use of facial expression
Consistency of social responses
Imaginative play
Ability to play social games
Ability to make friends
Ability to judge social situations
Imitative social play
Interest in other children
Response to other children
Ability to read anothers non-verbal cues
(continued on next page)
Communications Domain
Impairments in:
Social chat
Reciprocal conversation
Appropriateness of language
o Grammar/pronominal
confusion
o Use of neologisms (the
practice of creating new
words or phrases)
o Idiosyncratic language
o Demonstration of
verbal rituals
Complexity of non-echoed utterances

Functional language (often echolalic)
Pointing to express interest
Instrumental gestures
Nodding/head shaking, etc.
Attention to voice modulation
Direct gaze
Reciprocal gaze
Imitation of language
40-45% of students with
autism are nonverbal
Behavioral Characteristics
Individuals with autism can have:
Circumscribed interests
Unusual preoccupations
Repetitive use of objects
Compulsions/rituals
Unusual sensory interests
Hand/finger mannerisms
Other complex mannerisms, such as
self-stimulatory behavior
Self-injury
Special skills
Miscellaneous Characteristics - Some statistics

are subject to debate and need further research.
1/4 to 1/3 have epilepsy

4 out of 5 will be boys
Girls usually have more severe characteristics
Same incident rate in all countries, races, social-economic status
Some individuals have poor motor skills
Some individuals have sensory issues
Individuals with autism can vary widely from one another. Although they may exhibit
different characteristics among those outlined above, all individuals with autism have
underlying similarities of impairment in communication, socialization, and in interest and
behaviors. The severity of autism can range from very mild to quite severely impaired.
This can be confusing to may parents and professionals trying to understand the disorder
of autism. However, parents and professionals need to remember that all individuals with
autism can progress and learn when their programming is designed around their unique,
specific needs.
Teaching Strategies for Children with Autism

Teaching strategies for children with autism must be individualized. Children
with autism often have difficulty learning at the same rate and speed that typical
children learn, and modifications to the curriculum may need to be made. The
following list of interventions may help teachers understand the unique needs of
the child with autism in their classroom. Conducting an Individual Analysis will
allow the teacher to understand which of these components are suitable for a
particular student.
Teaching Interventions for Socialization
Teach social skills daily with direct and incidental teaching techniques. Curricula
available include the Walker Social Skills Curriculum by Pro-Ed and
Skillstreaming, by Research Press (these techniques can be done individually or in
groups)
Make the curricula have an underlying social skills philosophy
Supervise structured social interactions
Implement peer tutor programs
Respect personal space
Provide space to cool down when necessary
Build in time for teachers to observe the child
Plan for desensitization to fears
Reinforce positive social interactions
Recognize that the child may want to interact but doesnt know how
Provide specific social rules
Help the student to change topics when necessary
Use rehearsal strategies for social situations
Use other children as peer models in anyway possible
Seat students in small groups
Teaching Interventions for Communication
Know each childs abilities

Teach functional communication skills (never give up on the verbal!)
Plan for independent communication functioning
Combine communication systems when needed
Set up opportunities where the child must communicate
Reinforce communication
Use appropriate language for the child (short-sentence structure)
Use concrete language (eliminate abstract concepts)
Demonstrate nonverbal communication (use gestures with speech)
Teach specific functional gestures
Determine communicative attempts exhibited by behavior
Teaching Interventions for Restricted Repertoire of Activities
Analyze environment for distracting objects and activities

Control environmental stimuli as much as possible
Prepare and explain changes in routine
Teach and reinforce new activities
Teach choice
Teach concrete appropriate behaviors to replace inappropriate behaviors.
(Dont expect inappropriate behaviors to just disappear!)
Start with small intervals of time and reinforce appropriate behaviors. Build
on success!
Use self-stimulatory acts as temporary reinforcers if possible
Fade self-stimulatory behaviors in favor of appropriate activities
Use age-appropriate materials
General Teaching Interventions
Know your expectations

Present realistic expectations to the children and teach to increase independent
skills
Analyze individual strengths and weaknesses (do not assume all students with
autism will have the same strengths and weaknesses.)
Teach skills where they will be used; in natural situations and across all
settings
Use demonstration, modeling, and shaping to teach skills
Provide consistent, visual schedules of the daily events posted on the wall.
May need to individualize these
Vary teaching formats (large group, small group, and one-on-one)
Expect to gather the childs attention
Work to maintain eye contact
Allow short breaks between teaching sessions
Pair a preferred activity with a non-preferred activity
Be consistent
Use positive behavior programming
Provide time to be alone, if needed
Include regular exercise
Review reinforcers periodically and conduct motivations surveys
Be aware of any medical needs. (Know and understand medications the
student is on and provide updates to doctors, if needed.)
Have frequent contact with parents
Understand that children with autism vary in characteristics and abilities
Characteristics of Aspergers Disorder

Aspergers Disorder (or Syndrome) is a relatively new diagnostic category in the DSM-IV
under the umbrella of the pervasive developmental disorders. Until recently, individuals with
Aspergers were often misdiagnosed as ADHD, schizophrenic, schizotypal personality disorder,
learning disabled, etc. (or not diagnosed al all). More of these students are being identified and
placed in regular education classrooms; however, most teachers and professionals are not familiar
with this disorder.
Aspergers Syndrome is very similar to high-functioning autism in many ways, and there is
still some debate as to whether Aspergers Syndrom and high-functioning autism are indeed the
same disorder, or whether Aspergers and Non-Verbal Learning Disorder is the same. The DSMIV separates Aspergers Syndrome from autism by two diagnostic criteria: the child must have had
typical language development and demonstrate normal to high cognitive ability. (It should be
noted that some children with autism have average I.Q.s as well).
Children with Aspergers Syndrome are highly verbal, intelligent
individuals who demonstrate impairments in reciprocal social
interaction, communication (pragmatic language), and range of
interests. They also often have motor difficulties, leading to an
awkward gait and fine motor problems, although this certainly is
not true in all individuals.
Common difficulties include:

Perseveration on specific topics of interest
Insistence on sameness/difficulty with
changes in routine
Difficulty with reciprocal conversations
Socially nave and literal thinkers
Difficulty with learning in large groups
Appear normal to other people
Difficulties with abstract concepts
Problem-solving abilities tend to be poor
Poor writing skills (fine-motor problems)
Vocabulary usually great; comprehension poor
Pedantic speech
Inability to make friends
Tend to be reclusive
Emotional vulnerability
Academic difficulties
Motor clumsiness
Poor coping strategies
Poor concentration
Low frustration tolerance
Restricted range of interests
Because these children have so many strengths, it is often easy to overlook their weaknesses.
Some of their behaviors may be interpreted as spoiled or manipulative, and children with
Aspergers are often considered defiant and troublemakers. It is important for teachers to
recognize that inappropriate behaviors are usually a function of poor coping strategies, low
frustration tolerance, and difficulty reading social cues. Most teaching strategies that are effective
for students with autism (structure, consistency etc.) also work for students with Aspergers.
However, because these children are often aware that they are different and can be self-conscious
about it, teachers may need to be subtler in their intervention method.
Intellectual Disability/Mental Retardation

Intellectual disability/mental retardation is
characterized both by a significantly belowaverage score on a test of mental ability or
intelligence and by limitations in the ability
to function in areas of daily life, such as
communication, self-care, and getting along
in social situations and school activities.
Intellectual disability is sometimes referred
to as a cognitive disability or mental
retardation.
Children with intellectual disability can and do learn new skills, but they develop more slowly than
children with average intelligence and adaptive skills. There are different degrees of intellectual
disability, ranging from mild to profound. A person's level of intellectual disability can be defined by
their intelligence quotient (IQ), or by the types and amount of support they need. Intellectual
functioning, or IQ, is usually measured by an IQ test. The average IQ score is, by definition, 100.
People scoring below 70 to 75 on the IQ test are considered to have mental retardation. To measure
adaptive behavior, professionals look at what a child can do in comparison to other children of his or
her age. Certain skills are important to adaptive behavior. These are daily living skills (such as
getting dressed, going to the bathroom, and feeding one's self), communication skills (such as
understanding what is said and being able to answer) and social skills (interacting with peers, family
members, adults, and others).
People with intellectual disability may have other disabilities as well. Examples of these coexisting
conditions include cerebral palsy, seizure disorders, vision impairment, hearing loss, and attentiondeficit/hyperactivity disorder (ADHD). Children with severe intellectual disability are more likely to
have additional disabilities than are children with mild Intellectual disability.
What causes intellectual disability? Can it be prevented?

Intellectual disability can start anytime before a child reaches the age of 18 years. It can be caused
by injury, disease, or a brain abnormality. These causes can happen before a child is born or during
childhood. For many children, the cause of their intellectual disability is not known. Some of the
most common known causes of intellectual disability are Down syndrome, fetal alcohol syndrome,
and fragile X syndrome, all of which occur before birth. Other causes that take place before a child is
born include genetic conditions (such as Cri-du-chat syndrome or Prader-Willi syndrome), infections
(such as congenital cytomegalovirus), or birth defects that affect the brain (such as hydrocephalus or
cortical atrophy). Other causes of intellectual disability (such as asphyxia) happen while a baby is
being born or soon after birth. Still other causes of intellectual disability do not happen until a child
is older. These may include serious head injury, stroke, or certain infections such as meningitis.
(All above information found on the Center for
Disease Control (CDC) Website: www.cdc.gov)
Teacher Awareness (website:www.specialolympics.org/stw)

A common phrase in use by many students and adults is Thats so retarded and as a
general reference, Retard! The following information is provided for teachers who would
like to address this issue and raise awareness among their students.
Spread the Word to End the Word is a campaign through Special Olympics to raise
awareness of the hurtful effects of the word retard(ed) and to encourage people to pledge
to stop using it. In March 2009, young people across the United States led local efforts to
raise awareness and collect pledges from peers and the community to vow not to use the Rword. Most people dont think of this word as hate speech, but thats exactly what it feels
like to millions of people with intellectual disabilities, their families and friends. This word
is just as cruel and offensive as any other slur. The following are key points from the
campaign:
Young people around the country are taking a stand and raising awareness of the dehumanizing
and hurtful effects of the words retard or retarded and are helping encourage Americans to
think before they speak.
Visit www.r-word.org and make your pledge to not use the R-word. The goal is to get 100,000
pledges.
We ask that you help us Change the conversation to help eliminate the demeaning use of the
R-word from todays popular youth vernacular and replace it with respect. We are asking for
your help in creating a more accepting world for people with intellectual disabilities and all
those people that may appear different, but have unique gifts and talents to share with the world.
Were asking every person - young and old - to help eliminate the demeaning use of the R-word
(retard) a common taunt used to make fun of others. Often unwittingly, the word is used to
denote behavior that is clumsy, hapless, and even hopeless. But whether intentional or not, the
word conjures up a painful stereotype of people with intellectual disabilities. It hurts, even if
you dont mean it that way.
People with intellectual disabilities are capable and enjoy sharing life experiences listening to
music, playing video games, watching the latest movies, and yes, having fun as well as
working together toward athletic excellence as they do at Special Olympics. They can attend
school, work, drive cars, get married, participate in decisions that affect them, and contribute to
society in many ways.
Special Olympics recently completed Multi-National Public Opinion Study of Attitudes toward
People with Intellectual Disabilities, conducted by Gallup, but unfortunately the study reveals
that throughout the world, a large percentage of people still believe that people with intellectual
disabilities should be segregated in schools and in the workplace. This is intolerable. We need
massive attitude change now to attack and reverse the stigma that is destructive to the lives of
people with intellectual disabilities and a barrier to growth.
As a democracy our country values equality and fairness for all citizens. If we reduce this right
by using inappropriate words toward any population, it negatively impacts all of us.
Creating a Positive Behavioral Support Plan

1. Take simple data by making hash marks on a grid showing the time of day the child is misbehaving.
This will give you information about when and how often the behavior is occurring.
2. Look at what happens in the environment just BEFORE the behavior begins is it a particular
subject, person or change in schedule? (See Antecedents next page)
3. Look at what is happening right AFTER the behavior. This is where the
behavior is being reinforced. What is the child gaining or escaping with their
behavior?
4. By changing what is happening just before and just after you can change the
students need to use the behavior.
5. Once you identify what they are gaining or escaping then try to set up a way for them to
appropriately get that need met and change your response to the old behavior.
6. If your efforts are still not working ask another teacher, administrator, or psychologist to observe
and consult.
7. If efforts are still not working call a student study team to generate some other ideas to try.
8. Only after the above steps have been taken and the behavior interferes with the students and others
learning would a Functional Behavioral Assessment be requested.
9. Behavior assessments can be done by a number of professionals. The more information you have
about the behavior occurrences in your class BEFORE someone consults or observes, the more
effective the actual observation and consultation will be.
10. For more information see the PENT website (Positive Environments, Network of Trainers) at
www.pent.ca.gov or attend SELPA or district trainings on behavior analysis.
(Continued on next page)

Creating a Positive Behavioral Support Plan
What are Antecedents?

Antecedents are events that happen before a behavior that
make the behavior more or less likely to occur. Antecedent
events, including ecological, health and medical factors, and
conflicts outside of school are identified that predict the
occurrence and non-occurrence of the problem behavior.
Identifying Antecedents
Identifying antecedent conditions will allow staff to create an individualized
program that will consider all the factors, including what to avoid, and what
to emphasize.
It is important to note that there are antecedents that are not observable, i.e.,
events that occur outside of the classroom or internal struggles.
Some possible antecedent conditions that may contribute to challenging
behaviors are:
Noise level
Tone of voice
Hunger/thirst
Denial of a request
Missed medication
Peer provocation
Physical proximity
Difficult tasks
Instructional methods
Transition times
Number and characteristics of

people
Unstructured time
Nine Types of Adaptations
Think outside of the box!
1. Size
2. Time
3. Level Of Support
Adapt the number of items that

the learner is expected to learn
or complete.
Adapt the time allotted and allowed

for learning, task completion, or
testing.
Increase the amount of personal

assistance with a specific learner.
For example: Reduce the

number of social studies terms a
learner must learn at any one
time.
For example: Individualize a timeline

for completing a task; pace learning
differently (increase or decrease) for
some learners.
4. Input
5. Difficulty
Adapt the way instruction is

delivered to the learner.
Adapt the skill level, problem type,

or the rules on how the learner
may approach the work.
For example: Use different

visual aids, plan more
concrete examples, provide
hands-on activities, place
students in cooperative
groups.
7. Participation
For example: Assign peer buddies,

teaching assistants, peer tutors, or
cross-age tutors.
6. Output
Adapt how the student can
respond to instruction.
For example: Allow the use of a

calculator to figure math problems;
simplify task directions; change
rules to accommodate learner
needs.
For example: Instead of

answering questions in writing,
allow a verbal response, use a
communication book for some
students, allow students to
show knowledge with hands on
materials.
8. Alternate Goals
9. Substitute Curriculum
Adapt the extent to which a

learner is actively involved
in the task.
Adapt the goals or outcome

expectations while using the same
materials.
Provide different instruction

and materials to meet a
student's individual goals.
For example: In geography,

have a student hold the
globe, while others point out
locations.
For example: In social studies,

expect a student to be able to
locate just the states while others
learn to locate capitals as well.
For example: During a

language test one student is
learning computer skills in the
computer lab.
Adapted by Diana Browning Wright (2005) from: Adapting Curriculum and Instruction in Inclusive Classrooms: A
Teacher's Desk Reference, by Deschenes, C., Ebeling, D., and Sprague, J., 1994.
Intervention & Accommodations Checklist

A collection of possible intervention strategies
As responses to identified individual student needs.
Defining three important terms
What are accommodations?

They are provisions made in how a student accesses/demonstrates learning. They provide students
with equal access to learning by utilizing strategies that validly demonstrate what the student can
learn, based on individual strengths & needs. They provide the student with equal opportunity to
demonstrate what he/she knows. Accommodations DO NOT change the information learned or the
amount of information learned. They do not substantially change instruction level or content.
What are modifications?
Modifications are changes in presentation, format, or response that allow students to participate in
instruction. Modifications DO change the nature of what is being taught. This might include: change
in the instructional level or benchmark; change in the number of key concepts mastered within a
benchmark or unit of study; change in actual content. Modifications will limit the scope of what a
student learns. Examples of modifications: student may work at a different level on the same concept
or study fewer concepts and skills i.e., at a forth grade level instead of at the 6th grade level; he or she
might learn from a shortened spelling list, etc.
What are adaptations?
Instructional Techniques
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
Vary voice volume

Use eye contact/stand near student
Consistent consequences
Use a tutor
Take more breaks
Use visual/auditory aids
Use a daily organizer
Write directions down
Have student repeat directions
Limit # of oral instructions
Provide modeling
Seat student near teacher
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
Keep graph of progress

Pre-teach when possible
Teach study skills
Use study sheets to organize material
Design/write/use long term assignments
Review and practice in real situations
Plan for generalizations
Teach skill in multiple settings
Written reminder/cues
Use pictorial cues
Other:____________________________
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
Use computer
Use diagnostic materials
Give consistent instructions
Give short quizzes; not long tests
Provide frequent feedback
Provide modeling
Teach study skills
Allow open book/take home test
Other:____________________________
Testing Adaptations
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
Give orally
Tape record
Provide pictures
Read test to student
Preview/modify language of test questions
Connect to real situations
Shorten length of time
Modify format
Allow extra time
Provide concrete examples
Self-Management and Follow-Through

_______
Visual daily schedule
_______
Use calendars
_______
_______
_______
Check often for understanding

Have student repeat directions
Use study sheets/graphics to organize materials
_______
Provide peer assistance with organizational

skills
Assign volunteer homework buddy
_______
_______
_______
Allow student to have an extra set of

books at home
Provide student with a homework
assignment notebook
Develop a reward system
Use timers for task completion
Design/write/use long-term assignment
timelines
Structure transitional time
_______
Other:_____________________________
_______
_______
_______
_______
_______
_______
_______
_______
_______
Plan for generalizations

Teach skill in multiple settings
Written reminder/cues
Use pictorial cues
Special equipment
Computer
Calculator
Assistive communication
Other:___________________________
Use calculator
Teacher provides notes
Teach to students learning style
(linguistic, spatial, interpersonal,
logical/math, bodily/kinesthetic, musical,
intrapersonal, experiential)
Use individualized instruction
Reduce degree of difficulty of task
Provide additional practice
Break task into small steps
Use small group instruction
Use more concrete materials
Utilize manipulatives
Use high interest activity/reading
materials
Increase difficulty of task
Other:_______________________
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
Arrangement of material on page

Taped texts
Taped class materials
Highlighted texts or study guides
Use supplementary materials
Provide note taking and study skills assistance
Type teacher material
Large print
Review & practice in real situations
Presentation of Subject Matter

_______
_______
_______
List and use students interests

Utilize specialized curriculum
Tape lecture/discussions for replay
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
Use facilitated communication

Pre-teach vocabulary
Make vocabulary files
Reduce language level of assignment
Provide learning games
Present demonstrations/model
Emphasize critical information
Use books on tape, taped notes
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
Functional application
Use computer
_______
_______
WEB RESOURCES
www.cde.ca.gov/sp/se
California Dept. of Education - Special

Education division
www.scoe.org
Sonoma County website go to SELPA for

information and access to supports,
organizations and research related to supporting
disabled students
www.nichcy.org
National Dissemination Center for Children

with Disabilities
www.ldaca.org
The Learning Disability Association of

California
www.cec.sped.org
Council for Exceptional Children
www.rti4success.org
National Center on Response to Intervention
www.ldonline.org
Information on learning disabilities for both

parents and professionals
www.ldanatl.org
www.schwablearning.org
The Schwab Foundation for Learning.

Resources and supports for teachers, and
parents on working with students who learn
differently.
www.chadd.org
Children and Adults with Attention Deficit

Disorder
www.cagifted.org
California Association for the Gifted
Also ask about and access the following resources at your school site, district or BTSA office:
Pre-Referral Intervention Manual, McCarney & Wunderlich, Hawthorne Educational Services, 2006
Behavior Intervention Manual Goals, Objectives and Intervention Strategies, Edited by S. House, Hawthorne
Educational Services, 2002
Both volumes are excellent resources containing a wide range of effective classroom strategies & interventions.
Notes
Essential Components for Instruction (C-2)

DIRECTIONS: With your support provider, discuss and record information to ensure all essential components for instruction
are considered when designing your lesson series.
Clear Education Specialist candidates in non-traditional educational settings consider the areas of need as identified in
the Individual Transition Plan or the Individual Family Service Plan.
Support Provider:
Content Area:
Beginning Date:
Grade/Period:
Ending Date:
COMMON CORE AND OR CONTENT STANDARDS
What Common Core State Standards and/or Content Standards will be addressed in this lesson series?
(This may be addressed through Assessment Claims, Target-Standards Bundle language, SBAC)
What are the ELD Standards that are integrated into this lesson series?
ASSESSMENT FOR LEARNING

Describe the planned entry-level assessment that will be used to measure the skills necessary for mastery of the
standard(s).
FOUR ATTRIBUTES OF FORMATIVE ASSESSMENT (SBAC)

Clarify the intended learning targets with learner friendly language and success criteria which will indicate measurable
growth.
Describe some of the ways (e.g., teacher tools, self-assessment, peer assessment, etc.) you will elicit evidence throughout
the lesson series. Include where and how you will take opportunities to interpret evidence and act on evidence in order to
adjust instruction.
ASSESSMENT OF LEARNING
Describe the summative assessment that will be used to measure the skills necessary for mastery of the standard(s).
Select the item type(s) that will be used to assess student learning:
Selected Response
Constructed Response
Computer Adaptive Testing (CAT)
Performance Task
ESSENTIAL QUESTIONS
Developing essential questions helps students transfer knowledge and learning within disciplines. Essential questions should
be:
Timeless or important
Universal in nature
Elemental or foundation inquiries within a discipline
Vital or necessary to personal understanding
Develop an essential question(s) that will guide the focus of your unit.
Page 1 of 2
Essential Components for Instruction (C-2) continued

RELEVANCE
How will students apply the learning to real world situations?
How will other subjects or subject matter be integrated in this lesson series?
TECHNOLOGY
During this lesson series, how will students interact with technology to enhance and/or publish their understanding of the
content?
DISCUSSION QUESTIONS
What materials will you consider for this lesson series?
How will you incorporate your Action Research (IIP) into this lesson series?
In what ways might the learning goals be communicated to the students and families?
How might you collaborate with resource specialists, paraeducators, and other personnel?
Based on structures for supporting English language acquisition, how might you support English learners?

Page 2 of 2
Focus Student Selection (C-4)

DIRECTIONS: For this lesson series, use the entry-level assessment data to select students representing the range of
learners in your instructional environment. Identify three focus students for each inquiry.
Clear Education Specialist candidates select focus students based on their caseload.
Focus student 1: English learner

Focus student 2: Special populations
Focus student 3: Teachers choice
In the boxes below, record first (last initial, if necessary) names of selected students.
Below Grade Level or IEP Expectancies
Include
Minimal
Understanding
Partial Understanding
At or Above Grade Level or IEP

Expectancies
Adequate
Thorough
Understanding
Understanding
Focus Student 1:
English Learner
Alternate
Focus Student 2:
Special Populations
Alternate
Focus Student 3:
Choice
Alternate
Describe instructional or behavioral considerations for each focus student. Additional considerations may include work
habits, social skills, social emotional/behavior and practical abilities, academic abilities, personal interests, etc.
Focus Student 1:
English Learner
What support/resources (e.g., EL coach, translation materials, primary language textbook, etc.) do you anticipate this
student will need? What differentiation strategies will you employ? What might be indicators of success?
Focus Student 2:
Special Populations
What support/resources (e.g., paraprofessional, designated instructional support, adaptive technologies, etc.) do you
anticipate this student will need? What differentiation strategies will you employ? What might be indicators of success?
Focus Student 3:
Choice
What support/resources (e.g., paraprofessional, designated instructional support, adaptive technologies, etc.) do you
anticipate this student will need? What differentiation strategies will you employ? What might be indicators of success?

Inquiry into Teaching and Learning: Focus Student Selection
Page 1 of 1
Date:
Summative Assessment (C-8) Part 1

DIRECTIONS: To understand the range of learners in your class, give a summative assessment to your students. Collect
the student responses and follow the process of analysis outlined below. Scan a copy of the summative assessment
and scoring guide. Achievement Level Descriptions (ALD) are used by the Smarter Balanced Assessments Consortium
and reflect levels of understanding in the Common Core State Standards. Upload as one multipage document.
Students who scored below grade level or IEP expectancies
Students who scored at or above grade level or IEP expectancies
2. For students who scored below grade level or IEP expectancies, determine their level of performance as:
minimal (ALD 1)
partial (ALD 2)
3. For students who scored at or above grade level or IEP expectancies, determine their performance level as:
adequate (ALD 3)
thorough (ALD 4)
4. Record each students first (last initial, if necessary) name in the respective performance level column below.
Minimal
Understanding
Adequate Understanding
Thorough Understanding
ALD 1
ALD 2
ALD 3
ALD 3

Inquiry into Teaching and Learning Summative Assessment
Page 1 of 2
Date:
Summative Assessment Reflection (C-8) Part 2

DIRECTIONS: Based on the summative assessment results, respond to the questions below. Scan copies of the
entry-level assessment responses for your three focus students. Scan as a one multipage document and
upload.
1. Review the Common Core State Standards or Content Standards identified on the Essential Components for
Instruction document and describe the learning outcomes achieved.
2.
3.
Reflect on the Essential Components for Instructions document. For students scoring in the categories of minimal or
partial understanding, describe how the following may have impacted their learning:
a.
Four Attributes of Formative Assessment
b.
Relevance to real world situations
c.
d.
Other:

a) What do you observe in each students work?
b) What does each students work sample tell you about the effectiveness of the instructional strategies used?
c) What are the next step(s) for each student and why?
Attach copies of the summative assessment responses for your three focus students.
4.
Given the summative assessment interpretation, what additional interventions might you provide for students who did
not meet the learning targets?
5.
What needs might you anticipate for the students who exceeded the learning targets?

Inquiry into Teaching and Learning - Summative Assessment Reflection
Page 2 of 2
Self-Assessment
Universal Access: Equity for all Students - English Learners (E-2.6a)
Differentiated Instruction:
- In what ways do
you
differentiate
instruction based
on your students
culture, levels of
acculturation,
proficiency in
English, and/or
prior schooling?
Evidence:
Evidence:
Classroom Environment
- How do you
manage and
organize your
classroom for first
and secondlanguage
learners?
Evidence:
ELD Instruction:
- How do you
support your
students
development of
academic
language and
English language
development?
Evidence:
Language Supports:
How do you use
measures of English
language proficiency
to make instructional
decisions?
Describe your strengths and challenges related to differentiated instruction.


Describe your strengths and challenges related to ELD instruction.



Reflections on Teaching and Learning - Induction Standard 6a Self-Assessment
Possible sources of evidence to review when addressing these prompts: Class Profile; School and District Information/ Resources; Ongoing Parent/Student Communication; Student Work; Classroom
Observations
Page 1 of 1
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.
Participating teachers communicate effectively with

parents and families, taking into account the linguistic and
cultural backgrounds of students and their families.
Participating teachers plan instruction that demonstrate

their understanding of the importance of students family
and cultural backgrounds, and experiences.
Participating teachers demonstrate skills for managing and

organizing a classroom with first- and second-language
learners.
Participating teachers demonstrate effective strategies that

support student learning and lead to mastery of academic
content standards and objectives. Participating teachers
also develop language objectives to addresses language
and literacy demands inherent in content area instruction
(e.g., linguistic demands, language function and form,
audience
and
purpose,
academic
vocabulary,
comprehension of multiple oral and written genres).
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.
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, reclassification and
monitoring 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 state
language proficiency assessments, state standards
assessment and local assessments.
Name:
Conversation Guide - Universal Access: Teaching English Learners (E-3.6a)

Profile Components - Universal Access: Teaching English Learners

Collecting
Students Home
Language
Standardized State
Test Results
State Language
Proficiency Test
Results
School/Grade Level
Assessments for EL
Students.
Adopted EL
ELD Standards
for Instruction
Contextualizing

not speak English?
What might you need to prepare, in a language

other than English, to ensure support for the
student?

EL instruction?

Extending
What technology tools are you using to assist

in communicating with non-English speaking
families?


needs of students who have differing
performance levels on the state language
proficiency assessments?
How do you assess English learners to ensure


student needs?

standards?
As you support your English learners, how will

you monitor their collaborative dialogue
development?
What adopted standards-aligned materials are

available for you to effectively support your EL
students?

understanding of how to assist EL students in
standards?

In what ways can you use grouping and

collaboration strategies in your classroom in
order to provide ELD instruction?
What connections are you making as you review

the ELA/ELD framework that will assist with
instruction for emerging, expanding, and bridging
English learners?
How do you use technology to support student

learning?
What learning opportunities do you provide for

student use of technology?

develop students informational literacy, critical
thinking, creativity, collaboration, and
communication skills?
How do you support students who have varied

access to technology beyond the school setting?

Reflections on Teaching and Learning Conversation Guide: Universal Access: English Learners
Page 1 of 1
English Learner
Resource Guide
Universal Access:
Teaching English Learners
Supporting Equity, Diversity and Access to the Core Curriculum

COUNTY, DISTRICT, AND SCHOOL

Quick Reference Contact Sheet
Name
Phone number
email address
________________________
Superintendent
__________________
__________________
________________________
County English Learner Services
Director
__________________
__________________
________________________
County CLAD, BCLAD, SDAIE
Specialists
__________________
__________________
________________________
District English Learner Services
Coordinator
__________________
__________________
________________________
School Site English Learner
Coordinator
__________________
__________________
________________________
County Speech and Language
Specialist
__________________
__________________
________________________
Other District Resource Teachers
__________________
__________________
________________________
__________________
Other School Site Resource Teachers
__________________
Other Community Resource Contacts:

________________________
__________________
__________________
________________________
__________________
__________________
________________________
__________________
__________________
English Learner Resource Guide
Table of Contents
Page #
I.
II.
Introduction
Purpose and use of this guide
Induction Standards
Induction Standard 6 Universal Access: Equity for all Students, Teaching English Learners
Who are English Learners?

a.
b.
c.
d.
III.
Initial identification and placement of students

Types of EL placement options
CELDT overview
CELDT Proficiency Levels
Matrix of ELL Proficiency Level Competencies
Interpreting CELDT results to guide ELD & Content Area Instruction
Calif. Dept. of Education ELA/ELD Standards Matrix
English Language Development (ELD) How is it unique?
Using CELDT to monitor yearly progress
Reclassification how it works
Considering equity and inclusion
7
8
9
10
11
12
13-14
15
16
17
18
Unique Aspects of English Learner Instruction in Mainstream Classes

a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
m.
V.
3
4
5
6
Critical Steps in determining EL Placements, Instruction and Progress Monitoring

a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
IV.
Characteristics of students with language needs (graphic)

What do ALL language learners need?
Who are Standard English Learners?
Characteristics of students with language needs (description)
Building background knowledge to support core curriculum

Academic Language: What does it look like in practice?
Academic Language: Which words do I teach?
Academic Language: Six Step Process
Embedding Academic Language (graphic)
Suggested strategies for working with EL students
Frontloading Instruction how, what and why
Lesson planning for active-accountable engagement
Response Prompts for active engagement
Cognates What are they? How do I use them?
Modifying Assessment for English Language Learners
Mainstream classroom instruction: Differentiation by proficiency levels
Considering equity within instruction
19
20
21
22
23
24
25
26
27
28
29
30-34
35
Resources
a.
b.
c.
d.
e.
Acronyms
Planning for Instruction lesson planning graphic
Equity and Inclusion - Families and Communities
Educational and Community Resources
Resources - Books and Websites
36
37
38
39
40-41
Introduction
The English Learner population is a diverse population with diverse educational needs. Some
English Learners enter our classrooms with excellent skills in their native language and strong
knowledge of academic content. Other English Learners come to us with almost no formal
educational experience and with few literacy skills. English Learners are as mixed
academically as any other group of students with the additional layer of having a different
native language!
All students both English Learners and fluent English speakers need explicit instruction in
academic language usage and skills. Each teacher in each classroom across California is
responsible for the education of all students! Each of us is legally and professionally required
to plan and implement lessons that are accessible and comprehensible to ALL students. We
must all differentiate lessons to bring each English Learner into the core curriculum TODAY
with whatever skills each has at this point in time. None of us can wait another day or for
another teacher to fill in the gaps. English Learners are our students here and now waiting
for each of us to extend the hand that will support them through this difficult and often
frightening experience called education.
This English Learner Resource Guide is designed to provide teachers with a basic overview of
the laws and processes that form the structure of English Learner programs. It will also provide
teachers with some basic information about best practices in meeting the needs of English
Learners.
Thank you for your dedication to teaching and to children!
Important Note: It is extremely important that all teachers take time to read any
District specific regulations, policies and guidelines concerning programs and
procedures for serving English Learners. Individual teachers need to be aware of
district procedures and to work within these guidelines. Further, teachers need to
be familiar with the purposes, goals and content of their own districts adopted
instructional program for English Learners. This English Learner Resource Guide
is a general resource for teachers in meeting the educational needs of English
Learners. It should be used to enhance instruction within the districts adopted
English Learner program.
English Learner-1
Section I:
Induction
Standards
The Beginning Teacher Support and
Assessment Program (BTSA)
Induction Standard 6 - Universal Access:
Equity for all Students
Teaching English Learners
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 learners equitable access to the stateadopted academic content standards.
a. 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.
English Learner-2
Section II:
Who are
English Learners?
English Learner-3
*See pg. 7
*Standard
English
Learners
Adapted from: Professional Development for California Mentors - Mentoring for Language Learner Success, 2006.
Bilingual students
schooled in the
United States
Immigrant English
Learners with
successful schooling
in their primary
language
Who are our

students with
academic language
needs?
Other learners
of Academic
English
Immigrant English
Learners with
inadequate
schooling in their
primary language
Characteristics of Students with Language Needs
English Learner-4
Assessment that
INFORMS instruction
What Do All
Language Learners Need?
Adapted from: Professional Development for California Mentors - Mentoring for Language Learner Success, 2006.
Meaningful content,
Thematic instruction
Guided
interactions
Respect for home &

culture
Bridging from
prior knowledge
Explicit forms of
academic English
DAILY vocabulary
instruction
Models,Visuals,
Graphic Organizers
Who are Standard English Learners?

(an often forgotten group of
students, who easily fall between
the educational cracks!)
Standard English Learners are students who:
Speak a dialect of English that has its own

complete internal language structure and
grammatical system. Their dialect is based on
a combination of their indigenous language and
English.
Come from groups that have historically been
unsuccessful in school, in particular, AfricanAmericans, Hawaiian/Pacific Islanders, second

and third generation Mexican-Americans (and
other
Latino-Americans)
and
NativeAmericans.
Are seen as having academic deficits, rather

than differences.
Experience a significant achievement gap in

terms of dropout rates, college attendance,
test scores and special education placements.
Adapted From: Professional Development for California Mentors: Mentoring for
Language Learner Success, 2006.
English Learner-5
Section III:
Critical Steps for
Determining English
Learner Placements,
Instruction and Progress
Monitoring
How?
When?
Why?
Initial Identification and Placement of

English Language Learners
New enrollee enters your school
(no documentation of primary and
English language proficiency)
Parents must complete a

Home Language Survey
(HLS)
HLS indicates primary

language other than English
on the first 3 questions
District must assess using

CELDT within 30 days of
enrollment
District must assess
Primary Language
within 90 days of enrollment
If HLS
indicates
English only
Student can be placed in

any appropriate program
If student is
determined
I-FEP or FEP
Student can be placed in

any appropriate program
(Initially Fluent English

Proficient)
Parents are notified of

assessment and placement
Identified as
English Learner (EL)
No English fluency
Minimally fluent
Reasonably fluent
Placement in appropriate
district program
Structured English Immersion
English Mainstream
Alternative Program
EL students MUST receive:

Daily English Language
Development (ELD) 30 45
minutes at their proficiency level
Core curriculum instruction with
appropriate support (possibly an
intervention program for English
Language Arts)
Instruction from an appropriately
credentialed teacher
English Learner-7
Redesignation to
FEP
(Fluent English
Proficient)
Continue in Structured English

Immersion Program
until designated Early Advanced
Structured English Immersion Program

(if student is designated
Beginning or Intermediate)
Receives:
English language through instruction in
English
ELD instruction
Primary Language Support
Content Area with ELD
For Students Designated As

English Language Learner
Redesignation to
FEP
(Fluent English
Proficient)
Alternative Program
Must have 20 or more students per
grade level with signed waivers
ELD instruction AND
Primary Language Instruction
Structured English Immersion Program

(Placement for up to 30 days and then
proceeds to)
Parent
Request
Option
Requires a
parental
waiver
What are the Program Placement Options for English Language Learners?
Mainstream Program
(if student is designated Early
Advanced and Advanced)
Receives:
ELD instruction
Additional/appropriate supports
Content Area support
English Learner-8
The California English Language

Development Test (CELDT)
What and Why?
The CELDT has two purposes:
To identify new students who are English Learners in kindergarten through grade twelve;
To annually assess student progress in acquiring listening, speaking, reading, and writing skills
in English.
Things you need to know:

An initial CELDT is administered throughout the year as new students are enrolled.
The CELDT is re-administered annually to assess progress and determine levels of proficiency
until a student is reclassified as fluent English proficient (R-FEP).

Administration of the annual CELDT is done from July 1 through October 31.
All students take the grade-level test for the span that reflects their grade placement
(kindergartengrade two; grades threefive; grades sixeight; or grades ninetwelve)

The CELDT assesses four skill areas: listening, speaking, reading, and writing.
(Kindergarten and grade one are assessed in listening and speaking only.)
How are Proficiency Levels determined?

Students earn a raw score for each skill assessed.

The raw scores are converted to standardized scale scores.
Students are assigned a proficiency level for each skill area tested.
The overall scale score is calculated by weighting the skill area
scale scores as follows: 50 percent listening and speaking, 25
percent reading, and 25 percent writing.
Some questions I need to ask about my own school district

to best support my students:
Who administers the CELDT test to my students? When and how does this happen in
my district? ________________________________
Where can I find the most recent test scores and who can help me interpret these as I
plan differentiated classroom lessons? ________________________________
What English Learner program options exist in my district? What additional resources
and support are offered by my district? How can I best communicate these options and
resources to my students parents or guardian?
How will I fulfill my responsibility for making the core academic curriculum accessible
to my English Language Learners no matter what subject area I teach?
English Learner-9
CELDT Proficiency Level Descriptions:
Beginning
Students performing at this level of English language proficiency may
demonstrate little or no receptive or productive English skills. They may be able
to respond to some communication tasks.
Early Intermediate
Students performing at this level of English language proficiency start to respond
with increasing ease to more varied communication tasks.
Intermediate
Students performing at this level of English language proficiency begin to tailor
the English language skills they have been taught to meet their immediate
communication and learning needs.
Early Advanced
Students performing at this level of English language proficiency begin to
combine the elements of the English language in complex, cognitively
demanding situations and are able to use English as a means for learning in other
academic areas.
Advanced
Students performing at this level of English language proficiency communicate
effectively with various audiences on a wide range of familiar and new topics to
meet social and academic demands. In order to attain the English proficiency
level of their native English-speaking peers, further linguistic enhancement and
refinement are necessary.
English Learner-10
English Learner-11
Beginning
Severely limited
comprehension.
Begins to use a few

simple English
words and phrases.
Focus on common,
simple vocabulary
and sentence
structures.
Numerous errors
with severely limited
communication.
Predictable - with
visuals that match
text and simple
language structures.
Can draw, circle,

label, match, copy
words. Writes simple
sentences from
pictures and models.
Proficiency
Levels
Comprehension
Oral Response
Usage
Level of Text
Difficulty
Written
Response
Writes with more

complex/varied vocabulary
and grammatical forms.
Below grade level, but using

a greater variety in
vocabulary and language
structures.
Fewer errors in speech.
Some basic errors in

speech.
Familiar, patterned,
predictable,
decodable with
contextualized
vocabulary and
language structures.
Writes simple
sentences with
common vocabulary
and grammatical
forms.
Initiates and responds in

compound & complex
sentences using more variety
in vocabulary and grammar.
Can compare & contrast
more difficult sounds. Focus
on conjunctions and
transitions.
Inconsistent comprehension
of literal and reorganizing
information. Limited
comprehension of inference
and evaluation.
Intermediate
Responds using
phrases and simple
sentences. Can
compare & contrast
sounds in basic
words. Focus on
expanding noun and
verb phrases.
Developing
comprehension of
literal; limited
understanding of
reorganizing
information,
inference, and
evaluation.
Early
Intermediate
Writes with
consistent use of
standard grammatical
forms appropriate to
varied genres.
Approximates grade
level text with varied
vocabulary and
language structures
across genres.
Standard grammar
with few random
errors.
Consistent
comprehension of
literal and
reorganizing
information.
Inconsistent
comprehension of
inference and
evaluation.
Initiates and responds
w/detail in compound
& complex sentences
that are extended and
expanded. Focus on
variety in all aspects
of grammar.
Early Advanced
Writes using varied

elements of discourse
appropriate to varied
genres with no
significant
grammatical errors.
Standard grammar
with conventions for
formal and informal
use in place.
Grade-level text
across a variety of
genres.
Initiates and
negotiates using
flexible discourse
styles appropriate to
setting.
Consistent in all
types of
comprehension.
Advanced
Matrix of English Language Learner Competencies - Using CELDT Proficiency Levels
Interpreting CELDT Results

to Guide ELD and Content Area Instruction
The Student Proficiency Report (this is the bar-graph returned to you by the state) or the
student score sheet (if the CELDT was hand scored by teachers) can help you determine what
types of supports students will need to increase their competence in all academic areas.
Here is one method for interpreting CELDT scores:
Identify the students CELDT score in each skill area and their overall proficiency level.
(Example: Early Intermediate in writing but Intermediate in the overall proficiency level)
Review the description of the students language proficiency on the back of the CELDT.
Determine whether the student is able to perform grade-level tasks. (Example: All of the
students scores are at the Intermediate level except writing, which is at the Beginning level this
student will need additional support in writing)
Determine what type of support will be provided. (Example: simple to complex grammatical
forms, greater variety of academic vocabulary, writing with greater fluency and accuracy,
strengthening reading skills)
Look across a class or grade level for patterns that emerge from the CELDT data. Are there
clusters of students that need the same type of support? How can clusters or individual students
best be served?
Additionally, if the CELDT is hand scored, use the student score sheet to guide areas of
emphasis in reading (word analysis, fluency and vocabulary, and comprehension) and writing
(grammar and structure, sentence construction, and short compositions).
The English Language Arts (ELA) and

English Language Development (ELD)
Standards are ALIGNED
A useful resource for teachers when interpreting CELDT scores and designing instruction is:
The ELA/ELD Standards Matrix
developed by the California Department of Education. The matrix aligns ELA and ELD
standards under the domains of: Listening & Speaking; Writing Strategies; Written & Oral
Language Conventions; and Reading. Teachers can use the matrix to look across both sets of
standards to determine how to focus language instruction for EL students, based on their
identified CELDT proficiency levels.
See the following two pages for further information!
English Learner-12
CALIFORNIA DEPARTMENT OF EDUCATION

English Language Arts (ELA) and English Language Development (ELD)
STANDARDS MATRIX
Go to: www.cde.ca.gov
Search: ELA/ELD Matrix
The California Department of Education (CDE) has developed an online MATRIX that provides
K-12 teachers with a side-by-side comparison of the California English Language Arts (ELA)
standards and the California English Language Development (ELD) standards.
In addition to the separate, required 30-45 minutes of ELD instruction per day for English
Learners, it is important for ALL teachers to see how the ELA/ELD standards fit together within a
core curriculum. By seeing and using the side-by-side matrix of standards as a guide, teachers
can more easily design lessons that are differentiated to meet the wide range of language abilities
that are often present in one classroom. Additionally, awareness of the specific language abilities
of EL students at each identified proficiency level will assist in planning across the curriculum
whether you are a biology, history or algebra teacher. Knowing the specific language abilities and
instructional needs of individual students will help you design lessons that allow access to your
core curriculum no matter what the subject area! The ELD standards are designed to scaffold
English Learners into the mainstream ELA program. The ELD standards can support teachers in
designing instruction that is responsive to their EL student needs.
The ELA/ELD Standards Correlations Matrices you will find at this website address the following
domains:
Listening and Speaking Strategies and Applications
Writing Strategies and Applications
Written and Oral English-Language Conventions
Reading: Word Analysis. Fluency, Systematic Vocabulary Development,
Comprehension and Literacy Response and Analysis
In addition to these domains, all matrices address the four ELD proficiency levels identified on
the CELDT:
Beginning
Early Intermediate
Intermediate
Early Advanced
Teachers can use these matrices to see exactly what skills and content should be covered
depending on the current identified proficiency level of their individual EL students. In this
way, daily lessons in any core content area can be differentiated to meet the needs of ALL students
in relationship to language proficiency.
Another important use for the ELA/ELD matrices is as an assessment tool. Each matrix provides
a rubric for the teacher to use to assess the progress of their EL students as they move through the
various English language proficiency levels within the subject matter content.
Teachers can download the matrices appropriate to their grade level.
The following page provides a sample of what you will find at this site.
English Learner-13
English Learner-14
B3. Write a brief

narrative by using
a few simple
sentences that
include the setting
and some details.
B4. Use the
writing process to
write brief
narratives with a
few standard
grammatical
forms.
B5. Write simple
compositions, such
as descriptions and
comparison and
contrast, that have
a main idea and
some detail.
B 6. Complete a
job application
form by providing
basic information,
B1. Organize and

record information
from selected
literature and
content areas by
displaying it on
pictures, lists,
charts, and tables.
B2. Create simple
sentences or
phrases with some
assistance.
Beginning
EI1. Write simple
sentences to
respond to selected
literature, exhibit
factual
understanding of
the text, and
connect ones own
experience to
specific parts of the
text.
EI2. Use common
verbs, nouns, and
high-frequency
modifiers in
writing simple
sentences.
EI3. Use simple
sentences to create
a draft of a short
essay that follows
an outline.
EI4. Write an
increasing number
of words and
simple sentences
appropriate for
language arts and
other content areas
(e.g., math,
science, historysocial science).
EI5. Write
expository
compositions, such
as descriptions,
comparison
Early Intermediate
I4. Write responses

to selected
literature that
exhibit
understanding of
the text, using
detailed sentences
and transitions.
I5. Recognize
structured ideas and
arguments and
support examples in
persuasive writing.
I1. Narrate a
sequence of events
and communicate
their significance to
the audience.
I2. Write brief
expository
compositions and
reports that (a)
include a thesis and
some supporting
details; (b) provide
information from
primary sources;
and (c) include
charts and graphs.
I3. Recognize
elements of
characterization in
a piece of writing
and apply the same
techniques when
writing.
Intermediate
EA2. Develop a
clear thesis and
support it by using
analogies,
quotations, and
facts appropriately.
EA3. Write
persuasive
compositions that
structure ideas and
arguments in a
logical way with
consistent use of
standard
grammatical forms.
EA4. Use
appropriate
language variations
and genres in
writing for
language arts and
other content areas.
EA5. Fill out job
applications and
prepare rsums
that are clear and
purposeful and
address the
intended audience
appropriately.
EA1. Identify in
writing the various
elements of
discourse (e.g.,
purpose, speaker,
audience, form).
Early Advanced
Grades 11-12
ELD Writing: Strategies and Applications Standards
A5. Produce writing

by using various
(e.g., purpose,
speaker, audience,
form) in narrative,
expository,
persuasive, and/or
A4. Complete job

applications and write
rsums that fit the
purpose and audience
and follow the
conventional format
for the type of
document.
A3. Structure ideas

and arguments in a
given context by
giving supporting and
relevant examples.
A2. Produce writing

that establishes a
controlling
impression or thesis.
A1. Write persuasive

and expository
compositions that
include a clear thesis,
describe organized
points of support, and
address
counterarguments.
Advanced
Students write
coherent and focused
texts that convey a
well-defined
perspective and tightly
reasoned argument.
The writing
demonstrates students
awareness of the
audience and purpose
and progression
through the stages of
the writing process.
Organization and
Focus
1.1 Demonstrate an
(e.g., purpose, speaker,
audience, form) when
completing narrative,
expository, persuasive,
or descriptive writing
assignments.
1.2 Use point of view,
characterization, style
(e.g., use of irony),
and related elements
for specific rhetorical
and aesthetic purposes.
1.0 Writing
Strategies
Writing
Grades 11-12
ELA
Standards
English Language Development (ELD)

How is it unique? Why is it important?
Every student who is identified as an English Learner (EL) is required to receive English
Language Development (ELD) until reclassified as Fluent English Proficient (FEP). This
ELD instruction occurs is a variety of settings depending on the school site and grade level.
Districts must have a strong rationale for the time they devote to ELD, generally from 30

45 minutes daily in the elementary school and one designated period in the middle and high
schools.
The purpose of ELD is to teach English learners to understand, speak, read, and write
English and to provide students with explicit instruction in English Language Development
(ELD) necessary to develop academic proficiency and mastery of the English Language Arts
content standards.
Remember that EL students are facing the double challenge of learning English, while
learning the academic content required for their success. This can be a daunting
challenge.
The mission of ELD is to teach English. The content of instruction for ELD is to
understand, practice and use English in a variety of settings and across a variety of contexts.
ELD instruction based on the ELD Standards - is absolutely necessary for the academic
success of EL students.
English Language Development Instruction:

Targets instruction to each childs English language proficiency level
Follows a developmental scope and sequence of language skills
(listening, speaking, reading and writing)
Includes specific instruction in the syntactical and grammatical aspects of language
Is taught by appropriately authorized teachers
Is provided to all English Learners (including those at the advanced levels and in
mainstream classrooms)
Groups students of similar proficiency levels together for language instruction
Assesses students progress in English proficiency on an ongoing basis
Aligns ELD instruction to specific standards and expected outcomes
Remember:
English Learners must learn English while competing with Native English speakers who are
rapidly increasing their knowledge of English and applying this knowledge to content standards.
While many English Learners appear fluent, they may have significant gaps in the language and
knowledge. Teachers need to be aware of these gaps and design lessons that address these specific
learning needs for EL students.
Simply teaching in English is very different from ELD instruction. ELD instruction supports
students in reaching the goal of academic and linguistic parity with their English only peers
through focused, scaffolded language development.
The focus of teaching in a regular, subject-area classroom is the content. In well designed
content area instruction - that includes EL students - there should always be an underlying
language objective that connects to the students understanding of the topic and increases their
ability to talk about that topic using academic language.
English Learner-15
Using CELDT to Monitor Yearly Progress
Schools can use CELDT results in conjunction with the California Standards Test (CST)
scores to monitor students progress in determining overall areas of student strength and
weakness. The Annual Measurable Achievement Objectives set by the state under Title
III anticipate that a student will progress one proficiency level for each year they are
enrolled in an EL program. For example, if a student scores at the beginning level the
first year enrolled in a program, the following year it would be anticipated that they
would score early intermediate. Some districts anticipate that students will spend two
years at the intermediate level and will take 6 years to reach English proficiency. At
the end of six years these districts anticipate that students will be scoring Early Advanced
or Advanced on the CELDT and proficient or above on the CST.
Year in Program
1
2
3
4
5
6
CELDT Score (Overall)

Beginning
Early Intermediate
Intermediate
Intermediate
Early Advanced
Advanced
CST Score
Far Below Basic or above
Below Basic or above
Basic or above
Basic or above
Proficient or above
Proficient or above
In order to gain a clearer understanding of EL student growth on Language Arts and

Math standard strands, teachers should always look at three factors that influence the
assessment of EL student progress: Time in the program, CST scores and CELDT
scores. These three pieces of information provide teachers with answers to these
important program design questions:
How am I doing in meeting my students established

performance expectations and progress indicators in
language development and academic proficiency?
When do I need to intervene and provide additional
support?
Where and how do I need to improve instructional
planning and implementation; and what kind of additional
professional development support might I need?
English Learner-16
Reclassification of English Learners

How it works
Two definitions you need to know (Ed. Code Section 306):

English Learner (EL)
An English Learner is defined as a child who does not speak English or whose
native language in not English and who is not currently able to perform ordinary
classroom work in English.
Reclassified Fluent English Proficient (RFEP)
Reclassification is the process through which students who have been identified
as English Learners are reclassified to fluent English proficient (RFEP) when
they have demonstrated that they are able to compete effectively with Englishspeaking peers in mainstream classes.
The State Board of Education (SBE) has established four reclassification criteria,
which all school districts must use:
1. An assessment of English language proficiency must be given. In California this is the
California English Language Development Test (CELDT).
2. A teacher evaluation of the students academic performance, which can be based on the
students report card grades, grade point average (GPA), or other measure that school
districts use to determine students academic performance.
3. Parent opinion and consultation, which involves parents or guardians, if possible, in a
discussion about their students English language proficiency and meeting the
guidelines for reclassification.
4. A comparison of performance in basic skills, which the SBE has indicated should be
based on results of the students latest California English-Language Arts Standards Test,
or CST in English-Language Arts.
English Learner-17
Equity and Inclusion
As you look back over this section of the Resource Guide,

consider the following questions:
As new students enter your school, how are they

welcomed into the school and classroom community?
How are channels of communication opened and
established between yourself and parents?
As EL students are placed in your classroom, how do you

adjust your planning and instruction to meet their
identified proficiency-level learning needs?
How do you ensure positive and frequent interactions

between EL students and English only students both
academically and socially?
How do you convey positive expectations to ALL

students, especially within the core curriculum? How are
your EL students included and supported on a daily basis
to ensure equal access to subject matter and standardsbased instruction?
How are English Learners recommended for and

integrated into the Gifted and Talented (GATE) program?
Does your school have a means for testing non-fluent
English speakers for GATE? Is the percentage of
minority-culture students at your school represented in
your GATE population and in Advanced Placement
classes especially in math and science?
On an ongoing basis, how do you examine your own

personal beliefs and attitudes as they relate to diverse
students, families and cultures regarding the impact
these have on student learning and inclusion?
English Learner-18
Section IV:
Unique Aspects
of English Learner
Instruction in
Mainstream Classrooms
What to teach.
How to teach it.
Building Background: Tapping Into Prior Knowledge

Background building provides teachers the opportunity to access what students
already know regarding a concept and provides a starting point for building
new knowledge. Building background allows students to create links to what is
known and to connect and extend new learning. A strong emphasis within the
background building phase of teaching needs to focus on introducing and
developing important vocabulary to ensure deeper student conceptual development.
Big Ideas:
Direct open-ended questioning and conversation help teachers learn about student
background.
Students must receive multiple forms of input that build virtual experiences with a concept.
Emphasize key content vocabulary multiple times, in varied contexts.
Help students make explicit connections to personalize new word learning.
A focus on the use of visuals (pictures, Thinking Maps, movie clips, graphic organizers)
can assist students in developing concepts.
Structured student interactions (cooperative learning activities, partners) allow students to
explore their previous experiences and thoughts while connecting new language and ideas
regarding the concept being developed. English Learners need to TALK to other students!
Background building can also be done through direct experiences such as field trips, oncampus activities, and presentations by experts.
Source: Building Background Knowledge for Academic Achievement. Robert Marzano, ASCD, 2004
Research Findings
Robert Marzano describes six principals for building background during a classroom lesson:
Background knowledge is stored in bimodal packets (visual and linguistic)

o Instructional techniques should focus on both linguistic and non-linguistic tools
The process for storing experiences in permanent memory can be enhanced by:
o Repeated practice
o Adding details
o Making associations with related information
Background knowledge is multidimensional and needs to be contextualized
o Ensure multiple exposures to target information
o Background knowledge must be taught through content areas
o Make the connection: How does what I already know connect to this
new learning?
Even surface level background knowledge is useful
o Generalized knowledge can be quickly accessed by the student use it!
o Familiarization with terminology and general ideas is useful
Back ground knowledge manifests itself as vocabulary knowledge
o A word does not associate only to a single object, but to a group or class of objects
o Make the connection: How do the words I already know have meaning in this new
context?
Virtual experiences (indirect experience with a concept) can enhance background knowledge
o Wide range of reading outside of text
o Language interaction
o Use of visual media
English Learner-19
Academic Language Development: What does it look like in practice?

Academic language scaffolding supports students successful participation in content-area

instruction.
Academic language is language associated with school subjects such as language arts, mathematics,
science, and social studies.
Jim Cummins (1986) identified two types of language that students acquire. The first, Basic
Interpersonal Communications Skills (BICS) - or social language - is learned more quickly and
easily than the second, Cognitive Academic Language Proficiency (CALP), or academic language.
Academic language scaffolding supports the student in CALP, the language necessary for the
students to participate successfully in classroom learning opportunities.
For students to participate successfully in academic lessons in the classroom, teachers must use a
series of scaffolding strategies that include: modeling academic language; contextualizing academic
language using visuals, gestures, and demonstrations; and supporting students in the use of
academic language through active learning activities.
STEP BY STEP: The steps in an academic language development lesson are:

Identifying academic vocabulary and language structures - Identify the academic

vocabulary and language structures necessary for the students to successfully participate in
the lesson being taught. The vocabulary is selected from the reading assignments and
explanations that are given as a part of the lesson. The language structures relate to the ways
in which the student is expected to participate verbally.
Designing and teaching an introductory activity - Provide an introductory activity that
allows the scaffolding of both the academic vocabulary and language functions in a
nonstressful way. If you start with a teacher explanation, support the students understanding
by using visuals for the main academic vocabulary. Then model the use of the language in
the ways in which the students are expected to participate. If they are required to ask a
question, model the use of the language in question form. If they are to take notes about a
science experiment, provide a model of how the notes could be taken. If the academic
language is complex and spelling is important, leave the words posted in the room and make
it clear to the students that spelling is important and the words are posted for their use in
spelling. If spelling is not vital, make that clear also.
Practicing in pairs or small groups - Include an activity that allows the students to work in
pairs or small groups, interacting verbally so that they practice academic language in
authentic ways.
Guiding and monitoring the practice - Move around the room during this active learning
experience so that you can monitor and encourage the students use of academic language.
Provide scaffolding for the use of academic language by commenting on the work the
students are doing, modeling the use of academic vocabulary, and describing the ways in
which the students are solving the problems or working with the materials. When students
are asked questions, it enables them to demonstrate knowledge either by physically showing
the teacher what was done or by explaining the process. Model the academic language as the
student demonstrates the process used; or restate the students verbal explanation
emphasizing the academic language.
Reviewing the vocabulary and language structures - Conclude the lesson with a review of
the academic language. Offer the opportunity for the pairs or small groups to report back to
the whole group again using the newly acquired academic language in context.
English Learner-20
Academic Vocabulary Development

How do I decide what words to teach?
Academic language is very different from English that is used in

ordinary situations. While both require linguistic competence,
academic language requires more extensive use of reading and
writing. Academic language also requires mastery of precise use of
grammar and vocabulary.
Academic vocabulary is the set of words that are found in academic
text and used in academic settings. These words must be taught
specifically to ensure student comprehension of their meaning and use
within and across contexts. Academic vocabulary words can be
characterized as:
Specific to a content area

Used across content areas (multiple meaning words)
Appear frequently across the curriculum
Are important to the content
Are high utility (used often in discussion, text, and lecture)
How to Choose Vocabulary for Explicit Instruction

Isabel Beck in her book, Bringing Words to Life describes a process called word tiers.
This is one way of deciding which words to teach.
Tier 1 words are high frequency, basic words (the, baby, house)
Tier 2 words are high use words for a more mature language user, including
words that have multiple meanings. These are words that are used across
curriculum areas (compare, describe, table, product, angle)
Tier 3 words are infrequently used words that are often specific to one content
area (peninsula, astronomical, isotope)
During Vocabulary Instruction:
Focus on meaning:
Specific content meaning, everyday meaning, meaning in other subject areas,
multiple meanings, cognates, synonyms, antonyms, meaning of roots and affixes
Focus on form:
Word family, grammar patterns, words with common roots, prefixes, suffixes
Focus on use:
General use, idioms, metaphorical uses, puns, jokes
Provide both visual and linguistic input to increase the likelihood of the new
term being moved into permanent memory.
English Learner-21
Six Step Process For Teaching Vocabulary (Marzano/Pickering)

To be articulate is to be a person who uses the most accurate and powerful word to express a concept.
Acquiring knowledge in a subject area requires a person to master the meanings of the related technical
vocabulary for that field. Estimates of the number of words that the average high school senior knows
range from a high of 50,000 to a low of 17,000 (Nagy and Anderson, 1984; DAnna et al., 1991). This
translates to learning 3,000 to 4,000 new words a year for English speakers. Vocabulary knowledge
is significantly increased by multiple exposures to words in a variety of rich contexts.

Adapted from text by Dr. Laura Chris Green
After choosing the key words for a lesson:
I
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s
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c
t
i
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i
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1. Write the word on the board, chart, or a word card. Say the word and ask students to
chorally repeat the word. Present students with a brief explanation or description of
the new term or phrase.
Write the word
Say the word
Students chorally repeat the word
Describe or define the word in student terms
2. Ask students to generate their own explanations or descriptions of the term or phrase.
Have they ever seen the word? Heard the word?
What do they think it means?
Write the word and their student generated definition in their Word Journal
3. Ask students to create their own nonlinguistic representation of the term or phrase.
By doing Quick draws
By using gestures
Through using pantomime
By drawing a picture in their Word Journal
4. Present activities that help students add to their knowledge of vocabulary terms.
Open ended questioning
Comparing/Contrasting terms
Examples and Non-examples
Revising initial descriptions or non-linguistic representations
Using understanding of roots and affixes to deepen knowledge of terms
5. Periodically ask students to discuss terms.
Find their favorite word and explain why.
Find hard words and work in teams to depict the term non-linguistically or to
develop alternative descriptions.
In teams, identify: Whats new? Whats true? Whats false? Whats confusing?
about a term and present their findings to the class.
6. Students periodically review the terms with games and other activities.
Pictionary
Card games that emphasize semantic relationships: synonyms, antonyms,
descriptions, pictures/word matching, English/Spanish
Bingo with descriptions
Race and chase games
English Learner-22
ACADEMIC LANGUAGE INSTRUCTION

Every day
Every lesson
Every child
Research on second language learners illustrates that vocabulary knowledge is the

single best predictor of academic achievement across subject domains
Elementary and secondary teachers alike must devote more time and attention to
selecting and explicitly teaching words that will enable ELL students to meet the
demands of todays standards-based curricula.
Dr. Kate Kinsella San Francisco State University
Students assimilate grammar, syntax, and semantic information when they are learning
about history, science, or math, as language is repeated naturally across disciplines
Understanding academic language and using it effectively in academic settings is
essential for English language learners and native speakers of English alike.
Freeman and Freeman - Research-Based Strategies for English Language Learners
As you plan lessons every day:

(1)
Identify 5-7 academic words
you need to specifically teach
within this lesson.
(4)
Identify a tool you will give your
students to help them remember
what they have learned.
(2)
Identify specific strategy(ies)
you will use to teach these words.
(3)
Identify specific ways you will
ask students
to practice these words.
English Learner-23
Suggestions from Research: Working with EL Students

The following are general suggestions that all teachers with EL students in their classes can
implement to increase the inclusion and progress of their EL students:
Enunciate clearly and elaborate speech
Research tells us that teachers who use pictures, gestures, video clips, demonstrations and other
enhancements to their speech have greater success with EL students because the language they are using
is contextualized. Students not only hear what is being said, but can also see what the teacher talk is
related to, allowing them greater access to the content.
Develop and maintain routines
When teachers develop consistent routines that students come to know as an integral part of the everyday
experience in the classroom, that classroom becomes a more welcoming place that is safe and
increasingly comprehensible. In classrooms where routines are clearly established, students know what to
expect and are more able to focus on the hard work of learning a new language while mastering
increasingly complex skills and knowledge.
Repeat and review information
Repetition of important information allows EL students time to process and assimilate new knowledge. It
also allows the teacher to point out what is important in a lesson. Repetition should be done by varying
the presentation of the information, writing it on the board, saying it, restating it using different words,
asking students to restate for reach other. Reviewing important information allows students to reprocess
concepts and skills and to develop deeper understanding. Reviews should be done often after working on
small chunks of information and include active student processing of new information.
Check frequently for understanding
Checking frequently for understanding with EL students goes beyond asking if they understand. Many
times, EL students will not have the words to tell us the depth of their understanding. For this reason it is
important that we ask students to show us what they understand as well as tell us. The use of graphic
organizers, note-taking with diagrams, working with partners who are fluent in the same primary
language, and drawing and labeling are all ways that EL students can show us their understanding.
Present new information in the context of the known
Connecting to both student life experience and past knowledge allows students to build and bridge new
information with old. The more connections made for students, the greater the likelihood that the new
information will be moved into permanent memory.
Present information in a variety of ways
EL students need to see, hear, and feel information. The use of a variety of presentation modes (visual,
kinesthetic, and oral) will enhance the probability that information will be understood. Teachers and
students should be encouraged to use media, pictures, drawing, movements, and gestures to assist in
presenting information and making important points.
Provide frequent summarization of important points and key vocabulary
More important than anything else, let students know what is important for them to know and understand.
Provide summaries before reading an extended piece of literature; teach important vocabulary and have
them watch for and use that vocabulary throughout their work; give them note taking guides; and write
key points on the board. Most importantly, tell students what the objective (s) are for the lesson so they
will know what they are to be focused on and can begin to monitor their own learning.
English Learner-24
Frontloading Instruction:
What they need to know BEFORE you begin the main lesson
Frontloading content area instruction gives students a preview of what they need in order to be
successful in an upcoming lesson.
Frontloading allows teachers to work with important concepts, vocabulary, and language
structures, including how words and sentences are put together - so that students will be able to
successfully access the content of their grade level and subject areas.
The goal of frontloading is to develop grade level proficiency in a content area. It is not just
teaching in English, but rather, teaching about the type of English that is required by a specific
content area. Remember: the goal is to prepare students to participate in regular classroom
instruction in a content area.
Frontloading is characterized by:
Instruction that addresses Content Area standards - using ELD standards as a support.
Instruction that focuses on communicating understanding in the content area.
Development of student understanding of content, while progressively increasingly precise,
sophisticated language usage.
Use of language to communicate understanding through listening, speaking, reading and writing.
Teaching in functional contexts bringing prior knowledge and familiar vocabulary into new
contexts and settings.
How to frontload instruction:
Identify one content area goal will students compare/contrast, describe, sequence?
Identify one important language structure needed to talk and write about the content goal. (ex.
students need conjunctions that reflect relationships or negative statements to compare/contrast.
Students need signal words that show time to sequence first, next, last, consequently, finally.)
Identify 5-7 words that are important to understanding the content.
Teach explicitly the 5-7 vocabulary words - model student friendly definitions; ask students to
repeat the words; identify the parts of speech, use the words in examples, and then ask students to
use the words in additional examples. Always use visualsshow them or draw a picture, act it
out, use gestures.
Teach the language structure by using model text from the piece they will be using. Identify a
sentence that shows the use of sequence words; ask them to identify the sequence words, and then
to replace the words with synonyms.
Build their background around the content by questioning, using visuals (ex. short movie clips,
pictures, books)
Strategically use native language to make connections to English
Ask them to talk, listen to others, read, and write about the topic.
English Learner-25
Instructional Strategies:
Structuring Active/Accountable Engagement
Research confirms what every teacher knows: Students who are most in need of instruction,
are least engaged in it!
Far too many underperforming students view learning in the content areas as a spectator sport
and they are often allowed to adopt a passive role in their classrooms. In terms of effectively
developing skills and knowledge in the content areas, the implications are enormous.
Classroom teachers need efficient and effective instructional strategies to insure that all students
are actively and accountably responding to all lesson content - especially students who are in need
of academic intervention!
There are a number of general active engagement strategies teachers need to have in their instructional
tool kits to activate and engage the full range of students served in mixed ability content area
classrooms. Examples include: a written prediction, an answer shared with a partner, signal thumbs
up if you agree, etc. In each case there must be observable evidence that students are making sense of
the instruction, not simply acting as passive observers.
Strategies to use:
Assign every student a partner and use these partners regularly to practice what
has been taught, to rehearse answers, etc.
Use choral responses which will allow all students to practice together when
answers are short/identical (e.g. pronouncing a new vocabulary term). This can
also be done non-verbally (e.g. all write on individual white boards; touch under
the first word; thumbs up if you agree; etc.).
Provide thinking time BEFORE any student is allowed to respond. It is helpful

if this involves brief writing (e.g. list three characteristics of _______).
Structure academic language using sentence starters and sentence frames (e.g.
One important attribute of this character is _____; One aspect of the story that
was surprising was _______).
Cooperative learning groups can be effective IF carefully structured so every

student has a clear role, responsibilities, and is held accountable for doing his or
her part.
English Learner-26
Response Prompts for Encouraging

Active/Accountable Engagement
Predictions
Im guessing that will happen next
because
I bet that
I wonder if
I imagine the author believes
I think the book (story, text) will
Connecting
This is like
This reminds me of
This could help me with (to think about,
to make plans for)
Expressing an Opinion
I think/believe that
It seems to me that
In my opinion
Asking for Clarification
What do you mean?
Will you explain that again?
I have a question about that.
Soliciting a Response
What do you think?
We havent heard from you yet.
Do you agree? Why?
What answer did you get?
Pair Reporting
____ shared with me that
____ pointed out to me that
____ emphasized that
____ indicated that
We decided/agreed that,
We concluded that
Disagreeing
I dont agree with you because
I got a different answer than you.
I see it another way.
Paraphrasing
So you are saying that
In another words, you think
Compiled by Vanessa Girard, WestEd.
What I hear you saying is

Acknowledging Ideas
I agree with ___ that
My idea builds upon ___s idea. It is
Offering a suggestion
Maybe we could
What if we
Main Ideas
Support Ideas
There are three reasons why
First Second Third
Most importantly
A major development
On one hand
On the contrary
In contrast
For example
As an example For instance
Similarly
Also
Further Furthermore
Likewise
In addition to In order to
Because
So
Conclusion
Therefore
In conclusion
As a result
Finally
In summary
From this we see
Other Important Response Frames
Now, this is important
Remember that
The important idea is
The basic concept is
The crucial point is
This is critical
This is vital
This is significant
This is essential
English Learner-27
What are COGNATES?

How do I use them to enhance teaching and learning?
Cognates are defined as words that sound alike; are spelled alike (or closely); and
convey a similar meaning in both English and Spanish.
There are estimated to be between 10,000 and 15,000 Spanish/English cognates.
Research demonstrates that Spanish speaking EL students who are aware of cognates
have higher levels of English reading comprehension than did their peers who were not
aware of these connections (Hiebert and Kamil, 2004).
Instructional Sequence:
State the English word and the Spanish word

Students say both the English word and Spanish cognate and write the word in their journal
Look at the words - How are they alike/different? Look at endings, roots, affixes.
Verify the meaning of the word in Spanish and in English. Is the meaning the same?
Identify how the word is used across languages. What part of speech is used?
Give a definition in student-friendly terms. Ask students to write or illustrate their own
definition.
Examples of Cognates
English
angle
gulf
volcanic
Spanish
angulo
gulfo
volcanico
A word of caution: some words may look like cognates, but they are not. They are false cognates.
For example: inferior in Spanish may be used to refer to a subordinate in the work-place, without
carrying any derogatory meaning as in the English usage. In Spanish informal means unreliable
rather than casual. In spite of these false cognates, there are thousands of English words that can be
converted into Spanish along with much of their English meaning (especially the literal).
Examples of False Cognates
English
Conference (meeting)
Disgrace (shame)
Embarrassed (feeling shame)
Once (one time)
Sane (rational)
Spanish
Conferencia (lecture)
Desgracia (misfortune)
Embarazada (pregnant)
Once (eleven)
Sano (healthy)
Additional teaching suggestions:

There are patterns in English word endings that can be matched to Spanish word endings. If
teachers are aware of these patterns, even if they do not speak Spanish fluently, they can identify
English/Spanish cognates and highlight them for their students.
Another resource for English/Spanish cognates are the students themselves. If teachers share the
idea of cognates with students and give several examples, students can then become cognate
detectives. During the first reading of a passage students can look for the cognates in that passage,
share them with their classmates, and discuss the meanings.
English Learner-28
Modifying Assessment for English Language Learners

How to assess EL students effectively within the core curriculum
The purpose of assessment is for students to demonstrate what they know

and are able to do in a particular area of the curriculum.
To insure that EL students are able to demonstrate what they have learned,
it is critically important for teachers to look not only at the content of an
assessment, but also at the language that is required to respond on an
assessment.
For EL students at the lower levels of proficiency (Beginning Intermediate), assessments that
require high levels of reading and writing skills may become only an assessment of language
skills, rather than content.
Additionally, a single assessment at the end of a unit may not provide a teacher with sufficient
information regarding a students progress in both language and content. A variety of
assessment activities, given more frequently, will assist teachers in gaining greater knowledge
of what their EL student know and are able to do.
A strong focus on assessment of key academic and performance standards assists students and
teachers in knowing what is important in instruction and assessment.
Finally, a focus on thinking skills, higher order mental processes, problem solving, and
reasoning is important for all students but explicitly so for EL students. Model thinking!
Three general procedures for adapting content area assessment include:
1. Reduce the language demands by providing contextual supports (scaffolding) in the
assessment:
Students use presentation and demonstration to show understanding of concepts or
procedures
Students use graphic organizers, diagrams to show understanding of concepts/vocabulary
Students use lists of concepts or terms and show how concepts are organized
Students label, construct, or complete tables and graphs to show data organization and
interpretation
Students give short answers or explanations focused on concepts
2. Differentiated scoring of language and content
Score a piece once for language usage and once for content knowledge
For language, consider sentence formation and word usage
For content, consider understanding of the concept, accuracy of response, methods for
arriving at the answer
3. Use visible criteria
Before instruction and assessment, show students how their work will be scored
Gradually introduce scoring procedures
Show anchor papers or exhibitions at different levels
Allow students to review and discuss scoring criteria over time
English Learner-29
Mainstream Classroom Instruction for English Language Learners:

Differentiation based on Proficiency Levels
In every classroom in every subject area teachers need to teach English Learners who
function at distinctly different proficiency levels. These levels are identified on the
CELDT as: Beginning (B); Early Intermediate (EI); Intermediate (I); Early
Advanced (EA); and Advanced (A). Teachers need to prepare lessons that address the
specific proficiency levels of the students in their class(es) as they teach the required
core curriculum. The following table provides specific strategies for addressing the
needs of EL students at their identified proficiency levels.
Research-based
Instructional
Strategy
Differentiation by
Proficiency Levels
Support Strategies
Setting Goals
Students understand
what they are
working towards.
EL students
understand the focus
for both content area
and language
development
B - Learning simple vocabulary

and short basic language
functions
EI - Learning vocabulary and
simple grammar based on
language functions
I - Speak and write expanded
sentences
EA Speak and write complex
sentences
A Approximates native
English speakers language use
After main lesson, group

students by proficiency level
and provide additional
support from teacher or
instructional assistant.
Circulate and model correct
grammar
Review terms and related
grammar points in small
groups
Use sentence starters to
guide responses
Ask students to add to
someone elses comments
Providing Feedback
Students use teacher
feedback to rephrase
and restructure
language and
content, while
teachers model
repairing and
reformulating
academic language
B Learning vocabulary word

selection
EI - Repair by modeling correct
grammar
I - Reformulate by
saying/writing it another way
through expansion
EA Use language to compare,
describe, debate, justify, create
Use questions that can be

answered nonverbally
(yes/no, point to..)
Model restructuring a
sentence with sentence strips
cut-ups
Use rubrics to provide
feedback on information,
process, skills
Feedback on essential
corrections in written
English
English Learner-30
Use graphic organizers

keyed to the function of your
text (e.g. compare, sequence,
cause/effect)
Use symbols, pictures, maps,
EI Use vocabulary and short
diagrams to bridge language
responses
gap
I - Use information on a graphic
Help students generate
answer sheet for why and how
mental pictures - use five
questions
senses
EA Use information on a

Make physical models and
graphic organizer regarding
use maps, manipulatives,
same/different, what would
word sorts
or Why do you
Use Total Physical Response
(TPR) activities and drama
Non-Linguistic
Representations
Elaborate
instruction with
nonlinguistic
representations to
help students recall,
think about and
retain information
B Use pictures, maps, graphic

organizers associated with topic
with non-linguistic responses
Cues and Questions

Used to activate
background
knowledge and
make connections to
new learning
throughout a lesson
B - Responds in gestures
Advanced
Organizers
Use before a lesson
to highlight
essential ideas and
to assist students in
making connections
to new learning
B - Pictures attached to labels

and responds with gestures
EI - Students learn about and
use academic vocabulary
I - Students learn to formulate
questions using information in
organizers, headings,
illustrations
EA Students expand on
information related to ideas on
graphic organizers
A - Approximates native
EI - Responds to yes/no,
either/or, one or two word
responses
I Responds in short
phrases/sentences, How? Why?
What if?
EA - Responds to all types of
questions with few grammatical
errors
Focus on what is important,

not unusual
Higher level questions will
produce deeper
understanding
Wait at least three seconds
before accepting any
answers
Pose key questions before a
lesson is begun
Focus on what is important,

not unusual
Use demonstration,
modeling to show what you
are saying
Use graphic organizers that
match the function of the
text sequence,
compare/contrast,
cause/effect
Ask students to skim before
reading
Use features of text
(headings, pictures, captions)
to guide text preview
English Learner-31
Cooperative
Learning
Use to increase the
opportunities to
speak and use
language for an
academic task. Also
increase
opportunities to hear
and use key words
and phrases,
increase feedback
and reduce anxiety.
B Physical or pictorial
representations with pointing in
share out
EI Non-linguistic
representation with words,
phrases, sentence starters
I Graphic organizers assist in
students explaining, presenting
in full sentences
EA Works alongside English
only peer with some errors in
speech and writing
Groups should be based on

language needs and
instructional goals
Groups should be small
Groups may be informal for
some tasks and formal for a
specific academic task
Groups should be used
intermittently with other
types of instruction
Summarizing
EL students are
explicitly taught to
recognize text
patterns and the
signal words that
accompany them.
B - Substitute common,
frequently used vocabulary and
attach to key vocabulary terms
(3 + 3 rule)
EI Use non-linguistic
representations to teach steps in
developing a summary
I - Point out what is important
and not important
EA - Use graphic organizers
keyed to text pattern
A - Approximates native
Model repeatedly a
particular set of steps keep,
delete, substitute
Use graphic organizers with
specific questions attached
Model and use reciprocal
teaching
Attach pictures to key
vocabulary
Use summaries to preview a
text
Create summaries after
important text is read to
deepen understanding
Note Taking
Students extract
important information
and synthesize it into
their own words. The
purpose of note taking
is to acquire,
integrate, organize
and process
information.
B - Use teacher created notes with

illustrations. Student focus on
known/unknown words and
cognates
EI - Use teacher created notes with
key words missing. Student focus
on key words.
I Use teacher created notes and
ask students to answer why, how,
when, where questions. Students
focus on expanding notes with
adjectives/phrases.
EA - Student created notes in
outline form, graphically
represented, and summary
A - Approximates native English
speakers language use
Give students teacher created

notes
Use a variety of note taking
formats with clear modeling
and explicit instructions
Create learning centers where
students can practice different
forms of note taking
When students are taking
notes, stop occasionally and
ask them to make a graphic
representation
Ask students to summarize
their notes verbally to others
and in writing
English Learner-32
Research-based
Instructional
Strategy
Differentiation by
Proficiency Levels
Support Strategies
Practice
Students practice to
deepen understanding
of content and to
reach automaticity
with skills and
processes
B - Use visuals to connect spoken

word to concepts while students
respond nonverbally. Practice key
vocabulary.
EI Prompt students to share with
yes/no or one-word response
questions. Model language
supported by gestures/visuals
I Use preview and review to
ensure students understanding of
academic vocabulary, grammar
structures, and procedures.
EA Use review and summary
often to ensure and deepen
comprehension
Time is of the essence, pick

important skills and processes
to practice
EL students need more practice
than English Only students
Multiple practice opportunities
focus on accuracy for
Beginning through
Intermediate EL students,
speed can be focused in later
stages
Design practice that builds on
specific elements of a complex
skill such as the writing
process
Automaticity must be
accompanied by background
understanding
Types of practice include
charting for speed/accuracy,
practicing specific elements of
complex skills and processes
Generating and
Testing Hypotheses
B - Focus on key words needed to

explain, attach visuals to words
and concepts
EI - Model correct English usage
building on student speech.
Students make lists and write short
simple sentences
I Focus on expansion of speech
and writing with adverbs and
adjectives.
EA Focus formal structures and
vocabulary related to topic
B Identify
similarities/differences with
various physical attributes
focusing on building vocabulary
EI - Identify
similarities/differences with
various physical attributes with
sentence starters. Focus on
Generation of hypotheses can

be either inductive or deductive
Students must explain their
hypotheses and conclusions
Use a variety of tasks to
generate hypothesis
ELL students access

prior knowledge,
apply new
knowledge, and
explain their
conclusions
Identifying
Similarities and
Differences
Students are given the
opportunity to deepen
learning by activating
prior knowledge,
Scaffold students through the

process increasing their
independence as the activities
are repeated
Model, model and model again
Begin with familiar topics or
items
Activities require use of topic
English Learner-33
making connections,
constructing meaning
and justifying their
reasoning.
responding in short sentences.

I Encourage students to use
words other than same/different ie:
similar, vary. Include more
characteristics. Focus on
responding in compound sentences
EA Vary vocabulary and
respond in complex sentences
focused vocabulary and

language structures
Visual representations assist
students to make connections
and construct meaning
Forms of identifying
similarities and differences
include: compare/contrast,
classifying, creating analogies,
creating metaphors
Reinforcing Effort
and Providing
Recognition
Students understand
the relationship
between effort and
achievement
B - Reduce the linguistic

complexity of a chart or rubric
with pictures. Reward when they
start speaking
EI - At first, someone else can
read the chart and help the student.
Listen for key words. Reward
when using full sentences
I Students can report on their
charts using full sentences and
answering What? How? questions.
Reward when using linguistically
complex sentences
EA Reward for growing
repertoire of academic language
A - Reward when re-designated
Students who are taught the

direct connection between
effort and achievement do
better than students who are
taught time management or
comprehension strategies
Share stories of people whose
effort lead to success-ask past
EL students to share their
language learning success
Track effort and achievement
with graphs chart, rubrics
Rewards can complement
intrinsic motivation
Rewards are most effective
when focused on attainment of
a performance standard
Abstract recognition is more
effective and tangible
(stickers) but concrete
symbols of recognition for
attaining a goal are effective
when connected to verbal
praise
Use pause-prompt-praise
Based on the book: Classroom Instruction that Works with English Language Learners by Jane
Hill and Kathleen Flynn, 2006, ASCD.
English Learner-34
As you look back over this section of the Resource Guide,

consider the following questions:
How am I differentiating my planning and instruction to

meet the learning needs of diverse language learners from
recent immigrants to students who have been struggling to
learn English over many years?
How am I tapping into prior knowledge and background

experiences in a way that students see connections to new
learning within their own life experience?
How am I using strategies for teaching Academic Language

to ALL students on a daily basis?
How am I assuring that ALL students, especially English

Learners, are actively engaged and accountable for learning
not sitting passively in the background of my class(es)?
On an ongoing basis, how am I examining my own personal

beliefs, attitudes, expectations and biases as they relate to
providing equal access to all curriculum within my own
classroom?
How do I address institutional bias regarding equal access,

if I see this occurring in my own school?
English Learner-35
Section V:
Resources
Planning for Instruction: Content Area with EL students

Standards:
Assessment:
Essential Understanding:
Essential Skills:
Content Focus:
Language Focus:
Target Vocabulary:
Background Building: Whole group or small groups
Inquiry Chart
Observation Chart
Roundtable
Whip
Input Chart
Word Storming
Anchor Chart
Explicit Instruction: Whole group or small groups
Coop Paragraphs
Sentence Frames
Story Maps
(De)Construct Words
Listen/Visualize
Thinking Maps
Cornell Notes
Questioning
Sentence Structure
Practice: homogeneous, heterogeneous, task, coop, random
Whip Around
Choral Response
In/Outside Circle
Ear/Ear reading
Think/Pair/Share
Give one/Get one
Talking Chips
Numbered Heads
Roundtable
Jigsaw
English Learner-37
Bringing English Learners and Their Families

into the School Learning Community
In her book, School, Family and Community Partnerships - Your Handbook
for Action, Joyce Epstein recommends six major types of parent involvement
for schools to promote.
Six Kinds of Involvement

Parenting - Assist families with parenting skills, family support,
understanding child and adolescent development, and setting home
conditions to support learning at each age and grade level. Assist schools in
understanding families' backgrounds, cultures, and goals for children.
Communicating - Communicate with families about school programs and
student progress. Create two-way communication channels between school
and home.
Volunteering - Improve recruitment, training, activities, and schedules to
involve families as volunteers and as audiences at the school or in other
locations. Enable educators to work with volunteers who support students
and the school.
Learning at Home - Involve families with their children in academic
learning at home, including homework, goal setting, and other curriculumrelated activities. Encourage teachers to design homework that enables
students to share and discuss interesting tasks.
Decision Making - Include families as participants in school decisions,
governance, and advocacy activities through school councils or
improvement teams, committees, and parent organizations.
Collaborating with the Community - Coordinate resources and services
for families, students, and the school with community groups, including
businesses, agencies, cultural and civic organizations, and colleges or
universities. Enable all to contribute service to the community.
English Learner-38
Educational and
Community Resources
Investigate Local Resources
1. ALL County Offices of Education (even those outside of your area) - The
Sonoma County Office of Education has many online resources and references
regarding English Language Learners. Go to: www.scoe.org. In the Search
Box enter: English Learners. Click on Aiming High Resources and you will gain
access to a variety of extremely teacher-friendly Newsletters that provide
specific teaching strategies and ideas and current research information about
English Learners. Click on English Language Learner Services and you will
access important programs and classes.
2. Migrant Education Go to: www.cde.ca.gov/sp/me/mt/programs.asp for
information about programs across California that are available to migrant
students.
3. Indian Health Services Go to: www.ihs.gov for information about services
available in your county to Native American students and families.
4. Site level English Learner Advisory Committees (ELAC) and district level
Advisory Committees (DELAC) these are important committees for active
participation of parents in the educational decisions that impact their children.
Go to some of these meetings if you can. Become involved in decisions made
at the school site level.
5. Parent Involvement Information Go to: www.ed.gov/offices/OELA (the
Office of English Language Acquisition) for specific information about parent
programs and information for parents that they can read and download (in
both Spanish and English).
6. Get to know your students parents Take a few minutes each week to
contact the parent or guardian of an EL student. Talk about his or her progress
and one or two specific things the parent can do to assist with and encourage
learning. Let parents know that you consider them a resource in their own
childs education.
7. University, Community College and District Resources University and
College libraries, education departments and language departments are

excellent resources for information and local activities that might involve
teachers, students and parents. (This would include possible tutoring programs
and classroom volunteer programs.) Also, become familiar with your own
districts programs, resources, and committees.
English Learner-39
Resources
Books
Accelerating Academic English: A Focus on the English Learner, Robin C.
Scarella, University of California, Irvine, 2003.
Bringing It All Together, Language and Literacy in the Multilingual Classroom,
Marcia Brechtel, 2001. This book is based on the Guided Language Acquisition Design
(GLAD) program. While focused on ELL students, it provides some excellent
background building strategies that can be used with all students across the grade
levels.
Bringing Words to Life: Robust Vocabulary Instruction, Beck, I.L., McKeown,
M.G., & Kucan, L. (2002). New York: Guilford Press.
Building Background Knowledge for Academic Achievement: Research on
What Works in Schools, Robert J. Marzano, 2004.
Effective Instruction For English-Language Learners: What We Know About
Effective Instructional Practices For English-Language Learners, Gersten, R., &
Baker, S. (2000)
Fifty Strategies for Teaching English Language Learners, Herrell and Jordan,
Pearson Prentice Hall, 2004.
From Speech to Print, Louisa Cook Moats, 2000. This is a comprehensive review of
why language is foundational for teaching children to read systematically and explicitly.
This book helps teachers understand the organization of written and spoken English,
the connections between structures, and how to apply these ideas in lessons.
Instructional Strategies That Work With English Language Learners, Jane Hill,
ASCD publications at www.ascd.org.
Overcoming the Language Gap: Making Better Use of the Literacy Time Block,
Hirsch, E.D. (2001). American Educator, 25, pg. 5-7
Scaffolding Language, Scaffolding Learning, Teaching Second Language
Learners in the Mainstream Classroom, Pauline Gibbons, 2002. This book assists
mainstream classroom teachers to integrate the teaching of English with content areas
and outlines specific strategies to help accomplish this.
Student Successes with Thinking Maps, edited by David Hyerle, Corwin Press,
2004.
Summarization in Any Subject - 50 techniques to Improve Student Learning,
Rick Wormeli, Available through ASCD at www.ascd.org.
What teachers Need To Know About Language, Snow, S.E. and Wong-Fillmore, L.
(2001). A special report from ERIC Clearinghouse on Language and Linguistics at
www.cal.org.ericcll/teachers/teachers/pdf.
English Learner-40
Websites
Aiming High Newsletters provide a wealth of practical teaching strategies and
research-based information to help teachers in addressing the learning needs of
their EL students. Go to: www.scoe.org. In the Search Box enter: Aiming High,
then go to the Resources section. All newsletters can be downloaded.
Center for Research on Education, Diversity and Excellence at
www.crede.ucsc.edu
Colorin Colorado is an excellent source for language and literacy development
ideas and background research for young children. The website is:
http://www.colorincolorado.org/
Designs For Thinking Go to: www.mapthemind.com
English Language Development Standards - For information contact:
California Department of Education at www.cde.ca.gov.
Ideas for student note taking: For information on Cornell Notes see these
websites:
www.clt.cornell.edu/campus/ learn/LSC%20Resources/cornellsystem.pdf
http://americandigest.org/mt-archives/004983.php
For training and additional information on Cornell Notes and other summarization
activities contact AVID (Advancement Via Individual Determination) at
www.scoe.org.
The National Clearinghouse for English Language Acquisition provides an In
The Classroom toolkit designed to bring research and practice together for English
Language Learners. Go to: www.ncela.gwu.edu
The Reading Corner - Sonoma County Office of Education You will find a
wide variety of relevant postings. Be sure to check out the seminar notes from
master teacher, Dr. Anita Archer, describing various structured engagement
strategies (web link) and the streaming video demonstrating these strategies in a
4th grade classroom (web link). Go to: http://www.scoe.org/readingcorner
Thinking Maps - The Sonoma County Office of Education is supporting Organizing
Student Thinking (OST), a school-wide initiative using a specific set of graphic
organizers called Thinking Maps. Thinking Maps are eight visual tools that are
attached to a specific fundamental cognitive process such as defining in context,
comparing and contrasting, and cause and effect. This distinguishing feature of
providing a distinctive visual tool connected to a specific cognitive process, makes
Thinking Maps unique among graphic organizers. The thinking is emphasized
rather than the graphic organizer. For more information go to: www.scoe.org In
the Search Box enter: Organizing Student Thinking.
Thinking Maps, Inc. Go to: www.thinkingmaps.com
English Learner-41
Notes
Conversation Guide - Universal Access: Teaching Special Populations (E-3.6b)

Profile Components - Universal Access: Teaching Special Populations

Collecting
Contextualizing
Profile Students:
Health Problems
Plans (IEP)
SST Interventions
504 Plans
Gifted & Talented

(GATE)


relation to:
Goals/benchmarks
Modifications, accommodations,
variations
IDEA legal requirements
Identification and referral

process of students for
special services
Extending

classroom?



schools special services referral process
2
and RtI process?
How will you access the referral process?

curriculum?
What is my legal and ethical responsibility

(IEP) process?


special needs?

students?

How do you use technology to support/engage

student learning?

develop students informational literacy,
critical thinking, creativity, collaboration,
and communication skills?
English learners
Language/Learning
Disability
What factors should be considered when

referring English learners to the identification
and referral process for special services?

effectively identify and refer English
learners for special services?

Special Populations

Reflections on Teaching and Learning Conversation Guide: Universal Access: Special Populations
Page 1 of 1


Collecting
Contextualizing
Profile Students:
Health Problems
Plans (IEP)
SST Interventions
504 Plans
Gifted & Talented

(GATE)


relation to:
Goals/benchmarks
variations

special services
Extending

classroom?



2
and RtI process?

curriculum?

(IEP) process?


special needs?

students?


student learning?

English learners
Language/Learning
Disability



Special Populations

Reflections on Teaching and Learning Conversation Guide: Universal Access: Special Populations
Page 1 of 1
Yes No
SELF-ASSESSMENT PRESENTATION
Year 1 Candidates Only
Scripter:_____________________________________________
Facilitator: ___________________________________________
6. Describe what you will investigate or focus on next.
Self-Assessment: Equity
4. Describe how you support ALL students in your
classroom
5. Describe how you effectively communicate
with:
a. Students
b. Colleagues
c. Families
1. Explain how you create a safe, well managed
environment
2. Describe how you use assessment data to
monitor student progress and meet the diverse
learning needs of your students
3. Tell how you use technology to help students
learn
Briefly introduce yourself, your school, and

your classroom context
Discussion Prompts and Sources of Evidence
Scripter Notes
Self Assessment
Teacher:_________________________________________________________District:_________________________________________ Date:___________
Evidence/Information Presented for Prompts:
SP Reviewer________________________________________
Yes No
EDUCATION SPECIALIST
Scripter:_____________________________________________
Facilitator: ___________________________________________

Case management
Advocacy
Co-teaching
PLC participation
Social intervention
4. Describe how you have integrated current

research into your practice related to:
3. Describe your advanced study related to:
2. Describe how you ensure that the education

placement of your students are based on their IEP

1. Explain how you work with regular education
teachers to integrate your students into the least
restrictive classroom setting.
Briefly introduce yourself, your school, and your

classroom context
Scripter Notes
Self Assessment
SP Reviewer________________________________________
Yes No
EDUCATION SPECIALIST
(Preliminary Year Two)
Scripter:_____________________________________________
Facilitator: ___________________________________________

Case management
Advocacy
Co-teaching
PLC participation
Social intervention
4. Describe how you have integrated current

research into your practice related to:
3. Describe your advanced study related to:
2. Describe how you ensure that the education

placement of your students are based on their IEP

1. Explain how you work with regular education
teachers to integrate your students into the least
restrictive classroom setting.
Briefly introduce yourself, your school, and your

classroom context
Scripter Notes
Self Assessment
SP Reviewer________________________________________
SelfAssessmentPresentation
Level2OnlywithaNEWEd
Spec.PreliminaryCredential
Level2Competencies
Level2Only(BTSAiscomplete) Level2Competencies
FullBTSA,Year2withaNEW
Ed.Spec.PreliminaryCredential
Level2Competencies
FullBTSA,Year2withaLevel1 Level2Competencies
FourthEd.SpecialistSaturday
FullBTSA,Year1withaNEW
Ed.Spec.PreliminaryCredential
ThirdEd.SpecialistSaturday
FullBTSA,Year1withaLevel1 SelfAssessmentPresentation
EducationSpecialistSaturday
PresentationSchedule
Revised
20142015
Scripter:_______________________________________________
MILD/MODERATE AUTHORIZATION
Level 2 Competency Standards Presentation
Yes No
Room Facilitator: _______________________________________
Standard 20 Collaboration and Consultation

Tell how you communicate, collaborate, and consult regularly with others. Describe
what happened as a result of that collaboration
Standard 19 Curriculum and Instruction

Share evidence of how you have adapted, modified, or integrated curriculum to
meet the needs of your students
Standard 18 Assessment of Students

Describe at least two KINDS of assessment you administered and tell how you used
what you learned to meet the needs your identified student(s)
Standard 17 Development of Specific Emphasis

Identify the content area/topic/area of study you selected and describe what you
have learned
Standard 16 Transition and Transition Planning

Present an example of how you successfully supported the transition of an individual
or group of students. Share how you involved others to make the transition
successful
Standard 15 Current and Emerging Research and Practices

Introduce the issue you have explored recently (related to research theory,
legislation, policy and/or practice) and share what you have learned
Standard 14 Advanced Behavioral, Emotional, and Environmental Supports

Briefly describe a student with complex behavioral and emotional needs. Using
your evidence, tell how you assess, plan and provide academic and social skill
instruction
Standard 13 Data-Based Decision Making:

Select a sample of evidence and describe specifically how you modified instruction
strategies and/or curricular content to facilitate skill acquisition and successful
participation for each student
Scripter Notes
Level Two Competencies Standards: Mild/Moderate
Briefly introduce yourself, your school, and your classroom context
Discussion Prompts
Teacher:________________________________________________________ District:_________________________________________ Date:___________
SP Reviewer________________________________________
Scripter:_______________________________________________
MODERATE/SEVERE AUTHORIZATION
Yes No
Level Two Competencies Standards Moderate/Severe

Scripter Notes
Standard 19 Leadership and Management Skills

Share a sample of how your leadership/management skills have impacted the
location where you work (e.g.
Standard 18 Advanced Communication Skills

Share evidence that shows you engage in respectful collaboration, manage
conflict, supervise paraprofessionals and work with family members
Standard 17 Development of Specific Emphasis

Identify the content area/topic/area of study you selected and describe what you
have learned
Standard 16 Transition and Transition Planning

Present an example of how you successfully supported the transition of an
individual or group of students. Share how you involved others to make the
transition successful
Standard 15 Current and Emerging Research and Practices

Introduce the issue you have explored recently (related to research theory,
legislation, policy and/or practice) and share what you have learned
Standard 14 Advanced Behavioral, Emotional, and Environmental Supports

Briefly describe a student with complex behavioral and emotional needs. Using
your evidence, tell how you assess, plan and provide academic and social skill
instruction
Standard 13 Data-Based Decision Making:

Select a sample of evidence and describe specifically how you modified instruction
strategies and/or curricular content to facilitate skill acquisition and successful
participation for each student
Discussion Prompts
SP Reviewer________________________________________
Scripter:_______________________________________________
EARLY CHILDHOOD SPECIAL EDUCATION AUTHORIZATION
Yes No
Advanced Studies and Special Topics

Using evidence, describe a topic you have studied and tell what you have
learned.
Management and Leadership

Using evidence, describe your current role related to:
Program philosophy and goals,
Legal and professional guidelines,
Supervision of paraprofessionals,
Funding resources,
Program monitoring and evaluation, and
Community collaboration.
Parent and Staff Development and Education

Using evidence, describe how you promote, coordinate, present, and
evaluate staff and parent development and education activities.
Scripter Notes
Level Two Competencies: Early Childhood Special Education
Discussion Prompts
SP Reviewer________________________________________
Quick Start for

Support Providers
2014-15
As a Support Provider, you will use My BTSA and FACT (Formative

Assessment System for California Teachers) to assist your assigned
Participating Teachers as they clear their credentials.
Optional
CSUS Units
By June 15th, 2015 the following are to be completed:
Credential Candidates
Want to earn Continuing

Education units through
CSUS? Register online this
spring through My BTSA
for six units. Credential
Candidates and New Support Providers are eligible.
SCOE Credential Orientation

Tasks on My BTSA (www.btsasacramento.org)
SCOE Benchmarks
Support Providers
Register for an SP Update on My BTSA

Approve the Participating Teachers tasks in My BTSA
Approve the 40 hours of conversation (including 12 hours with grade level/district meetings)
Attend four benchmarks for program updates, networking, and sharing expertise
Approve 24 hours of PD related to their Individual Induction Plan (IIP)
Facilitate a dialogue between the credential candidates
What do Support Providers do? They

Have knowledge of: Cognitive coaching, FACT processes and documents, computer skills, Common Core,
English Learners, Special Populations, Credentialing, My BTSA event calendar
Have mentoring skills: Observations, examining student work, reflective conversations, self assessments
using the Continuum of Teaching Practice and the Continuum of Mentor Practice, Conversation Guides
Focus on CSTP Standards: Year one: 1.4, 2.6, 3.5, 4.4. 5.2, 6.2; Year two: 1.2,2.4, 3.2, 4.1, 5.4, 6.3
Complete the SP IIP: Write Support Provider Action Plan
Support FACT Components: Context for Teaching, Observations, Inquiry, Summary of Teaching Practice,
Self Assessments
Sacramento BTSA Consortium Staff

Mary Ellen Dill
Program Director
(916) 228-2236
mdill@scoe.net
SP
PT
ES
Dawn McCarron
Program Analyst
(916) 228-2496
dmccarron@scoe.net
Fax: 916-228-3921
Website: www.btsasacramento.org
Facebook Page:
www.facebook.com/btsasacramento.org
BTSA Leadership Survey 2014
Please indicate whether you are an advisor or a coordinator for BTSA.

j Coordinator
k
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m
n
j Advisor
k
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n
How many years of experience do you have in your role of coordinator or advisor?
j 02years
k
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n
j 35years
k
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n
j 6ormoreyears
k
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m
n
Are you aware of program improvements that have been made in this induction program
based on feedback from participants?
j Yes
k
l
m
n
j No
k
l
m
n
Program Ratings
Pleaseindicatetheextenttowhicheachstatementistrue.
Fortheseratings,5=highand1=low.Select"DK"ifyoudonotknowtheanswer.
Part 1: Regarding the BTSA program, please rate the extent that...
5(high)
1(low)
DK
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3.SCOEleadershavestrongsupportfromthedistrict.
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4.SCOEhasawelldefinedandmonitoredprocessforensuringthatall
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1.theSCOEprogramhasaclear,researchedbasedvisionforthe
inductionofnewteacherswhichisarticulatedwithstakeholders.
2.theSCOEprogramleadersandrelevantstakeholdersarehighly
involvedintheorganization,governance,andcoordinationofthis
program.
participatingteachershavemetallcredentialrequirements.
5.SCOEprovidessufficientfunding,personnel,andfacilityresourcesare
consistentlyallocatedtothisprogramtoenableeffectiveoperationand
support.
6.theresourceneedsoftheSCOEprogramareregularlyreviewed,
evaluated,andupdated.
Page 1
BTSA Leadership Survey 2014

7.SCOEregularlyevaluatestheperformanceofprofessional
5(high)
1(low)
DK
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developmentprovidersandseminarfacilitators.
8.theactivitiesoftheSCOEprogramarealogicallysequenced
extensiontoparticipatingteacherpreservicelearning.
9.thereisclosecollaborationbetweentheSCOEprogramanddistrict
administration.
10.therequirementsfortheparticipatingteachertocompletethis
Inductionprogramareclear.
11.theparticipatingteachersintheSCOEprogramhaveopportunitiesto
learnabouttheapplicationoftechnologytostudentlearning.
12.participatingteachershaveresourcesandopportunitiesthatwillassist
5(high)
1(low)
DK
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theminimprovingtheirskillsindevelopingstrategiesforteaching
Englishlearners.
13.participatingteachershaveresourcesandopportunitiesthatwillassist
theminimprovingtheirskillsteachingstudentsthathavedisabilities,are
atrisk,oraregiftedandtalented.
14.participatingteachershaveresourcesandopportunitiesintheareas
ofdifferentiatinginstructiontomeetthevariousneedsofstudents.
15.thereissufficientevidenceregardingcandidateprogressand
performancetoguideadvisementandassistanceefforts.
16.theSCOEprogramprovidescandidatessufficientopportunitiesto
developresearchbasedstrategiesforimprovingstudentlearning.
17.theSCOEprogrampreparescandidateswiththeproficienciesand
competenciestoeducateandeffectivelysupportallstudents.
What do you believe are the most effective components of the BTSA program?
5
How could we improve the quality of the BTSA program?

5
Page 2
BTSA 2015 Participating Teacher Assessment of Support Provider

Introduction
Thissurveywillbekeptconfidentialandnotsharedwithyoursupportprovider.Resultswillbeusedtohelpguidetrainingforsupportprovidersand
helpthemtodevelopactionplans.Toprogressthroughthesurvey,pleaseusethefollowingnavigationlinks:
ClicktheNextbuttontocontinuetothenextpage.
ClickthePreviousbuttontoreturntothepreviouspage.
ClicktheSubmitbuttontosubmityourcompletedsurvey.
Pleasesubmitthesurveyno later than May 28, 2015.Itshouldtakelessthan5minutestocompleteandmustbecompletedinonesitting.
Thankyouinadvanceforyourtime.
Respondent Information
1. Is this your first year or second year in the BTSA program?

j FirstYear
k
l
m
n
j SecondYear
k
l
m
n
2. Please select the school district or agency where you currently work.
6
3. In which type of credential program are you enrolled?

j EducationSpecialist
k
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m
n
j GeneralEducation
k
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n
j Both
k
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m
n
4. Are you and your support provider using the ContinuumofTeachingPractice to assess
your progress?
j Yes
k
l
m
n
j No(pleaseexplain)
k
l
m
n
Appointment Logistics
5. Does your support provider schedule and keep regular appointments with you?
j Yes
k
l
m
n
j No
k
l
m
n
Page 1

6. Does your support provider regularly meet at least one hour per week with you?
j Yes
k
l
m
n
j No
k
l
m
n
Support Provider's Knowledge and Skills 1 of 4
7. Please rate your support provider's knowledge and skill in the following areas:
Weak
Average
Strong
Usingourmeetingtimeeffectively
j
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j
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n
j
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Sharingbehaviormanagementstrategies
j
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j
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j
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SharingstrategiesandresourcesforteachingEnglishlearners
j
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j
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SharingstrategiesandresourcesforaddressingtheneedsofspecialpopulationsincludingGATE
j
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j
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students
Weak
Average
Strong
Identifyinginstructionalstrategiesandmaterialsappropriatetomyteachingcontext
j
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j
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Creatingatrustingrelationshipwithme
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Usingreflectiveconversationtechniques
j
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j
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j
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HelpingmedevelopanIndividualInductionPlan(IIP)basedonassessmentevidence
j
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j
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j
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Weak
Average
Strong
Analyzingstudentwork
j
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j
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Reviewingtheinformationfromaclassroomobservationandprovidingconstructivefeedback
j
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j
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Understandingthe"Plan,Teach,Reflect,andApplyCycle"
j
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j
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Assistingmeinunderstandingmycontextforteaching
j
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j
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j
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Page 2

Weak
Average
Strong
j
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j
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j
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n
AssessingmyteachingpracticebasedontheCaliforniaStandardsfortheTeachingProfession
j
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j
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j
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HelpingmeselectprofessionaldevelopmentthatisalignedtomyIIP
j
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j
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n
j
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n
UsingthedocumentsintheFormativeAssessmentforCaliforniaTeachers(FACT)
j
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j
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j
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Understandingtherequirementsformetocompletethisprogramandclearmycredential
j
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j
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Usingthestateadoptedcontentstandards,curriculumframeworks,andcontentspecificpedagogyto
improvetheperformanceofmystudents
Final Instructions
Thankyoufortakingthetimetocompletethissurvey.
PleaseclickontheSUBMITbuttonbelowtosendinyourresponses.
Page 3
BTSA Midyear Survey of Participating Teachers 2014
Section I
ThefollowingsurveywasdevelopedtobetterunderstandtheextenttowhichtheSacramentoBTSAInductionConsortiumisfulfillingtheInduction
ProgramStandardsofprogramqualityandeffectivenessadoptedbytheCommissiononTeacherCredentialing.
Toprogressthroughthesurvey,pleaseusethefollowingnavigationlinks:
Pleasesubmitthesurveyno later than January 31, 2014.Itshouldtakelessthan10minutestocomplete.
Section II
1. Is this your first year or second year in the BTSA program?

j FirstYear
k
l
m
n
j SecondYear
k
l
m
n
2. Which school district or agency do you currently work in?

6
3. Which type of credential program are you enrolled in?

j Educationspecialist
k
l
m
n
j Generaleducation
k
l
m
n
4. Are you and your support provider using the ContinuumofTeachingPractice to assess
your progress?
j Yes
k
l
m
n
j No(pleaseexplain)
k
l
m
n
5
6
Section III
Page 1

5. Please select the response that best describes how much you agree or disagree with
the following
general statements about your BTSA experience.
DoNotAgree SlightlyAgree
a)IunderstandtherequirementsforcompletingtheBTSAInductionProgramand
Moderately
Strongly
Agree
Agree
j
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earningaclearteachingcredential.
b)Mydistricthasprovidedadequateresourcesandsupporttoenablemetobecomea
betterteacher.
c)Ihavesufficientopportunitiestoworkwithspecialeducationteacherstosupportmy
students.
d)ProfessionaldevelopmentinmyschoolanddistrictalignwellwithmyBTSA
activities.
Section IV
the following general statements about your BTSA support provider.
Mysupportprovider...
Moderately
Strongly
Agree
Agree
a)Isaskilledmentorandguide.
j
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b)EffectivelyusestheFormativeAssessmentforCaliforniaTeachers(FACT)tohelp
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d)Effectivelyusesevidenceandassessmentstoguideourworktogether.
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e)Sharesusefulinstructionalideasandmaterialswithme.
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meexaminemypractice.
c)EffectivelyguidesthedevelopmentandimplementationofmyIndividualInduction
Plan(IIP).
Section V
Page 2

the following general statements about the Sacramento BTSA Induction Program.
BTSAisimprovingmycompetencein...
Moderately
Strongly
Agree
Agree
a)Classroommanagement.
j
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b)Assessingstudentsspecificlearningneeds.
j
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c)Planninganddifferentiatinginstructiontomeetthediverselearningneedsofthe
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d)TeachingandsupportingEnglishLearners.
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e)Designingandimplementinganequitableandinclusivelearningenvironmentin
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g)Usingavarietyofresourcestocollaboratewithstudentsandtheirfamilies.
j
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h)Usingassessmentdatatomonitorstudentprogress.
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i)Communicatingwithstudentsfamiliesabouttheirprogress.
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fullrangeoflearners.
myclassroom.
f)Maximizingacademicachievementforstudentsfromvariousbackgroundsand
experiences.
Section IV
8. Comments
Please share any comments or concerns here.
5
6
PleaseclickontheSUBMITbuttonbelowtosendinyourresponsesandreceiveacodetodocumentthatthistaskhas
beencompleted.
Page 3
BTSA Midyear Survey of Support Providers 2014

Section I
ThefollowingsurveywasdevelopedtobetterunderstandtheextenttowhichtheSacramentoBTSAInductionConsortiumisfulfillingtheInduction
ProgramStandardsofprogramqualityandeffectivenessadoptedbytheCommissiononTeacherCredentialing.
Toprogressthroughthesurvey,pleaseusethefollowingnavigationlinks:
Pleasesubmitthesurveyno later than January 31, 2014.Itshouldtakelessthan10minutestocomplete.
1. Which school district or agency do you currently work in?

6
2. How many participating teachers do you current work with?
Section II
3. Are you using the ContinuumofTeachingPractice to assess the progress of your

participating teachers?
j Yes
k
l
m
n
j No(Pleaseexplain)
k
l
m
n
5
6
4. Have you and your participating teacher(s) revisited, reflected on, and updated a
professional growth plan (IIP)?
j Yes
k
l
m
n
j No(pleaseexplain)
k
l
m
n
5
6
Page 1

5. Are you and your participating teacher(s) able to review the results from classroom
observation and assessment evidence in a timely manner?
j Yes
k
l
m
n
j No(pleaseexplain)
k
l
m
n
5
6
6. Have you led your participating teacher(s) in an assessment of their own teaching
practice?
j Yes
k
l
m
n
j No(pleaseexplain)
k
l
m
n
5
6
Section III
7. Have you and your participating teacher(s) developed and used instructional strategies
based on stateadopted academic content standards and students' performance levels?
j Yes
k
l
m
n
j No(pleaseexplain)
k
l
m
n
5
6
8. Has the BTSA program provided you with the opportunity to reflect on your own level of
practice and plan for your own personal professional growth?
j Yes
k
l
m
n
j No(pleaseexplain)
k
l
m
n
5
6
Page 2

9. Do you have an action plan for your own professional growth?
j Yes
k
l
m
n
j No(pleaseexplain)
k
l
m
n
5
6
Section IV
the following
general statements about your experience as a BTSA support provider.
a)IunderstandtherequirementsforcompletingtheBTSAInductionProgramand
Moderately
Strongly
Agree
Agree
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earningaclearteachingcredential.
b)ProfessionaldevelopmentinmyschoolanddistrictalignwellwithmyBTSA
activities.
c)Mydistrictprovidesadequateresourcesandsupporttoenablemetofulfillmyrole
asasupportprovider.
d)Myparticipatingteachershavesufficientopportunitiestoworkwithspecial
educationteacherstosupporttheirstudents.
e)Myparticipatingteachershavesufficientaccesstotechnologythatsupports
teachingandstudentlearning.
f)Ihavesufficienttimetomeetwithpeerstodevelopandrefinemysupportprovider
skills,engageinproblemsolving,andreflectonteaching.
Section V
the following general statements about your role as a BTSA support provider.
Iamabletosupportmyparticipatingteacher(s)byproviding...
Moderately
Strongly
Agree
Agree
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b)Guidancebasedonevidencefromtheirteachingpractice.
j
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c)Professionalassistanceinusingevidenceandassessmentstoimprovetheirteaching
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a)Additionaland/orspecialassistancetomeettheuniquechallengesoftheir
teachingassignment.
practice.
Page 3

the following general statements about the Sacramento BTSA Induction Program.
TheSacramentoBTSAInductionConsortium...
a)Provideseffectivesupportviatraining,peersupportmeetings,andother
Moderately
Strongly
Agree
Agree
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professionaldevelopment.
b)Haspositivelyimpactedmyownprofessionalgrowth.
Section VI
13. Comments
Please share any comments or concerns here.
5
6
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beencompleted.
Page 4
Continuum of Teaching Practice: Fall - Year 1
Page 1 of 1

Directions: Be sure you have met with your Support Provider to discuss, date, and document your
placement on the Continuum of Teaching Practice. With your booklet in hand, please record your
judgments on the survey form below. The survey results will be used for program improvement
purposes only.
Thank you.
* Required
1.
First Name *
2.
Last Name *
3.
Name of Your Support Provider *
4.
Clear Credential Candidate *
Mark only one oval.
General Education
Special Education
5.
Continuum of Teaching Practice Focus Elements *
Mark only one oval per row.
Emerging
Exploring
Applying
Integrating
Innovating
Element 1.4
Element 2.6
Element 3.5
Element 4.4
Element 5.2
Element 6.2
Powered by
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Page 1 of 1

Directions: Be sure you have met with your Support Provider to discuss, date, and document your
placement on the Continuum of Teaching Practice. With your booklet in hand, please record your
judgments on the survey form below. The survey results will be used for program improvement
purposes only.
Thank you.
* Required
1.
First Name *
2.
Last Name *
3.
Name of Your Support Provider *
4.
Clear Credential Candidate *
Mark only one oval.
General Education
Special Education
5.
Continuum of Teaching Practice Focus Elements *
Mark only one oval per row.
Emerging
Exploring
Applying
Integrating
Innovating
Element 1.2
Element 2.4
Element 3.2
Element 4.1
Element 5.4
Element 6.3
Powered by
https://docs.google.com/forms/d/1h_PzLaBwqDFx7g03nqm1_oa5iOyWGOnHiWtLWVcd... 8/27/2014
CommissiononTeacherCredentialing
BiennialReport2014
AcademicYears20122013and201314
Institution SacramentoCountyOfficeOfEducation
Datereportissubmitted September15,2014
Programdocumentedinthisreport MultipleandSingleSubjectClearInductionProgram
EducationSpecialistClearInductionProgram
NameofProgram SacramentoBTSAInductionConsortium
Pleaseidentifyalldeliveryoptions
Thisprogramisdeliveredthroughtraditionaland
throughwhichthisprogramisoffered
earlycompletionoptions.
(Traditional,Intern,Other)
Credentialawarded ClearGeneralEducation
ClearEducationSpecialist
Isthisprogramofferedatmorethanonesite?No
Ifyes,listallsitesatwhich
theprogramisoffered
ProgramContact
MaryEllenDill
Title
Director
Phone#
(916)2282236
mdill@scoe.net
EMail
IfthepreparerofthisreportisdifferentthantheProgramContact,pleasenotecontact
informationforthatpersonbelow:
Name
Dr.MelissaJ.Neuburger
Title
ProgramManager
Phone#
9162282575
Email
mneuburger@scoe.net
SECTIONACREDENTIALPROGRAMSPECIFICINFORMATION
PARTIContextualInformation
ProgramInformation
TheSacramentoCountyOfficeofEducation(SCOE)BTSAConsortiumisaregionalprogramthat
partnerswithschooldistricts,charterorganizations,andprivateschoolstoclearteaching
credentials.SCOEadministersaCTCapprovedInductionProgramformultipleandsingle
subjectandEducationSpecialistClearCredentialcandidates.TheSacramentoInduction
Programisatwoyearprogramaimedatprovidingsupportandassistancetoteachersearlyin
theircareer.ParticipatingTeachers(PTs)intheprogramcanexpectfullsupportandthorough
andfrequentmonitoringoftheirprogressthroughclassroomobservations,writtenandverbal
feedback,andassistanceinimplementationoftheformativeassessmenttoolsusedinthestate
developedFormativeAssessmentforCaliforniaTeachers(FACT),coaching,mentoring,
curriculumsupport,professionalmaterials,modellessons,andcommunicationwithsite
administratorsregardingschoolsiteteacherneeds.
ChangessinceLastAccreditingActivity
Thestructureoftheprogramhasremainedthesamesincethelastaccreditingactivityhowever
agreaterfocusonsharingdatathroughouttheyearoccurredin201314.Basedonthefindings
ofthepriorBiennialReport,theprograminitiatedthefollowingchanges:
Programstaffmodeledandprovidedguidedpracticeinusingevidenceandcriteriafrom
theLevel2CompetencyStandardstoassistparticipantteachersinjudgingtheirpractice
andidentifyingareasofgrowth.
ProvidedgroupfeedbackinmeetingstoparticipantteachersIndividualInductionPlans
toassistsupportproviderswithdevelopingtheplansandmodelingconstructive
feedbackfortheprocess.
Respondedtotheprofessionaldevelopmentneedsofsupportprovidersandparticipant
teachersinsupportinginstructionforEnglishlearnersandspecialpopulations.
Streamlinedprocessesandprovidedcentrallylocated,electronicresourcesandtoolsto
assistsupportprovidersinefficientlyandeffectivelysupportingparticipantteachers.
ProgramSpecificCandidateInformation
Numbersofcandidatesandcompleters/graduatesfortwoyearsreported
Site(Ifmultiplesites)
DeliveryOption
20122013
201314
Numberof
Candidates
Numberof
Completers/
Graduates
Numberof
Candidates
Numberof
Completers/
Graduates
Traditional
446
233
458
220
EarlyCompletionOption
10
12
SECTIONACREDENTIALPROGRAMSPECIFICINFORMATION
PARTIICandidateAssessment/PerformanceandProgram
EffectivenessInformation
CandidateAssessmentsusedtoRecommendCandidatesforCredentials
a) Please identify and describe the tool(s) used to assess candidates, the data collection
processandthetypesofdatacollected
TheSacramentoBTSAInductionConsortiumutilizesseveralprimarycandidateassessmentsto
recommendacandidateforacredential.Theassessmentsandmeasuresfocusonthe
accomplishmentsandselfassessmentsofthecandidatesastheynavigatethroughtheprogram
andaredescribedinthetablebelow.Pleasenotethatin201314,participantdatamigratedto
anewdatabaseandsomeparticipantdetailsmaynotbeaccessibleforthe201213year.
CandidateAssessments
Key
Assessment
Tools
Assessment1.
Formative
Assessment
ofCalifornia
Teachers
(FACT)
Description
DataCollectionProcess
Standards
Assessed
Thisstatedevelopedformative
assessmenttooliscomprisedoffour
modulesandmeasuresparticipant
teachersassessmentof,contextfor,
inquiryinto,andsummaryofteaching
andlearningthroughselfreflection
andreviewofclassroomevidencein
concertwiththeinductionexperience
andwiththeguidanceoftheir
supportprovider.Thepurposeisto
deepenteachersunderstandingof
theInductionsProgramStandards
andtheCTSPs.Data includes
observations,studentwork,lesson
plans,andreflections.
Dataelementsarecollected
throughouteachyearofthe
programandarereviewedby
thesupportproviderfor
sufficiency.Portfolioswere
reviewedmidyearand
assessedinMayof2013and
2014.DatafortheMay2014
administrationisprovided.
CS9andPS
3,4
Thissurveywasadministered
toparticipantteachersinthe
Thissurveyofparticipantteachers
fallandagaininthespringfor
Assessment2. measuredchangesintheirperceived the201213and201314years.
competenciesonrepresentative
Participantteacherscompleted
CS9
Continuumof CTSPsasaresultsoftheBTSA
thesurveyundertheguidance
PS3,4
Teaching
program.Theratingscalesweretaken oftheirsupportproviders,
Practice
fromtheContinuumofTeaching
usingevidencetosubstantiate
Practice.
theirlevelofexpertiseineach
area.Answersweresubmitted
electronically.
SCOESeptember2014
CandidateAssessments(continued)
Key
Assessment
Tools
Assessment3.
Statewide
Surveyof
Participant
Teachersand
Support
Providers
Description
Standards
Assessed
Thismeasuredhowwellteachers
workedwiththeirsupportproviders
includingthequalityoftheir
relationship,frequencyofmeetings,
andfrequencyofclassroom
observations.Italsoassessedwhether
challengingconditionsexistedandhow
thosewereremediedbytheprogramor
thedistrictandalsomeasuredthe
inductionandformativeassessment
processes.LastlyitassessedBTSA
programpreparationandimpact.
Thissurveywas
administeredstatewidein
spring2013and2014viaa
confidential,electronic
survey.1
CS1,2,3,6,
9
PS16
Thisassessmentcollecteddataforthe
EducationSpecialistcredential;and
dataontheLevel2Competency
Standards
Datawascollectedthrougha
portfolioandsubmitted
electronicallyinspringof
CS7,9
2013and2014.Dataforthe PS1,4,5,6
May2014administrationis
provided.
Assessment4.
Education
Specialist
Portfolioand
Competencies
AdditionalDataandMeasuresusedtoAnalyzeProgramEffectivenessandInform
ProgrammaticDecisionMaking
b) Whatadditionalinformationaboutprogrameffectivenessiscollectedandanalyzedthat
informsprogrammaticdecisionmaking?
Inadditiontomeasuringcandidatecompetencies,theBTSAprogramalsoassessesadditional
informationtoevaluatetheprogramseffectiveness.Thetablebelowdescribesthevarietyof
programassessmentsusedduringthe201213and201314academicyearsthatinformed
programmaticdecisions.Datawascollectedfromparticipantteachers,supportproviders,and
programcoordinatorsandresultsweresharedoutthroughouttheyearandpostedtothe
BTSASacramento.orgwebsite.Althoughanumberofdisaggregatedanalyseswereconducted
foreachassessment,onlythemostsalientanalysesareprovidedinthisreport.
Afterrepeatedefforts,theprogramdirectorwasunabletoobtainthestatesurveydataforthe201314year
henceonlythe201213dataisprovidedinthisreport.
SCOESeptember2014
ProgramEffectiveness
Measuresof
Program
Description
Effectiveness
Thisassessmentcollectedinformation
aboutthetypeandlevelofsupport
Assessment1.
receivedbythesupportproviderduring
thatacademicyear.Itmeasuresmeeting
Participant
frequencyandthesupportproviders
Teacher
knowledgeandskillsinthecurriculum
Assessment
framework,usingstrategies,instructing
ofSupport
specialpopulations,providingresources,
Provider
reflectiveconversations,guidingILPs,
Effectiveness
CSTPs,analysisandfeedback,andusing
thedocumentsintheFACT.
Assessment2.
Midyear
Surveyof
Support
Providersand
Participant
Teachers
Thisassessmentcollectedinformation
abouttheBTSAexperienceincludingthe
availabilityofresources,opportunities,
andprofessionaldevelopmentprovided
bythedistrict.Italsoprovidesamidyear
snapshotofsupportreceivedand
provided.
Thissurveycollectedinformationfrom
BTSAdistrictadvisorsandcoordinatorsto
Assessment3.
ratethequalityoftheSCOEBTSAprogram
withregardtomonitoringprocesses,
BTSA
sufficiencyofresources,collaboration
Leadership
withdistricts,evaluationofprofessional
Survey
development,candidatepreparation,and
programobjectives.
Thismeasuredhowwellteachersworked
withtheirsupportprovidersincludingthe
Assessment4.
qualityoftheirrelationship,frequencyof
meetings,andfrequencyofclassroom
Statewide
observations.Italsoassessedwhether
Surveyof
challengingconditionsexistedandhow
Participant
thosewereremediedbytheprogramor
Teachersand
thedistrictandalsomeasuredthe
Support
inductionandformativeassessment
Providers
processes.LastlyitassessedBTSA
programpreparationandimpact.
Standards
Assessed
Thissurveywas
administeredinspring
2013andspring2014viaa
surveysenttoparticipant
teachers.
CS6,9
PS3,4
Thissurveywas
administeredinwinter
2013andwinter2014viaa
surveysendtoparticipant
teachersandsupport
providers.
CS3,6,9
PS16
Thissurveywas
administeredinspring
2014viaaconfidential,
electronicsurveysentto
programcoordinatorsand
advisorsatparticipating
schooldistricts.
CS1,3,6,
PS1,2
Thissurveywas
administeredstatewidein
spring2013and2014viaa
survey.2
CS1,2,3,6,
9
PS16
Afterrepeatedefforts,theprogramwasunabletoobtainthestatesurveydataforthe201314yearhenceonly
the201213datawillbereported.
SCOESeptember2014
CandidateAssessmentandProgramEffectivenessData
c) Includeaggregateddatafrom46assessmentsthatweredescribedin(a)and(b).
CandidateAssessment1.FormativeAssessmentofCaliforniaTeachers(FACT)
TheFACTiscomposedofanumberofrequirements,allofwhichmustbecompletedbytheend
ofthesecondyeartocompletetheBTSAprogram.Inthe201314year,241Year2participant
teachersendeavoredtocompletetheprogram.Thetablebelowshowsthatoverall,95%of
Year2candidatescompletedtheprogramandthatthekeyareasofinsufficiencyforthosethat
didnotcompletetheprogramwereinquiries,weeklyconversations,andendofyear
professionalinductionpresentation.
CredentialPathandAreaofIncompletionfor
Year2ParticipantTeachersin201314(percent
ofcandidates)
CompletedProgram
DidNotCompletetheProgram
97%
3%
General
Educ.
ECO
(N=11)
64%
6%
Educ.
Specialist
ECO
(N=1)
100%
0%
3%
2%
3%
2%
3%
2%
2%
36%
0%
9%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
Educ.
General
Specialist Educ.
(N=52) (N=177)
94%
6%
Total
95%
5%
AreaofInsufficiency(Percentofcandidatesnotcompletingeacharea)
Inquiries
WeeklyConversations
ProfessionalInductionPresentation
ProfessionalDevelopmentHours
SelfAssessment
WeeklyConversations
ProfessionalDevelopmentCourses
0%
6%
2%
6%
2%
0%
2%
CandidateAssessment2.ContinuumofTeachingPractice
TheContinuumofTeachingPracticeassessmentmeasuresparticipantteachersselfreported
levelsofcompetencyacrosssixselectCSTPs.Year1andYear2teachersaremeasuredon
differentselectCSTPs.
Scoringrubric:
1=emerging
2=exploring
3=applying
4=integrating
5=innovating
Participation/completionrateforallparticipantteachergroupscombined:
In201213,atotalof346outof456teacherscompletedthesurveyinthefalland230
teacherscompletedthesurveyinthespring
In201314,atotalof372outof470teacherscompletedthesurveyinthefalland394
teacherscompletedthesurveyinthespring
SCOESeptember2014
4%
3%
3%
2%
2%
2%
2%
Thedatatablesforthisassessmentforboth201213and201314showthatonaverageYear1
regulareducationcandidateteachersbegantheprogramattheexploringlevelandmovedto
theapplyinglevelattheendoftheyear.Year2teachersbeganthesecondyearoftheprogram
attheapplyinglevelandapproachedtheintegratinglevelbytheendofthesecondyear.
Resultsforeducationspecialistcandidateteachersweresimilartothoseofregulareducation
candidateswiththeexceptionthateducationspecialistcandidatesratedtheircompetencyas
slightlyhigher,althoughdifferencesingrowthwerenotstatisticallydifferent.
SCOESeptember2014
CandidateAssessment3.StatewideSurveyofParticipantTeachersandSupportProviders
ParticipantTeacherResults
Atthetimeofthisreport,onlythe201313statesurveydatawasavailable.Inmanyinstances,
thestatesurveydatamirroredthedatacollectedlocallybytheBTSAprogramandanalyses
determinedthattheresultsweresimilar.Forthisreason,thisreportwillnotfocusonthe
entirelyofthestatesurveydatabutratherthoseareasinwhichsignificantfindingsinformed
candidatecompetency.Attotalof417participantteachersrespondedtothesurveyresulting
ina91%participationrate.Scoresarepresentedasoverallmeansforeacharea.Thetable
belowshowstherelativeimpactoftheprogramineachareainrankorderfrommostimpactful
toleastimpactful.
Scoringrubric:
1=noimpact
2=someimpact
3=moderateimpact
4=strongimpact
SCOESeptember2014
SCOESeptember2014

Thestatesurveyalsoaskedparticipantteacherstoidentifyamong15areaswheresupportwas
desired.Theareaswiththehighestpercentageofrespondentsindicatingitwasanareaof
desiresupportwereselectedforreview.Resultsfromtheparticipantteacher201213survey
disaggregatedbygrade,credentialtype,andyearinprogramshowsthatthemostdesiredarea
ofsupportisinthedevelopmentofarepertoireofteachingstrategiesfornearlyallparticipant
types.
Year
Program
Grade
Subgroup
Areawheresupportismostdesired:
%Yes
K5
b.Developingarepertoireofteachingstrategies
56.4%
68
55.3%
912
64.5%
Multisubject
59.3%
SingleSubject
59.7%
Ed.Specialist
m.UsingTechnologyasalearningtool
63.8%
1stYear
64.4%
2ndYear
55.6%
SupportProviderResults
Inthestatewidesurvey,supportprovidershadanopportunitytoindicatetheextenttowhich
theparticipantteachersgrewoverthecourseoftheprogram.Theareasassessedwere
comparabletothoseassessedoftheparticipantteachers.Meanscoreswerecalculatedfor
eacharea.The201213resultsofthe224supportprovidersthatrespondedareprovidedina
tablebelowbyrankorderfromgreatesttoleastamountofgrowth.Itisworthnotingherethat
themeasurementscaleonwhichparticipantteachersratedtheirgrowthwasdifferentthanthe
scaleusedbysupportproviders.Alsoprovidedisthenumberofsupportprovidersthatdidnot
knowwhethertheirparticipantteachersgrewintherespectiveareaornot.
Scoringrubric:
1=noobservablegrowth
2=littleobservablegrowth
3=someobservablegrowth
4=significantobservablegrowth
SCOESeptember2014
BTSAStateSurveyResultsforSupportProviders201213
Basedonyourworkwithparticipatingteachers,towhatextentdidthey
growintheirpracticeinthefollowingareasasaresultsoftheir
participationinBTSA?
Mean
SD
Number
thatdid
not
know
Developingarepertoireofteachingstrategies
3.62
0.56
Collaboratingproductivelywithcolleagues
3.60
0.61
Managingtheclassroomandfosteringasafeenvironment
3.58
0.62
Teachingtocontentstandards
3.57
0.56
Assessingstudentneedsanddifferentiatinginstruction
3.54
0.55
Usingassessmentdatatodesigninstruction
3.50
0.60
Ensuringaccesstothecurriculumforallstudents
3.49
0.56
Usingtechnologyasateachingtool
3.40
0.68
Developingarepertoireofassessmentstrategies
3.39
0.56
Collaboratingwithfamilies,includingcommunicatingassessmentresults
3.34
0.72
14
Usingtechnologyasalearningtool
3.32
0.74
10
Teachingstudentswithspecialneeds
3.29
0.72
25
Prioritizingtheprofessionalworkload
3.29
0.66
11
Minimizingbias,andusingculturallyresponsivepedagogy
3.26
0.69
13
TeachingEnglishlanguagelearners
3.19
0.80
17
CandidateAssessment4.EducationSpecialistPortfolioandCompetencies
Duringthe201314programyear,100%ofthe52Year2candidatesworkingontheirLevel2
competencieshadcompletedthelevel2competenciesspecifictothiscredential.Thethree
thathadnotcompletedtheentireBTSAprogrambyYear2werelackingcompletionofother
requirementsaswasnotedprior.
ProgramEffectivenessAssessment1.ParticipantTeacherAssessmentofSupportProvider
Effectiveness
Thisassessmentasksparticipantteacherstoratetheknowledgeandsupportoftheirsupport
providers.DataforYear1andYear2participantteachersanddataforcredentialtypewere
combinedtodeterminetheoverallmeasureofsupportreceived.
Scoringrubric:
1=weak
2=average
3=strong
In201213,atotalof388outof456teacherscompletedthesurvey
SCOESeptember2014
10
Onaverage,scoresforbothyearsindicatethataveragetostrongsupportandknowledgewas
presentinthesupportproviders.Inthe2014year,astatisticallysignificantimprovementwas
made(brightgreenshading)intheunderstandingofprogramrequirementsbysupport
providerstoeffectivelyassistparticipantteachersintheircompletionoftheprogram.
Itwasalsonotedthatparticipantteacherswhodidnotmeetregularlywiththesupport
providersthroughouttheprogramratedtheirsupportprovidersasweaktoaverageinnearlyall
areasmeasuredforbothyearsreported.Theseresultsareillustratedinthefigurebelow.
SCOESeptember2014
11
ProgramEffectivenessAssessment2.MidyearSurveyofSupportProvidersandParticipant
Teachers
Themidyearsurveysmeasuredthefrequencyofprogramtooluse,theBTSAexperience,and
thesupportprovidedandreceivedbyparticipantteachersandsupportproviders.Resultsfor
eachsurveyarepresentedseparately.
SupportProviderSurveyResults
Scoringrubric:
1=donotagree
2=slightlyagree
3=moderatelyagree
4=stronglyagree
Participation/completionrateforsupportproviders:
In201213,atotalof199outof212supportproviderscompletedthesurvey
In201314,atotalof231outof243supportproviderscompletedthesurvey
Thetablebelowdepictsthepercentofsupportprovidersthatareusingtheprogramtools.
SCOESeptember2014
12
ThemidyearsurveyalsoaskedsupportprovidersabouttheirBTSAexperience.Thetablebelow
showstheaveragelevelofagreementtoeachstatementabouttheprogramandwhetherany
statisticallysignificantdifferences(*p=.05)werefoundbetweenthe201213and201314
programyears(brightgreenhighlight).
SCOESeptember2014
13
ParticipantTeacherSurveyResults
TheparticipantteachermidyearsurveyfocusedontheparticipantteachersBTSAexperience,
supporttheyreceivedfromtheirsupportproviders,andtheirperceivedincreasesin
competencyasaresultoftheprogram.Fortheseanalyses,dataforYear1andYear2
participantteachersandcredentialtypeswerecombined.
Scoringrubric:
1=donotagree
2=slightlyagree
3=moderatelyagree
4=stronglyagree
Thetablebelowshowstheaveragelevelofagreementtoeachstatementabouttheprogram
andwhetheranystatisticallysignificantdifferences(*p=.05)werefoundbetweenthe201213
and201314programyears(brightgreenhighlight).
SCOESeptember2014
14
ProgramEffectivenessAssessment3.BTSALeadershipSurvey
TheBTSALeadershipSurveywasadministeredinspringof2014togarnerfeedbackfrom
districtBTSAcoordinatorsandadvisorsaboutthesupportthatSCOEprovidestothemwith
regardtoprogramresourcesandcandidatepreparation.Thetablefollowingthescoringrubric
showstheaverageprogramratingforeachitemlisted.
SCOESeptember2014
15
Scoringrubric:
1=low
2through4(notdefinedbyatextdescriptor)
5=high
Participation/completionratefordistrictcoordinatorsandadvisorscombined:
In201314,atotalof16outof39districtcoordinatorsandadvisorscompletedthe
survey
BTSALeadershipSurveyResults:ProgramRatingsfor201314byCoordinators
andAdvisors
1.TheSCOEprogramhasaclear,researchedbasedvisionfortheinductionofnew
teacherswhichisarticulatedwithstakeholders.
2.TheSCOEprogramleadersandrelevantstakeholdersarehighlyinvolvedinthe
organization,governance,andcoordinationofthisprogram.
3.SCOEleadershavestrongsupportfromthedistrict.
4.SCOEhasawelldefinedandmonitoredprocessforensuringthatall
participatingteachershavemetallcredentialrequirements.
5.SCOEprovidessufficientfunding,personnel,andfacilityresourcesare
consistentlyallocatedtothisprogramtoenableeffectiveoperationandsupport.
6.TheresourceneedsoftheSCOEprogramareregularlyreviewed,evaluated,and
updated.
7.SCOEregularlyevaluatestheperformanceofprofessionaldevelopment
providersandseminarfacilitators.
8.TheactivitiesoftheSCOEprogramarealogicallysequencedextensionto
participatingteacherpreservicelearning.
9.ThereisclosecollaborationbetweentheSCOEprogramanddistrict
administration.
10.TherequirementsfortheparticipatingteachertocompletethisInduction
programareclear.
11.TheparticipatingteachersintheSCOEprogramhaveopportunitiestolearn
abouttheapplicationoftechnologytostudentlearning.
12.Participatingteachershaveresourcesandopportunitiesthatwillassistthemin
improvingtheirskillsindevelopingstrategiesforteachingEnglishlearners.
13.Participatingteachershaveresourcesandopportunitiesthatwillassistthemin
improvingtheirskillsteachingstudentsthathavedisabilities,areatrisk,orare
giftedandtalented.
14.Participatingteachershaveresourcesandopportunitiesintheareasof
differentiatinginstructiontomeetthevariousneedsofstudents.
15.Thereissufficientevidenceregardingcandidateprogressandperformanceto
guideadvisementandassistanceefforts.
16.TheSCOEprogramprovidescandidatessufficientopportunitiestodevelop
researchbasedstrategiesforimprovingstudentlearning.
17.TheSCOEprogrampreparescandidateswiththeproficienciesand
competenciestoeducateandeffectivelysupportallstudents.
SCOESeptember2014
16
Mean
Std.
Dev.
16
4.81
0.54
16
4.88
0.34
16
4.75
0.58
16
4.94
0.25
16
4.81
0.40
15
4.93
0.26
14
4.79
0.58
16
4.88
0.50
16
4.31
0.87
16
4.94
0.25
15
4.60
0.74
15
4.47
0.74
15
4.47
0.74
15
4.60
0.51
16
4.88
0.34
16
4.75
0.45
16
4.75
0.45
ProgramEffectivenessAssessment4.StatewideSurveyofParticipantTeachersandSupport
Providers
Asnotedprior,atthetimethisreportwaswritten,statesurveydatawasonlyavailableforthe
201213year.Datafromthestatesurveyisextensivehoweverthedataprovidedforthis
assessmentwillbelimitedtothemostsignificantfindingsfortheprogram,especiallysincevery
similardataiscollectedlocallyandanalyzedwithgreaterdetail.
ParticipantTeacherResults
Thestatewideparticipantteachersurveyaskedteachersabouttheinductionandformative
assessmentprocess.Thetablebelowshowstheresultsforthe201213participantteacher
surveywithregardtotheconnectionbetweentheirIIP/ILPandtheBTSAprogram.Atotalof
417participantteachersrespondedtothesurvey.
Scoringrubric:
1=noconnections
2=someconnections
3=moderateconnections
4=strongconnections
BTSAStateSurveyResultsforParticipantTeachers
201213
Howstrongweretheconnectionsbetweenthegoals
andresearchactivitiesyoudevelopedforyour
IndividualInductionPlan/IndividualLearningPlanand
thefollowing:
Preliminarycredentialpreparationgoalsandactivities
(teacherpreparation)
BTSAInductionprofessionaldevelopmentactivities
PercentofRespondents(N=417)
Strong
Connections
Moderate
Connections
Some
Connections
No
Connections
Mean
28.7%
44.5%
24.2%
2.4%
3.00
21.5%
41.4%
31.3%
5.3%
2.80
District/siteprofessionaldevelopmentactivities
25.1%
41.1%
27.0%
6.5%
2.85
WorkwithyourBTSAInductionSupportProvider
53.1%
31.6%
13.4%
1.4%
3.37
Districtformalteacherevaluationprocess
21.1%
36.1%
27.8%
14.6%
2.64
SupportProviderResults
Liketheparticipantteachers,supportprovidersrespondedtoasimilarstatesurvey.Atotalof
224supportprovidersrespondedtothestatewidesurveyofsupportproviders.
IncomparingthedemographicsofstatesupportproviderstotheSCOEsupportproviders,some
importantdifferenceswerenoted.Ascomparedtothestate,moreSCOEsupportproviders:
Carriedafulltimeteachingload(4%percentagepointsmore)
Hadadditionaldutiesthatimpactedtheirsupporttime(4%percentagepointsmore)
Supportedtwoormoreotherinterns/teachersinadditiontotheBTSAteachers(3%
percentagepointsmore)
Evenwithaslightlygreaterburdenuponthemhowever,SCOEsupportprovidersbelievedthat
theyprovidedthesamelevelofserviceastheotherprovidersinthestate.
SCOESeptember2014
17
Theresultsofthesupportprovidersurveythatarepresentedbelowfocusonidentifiedneeds
andareasofsupport,ratherthanarevieworcomparisonofallsurveyquestions.Inorderfor
supportproviderstosupportparticipantteachers,supportprovidersmustalsohavethe
appropriateknowledgeandskills.Thefigurebelowdepictsthepercentofsupportproviders
thathavenotreceivedprofessionaldevelopmentineachoftheareasnoted.Theareasare
rankedinorderfromlowtohighareasofneed.Theorangeandbluesectionshighlightareasin
whichnearly20%and30%ofsupportproviders,respectively,didnotreceiveprofessional
development.
The201213statewidesurveyalsoaskedsupportproviderstoidentifytheareasinwhichthey
desiredmoreprofessionaldevelopment.Thetablebelowdepictsthetopareascitedfor
professionaldevelopmentforfirstyearsupportprovidersandincludesdataforsecondyearand
moreexperiencedsupportproviders(3ormoreyears)aswell.
SCOESeptember2014
18
ProfessionalDevelopmentOpportunitiesDesired(MostPopular
ListedforYear1SupportProviders)
YearsasaSupport
Provider
Percentofsupportprovidersdesiringprofessionaldevelopmentin
eacharea.
Developingstrong,relevantandpowerfulIndividualInduction
Plan/IndividualLearningPlans(IIP/ILP)
Year1
SP
Year2
SP
Year
3+SP
77.0%
78.8%
55.8%
Buildingpersonalleadershipcapacity
73.8%
45.5%
42.5%
Developingstrong,relevantandpowerfulinquiryquestions
72.1%
72.7%
63.3%
Observingandgivingfeedback
72.1%
63.6%
53.3%
NetworkingwithotherSupportProviders
70.5%
69.7%
55.0%
Note:areasinpurplewerenotatopneedidentifiedbyYear2+supportproviders,data
issimpleprovidedtolendcontinuity
PARTIIIAnalysesandDiscussionofCandidateandProgramData
Describewhattheanalysesofthedatademonstrateaboutyourprogramrelativeto:a)
candidatecompetence;andb)programeffectiveness.
Overall,resultsfromthecandidateandprogramassessmentsindicatethattheBTSAprogramis
effectivelymeetingitsgoalsandthatitprovidesappropriatesupporttoparticipantteachersto
enablethemtocompletetheprogramrequirementsandcleartheircredential.
CandidateAssessment1.FormativeAssessmentofCaliforniaTeachers(FACT)
InreviewingthedatafromtheFACT,itwasevidentthatnearlyallYear2participantteachers
completetheprogramwithintwoyears.Forthosethatdidnotcompletetheprogrambythe
endofthesecondyear,thegreatestbarrierswerecompletionoftheinquirycycles,weekly
conversations,andendofyearinductionpresentation.Giventhattheinquirycyclesarethe
forefrontoftheotherrequirements,candidateswhodonotsuccessfullycompletetheseon
time,quicklyfallbehindintheprogram.Thoseteachersutilizingtheearlycompletionoption
weremostchallengedwithmeetingtheinquirycyclesandendofyearinductionpresentation
requirements,suggestingthatworkingwithasupportproviderismoresuccessfulthan
attemptingtocompletetheprogramontheirown.
CandidateAssessment2.ContinuumofTeachingPractice
ResultsfortheContinuumofTeachingPracticeassessmentshowedthatYear1participants
reportedonaverageonelevelofgrowthfromthefalltothespringwhileYear2participants
reportedgrowinghalfalevelontheCSTPsasaresultoftheprogram.Initialcompetencylevels
wereslightlylowerforthe201213participantteachersthanforthe201314participant
teacherssuggestingthatthepoolofteachersinthesecondprogramyearhadslightlymore
initialexperiencethancandidatesfromtheprioryear.Resultsalsoindicatethatthe201314
Year1teachers(bothgeneraleducationandeducationspecialists)werestrongestintheareaof
employingclassroomroutineswhileYear2teachersindicatethattheirstrengthoccurredinthe
SCOESeptember2014
19
realmofcollaboration.Year1teacherweaknesseslayintheareasofdifferentiatinginstruction
tomeettheneedsofspecialpopulations.BytheendofYear2however,scoresinmostofthe
lowerscoringareastendedtoleveloutthusrelativeweaknesseswerelesssubstantial.
Worthnotingisthatalthoughcandidatestendedtooverreporttheirlevelsofcompetency,
theyrecognizedthatmuchprofessionalgrowthoccurredthroughouttheprogram.Asa
measureofteachercompetency,thisassessmenttoolnotonlyinformstheteacherabouttheir
practiceandtheuseofevidence,butalsoengendersadeeperunderstandingofthestandards
fortheteachingprofessionthatguidestheirgrowthasteachers.
CandidateAssessment3.StateSurvey
Thestatesurveyprovidedconfirmationoftheresultsfoundinthelocalprogramassessments.
Teacherscitedthattheprogramelementsofobservingexperiencedteachers,receiving
coachingandfeedback,anddevelopingarepertoireofstrategiestouseintheclassroomhad
thebiggestimpactontheirdevelopmentasateacher.Theleastimpactfulelementsofthe
programwereinprioritizingtheprofessionalworkloadandinusingtechnologyforteachingand
learning.Notsurprising,participantteacherscitedthattheareasofprofessionaldevelopment
theydesiredmostweredevelopingarepertoireofteachingstrategies(allteachers)andusing
technologyasalearningtool(educationspecialists).
Selfreportedgrowthofteachersintheareaofdevelopingarepertoireofstrategieswasalso
confirmedbythestatewidesurveydataasthiswastheareasupportprovidersindicatedthat
teachersgrewthemost.Supportprovidersreportedthatteachergrewleastintheareaof
teachingEnglishlearnersandinminimizingbiasandusingculturallyresponsivepedagogy.
TheseresultsalignwiththedatafromtheContinuumofTeachingPracticeandtheself
identificationofprofessionaldevelopmentneedsbyparticipantteachers.
CandidateAssessment4.EducationSpecialistPortfolioandCompetencies
Basedonthefewcandidateswhoserequirementswerenotcompleted,itcanbededucedthat
completionoftheadditionalportfolioandcompetencieswasnotthesolereasonthat
candidatesdidnotcompletetheprogram.Thisareawouldnotbeconsideredasanarea
identifiedforimprovementoverthecourseofthenextcycle.
ProgramAssessment1.ParticipantTeacherAssessmentofSupportProviderEffectiveness
Participantteachersratedtheirsupportprovidersknowledgeandskillsasbeingaverageto
strongacrossthe17areasofsupport.Ratingsofsupportprovidersunderstandingofthe
requirementsneededtocompletetheprogramandclearthecredentialshowedsignificant
improvementfromspring2013tospring2014.Supportprovidersgreateststrengthlayin
creatingatrustingrelationshipwiththeparticipantteacherandtheareaneedinggreatest
improvementwasinsharingstrategiesandresourcesforteachingEnglishlearners.Not
surprising,havingregularmeetingsbetweensupportprovidersandtheirparticipantteachers
wasfoundtobeessentialtoprogramsupport.
SCOESeptember2014
20
ProgramAssessment2.MidyearSurveyofParticipantTeachersandSupportProviders
Themajorfindingofthemidyearsurveyofsupportproviderswasthatinnearlyallcases,
supportproviderswereconsistentlyutilizingtheprogramtoolswiththeirparticipantteachers.
Ininstanceswherethisdidnotoccur,supportproviderscitedthatunexpectedabsences(e.g.
maternityleave)preventedthefulluseofthetoolorcitedthataplanwasinprogress.Areasin
whichsupportproviderscouldimprovewere:theprovisionofincreasedopportunitiesfor
participantteacherstoworkwithspecialeducationteachers;assistancetomeettheunique
challengesoftheparticipantteachersteachingassignments;andprovidingguidanceto
participantteachersbasedonevidenceoftheirteachingpractices.
Resultsfromtheparticipantteachermidyearsurveyshowedthatparticipantteacherswere
pleasedwiththeirBTSAexperienceandthesupporttheyreceivedfromtheirsupportproviders.
TheyalsocitedthatparticipationintheBTSAprogramincreasedtheirteachingskillsand
classroomenvironment,especiallyintheuseofassessmentdataanddifferentiatinginstruction.
SkillareasidentifiedforimprovementfromthisassessmentareteachingandsupportingEnglish
learnersandalsocommunicatingwithfamiliesaboutstudentsprogress.
ProgramAssessment3.BTSALeadershipSurvey
ResultsfromtheBTSAleadershipsurveyindicatedthattheSCOEprogramandstaffeffectively
servedtheneedsofprogramcoordinatorsandadvisorsduring201314.Resultsfromthespring
2014surveyshowhighratingsforallareasofprogramsupport,particularlyintheclarityofthe
requirementstocompletetheinductionprogramandhavingawelldefinedmonitoring
process.Participantsindicated(throughopenendedquestions)thattheprogramcouldbe
improvedbyincreasinginvolvementofsiteanddistrictadministratorsintheprogramandby
havingasummertrainingfornewdistrictcoordinatorstohelpthemlearntheirnewrole.
ProgramAssessment4.StateSurvey
Datafromtheparticipantteacherstatewidesurveyindicatedthattheconnectionsbetweenthe
goalsandresearchactivitiesteachersdevelopedfortheirIIP/ILPwerestrongestintheareasof
workingwiththeirBTSAInductionsupportproviderandalsointhepreliminarycredential
preparationgoalsandactivities.Theweakestconnectionwasfoundinthedistrictformal
teacherevaluationprocess,suggestingagainthatacloserrelationshipbetweentheprogram
andthedistrictwouldbebeneficial.
Withregardtothestatewidesupportprovidersurvey,oneofthemostprofoundfindingswas
thatalthoughmostprovidershadtherequisiteskillstosupporttheirteachersinmostareas,
supportprovidersalsoneededprofessionaldevelopmentinsomeofthesameareasthat
participantteacherscited.Aswashighlightedintheorangeshadedareaonthechart,nearly
20%ofsupportprovidershadnotreceivedprofessionaldevelopmentintheareasof:
WorkingeffectivelywithEnglishlearners
Workingeffectivelywithspecialneedsstudents,
Guidedgroupanalysisofparticipantteacherorsupportproviderartifacts
Grouptrainingonprofessionallearningcommunities
SCOESeptember2014
21
Areasinwhich30%ofsupportproviderssaidtheyhadnotreceivedprofessionaldevelopment
werehighlightedintheshadedblueareaonthechartandinclude:
Usingtechnology
CoachingfromBTSAprogramdirectororcoordinator
Analysisofsurveydata
Peercoachingwithothersupportproviders
Writtenfeedback
Thestatesurveyalsoaskedproviderstoidentifyareasofprofessionaldevelopmentthatwould
enhancetheirsupportproviderknowledgeandskills.Thelargestareasinwhichprofessional
developmenthadbeendesiredwereallfocusedonprovidingbettersupporttotheirparticipant
teachers,includingopportunitiesforobservationandfeedback,collaboration,andsupporting
theILP/IIPandinquiryprocesses.Ifprovidersaretoeffectivelysupporttheirparticipant
teachersinthesesameareas,thentheyneedaccesstoprofessionaldevelopmentaswell.
PARTIVUseofAssessmentResultstoImproveCandidateandProgramPerformance
12pages
Inmanycases,thedatafromthevariousassessmentsledtothesameconclusions.Asummary
oftheproposedprogrammaticchangesbaseduponthefindingsoftheassessmenttoolsare
describedinthetablesthatfollow.
DataSource
PlanofActionorProposedChangesMade
Applicable
Programor
Common
Standard(s)
CS9
FACT
Candidatesseekingtoenrollintheearlycompletion
PS3,4
optionwillonlybeallowedtodosoafterthorough
discussionwiththecandidatesregardingthedifficult
natureofcompletingtheprogramrequirementswithout
thebenefitofasupportprovider.Earlycandidate
completionoptionsmustalsobeapprovedbythe
candidatesschooldistrict.WewillensuretheECO
processwhichhasbeendevelopedisclearlydefinedtoall
stakeholders.
Continuumof
Thedepthandcomplexityoftheprogramactivitieswill
CS9
TeachingPractice bedifferentiatedtobetteraddressthegreaterinitial
PS3,4
knowledgeandexperienceofYear1participantteachers.
Inaddition,theCSTPsandtheContinuumofTeaching
Practicewillbedirectlyreviewedwithparticipant
teachersatbenchmarkmeetingstoensuretheirfull
understandingofthestandardstobetteranchortheir
selfreportedlevelsofcompetency.
SCOESeptember2014
22
DataSource
Aftersharingresultsofthesurveytoconstituentgroups,
itbecameapparentthatsupportprovidersdesired
structuredfeedbackaboutthesupporttheyprovidedand
desiredmoreopportunitiesforcollaboration.Infallof
2013supportprovidersandparticipantteachersbegan
developingafeedbackworksheetcontainingcontent
areasforfeedback,methodofdeliveryandfrequencyof
administration.Thefinalfeedbackformwillbe
completedforuseduringOctober2014benchmarks.
Furthermoreworkshopsagendasweredesignedto
supportcollaborationtimein201314andwillcontinue
todosoinsubsequentyears.
Participant
Itwasevidentthatregularlyscheduledmeetings
Teacher
betweenparticipantteachersandsupportproviderswas
Assessmentof
essentialtoprogramsuccess.Tothisend,theprogram
SupportProvider advisorsandcoordinatorswillbeexpectedtofollowup
Effectiveness
withthesupportprovidersattheirsitetoremedyany
schedulingissuesthatmayarise.Coordinatorswill
report,discuss,andresolvetheirmonitoringofregularly
scheduledmeetingsandrecordthisintheBTSA
database.
MidyearSurvey
Toaddresstheneedforgreaterresourcestosupport
ofParticipant
Englishlearnersandtoincreaseresourcesand
Teachersand
opportunitiestoworkwithspecialneedsstudents,fall
Support
2013meetingtimewasdedicatedtocreatinga
Providers,
centralizedlistofresources(MyBTSAResources)that
StatewideSurvey waspublishedtotheMyBTSAwebsite.Acontinuedgoal
ofParticipant
forthe201415yearwillbetoidentifysourcesand
Teachersand
provideguidanceandexpertiseforprofessional
Support
developmentforbothsupportprovidersandparticipant
Providers,and
teachers.Tobetterassessprogramsupportforstudents
Assessmentof
intheseareas,theFACTwasredesignedforthe201415
SupportProvider yeartoincorporateelementsforEnglishlearnersand
Effectiveness
specialpopulations.
StatewideSurvey
ofParticipant
Teachersand
SupportProviders
SCOESeptember2014
23
Applicable
Programor
Common
Standard(s)
CS1,2,3,6,9
PS16
CS6,9
PS3,4
CS1,2,3,6,9
PS16
DataSource
BTSALeadership
Survey
CS1,3,6,
Toincreasetheinvolvementofsiteanddistrict
PS1,2
administratorsintheprogram,additionalactivitieswill
occurinthe201415year.Theseactivitiesinclude:a
surveytodeterminehowinformationfromtheprogram
canbestsupporttheirprogramteachersneedsaswellas
waysinwhichtheywouldvaluefurtherinvolvementin
theprogram;additionalinvitationstoparticipateinBTSA
meetings;andmorefrequentcommunicationwith
districtandsiteadministratorsaboutprogramresultsand
activitiesbasedonsurveyresultfindings.
SCOESeptember2014
24
Applicable
Programor
Common
Standard(s)
Section B: Institutional Summary

1
Unit Assessment System
The Multiple/Single Subject/Ed. Specialist Clear; Preliminary and Clear Administrative Services; and Multiple/Single Subject Internship credential
programs within the SCOE School of Education have developed thorough evaluation systems. Along with data gathered, analyzed, and utilized
at the program level, the School of Education has developed a comprehensive Unit Assessment Plan that looks across all SCOE programs. It is
the intent of the School of Education to demonstrate that as a unit, data are used to judge candidate competence and program effectives.
SCOEs School of Education has identified the following measures to be aggregated at the unit level.

Candidate Competence
Data Tool
Candidate Self-Assessments
using CSTP or Leadership
Standards

Purpose and Use of the Assessment

Assess candidate growth over time
Assess professional development needs of candidates
Provide a focus for support
CS 6 and CS 9
End-of-Program Completer
Data
Program Effectiveness
Data Tool
Mid-Year/Mid-Program
Survey
Gauge how candidates perform and perceive credential program services

Provide feedback so program leaders can adjust the program to BETTAAER serve candidate
needs
CS 1, CS 3, and CS 9
Purpose and Use of the Assessment
Gauge how candidates & Instructional personnel perceive program services
Provide feedback so program leaders can adjust the program to better serve candidate needs
CS 5, CS 6, & CS 7
Workshop/Course Seminar
Feedback
Feedback about how participants perceive seminars

Give information about program quality at the event level
Collect feedback for immediate improvement of upcoming workshops/seminars
CS 4 & CS 8
Evaluation of Instructor/SP
Effectiveness
Part of an evaluation of Instructional Support Personnel/Support Providers

Focus program planning for Instructional Support Personnel/SP training and support
CS 4 & CS 8
Proposed Changes
Common Standard
The School of Education will convene periodic Director meetings and use data to:
Review how each program measures candidate competence
Develop a common calendar of events and a plan to share resources, i.e. personnel, materials, etc.
Monitor the efficacy of instructional personnel and to ensure that feedback is provided in a timely and
supportive way
Use the analysis of data for program improvement actions
Bring the new Internship programs online for 2015-16
The School of Education will periodically convene Advisory Council to:
Monitor actions taken, the basis of those actions and how/when the results will be reviewed next
Assist with program design, changes, and direction
Ensure that resources are identified and shared among districts and the county and that site and
district administrators are familiar and supportive of county credential programs

CS 2
CS 4
CS 5
CS 6
CS 8
CS 9
CS 1
CS 2
CS 3
CS 1-Leadership, CS 2-Unit & Program Assessment & Evaluation, CS 3-Resources, CS 4-Faculty & Instructional Personnel, CS 5-Admission, CS 6-Advice & Assistance,
CS 7-Field Experience, CS 8-District Employed Supervisors, CS 9-Candidate Assessment

Verification and Transmittal Approval. The electronic signature of Unit Leader below provides verification that s/he has read all program
reports and provided an Institutional Summary (Section B). Further, the electronic signature provides approval to transmit the Biennial
Report to the Commission on Teacher Credentialing.
4
Name/Title
Email
Date
Phone
Cohorts
Sp
Pt1
Pt2
Goal:
Informparticipantswiththeinformationthey
needfortheiruniquecohort.
Task:
Checkin
ProgramUpdates
Documentoverview
Networking
(therewillberoomchartstoguidetheagendafor
thissession)
LessonDesign:
Startrightat4:00
Gooveragendafoundonchart
Credentialing101
Goal:
HarryWong'sFirstDaysofSchool GraduateLevelworktomeettheProgram
InductionStandards
Task:
Howtousethedocumentsintheirclassroomto
assesstheirteachingabilitiesusingtheCSTP'swith
theCommonCoreStandardsastheirguideasto
howtoteachcurriculum.
LessonDesign:
Documentoverviewanddiscussion(broughtby
participantsdependingontimeofyearPacing
Guide)
CompleteworkinMybtsa(labwork)
Questions/Concerns
4:00415(15minutes)
Ifpeoplearelate,doesnot
Impacttheworkshops...latebirds
signinwithDawn....Thoselate
birdsareourproblemtodeal
with.
Inallsessions,groupseating
arrangements...thereareseveral
tochoosefrom....:possiblegrade
level,subjectmatter,(public,
private,independentstudy,
charterarrangements),etc.
4:204:50(30minutes)
Agenda
Topic
Time
20142015BenchmarkTimeline
5:306:00(30minutes)
4:555:25(30minutes)
SOLVEDProblemSolving
Strategy
TeachLikeaChampion
(EL,Equity,SpecialPopulations)
50Strategies
(EL,Equity,SpecialPopulations)
Goal:
Practicewhatwepreach:Talkwiththem,notat
them
Tasks:
ShareactivitiesfromthebooksTeachLikea
Championand50Strategies
LessonDesign:Modelalesson:
Usethespecificactivityhandoutsasguidesand
modelalessonusingthesuggestedactivities.
GroupDiscussion
Goal:
Practicewhatwepreach:Talkwiththem,notat
them
Tasks:
TeachtheSOLVEDStrategyusingauthenticissues
fromthefield.
LessonDesign:ModelaLesson
DemonstratehowtousetheSOLVEDstrategywith
thegroup.
PairdiscussionusingSOLVEDdocumentasthe
thirdpointintheconversation
(skillbuildinginreflectiveconversation)
GroupDiscussion
20142015BenchmarkTimeline
Handbook
2013/14
Accredited by the Commission on Teacher Credentialing

and the California Department of Education
Find us on Facebook!
www.facebook.com/btsasacramento
Contents
Page
How do I Clear a General Education Credential?

How do I Clear a Special Education Credential?
3
4
How do I keep on pace to complete BTSA on time?
How do I prepare for Benchmarks in Year 1?
How do I prepare for Benchmarks in Year 2?
12
How do I use the Continuum of Teaching Practice?
17
What is FACT?
18
How do I complete FACT documents?
20
Glossary and Acronyms
26
Quick Sheet reference to credential requirements,

CSUS units and SCOE contact information
31
How Do I Clear a General Education Credential?

1. Attend a SCOE Induction Orientation
2. Engage in Weekly Conversations
a. Log 40 hours on MyBTSA. Can include both face-to-face and email meetings with your
SP. Up to 12 hours of grade/department level meeting time can count provided that a
copy of the grade/department notes are shared with your Support Provider
3. Attend FOUR SCOE Benchmark Seminars

These are required quarterly seminars that support Induction. Register on MyBTSA.
#1: October 2, 3, 7, 14, 17, 24, 29
#3: January 13, 16, 22, 25, 27, 30, Feb 5
#2: November 4, 7, 14, 16, 19, 21, Dec 3
#4: March 5, 17, 19, 20, 22, 27, Apr. 1
4. Participate in Meaningful Professional Development

Select 24 hours that are tied to your IIP and log the hours on to MyBTSA. PD can be met
through a combination of:
Workshops and/or training

Online Professional Development
Technology Training through CTAP
Online Investigation
Formal Observation of an
experienced colleague
Work with your SP, BTSA Coordinator or SCOE BTSA Program Directors to review options
for PD. Your SP will approve the PD hours when:
A Request for Professional Development Credit is posted on MyBTSA and

You provide verification to your SP. Copies are kept in your BTSA file.
5. Complete and Upload the following FACT documents to MyBTSA
Inquiry Cycle(s): Equity (yr1) and two inquiries focused on your assessed needs (yr2)
Self Assessments for Pedagogy, Equity, English Learners and Special Populations
6. Attend a Professional Induction Presentation (PIP)

End-of-Year Event where you will present your Inquiry into your practice to your peers
How Do I Clear a Special Education Credential?

1. Attend a SCOE Induction Orientation
2. Engage in Weekly Conversations
Log 40 hours on MyBTSA. Can include both face-to-face and email meetings with your
SP. Up to 12 hours of grade/department level meeting time can count provided that a
copy of the grade/department notes are shared with your Support Provider
3. Attend FOUR Education Specialist Support Saturdays

(AM) Attend seminars that support Level 2 Competencies
(PM) Attend Benchmark seminars that support your work with FACT
September 21, 2013
January 25, 2014
November 16, 2013
March 22, 2014
4. Participate in Meaningful Professional Development

Select 24 hours that are tied to your IIP and log the hours on to MyBTSA. PD can
be met through a combination of:
Workshops and/or training

Online Professional Development
Technology Training through

CTAP
Online Investigation
Formal Observation of an
experienced colleague
Work with your SP, BTSA Coordinator or SCOE BTSA Program Directors to review
options for PD. Your SP will approve the PD hours when:
A Request for Professional Development Credit is posted on MyBTSA and

You provide verification to your SP. Copies are kept in your BTSA files
5. Complete and Upload FACT documents to MyBTSA
Inquiry Cycle(s): Equity (yr1) and two inquiries focused on your assessed
needs (yr2)
Self Assessments for Pedagogy, Equity, English Learners and Special Populations
6. Complete Level 2 Competencies for your credential authorization

7. Attend a Professional Induction Presentation (PIP) where you will:
Present your Inquiry into your practice to your peers

Submit a portfolio that documents how you have met your Level 2 Competencies
8. Complete other CTC course requirements (if indicated)
Health Education, CPR & Technology
Two Year BTSA Induction Pacing Guide
End-of-Year
PIP
MAY
Benchmark
Seminar 4
MARCH
Benchmark Seminar 3
JANUARY
Benchmark Seminar 2
NOVEMBER
Benchmark Seminar 1
OCTOBER
Orientation
YEAR 1 PT TASKS
YEAR 2 PT TASKS
Credential Roles and Completion Responsibilities
Credential Roles and Completion Responsibilities



Initial Observation
o KWO Chart

o Initial: Special Populations
o Initial: English Learners

o Initial: Pedagogy
o Initial: Equity
o Initial: Education Specialist Clear Candidate (if
appropriate)

o IIP
Inquiry Cycle: Equity (UPLOAD)

o IIP

o IIP
o Lesson Plan
o Observation
o Lesson Plan
o Observation

o Final: Pedagogy and Equity

o Final: Pedagogy, Yr. 2, Sp. Pop., English Learners

o Lesson Plan
o Observation

Statewide Survey
Statewide Survey
Equity Inquiry Presentation (UPLOAD)

o Complete Equity Inquiry Cycle
Final: Pedagogy and Equity
Inquiry #2 Presentation and Paper Submission (UPLOAD)

o Complete Inquiry Cycle #2
Final: Pedagogy (Yr. 2), English Learner, Sp. Pop.
Final: Ed. Specialist Clear Candidate (if appropriate)
How Do I Prepare for Benchmarks in Year 1?

After Orientation
WHAT NOW
WELCOME to the Sacramento County Office of Education (SCOE) Induction Program!

One way that we support you is through an individual and secured Web record called
MyBTSA (www. btsasacramento.org), which spells out your induction path, provides a
portal to your online induction portfolio, and keeps a record of your task status.
You and your Support Provider (SP) will meet weekly. These conversations must be
logged into MyBTSA and approved by your SP. Do this in a timely fashion. You can
conduct conversations via telephone, computer, or face to face. Up to 12 hours of
grade/department level meeting time can be logged and approved by your SP.
Benchmark Seminars
All PTs are required to attend 4 Benchmark Seminars during the school year. All
benchmark sessions are held at SCOE. Be sure to calendar these dates early so that you
are available to attend. SCOE will record attendance for this task.
You are required to complete twenty-four (24) hours of professional development per
year. You have several options for completing your PD. Your SP will assist you in
selecting the appropriate PD opportunities. Keep in mind that you must engage in PD
activities that are related to and referenced in your action plan on your IIP and are
relevant to your focus question.
To receive credit, you must enter (log) all PD activities onto MyBTSA and present a
verification of attendance (e.g. signed Certificate of Attendance, signed agenda,
observation notes, summary of readings, etc.). These verifications will be submitted to
your SP and stored in your BTSA file.

OCTOBER
WHAT NOW
You begin the year by focusing on your students, your classroom, your site, administration, and all the
support services available to you. This process will help you be knowledgeable about your students and how
you can address their individual learning needs. You will also plan and teach a lesson that your SP will
informally observe. Feedback from this lesson will help you determine your level of practice related to the
CSTPs.
FACT templates for collecting information are available on MyBTSA or you may want to substitute your
own data/information when appropriate. You may also want to use photos or diagrams, or information and
directories that you may find in your site information materials.
administrative, curriculum, technology, special education, and other services)
Site Orientation Checklist (so that you have all the information you need to get started on a great
teaching year)
Informal Observation:
Fill out the K-W-O Chart (What I Know, What I Want to know, What I want you to Observe) and share it
with your SP.
Plan a lesson and schedule an observation with your SP. As you plan, consider the learning needs of all
students. What is the actual EVIDENCE your SP will observe to show the quality of your teaching? Your SP
will do an objective observation that will help you gain valuable insights about your teaching and identify
methods you may want to change or strengthen. Complete a Post-Observation Reflection.
When you have finished all of the above you will review the Continuum of Teaching Practice.
Although you will review all six standards and elements, you will focus your attention on
Standard 2, (Creating and Maintaining Effective Environments for Student Learning).
Evaluate yourself on each of theses elements of the California Standards for the Teaching Profession
(CSTP). Highlight or underline appropriate language for each of the seven elements as a self-evaluation of
your current level of teaching. For each page you will want to cite and describe the evidence that
demonstrates each CSTP.
How Do I Prepare for Benchmarks in Year 1??

NOVEMBER
WHAT NOW
Benchmark 2 explores Pedagogy (the art and science of teaching), and Equity (creating a fair, impartial,
and just environment for your students) of your chosen profession. It asks you to assess yourself and
systematically focus on developing as a professional educator. You will do two initial reflections. One will be
on pedagogy and one on equity. Your reflections should be thoughtful and professionally written.
Your SP will offer support, create challenges, and facilitate a professional vision that will help you develop
sound educational practices and high expectations.
Embrace the challenges. Focus on the evidence collected through observation and reflection with your SP.
Teaching is a long and collaborative journey.
Initial Self-Assessment: Pedagogy (based on evidence*)
Initial Self-Assessment: Equity (based on evidence*)
*Reminder - Your evidence sources are Context for Teaching documents, Observation, Lesson Plans, Student
Work, and Reflection. Do not forget that you must have one piece of evidence for each of the Reflection
Planning Prompts.

JANUARY
WHAT NOW
Benchmark #3 (Inquiry Cycle: Equity)
The Inquiry Cycle is all about developing your skill as a teacher using your Individual Induction Plan (IIP). To
accomplish this you will focus on what you need to know and do based on your self-assessments. You will
complete an IIP and develop an action plan to lead you on your inquiry journey. Hours of PD for this inquiry
count towards the 24 that are required for the school year.
Developing A Focus Question
What has been getting in the way of student progress? You will develop a focus question and an action plan
based on your self-assessments and the evidence collected to date. Your question should be specific and should
reflect what you want to know about your teaching as it relates to the standards of your profession. Make it
important to your students and to your growth as a teacher. In your action plan you must engage in a
minimum of two types of professional development activities that are directly related to your inquiry focus
question.
Hint: You can use the reflective questions in the CSTP, located after each element, to identify an open-ended
focus question that leads to an in-depth study of teaching practice.
Writing a measurable change in student learning (Cell 4 on the IIP)
Identify MEASURABLE changes in classroom practice you anticipate. You may want to use the following frame
to help you measure and judge the impact on student achievement:
How can I improve (identify your target student population) students ability to (state your
learning outcome) through the use of (identify your teaching strategy) as evidenced by
(state student evidence and/or assessment data).
To summarize, the process is:
Plan a lesson series
Assess your students prior to the start of the series of lessons
Select focus students: 1) Special Populationcan include a GATE student, 2) an English learner, and 3)
one who isnt in one of the other two categories.
Teach the series. Schedule an observation by your SP for at least one lesson in the series
Collect student work from the entire series
Assess the success of your lessons based on your evaluation of their work
Reflect on the process. Evaluate the inquiry cycle and your growth as a teacher. This is your
opportunity to PLAN, TEACH, REFLECT, and APPLY.
Information to be gathered and UPLOADED includes:
Individual Induction Plan (IIP)
Entry-Level Assessment
Lesson Plan for Observation

Observation Scripting from your SP

MARCH
WHAT NOW
Youve come a long way during Year 1 in your understanding of the teaching profession and your
experiences with your students and colleagues. Now it is time to revisit your initial self-assessments, review
all collected evidence (Context for Teaching, Inquiry cycle, observations, and student work), and describe
your strengths and challenges as you complete your final self-assessment.
Take a good long look at your experiences this year and your growing skills and knowledge as you look back
at your Initial Assessments, and use that as a basis for your Final Assessments. Your SP can support you in
these reflections. Look at the evidence to support Pedagogy and reflect on how you helped your students
meet or exceed grade level standards. Think about your English Learners and Special Population students.
How did your teaching practices support these students and enable them to advance in their learning? How
did you focus on Equity for all students?
Induction Program Standard 5 Self-Assessment Pedagogy
Induction Program Standard 6 Self-Assessment Equity for All Students
Do not forget to cite and describe the evidence collected through the year as you reflect.
Statewide Survey: You will receive your login information (Consent Form ID) and you must complete
the required statewide survey by the assigned due date which will be sometime in May. This will be an
online survey that reflects your first year experience with induction.
10

MAY
WHAT NOW
Its now time for the Summative Event. This is an opportunity for you to share with other educators
your key insights about teaching based on evidence collected in your Professional Portfolio. Youve worked
hard at your profession and you have the evidence to prove it.
MyBTSA.
Complete a Reflective Summary of Teaching Practice. Consider the evidence you have collected during
the year and identify teaching practices that had the greatest effect on student learning. Meet with your SP
to discuss your professional growth over the past year. Write your reflections based on the information you
have gathered from the Inquiry process and the evidence you will showcase in your Professional Portfolio.
Your comments need evidence.
Capture your reflections, bundle up your Professional Portfolio, and congratulate yourself on your
accomplishments during BTSA Year 1.
You will have an online portfolio of all the evidence you have uploaded onto MyBTSA as well as a hard
copy portfolio of the following items:
Self Assessments for Pedagogy and Equity
At the Professional Induction Presentation you will have 15 20 minutes to present your Inquiry Unit and
share what you have learned about your focus students, yourself, and the teaching profession during your
first year of BTSA. You will leave the hard copy portfolio with SCOE at this time for review.
11

After Orientation
WHAT NOW
WELCOME to the Sacramento County Office of Education (SCOE) Induction Program!

You have been issued an individual web record through MyBTSA, (www.
btsasacramento.org), which spells out your induction path, provides a portal to your online
induction portfolio, and keeps a record of your task status.
You and your Support Provider (SP) will connect weekly via telephone, computer, or face to
face. These conversations must be logged into MyBTSA and approved by your SP. Do this in
a timely fashion. Up to 12 hours of grade/department level meeting time can be logged as
hours.
Benchmark Seminars
All PTs are required to attend 4 Benchmark Seminars held at SCOE. Be sure to calendar
these dates early so that you are available to attend. SCOE will record attendance for this
task.
You are required to complete twenty-four (24) hours of professional development tied to
your IIP Focus questions. Your SP will assist you in selecting the appropriate PD options
and opportunities. Keep in mind that you must engage in PD activities that are related to
and referenced in your action plan on your IIP and are relevant to your focus question.
To receive credit, you must enter (log) all PD activities onto MyBTSA and present a
verification of attendance (e.g. signed Certificate of Attendance, signed agenda, observation
notes, summary of readings, etc.). These verifications will be submitted to your SP and
stored in your BTSA file.
12

OCTOBER
WHAT NOW
This first benchmark asks you to revisit your context for teaching (your students, your instructional
environment, your site, administration, and all the support services available to you). This process will help you
learn about your students and how you can address their individual learning needs.
FACT templates are available on MyBTSA or you can substitute your own data/information when appropriate.
You may also want to use photos or diagrams, or information and directories that you may find in your site
information materials.
A class profile (Look at the student enrollment information that may be provided through a district
information system and ask your students for information)
administrative, curriculum, technology, special education and other services)
Site Orientation Checklist (so that you have all the information you need to get started on a great
teaching year)
You will also review your Continuum of Teaching Practice to help you determine your level of practice related to
the CSTPs. Evaluate yourself on each of the focus elements of the California Standards for the Teaching
Profession. Highlight or underline a column for each of the six focus elements (see page 17) as a self-evaluation
of your current level of teaching. For each page you will want to cite and describe the evidence that
demonstrates each CSTP.
Self Assessments
You will also complete three self-assessments: Pedagogy (the art and science of teaching); Special
Populations (serving the full range of students: students identified for special education, students with
disabilities, advanced learners, and students with a combination of special instructional needs); and
English Learners (differentiating instruction based on language proficiency). You are asked to assess
yourself and systematically focus on developing as a professional educator. You will do three initial
reflections that should be thoughtful and professionally written.
13

NOVEMBER
WHAT NOW
Inquiry Cycle #1
An Inquiry Cycle is all about developing your skill as a teacher using your Individual Induction Plan (IIP).
You will choose a focus question based on your self-assessments and develop an action plan to lead you on
your inquiry journey. Your question should be specific and should reflect what you want to know about
your teaching as it relates to the standards of your profession. Make it important to your students and to
your growth as a teacher. In your action plan you must engage in a minimum of two types of professional
development activities that are directly related to your Inquiry Focus question.
Schedule a pre-lesson conference with your SP and review your IIP and Essential Components for
Instruction to be certain you are ready for your lesson planning. Plan a lesson series, and assess your
students. Select your focus students: 1) Special Populationscan include a GATE student, 2) an English
learner, and 3) one who isnt in one of the other two categories. During the series, your SP will formally
observe at least one lesson. Collect student work and assess the success of your lessons based on your
evaluation of their work. Reflect on the process and evaluate the inquiry cycle and your growth as a
teacher. This is your opportunity to PLAN, TEACH, REFLECT, And APPLY.
Revisit the Continuum of Teaching Practice to help determine your proficiency related to the CSTPs.
14

JANUARY
WHAT NOW
Inquiry Cycle #2
By the third Inquiry Cycle, you should be comfortable with the process and have internalized this process into your
everyday work. By this point, you should clearly understand how this process is developing your skill as a teacher
using your Individual Induction Plan (IIP). To accomplish this you will focus on what you need to know and do
based on your self-assessments.
Complete an IIP and write a meaningful and thoughtful focus question. Develop an action plan to lead you on your
inquiry journey and make explicit links between the PD and your question. Have a pre-lesson conference with
your SP and review your IIP and Essential Components for Instruction. Plan a lesson series, assess your students
prior to the start of the series of lesson, select focus students, and teach the series. Your SP will formally observe at
least one lesson in the series. Collect student work from the entire series and assess the success of your lessons
based on your evaluation of their work. Reflect on the process and finally you will evaluate the inquiry cycle and
your growth as a teacher. This is your opportunity to PLAN, TEACH, REFLECT, and APPLY.
You will also revisit your Continuum of Teaching Practice to help you determine your level of practice related to
the CSTPs.

MARCH
WHAT NOW
Now it is time to revisit your initial self-assessments, review all collected evidence (Context for Teaching,
Inquiry cycles, observations, and student work), and describe your strengths and challenges.
Take a good long look at your experiences this year and your growing skills and knowledge and use that as a
basis for your Final Assessments. Your SP can support you in these reflections. Do not forget to cite and
describe the evidence collected through the year as you reflect.
Statewide Survey: You will use your Consent Form ID login information to complete the required
statewide survey by the assigned due date which will be sometime in May. This will be an online survey that
reflects your experience with induction.
15

MAY
WHAT NOW
During the Professional Induction Presentation (PIP), you will share with other educators your key
insights about teaching based on evidence collected in your Professional Portfolio.
Check your Task Status Report to make certain all your tasks have been uploaded and approved on MyBTSA.
Complete a Reflective Summary of Teaching Practice. Consider the evidence you have collected during the
year and meet with your SP to discuss your professional growth over the past year. Write your reflections
based on the information you have gathered from the Inquiry process and the evidence you will showcase in
your Professional Portfolio. Your comments need evidence.
Upload all required documents onto MyBTSA and assemble a hard copy portfolio of the following:
Self-Assessments (Pedagogy, Special Populations, EL, and Ed. Specialist Clear if appropriate)
You will have 15 20 minutes to present your Inquiry Unit and share what you have learned about your
focus students, yourself, and the teaching profession. SCOE will collect a hard copy of your portfolio.
16
How Do I Use the Continuum of Teaching Practice?

The Continuum provides a common language about teaching and learning that is used for selfreflection, goal setting, and inquiry into practice.
All Standards and Elements are important.

During Induction, you will be asked to pay
special attention to the twelve focus
elements listed below.
Continuum of Teaching Practice Focus Elements

Year 1
Year 2
1.4 Uses a variety of instructional

strategies, resources, and technologies to
meet students diverse learning needs
1.2 Connects learning to students prior

knowledge, backgrounds, life experiences,
and interests
2.6 Employs routines, procedures,

norms, and supports for positive
behavior to ensure a climate in which all
students can learn
2.4 Creates a rigorous learning environment

with high expectations and appropriate
support for all students
3.5 Uses and adapts resources,

technologies, and standards-aligned
instructional materials to make subject
matter accessible to all students
3.2 Applies knowledge of student

development and proficiencies to ensure
student understanding of subject matter
4.4. Plans instruction that incorporates

appropriate strategies to meet the
learning needs of all students.
4.1 Uses knowledge of students academic

readiness, language proficiency, cultural
background, and individual development to
plan instruction
5.2 Collects and analyzes assessment

data from a variety of sources to inform
instruction
5.4 Uses assessment data to establish

learning goals and to plan, differentiate, and
modify instruction
6.2 Establishes professional goals and

engages in continuous and purposeful
professional growth and development
6.3 Collaborates with colleagues and the

broader professional community to support
teacher and student learning
17
What is FACT?
The
System

California Teachers
Participating teachers are partnered with veteran educators who have been trained to support teachers
through the FACT System. Support providers use the skills of cognitive coaching, mentoring, and modeling
to support participating teachers professional growth.
The Plan, Teach, Reflect, Apply (PTRA) cycle provides a structure for teachers to identify teaching strengths
and areas for growth. Planning and teaching the lesson are followed by reflection. New learning and insights
from the reflection are applied to future planning, as the cycle continues. Engaging in this process, guided
by a support provider, leads to improved teaching practice and increased student achievement.
Observations
Support providers observe participating teachers as they teach and gather evidence during an
instructional session. Following each observation, they conference together, share observation evidence,
and examine other classroom data (e.g., student work samples, lesson plans, etc.) to inform and
improve future practice. In addition, participating teachers are encouraged to observe the classrooms
of skilled veterans.
Focusing on student achievement guides the participating teachers planning and instruction. The
examination and analysis of student work leads the participating teacher to a greater understanding of the
need for differentiation and modification of instruction.
In each module, participating teachers are asked to step back from their practice and thoughtfully
examine what they do, how they do it, and how this affects student learning. The FACT System provides
frequent opportunities for participating teachers to reflect, capture current thinking, and consider the
implications for their future practice.
The Continuum of Teaching Practice is a tool that provides a roadmap for professional growth by
identifying and describing levels of teaching practice. Using evidence collected throughout the FACT
process, participating teachers, with their support providers, reflect and determine their placement on
the Continuum. This self-assessment helps to focus the area(s) for improvement of instructional practice.
18

The Plan-Teach-Reflect-Apply Cycle is the structure that underlies all of the FACT System processes. As
participating teachers progress through the FACT System, they follow a cycle of planning for
instruction, teaching, reflecting upon the teaching experience, and applying new knowledge to
future practice.
The process provides a means for participating teachers and support providers to identify teaching strengths
and areas for growth based on the California Standards for the Teaching Profession, the state-adopted
academic content standards for students, and the Continuum of Teaching Practice (or other aligned
assessment criteria).
Plan
What%do%I%know%about%
my%students%and%my%
teaching%context?
Apply
Teach
How%will%I%apply%what%
Ive%learned%to%enhance%
student%learning?
How%am%I%implementing%
instruction%and%
addressing%
student%needs?
Reflect
What%have%I%learned%about%
my%teaching%and%my%
students?
19
How Do I Complete FACT Documents?

All documents referenced in these directions can be found at
Purpose: In Context for Teaching, participating teachers learn about their teaching environment by identifying
challenges, investigating resources, and gathering information about their students***. With a support provider,
participating teachers will discuss prompts focused on their classroom, school, district, and community. The
information gathered will guide classroom decision-making and help identify areas for professional growth.
***Secondary teachers should select one focus class and Education Specialists should focus on their caseload.
STEP ONE

Learning what I need to know about my class, school, district, and community
Collecting Information - With your support provider, gather information on the following:
Class Profile/Ed Specialist Caseload
Home/School Communication
STEP TWO

Contextualizing and Extending CSDC Information - With a support provider, discuss the prompts
on the Conversation Guide: CSDC
A. Collecting - Review information gathered during Step 1.

20
Context for Teaching Documents
21
Inquiry
Purpose: An inquiry-based system guides and informs participating teachers about their own professional growth for the
purpose of improving teaching. Participating teachers gather information, collaborate, and/or observe a colleague, develop
an action plan, implement that action plan, and look for ways to apply what is being learned to a lesson series. The results
are used to guide professional development and future practice.
STEP ONE
Designing the IIP
Determining the Focus of the Inquiry & Developing the Action Plan
Review evidence collected prior to the Inquiry, identify the focus question for the Inquiry, and begin
developing an action plan. Actions taken over the course of 2-3 months should be continually recorded.
Examples of research can include:
Talk with colleagues
Observe professional colleagues
Analyze data such as, student work
Read research related to focus question
Research a question on the Internet
STEP TWO
Preparing a Lesson
Series

How will you know that they know? How will you respond if they dont know?
Essential Components for Instruction Use this to ensure that all lesson components have
been considered when designing the lesson series.
Entry Level Assessment: Use information from an assessment to identify focus students, plan
lesson series, and make appropriate adaptations to instruction.
Selecting Focus Students Identify three students who represent the range of students in the
classroom or on the caseload: 1) English Learners 2) Special Populations and 3) Choice
Lesson Series Begins
STEP THREE
Lesson Observation
Observation
Collecting supportive evidence of implementation
Pre-conference
Review Essential Components for Instruction, lesson plan, and Focus Student Selection. Use
a copy of the seating chart to identify focus students.
Determine where the lesson to be observed fits within the lesson series.
Review Context for Teaching for additional resources.
Observation: SPs notes will be part of the PTs portfolio.
Post Observation: Review evidence and record how the changes implemented impacted classroom instruction.
STEP FOUR
Examining Student
Work

Analyzing Student work to determine next steps for Instruction
At the conclusion of the lesson series, administer a summative assessment and PT/SP analyze
the work of class, especially the three focus students, in order to document how effective
students were in meeting learning goals.
STEP FIVE
Assessing Professional
Growth

Review the evidence collected and record conclusions on the IIP as a final reflection.
Using the Continuum of Teaching Practice as a guide, teachers assess practice in relation to
the CSTPs.
22
Inquiry Documents
23
Self Assessment
Purpose: Teachers knowledge, skills, and practices develop throughout their professional careers. The nature of teaching
requires continuous growth in order to engage and challenge increasingly diverse students. Teachers are never finished as
professional learners, no matter how extensive or excellent their formal education and preparation. If teachers expertise,
capabilities, and accomplishments are to be enriched over time, they must become reflective practitioners who actively seek
to strengthen and augment their professional skills, knowledge, and perspectives throughout their careers.

During this step in the inquiry process, participating teachers and support providers will:
1. Reflect on student learning and teaching practice
2. Formulate professional goals to improve teaching practice
3. Guide, monitor, and assess the progress of their practice toward professional goals and standards
Self Assessment Documents
24

Purpose: The formative assessment process provides the opportunity to systematically focus on developing as a
professional educator (CSTP Standard 6) in all aspects of teaching. The Summary of Teaching and Learning is a holistic
reflection on your teaching through a review of the Context for Teaching and Learning, Inquiry into Teaching and Learning,
and Self-Assessments. This reflection captures your progress related to the California Standards for the Teaching
Profession, the state-adopted academic content standards for students, and the Induction Program Standards.
STEP
ONE
Culminating Questions and Reflection Guide
Review the Self-Assessments and the Continuum of Teaching Practice. Consider the evidence collected
during the Context for Teaching and Learning and the Inquiry into Teaching and Learning and use the
Culminating Questions and Reflection Guide to navigate through a reflective conversation.
Written Reflection
STEP
TWO
Written reflection
Using the Culminating Questions and Reflections Guide, identify teaching practices that had the greatest
impact on student learning and the progress you made toward your professional growth goals. Meet with
your support provider to:
Record reflections on the Reflective Summary of Teaching Practice.
STEP
THREE

Summary of Teaching Practice Documents
25
APPENDIX: GLOSSARY
Academic Content Standards - Standards
designed to encourage the highest achievement
of every student, by defining the knowledge,
concepts, and skills that students should acquire at
each grade level.
Academic Performance Index (API) - A
numeric index (or scale) that ranges from a low of
200 to a high of 1000; measures the academic
performance and growth of schools; a school's score
on the API is an indicator of a school's performance
level. The statewide API performance target for all
schools is 800. A school's growth is measured by how
well it is moving toward or past that goal. A school's
API Base is subtracted from its API Growth to
determine how much the school improved in a year.
Action Research - A systematic form of inquiry that
is self-reflective, critical, and undertaken by the
participants of the inquiry [McCutcheon, G. &
Jung, B. (1990)]; a process in which participating
teachers examine their teaching practice using the
techniques of research. By using research
procedures, teachers learn to resolve teaching
challenges.
Adequate Yearly Performance (AYP) - A
statewide accountability system mandated by the No
Child Left Behind Act of 2001 that requires each state
to ensure that all schools and districts make Adequate
Yearly Progress.
Advancement Via Individual Determination
(AVID) A college preparatory program for students
who are o f t e n e c o n o m i c a l l y d i s a d v a n t a g e d
a n d underachieving; AVID places academically
average students in advanced classes; levels the
playing field for minority, rural, low-income, and
other students without a college-going tradition in
their families; and targets students in the academic
middle who have the desire to go to college and
the willingness to work hard.
process designed for participating teachers to
discern strengths and areas for growth that will be
used in subsequent inquiries of teaching practice;
and to identify resources and types of support needed
to develop and implement their Individual
Induction Plan. During this module, participating
teachers consider their prior knowledge and skills
from teacher preparation.
Beginning
Teacher
Support
&
Assessment (BTSA) - A state-funded induction
program, cosponsored by the California Department
of Education (CDE) and the Commission on Teacher
Credentialing (CTC) designed to support the
professional development of newly-credentialed
beginning teachers and help them fulfill the
requirements for the California Clear Multiple
and Single Subjects Credentials, and most recently the

Education Specialist Credential.
California Department of Education (CDE) - The state
agency that coordinates the work of public schools in
California; the core purpose of the CDE is to lead and support
the continuous improvement of student achievement, with a
specific focus on closing achievement gaps. The CDE jointly
administers the BTSA program with the CTC.
development of English language learners in listening,
speaking, reading, and writing; any pupil whose primary
language is other than English as determined by the home
language survey and who has not previously been identified
as an English learner by a California public school or for
whom there is no record of results from an administration of
an English language proficiency test, shall be assessed for
English language proficiency with the test within 30
calendar days after the date of first enrollment in a California
public school, or within 60 calendar days before the date of
first enrollment, but not before July 1 of that school year.
California Formative Assessment & Support System for
Teachers (CFASST) - The formative assessment system used in
California since 1996; CFASST was replaced with FACT.
(CSTP) - Standards based on current research and expert
advice pertaining to best teaching practice; the CSTP are
organized around six interrelated categories of teaching
practice and represent a holistic, developmental view of
teaching. They are intended to meet the needs of diverse
teachers and students in California. The CSTP are defined and
explicated in the Standards Booklet.
Closure Conference An evidence-based dialogue between
participating teachers and support providers at the conclusion
of each FACT Inquiry.
Commission on Teacher Credentialing (CTC) The
state agency that establishes policy and regulations for
teacher education and credentialing in California; CTC jointly
administers the BTSA program with the California Department
of Education. The purpose of the Commission is to ensure
integrity and high quality in the preparation, conduct, and
professional growth of the educators who serve California's
public schools.
Context for Teaching and Learning - A module of FACT in
which participating teachers learn about their teaching
environment and the resources and challenges it offers
them and their students. With a support provider,
participating teachers will discuss prompts focused on their
classroom, school, district, and community. The information
gathered will guide classroom decision-making and help
identify areas for professional growth.
Continuum of Teaching Practice (CTP) One of the states
26
assessment tools for FACT, the CTP defines levels of

teaching performance on each of the six Standards of
the CSTP.
District Assistance Intervention Team (DAIT)
A team whose focus is at the district level; providers
both investigate and recommend corrective actions for
English Learner (EL) - a child who does not
speak English or whose native language is not English
and who is not currently able to perform ordinary
classroom work in English...Education Code Section
306.
standards, and criteria; 2. Characterized by multiple
focus on classroom practice, and reflection together
with a trained support provider about evidence
using specific criteria. 3. May be presented as
evidence for clear credential completion.
(FACT) - A reflective assessment and support
system designed to help participating teachers
develop their practice. The purpose of formative
assessment is to improve teaching as measured by
each standard of the California Standards of the
Teaching Profession (CSTP) and in relation to the
students, performance levels for students, and the
Induction Program Standards. Formative assessment
is an ongoing learning process that follows the cycle of
plan, teach, reflect, and apply. FACT is designed to
assist in meeting the learning needs of students while
helping participating teachers grow as professionals
and feel greater confidence as teachers.
Foundations - FACT is built upon the following
components: California Standards for the Teaching
Profession (CSTP), state-adopted academic content
standards for students, Induction Program Standards,
and evidence.
Framework - Curriculum frameworks describe and
define the content and instructional program teachers
are expected to deliver in a subject matter at each
grade level.
Gifted and Talented Education (GATE) Provides funding for local educational agencies to
develop unique education opportunities for highachieving and underachieving pupils in California
public elementary and secondary schools that have
been identified as gifted and talented. Special efforts are

made to ensure that pupils from economically disadvantaged
and varying cultural backgrounds are provided with full
participation in these unique opportunities. Authorized by
Education Code (EC) sections 52200- 52212.
structured plan of action that informs and guides the delivery of
instruction and related services for the student with identified
special needs; It is an agreement between stakeholders that
supports the academic, emotional, and behavioral growth of a
student with identified special needs. Teachers are legally
accountable to follow the goals and adaptations that are written
in the IEP.
Individual Induction Plan (IIP) - A plan that builds upon
a participating teachers assessed strengths and needs, defines
goals, and outlines specific action plans for facilitating growth
and development. Support providers collaborate with participating
teachers in its development and implementation. IIPs are based
in part on formative assessment results, and are reconsidered
and revised according to participating teachers emerging needs.
IIPs primarily address the unique needs of participating
teachers including consideration of their prior preparation
and experience, and may include common topics and activities
for all participants in the program. Participating teachers
experience an integrated system of support and assessment
through implementation of the IIP.
Induction - A clearly specified process for making clear
credential recommendations; verifies that participating teachers
complete all requirements before recommending them for the
credential.
expectations of the Commission, the State Board of Education,
and the Superintendent of Public Instruction for new
teacher induction. Only induction programs that meet these
standards may recommend candidates for clear teaching
credentials.
Inquiry into Teaching and Learning - 1. A researchbased cycle of standards-focused (CSTP, state-adopted
academic content standards for students, Induction Program
Standards) processes to explore an area of teaching practice. In
collaboration with a support provider, participating teachers
will assess their practice against a set of specific criteria and
select a focus area. Within the cycle participating teachers
gather information, collaborate with colleagues, develop an
action plan, implement that plan, reflect on collected
evidence, and apply new learning to future practice. 2. A
FACT module that includes these cycles and processes.
Institutes of Higher Education (IHE)
Universities.
- Colleges and
K-W-O Chart - Designed to elicit participating teachers

input for the observation process. Participating teachers
record: What I already know about my classroom
practice, What I want to know about my classroom
practice, and What I want my support provider to
observe. Support providers use this information to
guide data collection during the observation.
27
Memorandum of Understanding (MOU)

- Lists all requirements/expectations for
various stakeholder groups and is used to
form partnerships for professional development
experiences between BTSA programs and IHEs.

and do. The observation may be formal or informal. In
an informal observation, there is no shared lesson
plan or a pre-conference. In a formal
observation, participating teachers share lesson plans
with support providers before the lesson and meet
with support providers after the lesson to reflect on
it and analyze student work generated to inform
future practice. 2. A process in which participating
teachers observe colleagues to gain information about
teaching practice. Support providers often attend with
participating teachers to strengthen the process.
Participating Teacher (PT) - An educator who is
new to the teaching profession, teaching on a
preliminary credential; or, an educator who is
teaching on a preliminary credential who was
prepared out of state and has less than five years of
experience; or, an educator teaching on an intern
credential; an educator participating in a BTSA
induction program for the purpose of accumulating
evidence of professional growth in relation to the
students, CSTP and Induction Program Standards;
and will submit evidence of completion of individual
induction plans, and documentation of completion of
clear credential requirements to the BTSA Induction
program in order to be recommended for the clear
credential.
Plan, Teach, Reflect, Apply Cycle (PTRA) A process that provides a way for participating
teachers and support providers to identify teaching
strengths and areas for growth based on the
California Standards for the Teaching Profession, the
K-12 state-adopted academic content standards for
students, and Induction Program Standards. This
cycle was adapted from William Deming's cognitive
action cycle; PTRA is embedded in the FACT system.
Professional Learning Communities (PLC) Teams of professionals who collaborate around
student data and work interdependently to refine
instructional practices and improve student;
working interdependently in learning communities:
access) to quality teaching by strengthening e a c h

t e a c h e r s p r a c t i c e t h r o u g h collaboration, coaching,
and shared planning; ends teacher isolation (thus
reducing burnout).
Helps teachers work smarter by sharing the tasks of
analyzing data, creating common assessment tools, and
devising other strategies for both students who struggle
and those who need more challenge.
Enables teachers on grade level (interdisciplinary) teams
to devise lessons that teach reading and writing across the
curriculum.
Provides teacher professional growth and job satisfaction
through intellectual renewal, new learning, and
cultivation of leadership skills.
Reflection - The act of stepping back and taking a fresh look

at ones practice and how it is affecting student learning.
Reflection is the key to growth, the means of recapturing
experiences in order to learn from them. Reflection is built into
each FACT module and Induction Program Standard activity.
Reflective Conversation - A structured conversation
between support providers and participating teachers,
focused on teaching issues, completed for the purpose
of enhancing teaching practice.
Response to Instruction and Intervention (RtI2) A
process that considers a students response to research-based
intervention as part of the evaluation procedure for eligibility
for special education services.
Researched-based Instructional Practices Scientifically
based instructional methods that equip teachers with tools that
help them better reach children, avoid burnout, and improve
their classrooms' culture of learning and achievement. These
practices bring the best teaching approaches and programs to
children who might fail without them. They challenge children
and interest them in learning, setting them on the path to success
in school and in life. They have achieved proven results in a
variety of classrooms across the nation.
School Assistance Intervention Team (SAIT) - A team
of educators with specific expertise in improving
reading/language arts and mathematics achievement in lowperforming schools, created to investigate and provide intensive
support to state-monitored schools in improving student
learning. Schools deemed as state-monitored receive federal
funding to support costs of activities to implement the
Corrective Actions to areas identified by the School
Assistance & Intervention Team.
School Accountability Report Card (SARC) Information provided annually by California public schools to
the community; allowing the public to evaluate and compare
schools for student achievement, environment, resources,
and demographics.
Skill Building - The continued development of teachers
pedagogical knowledge, higher level thinking skills, and
classroom-based strategies to improve their instructional
practice.
28

student learning, and assess the impact of the
formative assessment process on teaching practice.
beginning teacher development; is willing to
participate in support provider training; is willing to
engage in formative assessment processes; is willing
to discuss assessment information and share
instructional ideas and materials with participating
teachers; has effective interpersonal skills and is willing
to work collaboratively with participating teachers;
has demonstrated a commitment to their own
professional growth and learning; and, is an excellent
professional role model.
Special Education (SPED, Sp. Ed.) - Instruction
that is specially designed to meet the unique needs of
a child with a disabilityat no cost to parents. Specially
designed instruction means adapting the content,
methodology, or delivery of instruction:
disability
Expectations address multiple, overlapping knowledge and skill

domains, and provide the basis for course design and assessment
for candidates.
students must have equal access to high quality curriculum
and instruction to comply with federal and state laws so that
students may meet or exceed state content standards. Under
federal regulations, states must ensure universal access to a
standards-based education for special education students. The
requirement stipulates that teacher and district-wide assessments
and classroom assignments must be universally accessible. If
students have processing difficulties or if they lack specific
academic vocabulary, school personnel must make reasonable
accommodations.
discrimination against individuals with disabilities, Section 504
ensures that a child with a disability has equal access to an
education. Students with 504 plans may have adaptations
and/or modifications to their general education plan. Teachers
are legally accountable to follow the requirements of 504 plans.
Special Populations - Students who have been

identified with one or more of the thirteen disability
categories defined by Individuals with Disabilities
Education Act (IDEA); students who are identified as
gifted and/or talented (GATE); students who have been
identified by the CELDT as English Learners (EL). At
least one focus student must be identified as a special
populations student.
Team (SST) - A site-based, collaborative team of
teachers, specialists, parents, and the student who
meet to focus on the needs of the student and create
a path to successful learning. The SST illustrates
how teachers can work with local expertise, students,
and parents to develop tactics that empower students
to play an active role in their education. Thoughtful
implementation of Student Success Plans can mean
the difference between a student slipping through the
cracks and successfully learning the curriculum.
measure the candidates knowledge, skills, and ability
with relation to Californias Teaching Performance.
Teaching Performance Expectations (TPE) - A
set of outcomes specifically for teacher preparation
Teaching
Profession,
Teaching
Performance
29
Appendix: ACRONYMS
API
SAIT
School Assistance Intervention Team
AVID

Determination
SARC
AYP
SP
Support Provider
BTSA
CDE
CELDT
CFASST

Assessment
California Department of
Education
Development Test
System for Teachers
CSTP

Teaching Profession
CTC
Credentialing
CTP
DAIT
EL
English Learners
FACT

California Teachers
GATE
IEP
IHE
IIP
IPS
MOU
PT
PTRA
RTI2

Intervention

SST

Team
TPA
TPE
UA
Universal Access
30
General Education Candidates

P
uick Sheet
2013-2014
Purpose
To deliver to the Participating Teacher quality services that

will enhance the academic achievement and overall growth of
students and retain well-qualified teachers in the profession.
Requirements for completing the Credential Program
(Can be used to earn 6 university units)
o
o
SCOE Induction Orientation
Log 40 hours on MyBTSA Can include both faceto-face and email meetings with your SP. Up to 12
hours of grade/department level meeting time can
count provided that a copy of the grade/department
notes are shared with your Support Provider.
o SCOE Benchmark Seminars

as a teacher
o Professional Development

and and log them into MyBTSA . Work with your
SP, BTSA Coordinator or SCOE BTSA Program
Directors to review options for PD
o Complete and Upload FACT documents to

MyBTSA
Inquiry Cycle(s): Yr 1: Equity and Yr 2: two

inquiries focused on your assessed needs
Self Assessments for Pedagogy, Equity, English
Learners and Special Populations
o Professional Induction Presentation (PIP)

End-of-Year Event
PLEASE NOTE:
You must post a record of ALL your BTSA
CSUS Units (Optional)
Six (6) units per year can be purchased
Register online through your MyBTSA homepage after
March 15, 2013
Deadline for registration is JUNE 13, 2014
NOTICE: For complete information regarding the
BTSA
requirements for the CSUS course, please check the

www.btsasacramento.org homepage to download a copy
of the appropriate course syllabus.

Professional Development must match the agreed upon
goals of your IIP and can be met through a combination of:
5) Formal Observation of an experienced colleague
To earn credit for BTSA requirements:
BTSA Participating Teacher Responsibility:
Complete FACT Tasks
Upload required documents
Finish other tasks as assigned

Approve Profsessional Development hours when:
1) A Request for Professional Development Credit

is posted on MyBTSA and
Approve attendance at Induction Orientations,

Benchmark Seminars, and PIPs
Approve designated FACT Tasks
PROGRAM COMPLETION
Candidates clearing a credential through SCOE are

expected to complete all requirements by June 15th of the
second year of BTSA participation.
BTSA STAFF
Darby Williams
Program Director
916-228-2664
dwilliams@scoe.net
Mary Ellen Dill

916-228-2236
mdill@scoe.net
Dawn McCarron
Program Analyst
916-228-2496
dmccarron@scoe.net
Kris Silbaugh
916-228-3301
ksilbaugh@scoe.net
FAX 916-228-3921
uick Sheet
BTSA

Purpose
To deliver to the Credential Candidate quality services that will

enhance the academic achievement and overall growth of
students and retain well-qualified teachers.
Professional Development must match the IIP and Level

2 Competency Standards and can be met through a
combination of:
5) Formal Observation of an experienced
colleague
Requirements for completing the Education Specialist

Credential Program (can be used to earn 6 university credits)
Attend a SCOE Induction Orientation

Log 40 hours on MyBTSA Can include both face to-face
and email meetings with your SP. Up to 12 hours of
grade/department level meeting time can count provided
that a copy of the grade/department notes are shared with
your Support Provider.
SCOE Benchmark Seminars

Attend FOUR seminars that support your growth as a
teacher
SCOE Education Specialist Support Saturdays

as a teacher
Sept. 21 2013
Nov. 16, 2013
January 25, 2014

March 22, 2014
Professional Development (24 hours):

and log them into MyBTSA.
Complete & Upload FACT documents to MyBTSA
Inquiry Cycle(s)
Self Assessments
Complete and Upload Level 2 Competencies as

appropriate to your authorization
Statutory Requirements (waived if the candidate

holds a general education credential)
Health Education course

CPR training for adults, infants, and children
Foundational computer education course

End-of-Year Event
PLEASE NOTE:
You must post a record of ALL your credential
To earn credit for SCOE requirements:

Candidate Responsibility:
Complete FACT tasks
Complete Level 2 Competency Tasks
Upload required FACT documents AND

o Education Specialist IIP for PD
o Self-Assessment: Education Specialist Clear
Approve Professional Development hours when:
1) A Request for Professional Development
Credit is posted on MyBTSA and
Approve attendance at Induction Orientation,
Benchmarks, Education Specialist Support
Saturdays, and PIPs
Approve Completion and Uploads:
o IIP for PD
o Self-Assessments
BTSA STAFF
Darby Williams
Program Director
916-228-2664
dwilliams@scoe.net
Mary Ellen Dill

916-228-2236
mdill@scoe.net
Dawn McCarron
Program Analyst
916-228-2496
dmccarron@scoe.net
Kris Silbaugh
916-228-3301
ksilbaugh@scoe.net
PTevaluationofSPeffectiveness(completebyMay28,2015)
https://www.surveymonkey.com/s/2015_PT_Asmnt_SP_Effect
BTSALeadershipSurvey(completeby)
https://www.surveymonkey.com/s/2015_Leadership_Survey
MidyearPTSurvey(completebyJanuary30,2015)
https://www.surveymonkey.com/s/2015_PT_Midyear_Survey
MidyearSPSurvey(completebyJanuary30,2015)
https://www.surveymonkey.com/s/2015_SP_Midyear_Survey
FACT
USERS GUIDE

Foreword
Formative Assessment for California Teachers (FACT) is a performance-based, formative assessment and support
system developed collaboratively by practitioners and researchers throughout the state, under the direction of the
California Department of Education and the Commission on Teacher Credentialing. The FACT System is the
second generation of Californias long-standing formative assessment system, the California Formative
Assessment and Support System for Teachers (CFASST). The FACT System showcases assessment processes
originally developed in California by California educators working with both Educational Testing Services and
West Ed research agencies.
The development of FACT is an example of teachers, universities, research agencies, and state agencies
working together to produce useful, high-quality tools to support the professional development of teachers. The
contributions of these agencies and dedicated California educators are greatly appreciated.
FACT DESIGN TEAM MEMBERS:

BTSA Cluster Regional Directors
Marsha Buckley-Boyle, Cluster Five, San Diego COE

Lisa Danielson, Cluster One, El Dorado COE
Paula Motley, Cluster Two, Monterey COE
Cathy Payne, Cluster Six, Riverside COE
Judy Roberts, Cluster Three, Fresno COE
Gay Roby, Cluster Four, Norwalk-La Mirada USD
Gordon Surface, Cluster Two, Newark USD
BTSA Induction Program Personnel
Linda Childress, Riverside County Office of Education

Cindy Douglas, Grossmont UHSD
Jackie Fisher, Cluster Four
Kathy Hansen, Kern County Superintendent of Schools
Linda Henika, Hayward USD
Jerri Higinbotham, Corona-Norco USD
Carol Kilburn, Clovis USD
Paula Lovo, Ph.D., Ventura County Superintendent of Schools
Merry McCalley, Kern County Superintendent of Schools
Candy Plahy, Placentia -Yorba Linda USD
Aleeta Powers, Los Angeles USD
Kim Uebelhardt, Ventura County Superintendent of Schools
Darby Williams, Sacramento County Office of Education
Ellen Jensen, Ed.D.

Sarah Solari, Ed.D.
Commission on Teacher Credentialing Teri Clark

Karen Sacramento
Stanford University
Kendyll Stansbury, Ph.D.
University of California at Santa Cruz,

New Teacher Center
Wendy Baron
Suzanne Riley
Reproduction of this document and related materials for use by California BTSA Induction Programs is
permissible.
FACT System 2014 Page 2
Table of Contents
THE FACT SYSTEM ............................................................. 4

What is FACT?
System overview graphic
What does it mean to be a reflective learner? What is the Plan-Teach-Reflect-Apply
Cycle?
What are the foundations of FACT?
What are the processes used in FACT?
Organizational Structure for the FACT System
THE MODULES:
Context for Teaching and Learning ................................................................................ 14
Assessment of Teaching and Learning .......................................................................... 28
Inquiry into Teaching and Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Summary of Teaching and Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Reflections on Teaching and Learning (Assessment Toolbox) . . . . . . . . . . . . . . . . . . . . 64
R E S O U R C E S . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
GLOSSARY AND ACRONYMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
SOURCES OF EVIDENCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
The F A C T System
Teaching involves a search for meaning in the world. Teaching is a life project, a calling, a vocation that is an
organizing center of all other activities. Teaching is past and future, as well as present; it is background as well as
foreground; it is depth as well as surface. Teaching is pain and humor, joy and anger, dreariness and epiphany.
Teaching is world building; it is architecture and design; it is purpose and moral enterprise. Teaching is a way of being
in the world that breaks through the boundaries of the traditional job and in the process redefines all life and teaching
itself.
--William Ayers

The journey of the professional educator requires a vigorous commitment to life-long learning about teaching practice and
student achievement. During the induction period, participating teachers build habits of mind, as they examine and
reflect on activities within their classroom. Demonstration and application of knowledge acquired during
teacher preparation is a key characteristic of the induction years.
The Formative Assessment for California Teachers (FACT) System focuses on the development of a teachers
practice, combining reflective assessment and support, to help them improve their skills. Through a structured series
of critical thinking tasks completed with the assistance of a trained support provider, participating teachers deepen their
understanding and application of: Induction Program Standards (IPS); the California Standards for the Teaching
Profession (CSTP); the state-adopted Academic Content Standards for students; and, the curriculum frameworks.
The primary focus of the FACT System is the application of these standards through the ongoing process of
planning and teaching lessons, reflecting on the results, and making informed changes to future practice, based
on evidence.
What is FACT?
The FACT System guides teachers in their growth as professionals, focuses on meeting the learning needs of all
students, and promotes reflective practitioners. Participating teachers engage in an ongoing learning process that
follows a cycle of plan, teach, reflect, and apply. With the assistance of a support provider, participating teachers
identify areas of strength and growth, and complete an Individual Induction Plan (IIP) for their research and professional
development that is focused on the California Standards for the Teaching Profession (CSTP) and the Induction
The FACT System is composed of four modules (see chart on page 7). The Assessment of Teaching and
Learning module bridges teacher preparation with the induction experience as teachers reflect on what they
know and determine the current level of their teaching practice. This assessment builds a foundation for future
growth related to teaching standards.
While focusing on their teaching practice in the first module, participating teachers also address the Context for
Teaching and Learning module where they gather information about their class, and the organization and
resources of the school, district, and community. This contextual analysis guides and informs participating teachers
as they engage in subsequent FACT activities.
In the Inquiry into Teaching and Learning module, participating teachers assess their practice against a set of
specific criteria, and select an area for an in-depth inquiry. This investigation follows an action research model,
allowing participating teachers to research questions pertinent to their classroom needs. The results of the inquiry
guide the participating teachers professional development as they explore the impact of their instruction on student
achievement.
The final module, Summary of Teaching and Learning, is an end-of-year reflection. Participating teachers review the
results of the inquiries, consider the data collected, identify best teaching practices, and assess the impact of formative
assessment on their teaching practice.

Action research specifically refers to a disciplined inquiry by educators that informs and changes their
practice in the future. This research is carried out within the context of the teachers environmentthat is,
with their students at their school sitefocusing on questions that deal with educational matters at
hand. Participants systematically and carefully examine their educational practice, using research
techniques. Action research is based on the following assumptions:
Teachers work best on problems they have identified for themselves
Teachers become more effective when encouraged to examine and assess their work and consider
alternatives
Teachers help each other by working collaboratively in search of solutions to everyday real problems
Teachers look for ways to improve instruction and increase student achievement
Teachers work with colleagues to improve their professional practice
The process of action research allows educators to assess their needs, document the steps of
inquiry, analyze data, and make informed decisions that lead to desired outcomes. Rather than dealing with
the theoretical, action research provides the opportunity for practitioners to address concerns and
implement changes in actual teaching and learning settings.
What does it mean to be a reflective learner?

Reflection is the key to growth. It is a means of
sense of them, learn from them, or develop a new
comes from the Latin reflectere, meaning to bend
and examining what is happening in the classroom
learning. This means asking difficult questions such as:
reliving or recapturing experiences in order to make

understanding and appreciation. The word reflection
back. In teaching, reflection is the act of stepping back
and determining how teaching practices affect student
Are the students engaged?

Do students understand the concepts being taught?
Are they able to apply the knowledge learned?
Reflective practitioners seek answers to their questions as a window into a deeper understanding of
teaching. Thoughtful self-examination requires honest self-analysis and open communication with
colleagues. Therefore, the formative assessment process also includes reflective writing and
conversation. FACT reflections use information that teachers gather through the formative assessment
process to identify areas of strength and growth, and ultimately improve teaching.
What are the foundations of the FACT System?

California Standards for the Teaching Profession (CSTP)
The California Standards for the Teaching Profession represent, in a comprehensive manner, the
knowledge, skills, and abilities possessed by an accomplished teacher. The six teaching
standards are:
1. Engaging and Supporting All Students in Learning
2. Creating and Maintaining Effective Environments for Student Learning
3. Understanding and Organizing Subject Matter for Student Learning
4. Planning Instruction and Designing Learning Experiences for All Students
5. Assessing Students for Learning
6. Developing as a Professional Educator
The Continuum of Teaching Practice (CTP)
The Continuum of Teaching Practice is a tool for self-reflection, goal-setting, and inquiry into
practice. It provides common language about teaching and learning and can be used to promote
professional growth within an environment of collegial support. Self-assessment data can support
teachers in making informed decisions about their ongoing development as professionals. District
and induction program leaders can use teacher assessment data to guide, support and
accelerate professional growth focused on student achievement.
The Continuum of Teaching Practice is appropriately used with data collected over time and is not
appropriate for use with evidence collected on a single occasion. While the Continuum of
Teaching Practice may be used to assist teachers in setting professional goals and/or launching a
cycle of inquiry, the Continuum is not designed for use as a stand-alone observation or evaluation
instrument.
Standards of Quality and Effectiveness for Professional Teacher Induction Programs in California
(Induction Program Standards)
Adopted by the Commission on Teacher Credentialing and supported by the State Superintendent
of Public Instruction, these standards establish the expectations for new teachers during induction.
Category B of the Induction Program Standards (Teaching All Students) identifies what teachers should
know and be able to do.
State-adopted Academic Content Standards, Common Core State Standards, and California
Frameworks
The first academic content standards for English language arts, adopted by the California State Board
of Education in 1997, set a bold precedent the establishment of a statewide, standards-based
education system to improve academic achievement and define what students should learn. The
commitment to a high-quality education, based on sound content standards, was reaffirmed in August
2010 when California joined with 45 other states and adopted the California Common Core State
Standards, a set of clear college and career-ready standards for kindergarten through twelfth grade.
These standards are supported by the frameworks that; describe curriculum and instructional
practices, guide the development of assessment methods and tools to ensure that each
students progress is measured, and suggest specific strategies to promote access to
appropriately challenging curriculum for students with special needs.
Evidence
Data collected during the FACT modules includes observation, student work, lesson plans, and
reflections. This evidence provides the focus for reflective conversations between support
providers and participating teachers related to the CSTP and Induction Program Standards.
What processes are used in the FACT System?

Participating teachers are partnered with veteran educators who have been trained to support teachers
through the FACT System. Support providers use the skills of cognitive coaching, mentoring, and
modeling to support participating teachers professional growth.
The Plan, Teach, Reflect, Apply (PTRA) cycle provides a structure for teachers to identify teaching
strengths and areas for growth. Planning and teaching the lesson are followed by reflection. New
learning and insights from the reflection are applied to future planning, as the cycle continues.
Engaging in this process, guided by a support provider, leads to improved teaching practice and
increased student achievement.
Observations
Support providers observe participating teachers as they teach and gather evidence during an
instructional session. Following each observation, they conference together, share observation
evidence, and examine other classroom data (e.g., student work samples, lesson plans, etc.) to
inform and improve future practice. In addition, participating teachers are encouraged to observe
the classrooms of skilled veterans.
Focusing on student achievement guides the participating teachers planning and instruction. The
examination and analysis of student work leads the participating teacher to a greater understanding of
the need for differentiation and modification of instruction.
In each module, participating teachers are asked to step back from their practice and thoughtfully
examine what they do, how they do it, and how this affects student learning. The FACT System
provides frequent opportunities for participating teachers to reflect, capture current thinking, and
consider the implications for their future practice.

The Continuum of Teaching Practice is a tool that provides a roadmap for professional growth by
identifying and describing levels of teaching practice. Using evidence collected throughout the FACT
process, participating teachers, with their support providers, reflect and determine their placement on
the Continuum. This self-assessment helps to focus the area(s) for improvement of instructional
practice.
How is the FACT System structured?

The FACT System contains four performance-based, job-embedded modules to support participating teachers
as they teach. Through the use of evidence collection and ongoing self-assessment, each module is designed
to focus on the California Standards for the Teaching Profession and the Induction Program Standards, while
incorporating the state-adopted Academic Content Standards for students. The modules are described below.
In Context for Teaching and Learning, participating teachers learn about their teaching environment by
identifying challenges, investigating resources, and gathering information about their students. With a
support provider, participating teachers discuss prompts focused on their classroom, school, district, and
community. The information gathered guides classroom decision-making and helps identify areas for
This module spirals into levels of graduated depth and complexity. During Collecting and Reviewing,
participating teachers gather information about the students, families, school site, district, and community.
In Contextualizing and Extending, participating teachers consider the contextual information gathered,
and respond to deeper, more sophisticated questions about differentiating instruction, embedding new
knowledge, and working collaboratively. Each level offers the opportunity to reflect upon this information
and consider the implications for effective teaching and student success.
The Assessment of Teaching and Learning Module provides participating teachers with the opportunity to
Induction Program. During this module, participating teachers consider the knowledge and skills acquired
during teacher preparation, their current context for teaching, and evidence gathered by their support provider
during a classroom observation. Self-assessments assist participating teachers in identifying strengths and
areas for growth leading to the development of the Individual Induction Plans (IIP) that are used in subsequent
inquiries. In addition, participating teachers and their support providers identify resources and support needed to
meet their professional growth goals.
The inquiries in the FACT System include a series of structured teaching activities through which participating
teachers explore aspects of their teaching practice. With the support provider, participating teachers assess their
practice and engage in a variety of data gathering activities such as collaboration with colleagues, peer
observations, and professional readings. They develop an inquiry question (based on CSTP and Induction
Program Standards), create and implement an action plan, reflect on collected evidence, and apply new learning
to future practice. The participating teachers results are used to focus subsequent inquiry questions and target
future professional development. The overall goal of the inquiry is the improvement of the participating teachers
instruction to positively impact student achievement.
In the Summary of Teaching and Learning Module, participating teachers have the opportunity to reflect upon
and summarize the growth made during the induction experience. Support providers assist in the selection of
evidence that illustrates the work of the participating teacher in relation to the standards, and celebrates their
professional insights, newly acquired skills, and growth. Teachers share their work with colleagues during a
culminating activity.

The Plan-Teach-Reflect-Apply Cycle* is the structure that underlies all of the FACT System processes. As
participating teachers progress through the FACT System, they follow a cycle of planning for instruction,
teaching, reflecting upon the teaching experience, and applying new knowledge to future practice.
The process provides a means for participating teachers and support providers to identify teaching strengths and
areas for growth based on the California Standards for the Teaching Profession, the state-adopted Academic
Content Standards for students, and the Continuum of Teaching Practice (or other aligned assessment
criteria).
* Adapted from W.E. Deming, Out of the Crisis, Massachusetts Institute of

Technology Center for Advanced Engineering, (1986)
FACT System Modules and Documents
FACT System Modules
Documents
Class Profile
Student Services Profile
#
A-1
A-1.1
A-2
A-3
Home/School Communication
A-4
A-5
A-6
Teacher Preparation & Induction Alignment Chart
B-1
K-W-O Chart
B-2
B-3
Post-Observation Reflection
B-4
C-1
C-2
Entry-Level Assessment/Reflection (Parts 1 & 2)
C-3
C-4
Lesson Plan Template for Observation
C-5
Inquiry Observation Record
C-6
Analysis of Student Work
C-7
Summative Assessment/Reflection (Parts 1 & 2)
C-8
Culminating Questions and Reflections Guide
D-1
Self-Assessment Pedagogy
Self-Assessment Universal Access: Equity for all
Students
Students Teaching English Learners
Students Teaching Special Populations
E-2.5
E-2.6
E-2.6a
E-2.6b
Self-Assessment - Clear Education Specialist
E-2.7
Conversation Guide Class/Caseload, School,

District and Community
E-3.1
Conversation Guide Pedagogy
E-3.5
Conversation Guide Universal Access: Equity for

all Students
Conversation Guide Universal Access: Teaching
English Learners
Conversation Guide Universal Access: Teaching
Special Populations
E-3.6
E-3.6a
E-3.6b
Clear Education Specialist Candidates: This key () symbolizes the places in the system
aligned or modified to meet the needs of Clear Education Specialist Candidates.

and Learning

In Context for Teaching and Learning, participating teachers learn about their teaching environment by identifying
challenges, investigating resources, and gathering information about their students*. With a support provider,
participating teachers focus on their class, school, district, and community and use this information to guide
instructional decisions and identify areas for professional growth.
This module spirals into levels of graduated depth and complexity. During Collecting and Reviewing, participating
teachers gather information about their students, families, school site, district, and community. At the Contextualizing
and Extending levels, participating teachers respond to deeper, more sophisticated questions about differentiating
instruction, embedding new knowledge, and working collaboratively. Each level provides an opportunity for the
participating teacher to reflect upon their teaching environment and consider the implications for effective teaching
*Secondary teachers should select one focus class and Education Specialists should focus on their caseload.
STEP ONE

Learning what I need to know about my class/caseload, school, district, and community
I. Collecting Information - With your support provider, gather information about the following:
A.
B.
C.
D.
E.
F.
Class Profile/Student Services Profile (A-1, A-1.1)

Instructional Environment (A-2)
School and District Information/Resources (A-3)
Home/School Communication (A-4)
Community Information (A-6)
STEP TWO

I. Contextualizing and Extending Information - With a support provider, discuss the prompts on the
Conversation Guide for Class/Caseload, School, District, Community (E-3.1) located in Reflections on
Teaching and Learning.
A. Collecting - Review information gathered during Step 1 (A-1 through A-6).
B. Contextualizing - Discuss how this information might impact instructional practice.
STEP THREE
Contextualizing and Extending Information Related to my Current Assignment

Conversation Guide for Induction Program Standards
I. Contextualizing and Extending Induction Information - With a support provider, discuss the prompts on
the Conversation Guides for each Induction Program Standard (E-3.5, E-3.6, E-3.6a, E-3.6b) located
with the Reflections on Teaching and Learning tools.
A. Collecting - Review information gathered during Step 1 (A-1 through A-6).
Class Profile (A-1)

DIRECTIONS: Completing the Class Profile will help you learn about your teaching context. Consult with your support
provider, your administrators, and colleagues, to gather information about your teaching context. You may add to the
Class Profile at any time as you learn about your students, school, and district. Revisit this Class Profile throughout the
year. If your district/school provides this information in another format, make a copy and attach it.
Student Name
Date of
Birth
(K-3 only)
Identifiers*
English
Learner
Special Needs
(Check if applicable)
(Check if
applicable)
Comments
Academic strengths, social strengths,
notes about parents, and any other
factors that may impact the planning and
delivery of instruction and/or student
learning
* Possible Identifiers: 504 Plan - Legal in-class accommodations; GATE - Gifted & Talented Education;
MED- Medical Condition; MI. Ed. - Migrant Education; RSP - Resource Specialist
Program; Ret - Retained; S/L - Speech & Language; SP - Special Education w/IEP;
SST - Student Study Team interventions; FY Foster Youth; H Homeless; HR
High Risk
Class Profile (A-1)

DIRECTIONS: Consult with your support provider, administrators, and colleagues to gather information about your
teaching context. You may add to the Class Profile at any time as you learn about your students, school, and district.
Revisit this Class Profile throughout the year. Enter applicable information. Use first names to protect confidentiality.
If your district/school provides this information in another format, copy and attach it.
Students with Medical Conditions:

Name
Emergency
Contact
Condition
Support
(Resources, Assistive Technologies)
Students with Individualized Educational Plans (IEP):

Name
Next IEP
Meeting
Date
Classroom
Accommodations/
Modifications
Behavioral
Support
Strategies
Case Carrier

Name
Classroom
Accommodations
Students with Previous Student Study Team (SST) Interventions:

Name
SST Date to
Reconvene
Interventions to Implement
Students who are Advanced Learners and/or Gifted and Talented (GATE):
Name
Academic Strengths
Social
Strengths
Designated
GATE
Areas for Growth/Challenge
1
2
Reading

Writing
Composite
Score
Reclassified
Listening
Speaking
Migrant
Program
Years of ELD
Instruction
Translator
needed
Languages
spoken in
the home1
Name
Students
Primary
1
Language
Students who are English Learners (EL):
Student Services Profile (A-1.1)

DIRECTIONS: Completing the Profile will help you learn about your teaching context. Consult with your support provider, your
administrators, and colleagues, to gather information about your teaching context. You may add to the Class Profile at any
time as you learn about your students, school, and district. Revisit this Class profile throughout the year. If your
district/school provides this information in another format, make a copy and attach the information.
IEP
Student
Grade/Age
English
Primary
Accountability
Designated
Comments
Meeting/Dates
Name
Learner
Disability
Instructional
Academic strengths,
Outcomes
social strengths,
Services
(Code Using
(Check if
applicable)
notes about parents,

and any other
factors that may
impact the planning
and delivery of
instruction and/or
student learning
Identifiers
below)
Annual
CST
CAHSEE
CMA
CAPA
Speech/Language
OT
PT
APE
Transition
Other_______
CST
CAHSEE
CMA
CAPA
Speech/Language
OT
PT
APE
Transition
Other_______
CST
CAHSEE
CMA
CAPA
Speech/Language
OT
PT
APE
Transition
Other_______
CST
CAHSEE
CMA
CAPA
Speech/Language
OT
PT
APE
Transition
Other_______
CST
CAHSEE
CMA
CAPA
Speech/Language
OT
PT
APE
Transition
Other_______
CST
CAHSEE
CMA
CAPA
Speech/Language
OT
PT
APE
Transition
Other_______
CST
CAHSEE
CMA
CAPA
Speech/Language
OT
PT
APE
Transition
Other_______
CST
CAHSEE
CMA
CAPA
Speech/Language
OT
PT
APE
Transition
Other_______
Triennial
Annual
Triennial
Annual
Triennial
Annual
Triennial
Annual
Triennial
Annual
Triennial
Annual
Triennial
Annual
Triennial
* Possible Identifiers: AUTAutism; D/BDeaf Blindness; DDeaf; EDEmotional Disturbance;

EMDEstablished Medical Disability; HHHard of Hearing; IDIntellectual Disability;
MULMultiple Disabilities; OIOrthopedic Impairment; SLDSpecific Learning
Disability; SLISpeech or Language Impairment; TBITraumatic Brain Injury;
VIVisual Impairment; OHIOther Health Impairment; FYFoster Youth;
H Homeless; HRHigh Risk
Student Services Profile (A-1.1)

Students who are Advanced Learners and/or Gifted and Talented (GATE):
Name
Social
Strengths
Academic Strengths
Designated
GATE
Areas for Growth/Challenge
1
2
Reading
Writing
Composite
Score


Name
Classroom
Accommodations
SST Meeting Notes
Reclassified
Listening
Speaking
Migrant
Program
Years of ELD
Instruction
Translator
needed
Students
Primary
1
Language
Name
Languages
spoken in the
home1
Students who are English Learners:
Instructional Environment (A-2)

DIRECTIONS: Thoughtful consideration of your instructional environment is important in meeting the needs of your
students. Indicate how you have addressed appropriate prevention and intervention for safety concerns. Include
relevant information regarding student placement, equipment, and instructional materials/technology, etc. Include the
rationale for your decisions. Draw or attach a layout of your instructional environment.
Instructional Environment Design:
Instructional Environment Rationale (e.g., student safety considerations; strategic placement of English learners, students
who qualify for special education services, advanced learners, and those with other special needs; communication and
collaboration among students):

DIRECTIONS: With your support provider, discuss and complete the information that applies to your teaching context.
This information is designed to provide you with a better understanding of the students in your class. During your
discussion, record pertinent information here so that it is available later in the year. The statements may prompt you to
explore other topics related to the local teaching context.
My Site Administrator(s):
Explore and attach a Calendar of School Events
My school is a (check those that apply):
Blue Ribbon School
California Distinguished School
Program Improvement School
Bilingual Waiver Program/ Language Immersion School

- which languages?
Title I School-wide Program
Non-public school
Charter School Type:
Magnet School Type:
Private School
Other:
School-wide Programs (check those that apply):

Reading
Intervention
AVID
Character Counts
Conflict Resolution
Drug Alcohol, Tobacco

Education.
2
RTI
School-wide Discipline Plan (Describe or attach):
What is your schools academic focus this year?
My School has (check all that apply):

Academies/Houses/ Families
Computer Lab Schedule
Department Grouping/PLC
Bus/Recess
Teaching Teams
Library Schedule
Special Day Classes
Other
Describe technology available for students:

Describe technology available for teachers:
Staff available to translate:
Languages spoken:
School Enrollment:
Percentage of English learners:
# of Languages of students:
Ethnicities represented:
Teachers with the same instructional assignment

Name
Location
Phone/email
Other
Other

DIRECTIONS: With your support provider, identify the personnel and instructional resources available to help you
gather information in each area listed below. If your district/school provides this information in another format,
copy and attach it.
Instructional Resources
Information
Contact Person
Phone #
Location
Email
Instructional Materials /
Standards
Classroom Supplies
Technology
Library
English Learner
Other:
Student Data Information
Information
Contact Person
Phone #
Location
Email
District/School Test Scores

Standardized Tests
Online District Data System
Student Support
Services
Information
Contact Person
Phone #
Counselor
CPR Certified School Staff
Emergency Coordinator
Healthy Start Coordinator
Nurse/Health Aide
Crisis Counselor
Speech/Language
School/District Psychologist
SELPA
Special Education Staff
Student Study Team /
504 Plans
Transition Services
Social Worker/Mental Health
Services
Other:
Location
Email
Home/School Communication (A-4)

DIRECTIONS: Maintaining a record of your contacts is important in establishing a working relationship with families.
Document the conversations with your students families below, or attach documentation that includes this
information.
Student Name
Contact Name
Contact Information
(e.g., email address, phone number)
Contact Date/Comments

School:
DIRECTIONS: A professional educators knowledge of the policies and procedures at their site/assignment is important.
This list of discussion topics will help you understand your local teaching context. In a meeting with your administrator or
designee, discuss each of these items and obtain your administrators signature. If your school/district provides this
information in another format, you may attach it.
Staff Information
Staff Roster
(Conflict Resolution, Bullying, Multi-tiered system
of support)
School Information
School Policies
Homework Policy
School-wide Discipline Procedure


Reporting Procedures for Sexual Harassment
and Child Abuse

Universal Access Teaching English Learners
Process for reclassification and monitoring of

English learners
Universal Access Teaching Special Populations

Site resources available to meet the needs of special
populations
counseling, psychologist, vision, hearing impaired, etc.)
Training and support for district procedures

related to legal requirements of the Individualized
Education Plan (IEP)
Special Education Service Delivery Model;
collaboration, consultation, co-teaching
Process for identification and referral of students for special services
______________________________________________ Date: ___________________________

Community Information (A-6)

DIRECTIONS: Knowledge of the community (e.g., local community services, parks, libraries, cultural centers, etc.) will
assist you in connecting with your students. Discuss pertinent community information with your support provider and
then record the information below.
Community Name:
Assessment of

The Assessment of Teaching and Learning Module provides participating teachers with the opportunity to
Induction Program. During this module, participating teachers consider prior knowledge and skills acquired
during teacher preparation, their current context for teaching, and evidence gathered by a trained support
provider during an observation, to assess their teaching practice and identify strengths and areas for growth.
This information is used in subsequent inquiries into their teaching practice. In addition, participating teachers,
with the guidance of the support provider, identify resources and support that will be needed to develop and
implement their first Individual Induction Plan (IIP) and meet their professional growth goals.
STEP ONE
Teacher Preparation and Induction Conversation

Purpose: Connecting prior experience to induction
I. Teacher Preparation and Induction Alignment Chart Conversation

A. Review the following chart with your support provider during the first year:
Teacher Preparation and Induction Alignment Chart (B-1)
o Through colored-coding, the bands draw attention to the alignment between
the Teaching Performance Expectations (TPE) and the California Standards
for the Teaching Profession (CSTP)
B. Discuss how the TPE and the Standards of Quality and Effectiveness for Professional
Teacher Preparation Programs were part of your prior experience. Determine which TPE
have had the greatest impact on your teaching, to date.
Preliminary Education Specialist programs currently utilize the TPE, however,
they are not required to complete the Teaching Performance Assessment (TPA)
Clear Education Specialist candidates should note additional language that
enhances the TPE in several components for their credential
C. Share artifacts/information from your teacher preparation experience (e.g., portfolio,
artifacts, student teaching documents).
D. Compare and contrast the experiences of teacher preparation with induction.
STEP TWO
I.

Purpose: Gathering evidence of current instructional application of standards

A. Hold a pre-observation conversation with your support provider.
Consider information already gathered during the Context for Teaching and Learning Module
Inform your support provider of the specific focus area(s) for the lesson observation by
completing the K-W-O Chart (B-2)
Support providers will gather evidence on observable CSTP & Induction Program Standards
(B-3)
Arrange a time for your support provider to observe the lesson
B. Observation by support provider.

The support provider gathers evidence on the Initial Classroom/Assignment
Observation (B-3), using the identified focus area(s) from the K-W-O Chart (B-2) as
a guide
II.
Post-Observation Discussion
A. With your support provider, review and discuss the evidence gathered during the
observation, then record insights about your teaching practice on the Post-Observation
Reflection (B-4).
STEP THREE
Assessment Completion
Purpose: Determining the level of practice related to the standard
I.
Review and mark the Continuum of Teaching Practice

A. Review and discuss the value of assessing teaching practice using the established
criteria in the California Standards for the Teaching Profession.
B. Read the Continuum of Teaching Practice introduction and review the developmental
levels of performance. This will provide foundational information to assist in selfreflection, goal setting and inquiry into practice.
C. Using the evidence gathered, during the Assessment of Teaching and Learning and
Context for Teaching and Learning Modules, read the standard elements and consider
application of the evidence gathered.
o List evidence, in the space provided, under the applicable element from
instructional practice and student performance in the first column
o Use that evidence to determine a starting point for assessing practice
o Assess level of current practice, by highlighting or underlining, based on the
evidence
o Date the self-assessment
o Subsequent self-assessments can be dated and highlighted in a different color
to show growth over time
II.
Review and mark the Induction Program Standards Self-Assessment (E-2.5, E-2.6,
E-2.6a, E-2.6b) located in the Reflections on Teaching and Learning (Assessment
Toolbox).
Clear Education Specialist candidates will also reflect and self-assess on the
professional development options (E-2.7).
A. Read and discuss each Induction Program Standard (E-2.5, E-2.6, E-2.6a, E-2.6b).
B. Review evidence collected (Context for Teaching and Learning Module, observations,
student work, and Conversation Guides). Record your strengths and challenges related
to the application of your skills and abilities for each standard.
C. You will complete an initial and final Self-Assessment for each Induction Program
Standard (E-2.5, E-2.6, E-2.6a, E-2.6b).
STEP FOUR
Closure Conversation
Purpose: Focusing on key insights about practice
I. Reflection
A. With your support provider, discuss insights gained from the Assessment of Teaching
and Learning Module, using the Continuum of Teaching Practice and the Induction
Program Standards Self-Assessment.
B. Identify areas of focus for further exploration.
C. A teachers growth is developmental; therefore self-assessment will be revisited
throughout the system. As teachers self-assess, they notice growth including a deeper
understanding of the work in response to new teaching context, responsibilities, or
challenges.
Focusing Ahead: Inquiry

Based on information gathered in the Context for Teaching and Learning and the Assessment of
Teaching of Learning Modules, begin the Inquiry by developing an Individual Induction Plan (IIP, C-1).
Date:
K-W-O Chart (B-2)

DIRECTIONS:
Determine a specific area of focus for the support providers observation. Reflect on current practice and
indicate:
1.
2.
3.
What I know about my instructional practice

What I want to know about my instructional practice
What I would like my support provider to observe
K-W-O Chart
What I know about my instructional practice and student outcomes
For example: I create an environment of respect; Students understand the routines and procedures in my class;
I promote communication, collaboration, critical thinking, and creativity, etc.
What I want to know about my instructional practice and student outcomes

For example: Effective strategies to differentiate instruction to meet the needs of my EL students; questions that
prompt critical thinking, etc.
What I would like my support provider to observe

For example: Evidence of how I check for understanding; how my lesson design meets the needs of my EL
students, etc.
Date:
Initial Classroom/Assignment Observation (B-3)

Collection of Evidence: California Standards for the Teaching Profession
CSTP 1:
CSTP 2:
Creating and Maintaining
Effective Environments for
Student Learning
CSTP 3:
Understanding and Organizing
Subject Matter for Student Learning
CSTP 4: Planning Instruction

CSTP 5:
CSTP 6:
Educator
Date:
Post-Observation Reflection (B-4)

DIRECTIONS: With your support provider, use evidence from the observation to capture key insights about your
teaching.
Post-Observation Key Insights:
Participating teacher reflection:
Key evidence shared after observation:
Insights:
Inquiry into Teaching

and Learning

An inquiry-based system guides and informs participating teachers about their professional growth. The purpose
of formative assessment is to improve teaching, as measured by the California Standards for the Teaching
Profession (CSTP) and the Induction Program Standards, in relation to the state-adopted Academic Content
Standards and performance levels for students. In collaboration with a support provider, participating teachers
assess their practice with a set of specific criteria. They gather information, collaborate with (and/or observe) a
colleague, develop an action plan, implement the action plan, reflect on collected evidence and apply new
learning to future practice. The results of this process are used by participating teachers and support providers to
explore the impact of instruction on student achievement while guiding the participating teachers future
professional development.
Determine the Focus of the Inquiry

STEP ONE
With your support provider, review the evidence collected prior to the inquiry. Based on the evidence,
determine the focus question for the inquiry, taking into consideration your school/district goals and
priorities. The following steps are designed to assist in the development of the focus question:
I. Individual Induction Plan (IIP, C-1) Cells 1-4
A.
Review the Assessment of Teaching and Learning and Context for Teaching and Learning
Modules.
B.
Cell 1: Determine the area(s) for focus.
Based on findings from self-assessment on the Continuum of Teaching Practice determine

an area of focus
C.
Utilize data collected during the Context for Teaching and Learning and the Assessment of
Teaching and Learning Modules to assist in determining an area of focus (i.e.,
assessment, classroom management, equity, and diversity, etc.)
Cell 2: Develop a focus question for this inquiry.
Focus questions are formulated based on identified areas for growth
Participating teachers may use the reflective questions in the CSTP, located after each
element, to identify an open-ended focus question that leads to an in-depth study of
teaching practice
Sample 1: One CSTP element

Focus question:
CSTP 5.5:
How do I develop and use tools and guidelines that help all students assess their
work and monitor their learning goals?
Involving all students in self-assessment, goal setting, and monitoring progress
IPS 6b Universal Access Teaching Special Populations:

Creates a positive, inclusive climate for individualized, specialized instruction and
assessment of students with special needs and/or abilities.
Sample 2: Two or more CSTP elements

Focus question:
What links might there be between students behavior and the ways in which I
have been addressing their learning?
CSTP 2.3:
Establishing and maintaining learning environments that are physically, intellectually, and
emotionally safe
CSTP 1.4:
Using a variety of instructional strategies, resources, and technologies to meet students
diverse learning needs
IPS 6 Universal Access Equity for all Students:
Systematically examine personal belief systems and expectations and how they impact
student learning and behavior.
D. Cell 3: Which CSTP element(s) will be addressed?

After writing a focus question, identify any CSTP elements that are relevant to the focus
question
E. Cell 4: What are the anticipated, measurable outcomes for student learning?
Considering the focus question to be researched, and potential changes in classroom
practice, what are the anticipated, measurable outcomes?
Developing the Action Plan
Examining research related to my focus question and applying new learning in my
instructional setting
STEP TWO
During Step Two, participating teachers work with support providers to begin developing their action
plan. This plan will document new learning and classroom application. While completing IIP (C-1)
cells 5-8, participating teachers document actions taken throughout the inquiry process.
I. IIP (C-1) Cells 5-8
A. Cell 5: Date of research
Record dates for each action taken to support the focus question
B. Cell 6: Research
Describe resources such as:
Talk with colleague(s)
Observe professional colleague(s)
Read research related to the focus question
Analyze student work
Explore Internet resources
Observation by a support provider
C. Cell 7: Application
Describe how new knowledge was implemented in the instructional setting
D.
Cell 8: Measurable Results
After implementation in the instructional setting, describe evidence of the:

Measurable impact on student achievement
Impact on my teaching
IIP (C-1) cells 5-8 are updated throughout the inquiry process, while IIP cells 9 and 10 serve
as the culminating reflection.

STEP THREE

How will you know what they know? How will you respond if they dont know?
During this step in the inquiry process, participating teachers identify three focus students and document
how instruction is differentiated and student achievement is monitored, throughout the inquiry process.
I.
Clear Education Specialist candidates in non-traditional instructional settings consider the

areas of need as identified in the Individual Transition Plan or Individual Family Service
Plan.
A. Participating teachers, with guidance from their support provider, complete the Essential
Components for Instruction to ensure that all lesson components have been considered
when designing the lesson series.
B. Address the following:
Common Core and/or Content Standards
Assessment for learning
Four attributes of formative assessment
Assessment of learning
Essential questions
II.
Entry-Level Assessment (C-3)

A. Administer the entry-level assessment and complete Part 1.
B. Utilize results from Part 1, reflect, and complete Part 2.
III.
A. Based on data collected from the entry-level assessment, identify three focus students
representing the range of learners in your instructional environment. The students
selected should include:
English Learners
Special Populations
Choice (a student who completes the range of abilities in the classroom)
B. Plan a lesson series, making appropriate instructional adaptations.
IV.
Lesson Plan Observation Template (C-5)

A. Determine when the support provider will observe one or more of the lessons in the series,
related to the focus question.
B. Complete the Lesson Plan Observation Template (C-5), or a district aligned lesson plan
template, prior to the support provider observation of the lesson.
C. At the conclusion of planning the lesson series, instruction begins.
STEP FOUR
Observation
Collecting evidence
During this step in the inquiry process, support providers observe their participating teachers. Using
the Essential Components for Instruction (C-2), teachers design a lesson series that meets the
needs of all students. Differentiation of instruction for focus students should be documented and
student achievement data collected.
I.
Pre-conference
A. Review the completed Essential Components for Instruction (C-2) and corresponding
lesson plan (Lesson Plan Observation Template, C-5, or district aligned lesson plan).
B. Review information recorded on the Focus Student Selection (C-4).
(Use a copy of your seating chart to identify focus students)
C. Determine which lesson in the series will be observed.
D. Fill in the top portion of the Inquiry Observation Record (C-6) based on your focus
questions, selected CSTP, and identified content and common core standards.
E. Review the Context for Teaching and Learning Module for additional resources.
II.
Observation
A. Support providers gather evidence from one lesson within the series, using the Inquiry
Observation Record (C-6) or an alternative observation tool that includes areas for
collection of evidence related to:
Focus question(s)
Selected CSTP (incorporating the Induction Program Standards)
Content and Common Core Standards
Three focus students
III.
Post-Observation Conversation
A. Support providers and participating teachers review evidence collected, including the
:Inquiry Observation Record (C-6).
B. Review student work from the observed lesson. Participating teachers describe how
students performed on Analysis of Student Work (C-7).
C. Consider the 4 Cs (communication, creativity, collaboration, and critical thinking) during
the post-observation conversation.
D. Continue reviewing evidence to record how the implemented changes impacted classroom
instruction and student achievement. Documentation of research and application made in
the classroom is ongoing as reflected on the Individual Induction Plan (Cells 5-8).
STEP FIVE
Summative Assessment
Analyzing student work to determine next steps for instruction
At the conclusion of the lesson series, a summative assessment is given to all students.
Participating teachers, with support providers, analyze the work of the three focus students and the
whole class, in order to determine student performance levels.
I. Summative Assessment (C-8) Part I
A. Review the summative assessment.
B. Sort student responses into levels of performance.
II. Summative Assessment Reflection (C-8) Part 2

A. Participating teachers reflect upon the following:
Learning goals and outcomes
Focus student progress
Appropriate intervention and enrichment
Technology integration
STEP SIX
During this step in the inquiry process, participating teachers and support providers review the
evidence collected and return to IIP cells 9 and 10 for a final reflection. Using the Continuum of
Teaching Practice as a guide, teachers assess their practice in relation to the CSTP and the
Induction Program Standards. During the induction experience, all standards will ultimately be
addressed.
I. Review and mark the Continuum of Teaching Practice and Induction Program Standards
A. Review and discuss the value of assessing teaching practice using the established criteria in
the California Standards for the Teaching Profession.
B. Using the evidence gathered, during the Inquiry into Teaching and Learning Module, read
the standard elements focused on for the inquiry question and consider application of the
evidence gathered.
List evidence, in the space provided, under the applicable element from instructional
practice and student performance in the first column
Use evidence to determine a starting point for assessing practice
Assess level of current practice, by highlighting or underlining, based on the evidence
Date the self-assessment
C. Subsequent self-assessments can be dated and highlighted in a different color to show growth
over time.
D. Revisit appropriate Self-Assessment of Induction Program Standards (E-2.5, E-2.6, E-2.6a, E2.6b) and describe your teaching strengths and challenges based on the evidence.
II. Reflection IIP (C-1) Cell 9
A. List specific evidence that impacted:
Instructional/classroom practices
Student achievement
B. Share your learning about:
Student development
Instructional practice
Academic content
Yourself as a teacher
III.
Application IIP (C-1) Cell 10

A. Describe how new learning will be applied to future practice.
IIP#______
Date:____________
Individual Induction Plan (C-1)

Participating
Teacher:
Support
Provider:
District:
School:
Teaching
Assignment:
3.
Which CSTP element(s) will be addressed?
PLAN
1.
Content
Credential Area of Emphasis:
Area:
Based on data (i.e., self-assessment on the Continuum of Teaching
Practice, observations, student work samples, etc.) collected during the
Context for Teaching and Learning and Assessment of Teaching and
Learning modules, determine the focus area(s).
4.
*Make note of your current placement on the Continuum of Teaching Practice.
6. Research: Describe resources used
7. Application: Implementation of new
8. Measurable Results: Describe the impact
(e.g., talked to colleague. researched online. other)
knowledge
on student achievement
PLAN/TEACH
5. Date of
research
At the end of the inquiry, what changes would you expect in student achievement
as a result of your action research?
9b. Share your learning about student development, instructional practice, academic content, and/or yourself as a teacher.
REFLECT
9a. As a result of the inquiry process, what was the impact on instructional strategies and student achievement? (list specific evidence)
10. Describe how you will apply new learning to other areas of future practice.
APPLY
The Induction Program Standards (Pedagogy, Universal Access: Equity for All Students, Universal Access: Teaching English Learners, and
Universal Access: Teaching Special Populations) are embedded throughout the formative assessment system.

DIRECTIONS: With your support provider, discuss and record information to ensure all essential components for instruction
are considered when designing your lesson series.
Clear Education Specialist candidates in non-traditional educational settings consider the areas of need as identified in
the Individual Transition Plan or the Individual Family Service Plan.
Support Provider:
Content Area:
Beginning Date:
Grade/Period:
Ending Date:
COMMON CORE AND OR CONTENT STANDARDS
What Common Core State Standards and/or Content Standards will be addressed in this lesson series?
(This may be addressed through Assessment Claims, Target-Standards Bundle language, SBAC)
What are the ELD Standards that are integrated into this lesson series?
ASSESSMENT FOR LEARNING

Describe the planned entry-level assessment that will be used to measure the skills necessary for mastery of the
standard(s).
FOUR ATTRIBUTES OF FORMATIVE ASSESSMENT (SBAC)

Clarify the intended learning targets with learner friendly language and success criteria which will indicate measurable
growth.
Describe some of the ways (e.g., teacher tools, self-assessment, peer assessment, etc.) you will elicit evidence throughout
the lesson series. Include where and how you will take opportunities to interpret evidence and act on evidence in order to
adjust instruction.
ASSESSMENT OF LEARNING
Describe the summative assessment that will be used to measure the skills necessary for mastery of the standard(s).
Select the item type(s) that will be used to assess student learning:
Selected Response
Constructed Response
Computer Adaptive Testing (CAT)
Performance Task
ESSENTIAL QUESTIONS
Developing essential questions helps students transfer knowledge and learning within disciplines. Essential questions should
be:
Timeless or important
Universal in nature
Elemental or foundation inquiries within a discipline
Vital or necessary to personal understanding
Develop an essential question(s) that will guide the focus of your unit.
Essential Components for Instruction (C-2) continued
RELEVANCE
How will students apply the learning to real world situations?
How will other subjects or subject matter be integrated in this lesson series?
TECHNOLOGY
During this lesson series, how will students interact with technology to enhance and/or publish their understanding of the
content?
DISCUSSION QUESTIONS
What materials will you consider for this lesson series?
How will you incorporate your Action Research (IIP) into this lesson series?
In what ways might the learning goals be communicated to the students and families?
How might you collaborate with resource specialists, paraeducators, and other personnel?
Based on structures for supporting English language acquisition, how might you support English learners?
Date:
Entry-Level Assessment (C-3) Part 1

DIRECTIONS: To understand the range of learners in your class, give an entry-level assessment to your students. Collect
the student responses and follow the process of analysis outlined below. Attach a copy of the entry-level assessment
and scoring guide.
minimal
partial
adequate
thorough
4. Record students first names in the respective performance level column below.
Minimal
Understanding
Date:
Entry-Level Assessment Reflection (C-3) Part 2

DIRECTIONS: Reflect on the entry-level assessment, discuss the results with your support provider, and respond to the
questions below. Attach copies of the entry-level assessment responses for your three focus students.
1.
Before instruction begins, what do the assessment results tell you about what your students understand and are able
to do? For students to achieve at each of these levels, what do you think are some possible factors to consider?
Minimal Understanding:
Partial Understanding:
Adequate Understanding:
Thorough Understanding:
2.
How will you provide interventions for students categorized as minimal or partial? What additional support may be
needed?
3.
How will you differentiate for the students categorized as adequate or thorough?

DIRECTIONS: For this lesson series, use the entry-level assessment data to select students representing the range of
learners in your instructional environment. Identify three focus students for each inquiry.
Focus student 1: English learner

Focus student 2: Special populations
Focus student 3: Teachers choice
In the boxes below, record first (last initial, if necessary) names of selected students.
Include
BELOW GRADE LEVEL OR IEP

EXPECTANCIES
Minimal
Understanding
AT GRADE LEVEL
OR IEP
EXPECTANCIES
Adequate
Understanding
ABOVE GRADE
LEVEL OR IEP
EXPECTANCIES
Thorough
Understanding
Focus Student 1:
English Learner
Alternate:
Focus Student 2:
Special Populations
Alternate:
Focus Student 3:
Choice
Alternate:
Describe instructional or behavioral considerations for each focus student. Additional considerations may include work
habits, social skills, social emotional/behavior and practical abilities, academic abilities, personal interests, etc.
Focus Student 1:
English Learner
Focus Student 2:
Special Populations
Focus Student 3:
Choice
Lesson Plan Template for Observation (C-5)

DIRECTIONS: For the support providers observation of a lesson, use this template or a district-aligned lesson plan
template. Collect the graded work from the three focus students to attach to the Analysis of Student Work (C-7).
Subject(s):
Grade:
Date(s)
Grade Level Standard(s)
Common Core Standard or Content Standard addressed:
Time:
Intended Learning Targets:

Language Objectives:
Formative Assessment for Learning
In what ways will you gather evidence of understanding (elicit evidence interpret evidence act on evidence)
throughout your lesson?
In what ways will students be engaged in reflection and self-assessment of their learning or the learning of their peers?
Rigor and Relevance

Place the tasks that will demonstrate student understanding in the appropriate Depth Of Knowledge (DOK) Levels.
DOK Level 1 (Recall):
DOK Level 2 (Skill/Concept):
DOK Level 3 (Strategic Thinking):
DOK Level 4 (Extended Thinking):

st
Communication:
21 Century Skills Incorporation

How will students engage in the following?
Creativity:
Collaboration:
Critical Thinking:
English Language Development

Modes of Communication: How will students engage in the following mode(s) of communication?
What scaffolds, structures, and supports will be used?
Will this lesson be:
Integrated ELD
Designated ELD
What ELD Standards and Proficiency levels will be addressed?

Collaborative (engagement in dialogue with others)
Interpretive (comprehension and analysis of written and spoken texts)
Productive (creation of oral presentations and written texts)
Differentiation
Consider IEPs, 504s, English Language Proficiencies (ELP), learning styles,
English learners
Special Populations
General Population
Inquiry Observation Record (C-6) Part 1

DIRECTIONS: Support providers gather evidence related to the focus question, selected CSTP, content standard(s), and
embedded Induction Program Standard(s).
Date:
Support Provider:
Common Core or
Content Standard(s):
Focus Question(s):
What evidence could your support provider collect in relation to your focus question?
Time Observation
Begins:
Induction Program Standard(s) Focus:
Time Observation
Ends:
Observation Data:
st
21 Century Learning
(Consider the following for post-observation discussion with the participating teacher)
Communication
Creativity
Collaboration
Critical Thinking
The Induction Program Standards (Pedagogy, Universal Access: Equity for All Students, Universal Access: Teaching English
Learners, and Universal Access: Teaching Special Populations) are embedded with observations of the California Standards
for the Teaching Profession (CSTP).
Inquiry Observation Record (C-6) Part 2

DIRECTIONS: Support providers gather information related to focus student participation, behavior, and differentiation of
instruction.
Focus Student 1 - English Learner
Student participation:
Behavior:
Differentiation:
Focus Student 2 - Special Populations
Behavior:
Differentiation:
Focus Student 3 - Choice
Behavior:
Differentiation:
Analysis of Student Work (C-7)

DIRECTIONS: After the lesson observation, review student work from the lesson observed. Consider the standard(s)
taught and the learning objective(s) and describe how your students performed. Attach copies of the three focus
students graded/scored work. Remove last names for confidentiality.
Overall student performance
Date:
Summative Assessment (C-8) Part 1

DIRECTIONS: To understand the range of learners in your class, give a summative assessment to your students. Collect
the student responses and follow the process of analysis outlined below. Attach a copy of the summative assessment
and scoring guide. Achievement Level Descriptions (ALD) are used by the Smarter Balanced Assessments Consortium
and reflect levels of understanding in the Common Core State Standards.
minimal (ALD 1)
partial (ALD 2)
adequate (ALD 3)
thorough (ALD 4)
4. Record each students first (last initial, if necessary) name in the respective performance level column below.
Minimal
Understanding
ALD 1
ALD 2
ALD 3
ALD 3
Date:
Summative Assessment Reflection (C-8) Part 2

DIRECTIONS: Based on the summative assessment results, respond to the questions below. Attach copies of the
entry-level assessment responses for your three focus students.
4.
Review the Common Core State Standards or Content Standards identified on the Essential Components for
Instruction document and describe the learning outcomes achieved.
5.
Reflect on the Essential Components for Instructions document. For students scoring in the categories of minimal
or partial understanding, describe how the following may have impacted their learning:
3.
a.
Four Attributes of Formative Assessment
b.
c.
d.
Other:

a) What do you observe in each students work?
b) What does each students work sample tell you about the effectiveness of the instructional strategies used?
c) What are the next step(s) for each student and why?
Attach copies of the summative assessment responses for your three focus students.
4.
Given the summative assessment interpretation, what additional interventions might you provide for students who
did not meet the learning targets?
5.
What needs might you anticipate for the students who exceeded the learning targets?
Summary of

The formative assessment process provides the opportunity to systematically focus on developing
as a professional educator (CSTP Standard 6) in all aspects of teaching. The Summary of
Teaching and Learning Module is a holistic reflection on your teaching through a review of the
Assessment of Teaching and Learning, Context for Teaching and Learning, and Inquiry into
Teaching and Learning Modules.
This reflection captures your progress related to the California Standards for the Teaching
Profession, the state-adopted Academic Content Standards for students, and the Induction
Program Standards.
STEP ONE
I. Reflective conversations
A. Gather and review the information from your experiences in formative assessment during
induction.
Self-assessments of the CSTP on the Continuum of Teaching Practice dated and

highlighted in a different color to show growth over time
Self-Assessment of Induction Program Standards (E-2.5, E-2.6, E-2.6a, E-2.6b) that
describe your teaching strengths and challenges based on the evidence
Consider the evidence collected during the Context for Teaching and Learning,
Assessment of Teaching and Learning, and Inquiry into Teaching and Learning
Modules
B. Use the Culminating Questions and Reflections Guide (D-1) to navigate through a reflective
conversation.
Written Reflection
STEP TWO
I. Written reflection
A. Using the Culminating Questions and Reflections Guide (D-1) identify teaching
practices that had the greatest impact on student learning and the progress you made
toward your professional growth goals.
B. Meet with your support provider to:

Capture your reflections on the Culminating Questions and Reflections Guide (D-1)
STEP THREE

I. Share key insights

A. Prepare to share your key insights. Your program director will determine the process and
venue for sharing.
Culminating Questions and Reflections Guide (D-1)
Choose from the questions below to guide a culminating conversation with your support provider.
During the conversation, refer to evidence that demonstrates your growth as a professional educator.
Yourself
What were your growth goals?

How would you measure your progress toward meeting those goals?
How have your students benefited from your reflections and the learning that took place
in your inquiries?
Your students
What did you learn about your students needs?

What did you learn about differentiating instruction?
What did your student assessments tell you about your teaching?
When you made changes in your teaching, what were your expected student
outcomes?
How did your students progress compare to what you expected?
Evidence
Reflect on evidence collected during the three modules (Context for Teaching and
Learning, Assessment of Teaching and Learning, and Inquiry into Teaching and
Learning) in the following areas:
- Focus students
- State-adopted Content and Common Core Standards
- Instructional strategies
- Assessments
Highlight the evidence that best illustrates a change/improvement in your teaching.
Consider:
- Depth of Knowledge Levels
- 21st Century Learning
- Integration of Technology
- English Language Development
Looking Ahead
What will you continue to investigate or focus on as you move into your next years of
teaching?
How will you continue to be a consumer of research; i.e., current issues and trends,
journal articles, and evidence based on research in the field?
Culminating Questions and Reflections Guide (D-1)

DIRECTIONS: Based on your work this year, use evidence to guide your thinking and prepare a written reflection. The key
insights captured here may be shared during your programs culminating activity.
1. What have you learned about yourself as a

teacher?
3. Describe a piece of evidence that best illustrates a

shift you may have made in your teaching.
3.
In what ways have you grown in your ability to

st
teach diverse, 21 Century learners?
4. What will you investigate or focus on in the next

year?
FACT System 2014 61
Reflections
on
Fact System 2014 Page 63

Teachers knowledge, skills, and practices develop throughout their professional careers. The
nature of teaching requires continuous growth in order to engage and challenge our increasingly
diverse student populations. Teachers, as life-long learners, must become reflective practitioners,
if their expertise and capabilities are to be enriched over time.
The Reflections on Teaching and Learning (Assessment Toolbox) provides reference documents,
aligned with the California Standards for the Teaching Profession, and resources to support the
Standards of Quality and Effectiveness for Professional Teacher Induction Programs. These
documents provide a frame for teachers to:
Reflect on student learning and teaching practice
Formulate professional goals to improve teaching practice
Guide, monitor, and assess the progress of their practice toward professional goals
and standards

California Teachers

(CTP)
Available
at
http://ca-btsainduction.org/
Name:
Self-Assessment
Pedagogy (E-2.5)
Participating teachers use and
interpret student assessment data
Assessment Data:
from multiple measures for entry
- Discuss how you use
level, progress monitoring, and
multiple measures to
summative assessments of student
monitor students progress
academic performance to inform
toward meeting adopted
instruction. They plan and
academic content
differentiate instruction using multistandards?
tiered interventions as appropriate
Evidence:
based on the assessed individual,
academic language and literacy, and
diverse learning needs of the full
Describe your strengths and challenges related to implementing interventions.
Multi-tiered Interventions:
range of learners (e.g. struggling
readers, students with special needs,
How do you use multi-tiered
English learners, speakers of noninterventions to meet the
dominant varieties of English, and
diverse learning needs of
advanced learners).
your full range of learners?
Evidence:
To maximize learning, participating

teachers create and maintain wellmanaged 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.
Learning Environment:
- In what ways do you create
Describe your strengths and challenges related to learning environment.

a well-managed, safe and

healthy learning
environment?
Evidence:
Technology:
- How do you use technology
-

instruction?
How do you support student
use of technology for
learning?
Describe your strengths and challenges related to technology.

Evidence:
Possible sources of evidence to review when addressing these prompts: Class Profile; School and District Information/Resources; Ongoing Parent/Student Communication; Student Work;
Classroom Observations School Calendar; Standards for Student Behavior/Classroom Rules/Discipline Plan; Student Strengths (See Class Profile); Assessment and Technology tools; Instructional
Materials; Pacing Guide/Curriculum Map/Scope and Sequence; Ongoing Parent/Student Communication; Student Work; Classroom Observations
Name:
Self-Assessment
Universal Access: Equity for all Students (E-2.6)

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, racial, 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.
Inclusive Environments:
support students from all
academic, and linguistic
sexual orientation?
Describe your strengths and challenges related to learning opportunities.

Evidence:
Teaching Practice:
- What culturally
Describe your strengths and challenges related to teaching practices.

responsive teaching
practices do you use to
overcome the effects of
bias?
Evidence:
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
learners equitable access to the stateadopted academic content standards.
Communication:
communicate with
students, colleagues,
resource personnel and
families to provide
equitable access to the
state-adopted academic
content standards?
Describe your strengths and challenges related to communication.

Evidence:
Name:
Self-Assessment
Universal Access: Equity for all Students Teaching English Learners (E-2.6a)
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, reclassification and
monitoring 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 state
language proficiency assessments, state standards
assessment 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.
Language Supports:
How do you use
measures of English
language proficiency
to make instructional
decisions?
Evidence:
Participating teachers demonstrate effective strategies that

support student learning and lead to mastery of academic
content standards and objectives. Participating teachers
also develop language objectives to addresses language
and literacy demands inherent in content area instruction
(e.g., linguistic demands, language function and form,
audience
and
purpose,
academic
vocabulary,
comprehension of multiple oral and written genres).
Participating teachers demonstrate skills for managing and

organizing a classroom with first- and second-language
learners.
ELD Instruction:
- How do you
support your
students
development of
academic
language and
English language
development?

Describe your strengths and challenges related to ELD instruction.

Evidence:
Participating teachers plan instruction that demonstrate

their understanding of the importance of students family
and cultural backgrounds, and experiences.
Participating teachers communicate effectively with
parents and families, taking into account the linguistic and
cultural backgrounds of students and their families.
Classroom Environment
- How do you
manage and
organize your
classroom for first
and secondlanguage
learners?

Evidence:
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.
Differentiated Instruction:
- In what ways do
you
differentiate
instruction based
on your students
culture, levels of
acculturation,
proficiency in
English, and/or
prior schooling?
Evidence:

Name:
Self-Assessment
Universal Access: Equity for all Students Teaching Special Populations (E-2.6b)
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 appropriately identify factors that
could affect the determination of an
English
learners
language/learning
disability. 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
differentiated instruction, including
accommodations and modifications based
on assessed student needs. Participating
teachers recognize students 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 standardsaligned instructional materials and
resources (e.g., varying curriculum depth
and complexity, managing paraeducators, using assistive and other
technologies).
Collaboration:
-
Describe your strengths and challenges related to collaboration.

How do you collaborate with

special services/general
education personnel to
ensure that the assessed
needs of students are met?
What factors might you
consider when referring
English language learners?
Evidence:
Modifications/
Accommodations:
-
What instructional materials

and resources do you use to
instruct special populations,
including advanced
learners?
Evidence:
Behavioral Support Strategies:

-
Evidence:
Describe your strengths and challenges related to modifications/accommodations.

In what ways do you

recognize students
strengths and needs and use
positive behavioral strategies
to meet the needs of all
students?
Describe your strengths and challenges related to using behavioral support strategies.
Possible sources of evidence to review when addressing these prompts: Class Profile, SST Artifacts; Assessment Results; Sample from Instructional Materials Used; School and District
Information/Resources that meet the needs of special populations; Student Work; Classroom Observations
Name:
Self-Assessment
Clear Education Specialist Candidates (E-2.7)
Pedagogy
The Education Specialist Individual Induction Plan includes
the advanced and applied pedagogy to expand the holders
expertise in delivering services.
The participant shall
demonstrate awareness of current research, issues and
trends, evidence based practices in the field re: social,
academic and behavioral intervention, and current legal
issues. Education Specialists utilize advanced level datadriven instruction.
Participants reflect on their preliminary
teacher preparation and design a specific emphasis for their
Induction based on their authorization and their employment
assignment.
Reflection Planning
Prompts:
Collaboration,
Consultation, and
Co-teaching in the
Least Restrictive
Environment:
-
The Education Specialist Individual Induction Plan includes a

menu of option such as coursework in advanced specialty
specific areas, additional authorizations, opportunities for
leadership or professional advancement, professional
development and related to distinct specified protocols.
Universal Access: Equity for All Students - Teaching
Special Populations
Education Specialists demonstrate proficiency in teaching
Special Populations through the context of practices within
the scope of special education service delivery at the site,
district and Special Education Local Planning Area (SELPA)
levels and through collaboration, consultation and co-teaching
with general education teachers in the Least Restrictive
Environment.
Professional Development Options for Education
Specialists
Each Education Specialist teacher shall design an Individual
Induction Plan for professional development and advanced
study to clear their Preliminary Credential(s). Each participant
should select appropriate professional development and/or
preparation program based coursework to expand his/her
skills as an Education Specialist from the menu of options
offered by the Clear Credential Preparation Program and the
employing school district. These skills should be designed to
enhance the participants teaching abilities for the current
teaching assignment. In addition, each Education Specialist
will be provided with opportunities to complete advanced
professional development in areas such as: case
management, advocacy, consultation and collaboration, coteaching, professional learning community participation and
school wide positive behavior support relevant to
employment.
The Induction program is characterized by a depth of
experience that challenges the Education Specialist fostering
critical reflection, extending understanding and allows for
meaningful integration of theory and practice. The participant
should reflect on their preliminary teacher preparation and
design a thoughtful specific emphasis from a menu of options.
The specific induction emphasis should detail inquiry based
methodology and reflective practice. The participant shall
demonstrate that they are a consumer of the research; i.e.,
current research and trends, journal articles, evidence based
research in the field, current legal issues and they are
capable of advanced level data driven instruction.
How do you
support student
integration into
the Least
Restrictive
Environment?
Describe your strengths and challenges related to collaboration, consultation, and co-teaching in the least
restrictive environment.
Evidence:
Professional
Development:
-
How do you
select
appropriate
professional
development to
expand your
skills?
Describe your strengths and challenges related to professional growth.

Evidence:
Current Research
and Trends:
-
Describe your strengths and challenges related to integrating current research into your practice.
How do you
integrate
current
research into
your practice?
Evidence:
Possible sources of evidence to review when addressing these prompts: Collaborative Log, Lesson Plan, Individual Induction Plan, Assessment Results; Student Work; Classroom Observation
Conversation Guide (E-3.1)

Class/Caseload, School, District and Community
Profile Components: Class/Caseload, School, District and Community

Collecting
Class/Caseload
Student Services
Profile
Extending
Contextualizing


being met?
How do you collaborate with other members of the staff?

environment support student safety, engagement, and
equitable access?

management plan?


How do faculty and support staff work together to

meet the school improvement targets?
Instructional
Environment
School and District



curriculum?

In what ways do you manage and organize your

classroom for first and second-language learners?


disabilities are able to understand their parent rights and


achieving them?

administrator align with your work in induction?





services, etc.)?

learning?
Home/School
Communication
Site/Assignment
Orientation Checklist

Conversation Guide Pedagogy (E-3.5)


Collecting
Contextualizing

influence teaching and learning in your
classroom?
How can you make optimal use of instructional

time?
School Calendar

and Classroom
Behavior/ Positive
Behavioral Support
Plans
Parent/Student
Communication
enrichment)
Pacing Guide/
and Sequence
What can you learn about your students from

their parents and families?


sequence?




your classroom?

family?




Data Program(s) for

Student Information
Student Strengths

learning?
classroom, and academic goals, and build
families?
Extending



learning?
Conversation Guide - Universal Access: Equity for all Students (E-3.6)

Profile Components - Universal Access: Equity for all Students

Collecting
Class Profile /
Student Services
Profile
Contextualizing
Extending


core curriculum?





What 21st Century skills (core subjects and 21st Century

themes, life and career skills, learning and innovation
skills, information technology) might you embed into
student interactions?
How might you include the 4 Cs (creativity and

innovation, critical thinking and problem solving,
communication and collaboration) when
designing lessons?
How might you incorporate the expansion of knowledge

around language and support the development of
academic English?

students?
How might you validate and value the cultural

and linguistic heritage of your students while
ensuring the development of standard English?


exploring to adhere to a Least Restrictive
Environment (LRE)?


provides positive images and positive language that

How will you promote pride in cultural heritage and

respect your students families in their role in student
learning?

families?
Conversation Guide - Universal Access: Teaching English Learners (E-3.6a)

DIRECTIONS: As a support provider, discuss the prompts below with your participating teacher. The information
discussed will help guide your participating teacher with classroom decision-making and identification of areas for future
inquiry. The discussion will lead thinking into graduated levels of depth and complexity. Collecting requires gathering
information. Contextualizing requires application of the gathered information to your classroom practice. Extending
invites deeper thinking with application to future practice.
Profile Components - Universal Access: Teaching English Learners

Collecting
Contextualizing

not speak English?
What might you need to prepare, in a language

other than English, to ensure support for the
student?

EL instruction?

Students Home
Language
Standardized State
Test Results
State Language
Proficiency Test
Results
Extending
What technology tools are you using to assist

in communicating with non-English speaking
families?


needs of students who have differing
performance levels on the state language
proficiency assessments?
How do you assess English learners to ensure


student needs?

standards?
As you support your English learners, how will

you monitor their collaborative dialogue
development?
What adopted standards-aligned materials are

available for you to effectively support your EL
students?

understanding of how to assist EL students in
standards?

In what ways can you use grouping and

collaboration strategies in your classroom in
order to provide ELD instruction?
What connections are you making as you review

the ELA/ELD framework that will assist with
instruction for emerging, expanding, and bridging
English learners?
How do you use technology to support student

learning?
What learning opportunities do you provide for

student use of technology?

develop students informational literacy, critical
thinking, creativity, collaboration, and
communication skills?
How do you support students who have varied

access to technology beyond the school setting?
School/Grade Level
Assessments for EL
Students.
Adopted EL
ELD Standards
for Instruction

DIRECTIONS: As a support provider, discuss the prompts below with your participating teacher. The information
discussed will help guide your participating teacher with classroom decision-making and identification of areas for future
inquiry. The discussion will lead thinking into graduated levels of depth and complexity. Collecting requires gathering
information. Contextualizing requires application of the gathered information to your classroom practice. Extending
invites deeper thinking with application to future practice.

Collecting
Profile Students:
Health Problems
Plans (IEP)
SST Interventions
504 Plans
Gifted & Talented

(GATE)

special services

Special Populations

English learners
Language/Learning
Disability
Contextualizing


relation to:
Goals/benchmarks
variations
Extending

classroom?


and RtI2 process?

curriculum?


students?


(IEP) process?

special needs?

student learning?



Resources
California Standards for the Teaching Profession (CSTP) Placemat

STAN DARD ON E:
STAN DARD TW O:
ENGAGING AND SUPPORTING ALL STUDENTS IN

LEARNING
1.2 Connecting learning to students prior knowledge, backgrounds,

life experiences, and interests
CREATING AND MAINTAINING EFFECTIVE

ENVIRONMENTS FOR STUDENT LEARNING
2.1 Promoting social development and responsibility within a caring

community where each student is treated fairly and respectfully
1.3 Connecting subject matter to meaningful, real-life contexts



1.5 Promoting critical thinking through inquiry, problem solving, and

reflection
2.4 Creating a rigorous learning environment with high expectations

and appropriate support for all students
1.6 Monitoring student learning and adjusting instruction while

teaching
2.5 Developing, communicating, and maintaining high standards for

2.6 Employing classroom routines, procedures, norms, and supports
for positive behavior to ensure a climate in which all students
can learn
STAN DARD THREE:
STAN DARD FOUR:
UNDERSTANDING AND ORGANIZING SUBJECT

MATTER FOR STUDENT LEARNING
3.1 Demonstrating knowledge of subject matter, Academic Content

Standards, and curriculum frameworks
3.2 Applying knowledge of student development and proficiencies to
ensure student understanding of subject matter
PLANNING INSTRUCTION AND DESIGNING LEARNING

EXPERIENCES FOR ALL STUDENTS
4.1 Using knowledge of students academic readiness, language
proficiency, cultural background, and individual development to
plan instruction
3.3 Organizing curriculum to facilitate student understanding of the

subject matter


subject matter
4.4 Planning instruction that incorporates appropriate strategies to

meet the learning needs of all students
3.5 Using and adapting resources, technologies, and standardsaligned instructional materials, including adopted materials, to
make subject matter accessible to all students
4.5 Adapting instructional plans and curricular materials to meet the

assessed learning needs of all students
STAN DARD FI VE:
STAN DARD SI X:
ASSESSING STUDENTS FOR LEARNING

5.1 Applying knowledge of the purposes, characteristics, and uses of
different types of assessments
monitoring progress
5.7 Using assessment information to share timely and
DEVELOPING AS A PROFESSIONAL EDUCATOR

6.2 Establishing professional goals and engaging in continuous and
purposeful professional growth and development
6.3 Collaborating with colleagues and the broader professional
community to support teacher and student learning
program
6.6 Managing professional responsibilities to maintain motivation
and commitment to all students
6.7 Demonstrating professional responsibility, integrity, and ethical
conduct
FACT System 2014 77
Glossary
And
Acronyms
Academic Content Standards - Standards designed

to encourage the highest achievement of every
student, by defining the knowledge, concepts, and
skills that students should acquire at each grade
level.
Academic Performance Index (API) - A numeric
index (or scale) that ranges from a low of 200 to a
high of 1000; measures the academic performance
and growth of schools; a school's score on the API is
an indicator of a school's performance level. The
statewide API performance target for all schools is
800. A school's growth is measured by how well it is
moving toward or past that goal. A school's API Base
is subtracted from its API Growth to determine how
much the school improved in a year.
Action Research - A systematic form of inquiry that is
collective, collaborative, self-reflective, critical, and
undertaken by the participants of the inquiry
[McCutcheon, G. & Jung, B. (1990)]; a process in
which participating teachers examine their teaching
practice using the techniques of research. By using
research procedures, teachers learn to resolve
teaching challenges.
Adequate Yearly Performance (AYP) - A statewide
accountability system mandated by the No Child Left
Behind Act of 2001 that requires each state to ensure
that all schools and districts make Adequate Yearly
Progress.
Advancement Via Individual Determination (AVID)
A college preparatory program for students who are
often
economically
disadvantaged
and
underachieving; AVID places academically average
students in advanced classes; levels the playing field
for minority, rural, low-income, and other students
without a college-going tradition in their families; and
targets students in the academic middle B, C, and
even D students who have the desire to go to
college and the willingness to work hard.
module designed for participating teachers to
compare and contrast the outcomes and processes of
teacher preparation programs with those of Induction
Programs; to help participating teachers discern
strengths and areas for growth that will be used in
subsequent inquiries of teaching practice; and to
identify resources and types of support needed to
develop and implement their Individual Induction
Plan. During this module, participating teachers
consider their prior knowledge and skills from teacher
preparation.
(BTSA) - A state-funded Induction Program, cosponsored by the California Department of Education
(CDE) and the Commission on Teacher Credentialing
(CTC) designed to support the professional
development
of
newly-credentialed
beginning
teachers and help them fulfill the requirements for the
California Clear Multiple and Single Subjects
Credentials, and most recently the Education Specialist
Credential.
California Department of Education (CDE) - The state

agency that coordinates the work of public schools in
California; the core purpose of the CDE is to lead and
support the continuous improvement of student
achievement, with a specific focus on closing
achievement gaps. The CDE jointly administers the BTSA
program with the CTC.
development of English language learners in
listening, speaking, reading, and writing; any pupil whose
primary language is other than English as determined by
the home language survey and who has not previously
been identified as an English learner by a California
public school or for whom there is no record of results
from an administration of an English language
proficiency test, shall be assessed for English
language proficiency with the test within 30 calendar
days after the date of first enrollment in a California
public school, or within 60 calendar days before the date
of first enrollment, but not before July 1 of that school
year.
California Formative Assessment & Support
System for Teachers (CFASST) - The formative
assessment system used in California since 1996;
CFASST was replaced with FACT.
(CSTP) - Standards based on current research and
expert advice pertaining to best teaching practice; the
CSTP are organized around six interrelated categories of
teaching
practice
and
represent
a
holistic,
developmental view of teaching. They are intended to
meet the needs of diverse teachers and students in
California. The CSTP are defined and explicated in the
Standards Booklet.
Closure Conference An evidence-based dialogue
between participating teachers and support providers at
the conclusion of each FACT Inquiry.
Colloquium An event during which people come
together to share and learn; a gathering of scholars.
Commission on Teacher Credentialing (CTC)
The state agency that establishes policy and
regulations for teacher education and credentialing in
California; CTC jointly administers the BTSA program
with the California Department of Education. The
purpose of the Commission is to ensure integrity and high
quality in the preparation, conduct, and professional
growth of the educators who serve California's public
schools.
Common Core State Standards (CCSS) A set of high
quality academic expectations in English-language arts
(ELA) and mathematics that define the knowledge and
skills all students should master by the end of each
grade level in order to be on track for success in college
and career.
Context for Teaching and Learning - A module of
FACT in which participating teachers learn about their
teaching environment and the resources and
challenges it offers them and their students. With a
support provider, participating teachers will discuss
prompts focused on their classroom, school, district,

and community. The information gathered will guide
classroom decision-making and help identify areas for
Continuum of Teaching Practice (CTP) - One of the
states assessment tools for FACT, the CTP defines
levels of teaching performance on each of the six
Standards of the CSTP.
Depth of Knowledge (DOK) Model used to analyze
the cognitive expectation demanded by standards,
curricular activities and assessment tasks (Webb,
1997). The model is based upon the assumption that
curricular elements may all be categorized based upon
the cognitive demands required to produce an
acceptable response. Each grouping of tasks reflects a
different level of cognitive expectation, or depth of
knowledge, required to complete the task. Levels
include: recall and reproduction, skills and concepts,
short-term strategic thinking, and extending thinking.
Designated
English
language
development
instruction A protected time during the regular school
day where teachers use English language development
standards as the focal standards in ways that build into
and from content instruction in order to develop critical
English language skills, knowledge, and abilities
needed for content learning in English.
District Assistance Intervention Team (DAIT) A
team whose focus is at the district level; providers both
investigate and recommend corrective actions for
English Learner (EL) - A national-origin-minority
student who is limited-English proficient. This term is
often preferred over limited-English-proficient (LEP) as it
highlights accomplishments rather than deficits
(Developing Programs for English Language Learners:
Glossary, Ed.gov).
standards, and criteria; 2. Is characterized by multiple
focus on classroom practice, reflection together with a
trained support provider about evidence, using
specific criteria, and may be presented as evidence
for clear credential completion.
(FACT) - A reflective assessment and support system
designed to help participating teachers develop
their practice. The purpose of formative assessment
is to improve teaching as measured by each
standard of the California Standards of the Teaching
Profession (CSTP) and in relation to the state-adopted
Academic
Content
Standards
for
students,
performance levels for students, and the Induction
Program Standards. Formative assessment is an
ongoing learning process that follows the cycle of plan,
teach, reflect and apply. FACT is designed to assist in
meeting the learning needs of students while helping

participating teachers grow as professionals and feel
greater confidence as teachers.
Foundations - Components that FACT is built upon:
California Standards for the Teaching Profession (CSTP),
state-adopted Academic Content Standards for students,
Induction Program Standards, and evidence.
Framework - Curriculum frameworks describe and define
the content and instructional program teachers are
expected to deliver in a subject matter at each grade
level.
Gifted and Talented Education (GATE) - Provides
funding for local educational agencies to develop
unique education opportunities for high-achieving and
underachieving pupils in California public elementary and
secondary schools that have been identified as gifted
and talented. Special efforts are made to ensure that
pupils from economically disadvantaged and varying
cultural backgrounds are provided with full participation
in these unique opportunities. Authorized by Education
Code (EC) sections 52200- 52212.
structured plan of action that informs and guides the
delivery of instruction and related services for the
student with identified special needs; is an agreement
between stakeholders that supports the academic,
emotional, and behavioral growth of a student with
identified special needs. Teachers are legally
accountable to follow the goals and adaptations that are
written in the IEP.
Individual Induction Plan (IIP) - A plan that builds
upon participating teachers assessed strengths and
needs, defines goals, and outlines specific action plans
for facilitating growth and development. Support providers
collaborate with participating teachers in its development
and implementation. IIPs are based in part on formative
assessment results, and are reconsidered and revised
according to participating teachers emerging needs. IIP
primarily address the unique needs of participating
teachers including consideration of their prior
preparation and experience, and may include common
topics and activities for all participants in the program.
Participating teachers experience an integrated
system
of
support
and
assessment
through
implementation of the IIP.
Induction - A clearly specified process for making clear
credential recommendations; verifies that participating
teachers
complete
all
requirements
before
recommending them for the credential.
expectations of the Commission, the State Board of
Education, and the Superintendent of Public Instruction
for new teacher induction. Only induction programs that
meet these standards may recommend candidates for
clear teaching credentials.
Inquiry into Teaching and Learning - 1. A researchbased cycle of standards-focused (CSTP, stateadopted Academic Content Standards for students,
Induction Program Standards) processes to explore an area
of teaching practice. In collaboration with a support
provider, participating teachers will assess their practice
against a set of specific criteria and select a focus area.
FACT System 2014 80
Within the cycle participating teachers gather

information, collaborate with colleagues, develop an
action plan, implement that plan, reflect on collected
evidence, and apply new learning to future practice. 2.
A FACT module that includes these cycles and
processes.
Institutes of Higher Education (IHE) - Colleges and
Universities.
Integrated English language development English
language development instruction provided throughout the
day and across the disciplines. Teachers with English
learners use the English language development standards
in addition to their focal English language arts/literacy and
other content standards to support the linguistic and
academic progress of English learners.
K-W-O Chart - Designed to elicit participating teachers
input for the observation process. Participating teachers
record: What I already know about my classroom
practice, What I want to know about my classroom
practice, and What I want my support provider to
observe. Support providers use this information to
guide data collection during the observation.
completion of clear credential requirements to the BTSA

Induction program in order to be recommended for the clear
credential.
Plan, Teach, Reflect, Apply Cycle (PTRA) - A
process that provides a way for participating teachers and
support providers to identify teaching strengths and
areas for growth based on the California Standards for
the Teaching Profession, the K-12 state-adopted
Academic Content Standards for students, and Induction
Program Standards. This cycle was adapted from
William Deming's cognitive action cycle; PTRA is
embedded in the FACT system.
Proficiency Level Descriptors (PLD) for English
Language Development Proficiency level descriptors
provide an overview of stages of English language
development that English learners are expected to progress
through as they gain increasing proficiency in English as a
new language. The PLDs describe student knowledge, skills,
and abilities across a continuum, identifying what English
learners know and can do at early stages and at exit from
each of three proficiency levels: Emerging, Expanding, and
Bridging.
Emerging: Students at this level typically

progress very quickly, learning to use English
for immediate needs as well as beginning to
understand and use academic vocabulary and
other features of academic language.
Expanding: Students at this level are

challenged to increase their English skills in
more contexts, and learn a greater variety of
vocabulary and linguistic structures, applying
their growing language skills in more
sophisticated ways appropriate to their age and
grade level.
Bridging: Students at this level continue to learn

and apply a range of high-level English
language skills in a wide variety of contexts,
including comprehension and production of
highly technical texts. The bridge alluded to is
the transition to full engagement in grade-level
academic tasks and activities in a variety of
content areas without the need for specialized
ELD instruction.
Memorandum of Understanding (MOU) - Lists all

requirements/expectations for various stakeholder
groups and is used to form partnerships for
professional development experiences between BTSA
programs and IHEs.
Multi-Tiered System of Supports (MTSS) A
framework to provide all students with the best
opportunities to succeed academically and behaviorally in
school.
and do. The observation may be formal or informal. In an
informal observation, there is no shared lesson plan
or a pre-conference. In a formal observation,
participating teachers share lesson plans with support
providers before the lesson and meet with support
providers after the lesson to reflect on it and analyze
student work generated to inform future practice. 2. A
process in which participating teachers observe
colleagues to gain information about teaching practice.
Support providers often attend with participating teachers
to strengthen the process.
Participating Teacher (PT) - An educator who is new to
the teaching profession, teaching on a preliminary
credential; or, an educator who is teaching on a
preliminary credential who was prepared out of state and
has less than five years of experience; or, an educator
teaching on an intern credential; an educator
participating in a BTSA induction program for the
purpose of accumulating evidence of professional
growth in relation to the state-adopted Academic Content
Standards for students, CSTP and Induction Program
Standards; and will submit evidence of completion of
individual induction plans, and documentation of

Professional Learning Communities (PLC) - Teams of
professionals who collaborate around student data and
work interdependently to refine instructional practices and
improve student; working interdependently in learning
communities:

access) to quality teaching by strengthening
each teachers practice through
collaboration, coaching, and shared planning;
ends teacher isolation (thus reducing
burnout).
Helps teachers work smarter by sharing the

tasks of analyzing data, creating common
assessment tools, and devising other strategies
for both students who struggle and those who
need more challenge.
Enables teachers on grade level

(interdisciplinary) teams to devise lessons that
teach reading and writing across the curriculum.
Provides teacher professional growth and job
satisfaction through intellectual renewal, new
learning, and cultivation of leadership skills.
Reflection - The act of stepping back and taking a

fresh look at ones practice and how it is affecting
student learning. Reflection is the key to growth, the
means of recapturing experiences in order to learn from
them. Reflection is built into each FACT module and
Induction Program Standard activity.
Reflective Conversation - A structured conversation
between support providers and participating teachers,
focused on teaching issues, completed for the
purpose of enhancing teaching practice.
2
Response to Instruction and Intervention (RtI ) A

process that considers a students response to
research-based intervention as part of the evaluation
procedure for eligibility for special education services.
Researched-based
Instructional
Practices
Scientifically-based instructional methods that equip
teachers with tools that help them better reach
children, avoid burnout, and improve their classrooms'
culture of learning and achievement. These practices
bring the best teaching approaches and programs to
children who might fail without them. They challenge
children and interest them in learning, setting them on the
path to success in school and in life. They have achieved
proven results in a variety of classrooms across the
nation.

student learning, and assess the impact of the formative
assessment process on teaching practice.
beginning teacher development; is willing to participate in
support provider training; is willing to engage in formative
assessment processes; is willing to discuss assessment
information and share instructional ideas and materials with
participating teachers; has effective interpersonal skills and
is willing to work collaboratively with participating
teachers; has demonstrated a commitment to their own
professional growth and learning; and, is an excellent
professional role model.
Special Education (SPED, Sp. Ed.) - Instruction that is
specially designed to meet the unique needs of a child
with a disabilityat no cost to parents. Specially designed
instruction means adapting the content, methodology, or
delivery of instruction:
disability
Special Populations - Students who have been identified
with one or more of the thirteen disability categories defined
by Individuals with Disabilities Education Act (IDEA);
students who are identified as gifted and/or talented (GATE);
students who have been identified by the CELDT as English
Learners (EL). At least one focus student must be identified
as a special populations student.
School Assistance Intervention Team (SAIT) - A

team of educators with specific expertise in improving
reading/language arts and mathematics achievement in
low-performing schools, created to investigate and provide
intensive support to state-monitored schools in
improving student learning. Schools deemed as statemonitored receive federal funding to support costs of
activities to implement the Corrective Actions to areas
identified by the School Assistance & Intervention
Team.
Student Study Team, Student Success Team (SST)

- A site-based, collaborative team of teachers, specialists,
parents, and the student who meet to focus on the
needs of the student and create a path to successful
learning. The SST illustrates how teachers can work with
local expertise, students, and parents to develop tactics
that empower students to play an active role in their
education. Thoughtful implementation of Student Success
Plans can mean the difference between a student slipping
through the cracks and successfully learning the
curriculum.
School Accountability Report Card (SARC) Information provided annually by California public
schools to the community; allowing the public to
evaluate and compare schools for student
achievement,
environment,
resources,
and
demographics.

measure the candidates knowledge, skills and ability with
relation to Californias Teaching Performance.
Skill Building - The continued development of

teachers pedagogical knowledge, higher level
thinking skills, and classroom-based strategies to
improve their instructional practice.
Smarter Balanced Assessments - Assessments that
are aligned to the Common Core State Standards,
which were developed by K-12 educators and college
faculty to define the knowledge and skills students
need to succeed in college and the workplace.
Teaching Performance Expectations (TPE) - A set of

outcomes
specifically
for
teacher
preparation
Teaching Profession, Teaching Performance Expectations
address multiple, over lapping knowledge and skill domains,
and provide the basis for course design and assessment for
candidates.
students must have equal access to high quality
curriculum and instruction to comply with federal and state
laws so that students may meet or exceed state content
standards. Under federal regulations, states must ensure
universal access to a standards-based education for special
education students. The requirement stipulates that teacher
and district-wide assessments and classroom assignments
must be universally accessible. If students have processing
FACT System 2014 82
difficulties or if they lack specific academic

vocabulary, school personnel must make reasonable
accommodations.
Universal Design for Learning (UDL) - A set of
principles for curriculum development that give all
individuals equal opportunities to learn.

discrimination against individuals with disabilities, Section
504 ensures that a child with a disability has equal access
to an education. Students with 504 plans may have
adaptations and/or modifications to their general education
plan. Teachers are legally accountable to follow the
requirements of 504 plans.
Acronyms
API
SBAC
Smarter Balanced Assessment Consortium
AVID

Determination
SP
Support Provider
AYP
BTSA

Assessment
SST
CDE
California Department of Education TPA
CELDT
CFASST
CCSS
CSTP
CTC

Development Test
System for Teachers
Common Core State Standards
DAIT
DOK
Depth of Knowledge
EL
English Learners
FACT

California Teachers
GATE
IEP
IHE
IIP
IPS
MOU
MTSS
Multi-Tiered System of Supports
PLC
Professional Learning Communities
PT
PTRA
SAIT
SARC
TPE
UA
Universal Access
UDL
Universal Design for Learning

Teaching Profession
Credentialing
CTP
RTI

Team

Intervention
School Assistance Intervention
Team
Sources of Evidence
Documentation Source
Code
Teaching Performance Assessments
TPA
Evidence of Prior Experience
PE
CFTL
Observation
Lesson Plans
(Essential Components for Instruction)
LP
Reflection
Student Work
SW
Additional Resources
Symbaloo, a visual bookmarking tool, has been used to organize various resources. It
may be accessed by anyone on any computer (MAC, PC, or Mobile) at:
http://tinyurl.com/CAInduction
iTunes U
On an iPad or iPhone, download the free iTunesU app from the App Store. After
downloading, click the following link:
https://itunesu.itunes.apple.com/enroll/EX9-ADD-V55
A window will pop-up
Click Request Enrollment
Once approved, the course will download into the iTunesU library
Click the Posts tab to view resources
Fact System 2014 Page 85

Needs Assessment
Directions to the Candidate and Support Provider: These are intended to prompt reflection and help formulate goals to improve teaching practice
Based on
experiences/need,
identify an area to
investigate
Induction
Standard 5
Pedagogy
CSTP 5
Induction
Standard 6B
Special
Populations
CSTP 2
Focus of
Inquiry
#____
Advanced Behavioral, Emotional, and Environmental Supports
How I implement systems that assess, plan, and provide academic and social skill
instruction to support students with complex behavioral and emotional needs.
How I work with educations, mental health, and other community resources in the
ongoing process of designing, implementing, evaluating and modifying identified
supports to ensure a positive learning environment.
Current and Emerging Research and Practices
How I interpret, apply and disseminate current and emerging research, theory,
legislation, policy and practice.
CSTP 4
How I implement factors associated with successful planning and implementation of

transitional life experiences for students with mild/moderate/severe disabilities.
How I collaborate with personnel from other educational and community agencies to
plan for successful transition by students.
Induction
Standard 5
Pedagogy
Mild/Moderate
Assessment of Students
How I identify, describe, select, and administer a variety of standardized and nonstandardized, formal and informal assessment procedures, and in use and interpret
these in a manner that is responsive to the cultural, socio-economic, and linguistic
characteristics of individual students.
Induction
Standard 5
Pedagogy
CSTP 3 & 4
Induction
Standard 6
Equity
CSTP 6
Focus of
Inquiry
#____
Data-Based Decision Making
How I analyze assessment and performance data to determine whether to maintain,

modify or change specific instructional strategies, curricular content or adaptations,
behavioral supports and/or daily schedules to facilitate skill acquisition and
successful participation for each student.
CSTP 4
CSTP 5
Focus of
Inquiry
#____
Curriculum and Instruction
How I teach, adapt, modify and integrate curriculum appropriate to the educational
needs of students with mild/moderate disabilities.
Collaboration and Consultation
How I communicate, collaborate and consult with teachers and other school
personnel, community professionals, and parents.
How I communicate relevant social, academic, and behavioral information in the

areas of assessment, curriculum, behavior management, social adjustment, and
legal requirements.
How I coordinate before, during and after school special education placement.
CSTP 6
Moderate/Severe
Advanced Communication Skills
How I engage in respectful collaboration, manage conflicts, supervise staff such as

paraprofessionals, and network and negotiate, including family members.
CSTP 6
Leadership and Management Skills
How I demonstrate leadership and management skills to coordinate and facilitate

educational programs, including constructing and following efficient schedules that
meet individual student needs and maximize available resources.
How I work effectively within integrated service delivery models and actively
participate in school restructuring and reform efforts to impact systems change.
2/18/2015
Sacramento BTSA Induction Consortium Program

Education Specialist Professional Development Saturdays
Session #1
Session #1
50 min.
Advanced Supports
How do you work with resources in
the ongoing process of designing,
implementing, evaluating and
modifying identified student
supports?
Session #3
Session #2
Session #1
50 min.
Assessment of Students
How do I select a variety of
assessment measures and use
them?
How are Functional Behavioral
Assessments developed and
integrated into the Behavior Support
Plan?
Session #1
85min.
Transition Planning
Michael Laharty
85 minutes
Session #2
50 min.
Case Management
How can I most effectively review and
monitor each students Individual
Education Plan (IEP)?
What is the best method for
organizing my student records and
confidential files?
What is my plan to track the IEP
review dates and timelines?
What type of evidence/data do I need
for student progress towards IEP
goals?
How can I most effectively use my
instructional assistant(s) and/or oneon-one paraprofessional(s)? What are
their responsibilities?
Session #2
50 min.
Data-based Decision Making
How do I use data to modify or
change instructional strategies,
content or supports?
Session #4
Session #1
50 min.
Advanced Collaboration
What support or alternative programs
are available in my
district/county/SELPA and how are
these programs accessed and used?
Session #3
50 min.
Credentialing 101
Review of the IIP for Professional
Development: Clear Education
Preparation for the Self Assessment
of Education Specialist Clear
Candidates
Session #3
50 min.
Credentialing 101
Review of the Education Specialist
Task Requirements
Session #2
85 min.
Collaboration and Consultation
85 min.
How do I inform the general education teachers of the
students specific needs, modifications, accommodations,
and/or behavioral support?
Outside of IEP meetings with parents, what system do I
have for informing parents of IEP goal progress?
How do I facilitate parent involvement as a means of
improving services and results for the child?
Session #2
50 min.
Leadership and Management
How do I work within integrated
service delivery models and actively
participate in school restructuring and
reform efforts.
Session #3
50 min.
Credentialing 101
Preparation for the Education
Specialist Inquiry/ Level 2
Competency presentations
Self-Assessment
Clear Education Specialist Candidates (E-2.7)
How do you
support student
integration into
the Least
Restrictive
Environment?
How do you
select
appropriate
professional
development to
expand your
skills?
Evidence:
How do you
integrate
current
research into
your practice?
Current Research
and Trends:
Evidence:
Professional
Development:
Evidence:
Reflection Planning
Prompts:
Collaboration,
Consultation, and
Co-teaching in the
Least Restrictive
Environment:
Describe your strengths and challenges related to integrating current research into your practice.
Describe your strengths and challenges related to professional growth.

Describe your strengths and challenges related to collaboration, consultation, and co-teaching in the least
restrictive environment.

Page 1 of 1
Possible sources of evidence to review when addressing these prompts: Collaborative Log, Lesson Plan, Individual Induction Plan, Assessment Results; Student Work; Classroom Observation
Universal Access: Equity for All Students - Teaching

Special Populations
Education Specialists demonstrate proficiency in teaching
Special Populations through the context of practices within
the scope of special education service delivery at the site,
district and Special Education Local Planning Area (SELPA)
levels and through collaboration, consultation and co-teaching
with general education teachers in the Least Restrictive
Environment.
Professional Development Options for Education
Specialists
Each Education Specialist teacher shall design an Individual
Induction Plan for professional development and advanced
study to clear their Preliminary Credential(s). Each participant
should select appropriate professional development and/or
preparation program based coursework to expand his/her
skills as an Education Specialist from the menu of options
offered by the Clear Credential Preparation Program and the
employing school district. These skills should be designed to
enhance the participants teaching abilities for the current
teaching assignment. In addition, each Education Specialist
will be provided with opportunities to complete advanced
professional development in areas such as: case
management, advocacy, consultation and collaboration, coteaching, professional learning community participation and
school wide positive behavior support relevant to
employment.
The Induction program is characterized by a depth of
experience that challenges the Education Specialist fostering
critical reflection, extending understanding and allows for
meaningful integration of theory and practice. The participant
should reflect on their preliminary teacher preparation and
design a thoughtful specific emphasis from a menu of options.
The specific induction emphasis should detail inquiry based
methodology and reflective practice. The participant shall
demonstrate that they are a consumer of the research; i.e.,
current research and trends, journal articles, evidence based
research in the field, current legal issues and they are
capable of advanced level data driven instruction.
The Education Specialist Individual Induction Plan includes a

menu of option such as coursework in advanced specialty
specific areas, additional authorizations, opportunities for
leadership or professional advancement, professional
development and related to distinct specified protocols.
Pedagogy
The Education Specialist Individual Induction Plan includes
the advanced and applied pedagogy to expand the holders
expertise in delivering services.
The participant shall
demonstrate awareness of current research, issues and
trends, evidence based practices in the field re: social,
academic and behavioral intervention, and current legal
issues. Education Specialists utilize advanced level datadriven instruction.
Participants reflect on their preliminary
teacher preparation and design a specific emphasis for their
Induction based on their authorization and their employment
assignment.
Name:

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Sacramento County Consortium (Program #115)

Teacher Credentialing Program

Program 115 Sacramento County Office of Education

Program 115 Sacramento County Office of Education

PDP Selection Process

PART III DOCUMENTATION THAT SUPPORTS THE BIENNIAL REPORT

BTSA Induction Leadership Survey

Program 115 Sacramento County Office of Education

Mid Year Survey (SPs)

Directions for Readers

Program 115 Sacramento County Office of Education

CATEGORY A: PROGRAMS EXHIBIT

1.1 The induction

Program 115 Sacramento County Office of Education

1.2 The design is

Program 115 Sacramento County Office of Education

Program 115 Sacramento County Office of Education

Administrative and Coordinating Components include:

Program 115 Sacramento County Office of Education

Application and Demonstration of Skills and Knowledge

Program 115 Sacramento County Office of Education

Developing as a professional educator

These activities are embedded in individualized coaching, self-assessment, and professional

Program 115 Sacramento County Office of Education

1.7 The induction

Ongoing Coordination and Collaboration

Program 115 Sacramento County Office of Education

Program 115 Sacramento County Office of Education

Program 115 Sacramento County Office of Education

CATEGORY A: PROGRAMS EXHIBIT EFFECTIVE DESIGN PRINCIPLES

2.1 The induction

Program 115 Sacramento County Office of Education

2.2 The Induction

2.3 The induction

Program 115 Sacramento County Office of Education

2.5 Programs offer

Program 115 Sacramento County Office of Education

ES 2.1 The program

ES 2.2 Induction for the

Program 115 Sacramento County Office of Education

ES 2.3 The Induction

Program 115 Sacramento County Office of Education

CATEGORY A: PROGRAMS EXHIBIT EFFECTIVE DESIGN PRINCIPLES

Program 115 Sacramento County Office of Education

3.2 Consistent with

Program 115 Sacramento County Office of Education

Identify and respond flexibly to diverse needs of PTs:

Engage in reflective conversations about teaching practice:

Assist PTs in understanding the local context for teaching:

Program 115 Sacramento County Office of Education

The Continuum of Teaching Practice (CTP):

PD for Support Providers:

Program 115 Sacramento County Office of Education

3.3 The program has

The Districts BTSA Coordinator has several responsibilities related to SPs.

3.4 Clear procedures

Program 115 Sacramento County Office of Education

3.5 The program

3.6 The program

3.7 The program

Program 115 Sacramento County Office of Education

Providers must hold

Program 115 Sacramento County Office of Education