advisement, attendance, communication & evaluation · to ensure academic achievement and...

Los Angeles Unified School District

Talent Management Division

Teacher and Administrator Development Branch

BTSA Induction Program

Advisement, Attendance, Communication & Evaluation

During the course of your Beginning Teacher Support and Assessment (BTSA) program you will

be collecting documentation of operational processes as well as critical thinking processes.

Behind Tab 1 you will collect documentation of components that are not included in the

Formative Assessment process.

Completion of these components will assist in showing evidence for some of the induction

standards as well as ensuring that each participant receives appropriate credit for the work that

they have done.





1.1

Guidelines for the Completion of Tab 1:

Advisement, Attendance, Communication, and Evaluation

Overview

Behind this tab, you will utilize the following tools:

• Confirmation Summary

• Formative Assessment Flowcharts (Years 1and 2)

• MyData Overview

• LAUSD Draft Teaching & Learning Framework

• RtI² Instructional Model

• LAUSD Performance Meter

• BTSA Induction Standards

You will include the following:

• Copy of your Preliminary Credential(s)

• Verification forms from:

o State Registration (completed online at www.btsa.ca.gov)

o Orientations, Seminars, Mid-Year Advisement, Summary of Teaching

Practice/Portfolio Review

Objectives For This Work: Tab 1 will contain the documentation needed to verify your attendance and

participation in the BTSA Induction Program. This is required in order that you may be

recommended for a California Clear Credential. You will accumulate these documents and

evidence on an ongoing basis throughout the two year program.

Directions:

1. Place a copy of your Preliminary Credential behind credential placeholder page. You may print

a copy of your credential at www.ctc.ca.gov.

2. Complete the requested information on the Confirmation Summary page. Place copies of all

verification forms (received at Orientation, registration, etc.) behind the Confirmation

Summary page.

3. Please make sure you maintain your LAUSDnet email account in ACTIVE status throughout

the duration of your BTSA Induction program. This is a primary method of communication for

our program and in order to avoid issues with spam filters, we will only utilize the LAUSDnet

email service.

4. You are required to attend an Orientation at the beginning of each year of your program and

approximately five BTSA events/year. Please place a copy of the confirmation that you will

print out from the Learning Zone for each event attended and place behind this tab.

5. Please review each of the standards behind this tab. The tasks in this portfolio are designed to

guide you in collecting evidence of proficiency in each of these areas as required by the State in

order to issue a recommendation for a California Clear teaching credential (1.8-1.11).

2011-2012 Teacher and Administrator Development Branch-BTSA 1

1.2

Please Place

a

Copy of

Your Credential(s)

Here

You may download a copy of your credential at the CTC website:

www.ctc.ca.gov






1.3

Confirmation Summary Page

Name of Participating Teacher: _______________________ Employee #: __________

School_________________________________________ Local District __________

• Please keep ORIGINAL in your Portfolio

Confirmation of Attendance at BTSA Orientation

Enter the date attended here and place the confirmation card behind this page.

Year 1 Year 2

Enter Your State ID Number Here

Place the printed confirmation you received when you registered online behind this page.

Year 1 Year 2

(verify that enrollment rolled over)

Enter the Name of Your Support Provider Here

Year 1 Year 2

Enter Your LAUSD or Charter School Email Here

Year 1 Year 2

Sign Up to access MyData (Waived for Charter Schools)

Enter Date

Enter the Regular Time that You Have Scheduled to Meet with Your Support Provider Here

Year 1 Year 2


1.4a

FORMATIVE ASSESSMENT FOR CALIFORNIA TEACHERS

FACT—Year 1

Re

turn

to

Co

nte

xt

for

Te

ach

ing

in

Ye

ar

2

Reflective Conversation

CONTEXT FOR TEACHING

� Class Profiles

� School Information

� District Support

� Community Links

� Conversation Guides

ASSESSMENT

OF TEACHING PRACTICE

� Teacher Preparation Information (Yr 1)

� CA Standards for the Teaching

Profession & Induction Standards

� Classroom Observation


SUMMARY OF TEACHING PRACTICE

• Reflection on Teaching, Students and

Personal Growth

• Future Considerations for Study

INQUIRY: Pedagogy

� Inquiry Focus

� Action Plan

� Essential Components for

Instruction

� Observation

� Analysis of Student Work

� Summative Assessment

� Reflection

IIP

Em

be

dd

ed

Acr

oss

In

qu

iry


1.4b

FORMATIVE ASSESSMENT FOR CALIFORNIA TEACHERS

FACT—Year 2


CONTEXT FOR TEACHING

� Class Profiles

� School Information

� District Support

� Community Links

� Conversation Guides

ASSESSMENT

OF TEACHING PRACTICE

� Teacher Preparation Information (Yr 1)

� CA Standards for the Teaching

Profession & Induction Standards

� Classroom Observation

INQUIRY: Self Selected Focus Based on Evidence

of Your Teaching Practice

� Inquiry Focus

� Action Plan

� Essential Components for Instruction

� Observation

� Analysis of Student Work

� Summative Assessment

� Reflection

IIP

Em

be

dd

ed

Acr

oss

In

qu

iry


SUMMARY OF TEACHING PRACTICE

• Reflection on Teaching, Students and

Personal Growth

• Future Considerations for Study

Revisit &

Update

Year 2


1.5

Mydata.lausd.net

MyData Classroom Level Reports

Teacher Roster

Individual classroom rosters that includes multiple measures including demographics, attendance and

grades, periodic assessment and CST performance over two years. All data can be filtered by grade,

ethnicity, language classification, period, and semester

Periodic Assessment

This report provides an overview of the unit assessments by skill area on a classroom level. For more

detailed data, click on the SOAR and Princeton Review systems. All data can be filtered by grade,

ethnicity, language classification, period, and semester

CST Reports

This report provides CST performance levels, scaled scores, and content standard scores. All data can be

filtered by grade, ethnicity, language classification, period, and semester

EL Monitoring

This report provides reclassification data including CST content standards report, CELDT scores, years in

EL, ELA grades, etc.

MyData School Level Reports

• A-G Reports (enrollment and pass rates)

• Advanced Placement reports

• Alerts

• Early Warning/At Risk Reports

• Attendance, Monthly and Weekly

• AYP/API

• CAHSSE

• CST Reports

• Elementary Marks

• English Learner Data

• Periodic Assessment Data by subject, classroom, content standard

• Secondary enrollment and grades

• Special Education data


RtI2 Instructional Model

Instructional

Implementation

Screen Student Data

Analyze Data

Define Problem

Analyze Problem

Design Schoolwide

Plan

Monitor

Behavior/Social Components

• Effective Academic Support

• Social Skills Teaching

• Positive Proactive Discipline

• Active Supervision and

Monitoring

• Classroom Management

• Parent Training and

Collaboration

Core/Universal Access

80 – 85%

Strategic/Selected

15 – 20%

Intensive/Targeted

1 – 5%


LOS ANGELES UNIFIED SCHOOL DISTRICT APRIL 15, 2011

PERFORMANCE METER

GOAL 1: 100% GRADUATION BaselineBaselineBaseline Annual TargetsAnnual TargetsAnnual TargetsAnnual TargetsGOAL 1: 100% GRADUATION2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14

A. % Increase in Four-Year Cohort Graduation Rate

48 52 55 58 60 63 70

B. % Increase in Students On-Track for Meeting A-G Requirements

-- -- 26 28 38 50 75

GOAL 2: PROFICIENCY FOR ALL BaselineBaselineBaseline Annual TargetsAnnual TargetsAnnual TargetsAnnual TargetsGOAL 2: PROFICIENCY FOR ALL2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14

A. English Language Arts, Elementary:Increase % Proficient & Advanced

39 44 46 48 60 67 74

B. English Language Arts, Secondary:Increase % Proficient & Advanced

31 34 37 40 45 50 54

C. Mathematics, Elementary:Increase % Proficient & Advanced

54 57 57 59 69 75 82

D. Mathematics, Secondary:Increase % Proficient & Advanced

20 22 25 28 36 41 47

E. Increase 3rd Grade Proficiency Rate in English Language Arts

29 34 35 36 49 55 62

F. Increase Proficiency in Algebra 17 20 22 24 38 47 55G. Increase Reclassification Rates 14.7 14.6 14.4 15 21 24 27

C O R E B E L I E F S

1 2 3 4 5Start with students

Families are our partners

Success is in the classroom

Diversity is our strength

Effective teaching, leadership, and accountability are the keys to our success

All Y"# Achieving

GOAL 3: 100% ATTENDANCE BaselineBaselineBaseline Annual TargetsAnnual TargetsAnnual TargetsAnnual TargetsGOAL 3: 100% ATTENDANCE2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14

A. Increase percentage of students with 96% or higher attendance

62 64 60 64 66 71 76

B. Increase percentage of staff with 96% or higher attendance

65 67 65 67 69 74 79

GOAL 4: PARENT AND COMMUNITY ENGAGEMENT

BaselineBaselineBaseline Annual TargetsAnnual TargetsAnnual TargetsAnnual TargetsGOAL 4: PARENT AND COMMUNITY ENGAGEMENT 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14

A. Increase percentage of parents attending parent/teacher conferences

-- -- -- TBD

B. Increase parent participation and ratings on School Experience Surveys

-- 26 28 30 35 40 50

GOAL 5: SCHOOL SAFETY BaselineBaselineBaseline Annual TargetsAnnual TargetsAnnual TargetsAnnual TargetsGOAL 5: SCHOOL SAFETY2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14

A. Decrease violent suspension rates 20,077 17,888 15,470 14,470 13,470 12,470 11,470B. Decrease non-violent suspension rates 32,355 24,732 22,753 21,753 20,753 19,753 18,753






1.8

Program Standard 5: Pedagogy

Participating teachers grow and improve in their ability to reflect upon and apply the California

Standards for the Teaching Profession and the specific pedagogical skills for subject matter

instruction beyond what was demonstrated for the preliminary credential.

They utilize the adopted academic content standards and performance levels for students,

curriculum frameworks, and instructional materials in the context of their teaching assignment.

Participating teachers use and interpret student assessment data from multiple measures for entry

level, progress monitoring, and summative assessments of student academic performance to

inform instruction.

They plan and differentiate instruction using multi-tiered interventions as appropriate based on

the assessed individual, academic language and literacy, and diverse learning needs of the full

range of learners (e.g. struggling readers, students with special needs, English learners, speakers

of non-standard English, and advanced learners).

To maximize learning, participating teachers create and maintain well-managed classrooms that

foster students’ physical, cognitive, emotional and social well-being.

They develop safe, inclusive, and healthy learning environments that promote respect, value

differences, and mediate conflicts according to state laws and local protocol.

Participating teachers are fluent, critical users of technological resources and use available

technology to assess, plan, and deliver instruction so all students can learn.

Participating teachers enable students to use technology to advance their learning. Local district

technology policies are followed by participating teachers when implementing strategies to

maximize student learning and awareness around privacy, security, and safety.






1.9

Program Standard 6: Universal Access: Equity for all Students

Participating teachers protect and support all students by designing and implementing equitable

and inclusive learning environments.

They maximize academic achievement for students from all ethnic, race, socio-economic,

cultural, academic, and linguistic or family background; gender, gender identity, and sexual

orientation; students with disabilities and advanced learners; and students with a combination of

special instructional needs.

When planning and delivering instruction, participating teachers examine and strive to minimize

bias in classrooms, schools and larger educational systems while using culturally responsive

pedagogical practices.

Participating teachers use a variety of resources (including technology-related tools, interpreters,

etc.) to collaborate and communicate with students, colleagues, resource personnel and families

to provide the full range of learner’s equitable access to the state-adopted academic content

standards.






1.10

Standard 6a Universal Access: Teaching English Learners

To ensure academic achievement and language proficiency for English Learners, participating

teachers adhere to legal and ethical obligations for teaching English Learners including the

identification, referral and re-designation processes.

Participating teachers implement district policies regarding primary language support services

for students.

Participating teachers plan instruction for English Learners based on the students’ levels of

proficiency and literacy in English and primary language as assessed by multiple measures such

as the California English Language Development Test (CELDT), the California Standards Test

(CST), and local assessments.

Based on teaching assignment and the adopted language program instructional model(s),

participating teachers implement one or more of the components of English Language

Development (ELD): grade-level academic language instruction, ELD by proficiency level,

and/or content-based ELD.

Participating teachers instruct English learners using adopted standards-aligned instructional

materials.

Participating teachers differentiate instruction based upon their students’ primary language and

proficiency levels in English considering the students’ culture, level of acculturation, and prior

schooling.






1.11

Program Standard 6b Universal Access:

Teaching Special Populations

To ensure academic achievement for special populations, participating teachers adhere to their

legal and ethical obligations relative to the full range of special populations (students identified

for special education, students with disabilities, advanced learners and students with a

combination of special instructional needs) including the identification and referral process of

students for special services.

Participating teachers implement district policies regarding support services for special

populations.

Participating teachers communicate and collaborate with special services personnel to ensure that

instruction and support services for special populations are provided according to the students’

assessed levels of academic, behavioral and social needs.

Based on assessed student needs, participating teachers provide accommodations and implement

modifications.

Participating teachers recognize student strengths and needs, use positive behavioral support

strategies, and employ a strengths-based approach to meet the needs of all students, including the

full range of special populations.

Participating teachers instruct special populations using adopted standards-aligned instructional

materials and resources (e.g., varying curriculum depth and complexity, managing

paraeducators, using assistive and other technologies).


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