Welcome!
Beginning Teacher Support and
Assessment (BTSA)
Events 7 & 8 Training and
Logistics, Website, Consent Forms
for Support Providers (SPs) or
Participating Teachers (PTs)
1
Take An Organizational Moment
Please use your CFASST Event files
as the organizational structure.
All: File the appropriate Event
Feedback Forms into the corresponding
CFASST Event file.
SPs only: File the Artifacts (both
Elementary and Secondary) into the
appropriate CFASST Event file.
Thanks!
2
Support Provider Materials Needed
BTSA Binder
CFASST Events 7 & 8 folders
Artifacts
Event 7
Event 8
CFASST
Artifacts
3
Participating Teachers Materials Needed
CFASST Events Handouts file (blue)
CFASST Events 7 & 8 folders
CFASST Events Handouts Event 7 Event 8
4
Today’s Trainers
Lucy Pearson, Silverado Middle School
Literacy Coach
Jamey Myers, Redwood Middle School
Language Arts Teacher
Terry Faherty, NVUSD
Curriculum Technology Coach
Barbara Stoer, NVUSD
New Teacher Support Specialist
5
Quick Intro, Please:
Name
School
Grade level
Content
Role: SP or PT
If you a Year Two PT from another
program
6
Adult Learning
Environment Needs
Listen with the intent to understand.
Ask questions to make the content
meaningful.
Please turn cell phones to silent
mode.
Take personal comfort breaks as
needed.
7
BTSA Vision (SB1422)
To provide structured and flexible
support for all first- and second-
year teachers.
To articulate a coherent system for
assessing beginning teachers.
To integrate teacher support with
assessment.
8
BTSA Goals (SB1422)
To improve beginning teaching
performance.
To improve teaching of students
from diverse backgrounds.
To increase new teacher
satisfaction.
To retain capable new teachers.
9
Objective #1
Integrate work in CFASST with
Induction Standards 15-20
10
Objective #2
Overview CFASST Year 2 and make connections to CFASST
Year 1
Reconnect with the CSTP and focus on three standards that
are emphasized in CFASST Year 2:
Understanding & Organizing Subject Matter
Planning Instruction
Assessing Student Learning
Learn how to use Event 7: CSDC to inform instructional
planning
Learn how to use Event 8: Applying the Framework to
Practice
11
Objective #3
Be prepared to:
Complete enrollment in BTSA
Contact Card
Commitment Form
Consent Form
Use substitutes
Find resources on the web
Maintain employment in the profession
Credit
12
Organization of the CFASST Guidebook – Year 2
How to use this Guidebook Page 5
Introduction Page 6
General Directions Page 17
Year 2—Events 7-12 Page 45
Content Specific Support
Universal Access Page 71
English-Language Arts Page 77
Mathematics Page 97
History-Social Science Page 115
Science Page 133
All other subjects Page 151
Glossary Page 155
13
Universal Access Additional
Reading Resources
MATH R/LA
English Learners p. 234 p. 232
Differentiation Through Pacing and p. 234 p. 229
Complexity Accelerating the Learning of
At-Risk Learners
Advanced Learners p. 237 p. 231
Successful Diagnostic Teaching p. 230 p. 226
Planning for Special Needs p. 232 p. 228
Students
Can be used to support induction requirements, especially lesson planning!
14
Induction Standards Jigsaw
1. Take your Induction Standards placemat
from your CFASST event bundle.
INDUCTION STANDARDS FOR THE TEACHING PROFESSION
STANDARD FIFTEEN STANDARD SIXTEEN
K-12 Core Academic Content and Using Technology to Support
Subject Specific Pedagogy Student Learning
Grow and improve in ability to reflect on and apply the Fluent and critical user of technology, using
CSTP beyond what was demonstrated for the preliminary software applications and related media.
credential. Interact and communicate with other professionals
Demonstrate knowledge and ability to plan and teach through a variety of electronic media.
academic content standards to meet the individual and Use technology resources both inside and outside
diverse learning needs of all students in the context of the classroom (e.g., computer labs) to create
your teaching assignment. technology-enhanced lessons aligned with the
Communicate with colleagues to investigate, learn, and adopted curriculum.
apply the adopted curriculum in one content area of Use technology to access and evaluate information,
focus. analyze and solve problems, and communicate ideas.
Demonstrate the ability to set standards for student Use technology as a tool for assessing student
behavior, establish routines, and create a fair and learning and to provide feedback to students and
respectful climate. their parents.
Demonstrate the ability to interpret student
assessment data and use multiple measures for entry
level, progress monitoring, and summative assessments.
15
Induction Standards
Jigsaw, continued
2. Line up by birth date (not year!), e.g. January 1
here and December 31 there.
3. Number from 15-20, and form a group with the 5
other people in your 15-20 group.
4. Huddle, and introduce yourself to your group.
5. Individually, read the synopsis of your assigned
Induction standard.
6. In 1 minute, share the key concepts covered by your
assigned Standard. The slide show will guide you.
16
SB 2042 Induction
Standard 15: K-12 Core Academic
Content and Subject Specific Pedagogy
Grow and improve in ability to reflect on
and apply the CSTP beyond what was
demonstrated for the preliminary
credential.
Demonstrate knowledge and ability to plan
and teach academic content standards to
meet the individual and diverse learning
needs of all students in the context of
your teaching assignment.
Communicate with colleagues to
investigate, learn, and apply the adopted
curriculum in one content area of focus.
continued
17
SB 2042 Induction
Standard 15: K-12 Core Academic
Content and Subject Specific Pedagogy
Demonstrate the ability to set standards
for student behavior, establish routines,
and create a fair and respectful climate.
Demonstrate the ability to interpret
student assessment data and use
multiple measures for entry level,
progress monitoring, and summative
assessments of student academic
performance.
Standards of Quality and Effectiveness for Professional Teacher Induction Programs, State of
California, California Commission on Teacher Credentialing, March, 2002.
18
SB 2042 Induction
Standard 16: Using Technology to
Support Student Learning
Use technology, fluently and critically,
including software applications and related
media.
Interact and communicate with other
professionals through a variety of electronic
media.
Use technology resources both inside and
outside the classroom (e.g., computer labs)
to create technology-enhanced lessons
aligned with the adopted curriculum.
Continued
Standards of Quality and Effectiveness for Professional Teacher Induction Programs, State of California, California Commission on Tea
Credentialing, March, 2002.
19
SB 2042 Induction
Standard 16: Standard 16: Using
Technology to Support Student Learning
Use technology to access and evaluate
information, analyze and solve problems, and
communicate ideas.
Use technology as a tool for assessing student
learning and to provide feedback to students and
their parents.
Standards of Quality and Effectiveness for Professional Teacher Induction Programs, State of
California, California Commission on Teacher Credentialing, March, 2002.
20
SB 2042 Induction
Standard 17: Supporting Equity,
Diversity & Access to the Core Curriculum
Develop knowledge and understanding of the
background experiences, languages, skills and
abilities of students.
Use instructional strategies that provide equitable
access to the core curriculum.
Examine personal beliefs, attitudes and
expectations related to diversity of students,
families, cultures, and the community.
Continued
Standards of Quality and Effectiveness for Professional Teacher Induction Programs, State of California, California
Commission on Teacher Credentialing, March, 2002.
21
SB 2042 Induction
Standard 17: Supporting Equity,
Diversity & Access to the Core Curriculum
Include classroom instruction related to the
history and traditions of the major cultural and
ethnic groups in California society.
Examine beliefs, attitudes, and expectations
related to gender and sexual orientation, and
create gender-fair, bias-free learning
environments.
Recognize institutional bias in schools and larger
educational systems, and help students
overcome the effects of bias.
Standards of Quality and Effectiveness for Professional Teacher Induction Programs, State of California, California
Commission on Teacher Credentialing, March, 2002.
22
SB 2042 Induction
Standard 18: Creating a Supportive &
Healthy Environment for Student Learning
Identify environmental factors that influence student
well-being and take action to address student health
and safety.
Implement accident-prevention strategies.
Use a strength-based approach to foster students’
well-being.
Know and implement, as appropriate, the school’s
crisis response plan.
Continued
Standards of Quality and Effectiveness for Professional Teacher Induction Programs, State of California, California
Commission on Teacher Credentialing, March, 2002.
23
SB 2042 Induction
Standard 18: Creating a Supportive &
Healthy Environment for Student Learning
Demonstrate understanding of health and
safety factors and how to access resources
to address these factors.
Use the adopted health curriculum within
the context of the teaching assignment.
Know and implement, as appropriate, state
and federal reporting requirements.
Standards of Quality and Effectiveness for Professional Teacher Induction Programs, State of California, California
Commission on Teacher Credentialing, March, 2002.
24
SB 2042 Induction
Standard 19: Teaching English Learners
Know the purpose, goals and content of the
adopted curriculum for English learners.
Demonstrate the ability to use English language
development methods and strategies as part of
the reading/language arts program.
Understand how to interpret state and local
assessments of English learners for diagnosis,
placement and instructional planning.
Use relevant resources to enhance English
learners’ comprehension of content.
Continued
Standards of Quality and Effectiveness for Professional Teacher Induction Programs, State of
California, California Commission on Teacher Credentialing, March, 2002.
25
SB 2042 Induction
Standard 19: Teaching English Learners
Understand how cultural, experiential,
cognitive and individual student needs
affect first- and second-language
development.
Develop meaningful and equitable learning
experiences that draw on students’ prior
knowledge and experiences.
Communicate effectively with parents and
families.
Standards of Quality and Effectiveness for Professional Teacher Induction Programs, State of
California, California Commission on Teacher Credentialing, March, 2002.
26
SB 2042 Induction
Standard 20: Teaching Special Populations
Understand the identification and referral process
of students for special education services.
Understand the legal and ethical obligations of
the general education teacher relative to the
Individual Education Plan process.
Demonstrate the ability to create a positive,
inclusive climate for individualized, specialized
instruction.
Use positive behavioral support strategies and
demonstrate knowledge of student growth and
development.
Standards of Quality and Effectiveness for Professional Teacher Induction Programs, State of California, California
Commission on Teacher Credentialing, March, 2002.
27
SB 2042 Induction
Standard 20: Teaching Special Populations
Demonstrate the ability to establish cooperative
and collaborative relationships with community
and school professionals related to the education
of students with disabilities.
Demonstrate strategies to ensure that students
with disabilities are integrated into the social
fabric of the classroom.
Recognize and assess students’ strengths, and
plan instructional or social activities to further
develop these strengths.
Standards of Quality and Effectiveness for Professional Teacher Induction Programs, State of California, California
Commission on Teacher Credentialing, March, 2002.
28
SB 2042 Induction Standards
Candidates will address
Standards 16-20 somewhat
through CFASST and additionally
through seminars, observations
and practicums.
In the Napa County BTSA,
CFASST addresses Standard 13
and most of Standard 15.
29
SB 2042 Induction Standards
Details will be presented at the Credential
Clearing (Induction) Seminars (repeats of
last year) on:
Dates will be reviewed later today.
September 27, 3:30-6:30 in St. Helena
September 28, 3:30-6:30 at NCOE
(repeat)
PTs, bring your Induction binder!!!
SPs expected, too—to these or full
CFASST Saturdays! Bring your
Credential Clearing file folder.
Additional seminars on Jan. 22 & Feb. 14
30
Objective #1
Partially: Integrate work in
CFASST with Induction Standards
15-20.
More to come, too!
31
Objective #2
Overview CFASST Year 2 and make connections to
CFASST Year 1
Reconnect with the CSTP and focus on three standards
that are emphasized in CFASST Year 2:
Understanding & Organizing Subject Matter
Planning Instruction
Assessing Student Learning
Learn how to use Event 7: CSDC to inform instructional
planning
Learn how to use Event 8: Applying the Framework to
Practice
32
CFASST Year 1 Outcomes
Learn the PTRA cycle.
Use student work to examine teaching.
Use colleagues as resources.
Use multiple resources of data to
examine/analyze practice.
Understand the CSTP as a basis for a
systematic approach to teaching.
Deepen understanding of Standards 1,2
and 4. Be exposed to Standards 3, 5 and
6.
Modify practice based on evidence.
33
CFASST Year 2 Outcomes
Use the PTRA cycle.
Know what to teach with respect to the
discipline.
Know what to teach with respect to Student
Content Standards.
Plan activities that collectively produce student
understanding of content standards
Assess students on the content standards.
Critically evaluate instruction and materials in
light of the discipline and student needs.
Participate effectively in a community of
learners.
Deepen understanding of standards 3, 4 and 5.
34
CALIFORNIA FORMATIVE ASSESSMENT &
SUPPORT SYSTEM FOR TEACHERS – YEAR 2
7 8 9
CLASS, SCHOOL, DISTRICT AND APPLYING THE FRAMEWORK TO COMPONENTS OF EFFECTIVE
COMMUNITY PROFILE PRACTICE INSTRUCTION
(CSDC)
Complete Self-Assessment on
Examine your Context for Teaching Review of the Standards and Framework Components of Effective Instruction
Select an Academic Content Focus Develop Curriculum Map Discuss Evidence
Select Two Focus Students Develop Allocation of Time Develop IIP 3
10 11 12
INQUIRY: INQUIRY: SUMMARY OF PROFESSIONAL
DESIGNING A STANDARDS BASED ASSESSING STUDENT LEARNING OVER GROWTH AND COLLOQUIUM PLANNING
LESSON SERIES TIME
Reflect on Growth
Plan Series of Five Lessons Select an Academic Standard(s) Identify Insights and Goals for Next Year
Assess Students’ Prerequisite Skills Develop a 4-6 week unit Closure Conference
Teach the Lessons Create an Assessment Plan Teach Share in the Colloquium of Professional
Examine Feedback from Two Observations Assess Student Progress Over Time Educators
Closure Conference Examine Student Data
Closure Conference
35
Plan, Teach, Reflect, and Apply
36
Continued/Additions
Continuations from Additions/Changes to CFASST
CFASST Year 1 Year 2
PTRA Cycle Academic Content Standards
Observations Student assessment data
Inquiry No Profile of Practice
Focus on 2 students
Formal Observation is
Individual Induction embedded in Inquiry
Plan Inquiries (2) are longer
Summary of Growth
IIP 3 follows a self-
Colloquium
assessment
Assessment guides
instruction
37
Timeline for Implementation of CFASST Year 2
CFASST EVENT MONTH
CFASST 7: Class, School, District and Community Profile (CSDC) 1
CFASST 8: Applying Framework to Practice 2
CFASST 9: Components of Effective Instruction 3
CFASST 10: Inquiry: Designing a Standards Based Lesson Series 4-5
CFASST 11: Inquiry: Assessing Student Learning Over Time 6-7
CFASST 12: Summary of Professional Growth and Colloquium 8-9
Planning – Year 2
See the Pacing Guide in your Training Schedules & Pacing Guide
(green) file folder for specific due dates of Event items.
38
California Standards for the Teaching
Profession (CSTP) 3, 4 and 5
Standard 3:
Understanding and
Organizing Subject Matter for
Student Learning
Standard 4:
Planning Instruction and
Designing Learning
Experiences for all Students
Standard 5:
Assessing Student Learning
39
California Standards for the Teaching
Profession: 3, 4, 5
3.1 Demonstrating knowledge of subject matter content and student
development
3.2 Organizing curriculum to support student understanding of subject
matter
3.4 Developing student understanding through instructional strategies
that are appropriate to the subject matter
3.5 Using materials, resources, and technologies to make subject
matter accessible to students
4.4 Designing short-term and long-term plans to foster student
learning
5.1 Establishing and communicating learning goals for all students
5.2 Collecting and using multiple sources of information to assess
student learning
5.3 Involving and guiding all students in assessing their own learning
5.4 Using the results of assessments to guide instruction
5.5 Communicating with students, families, and other audiences about
student progress 40
CSTP Carousel
Please take out your Resources for
Professional Practice-Year 2 book.
Stand up and form small groups of
teachers of the same subject matter.
If groups are more than 5, break into
grade-level-span groups.
Move you group in front of one of the
charts—pick a chart, any chart.
Wait for further directions before
beginning the carousel!
41
Please
keep your content area focus
in mind
for the next activity!
42
CSTP Carousel
Using your selected content area as a
lens, think about what a participating
teacher would be doing, organizing,
examining, and saying with regard to
an element of the CSTP.
Record responses on the chart.
At the signal, move to the next chart.
At the last chart, choose one key
response to share with the whole group.
43
CSTP Debrief
Please return to your seat and
share your thoughts regarding:
What are some ways that the
element descriptions might assist
you in your work?
What impact might the CSTP have
on your practice?
44
BREAK
When you return from the break,
be prepared investigate CFASST
Event #7
45
CFASST Training
Year 2: Event 1- Class, School,
District, Community Profile
Key Concept: Understand
instructional context and
learn about students
46
Continued/Additions
CFASST Similar
Event Continued From Additions in
Year 2 CFASST Year 1 CFASST Year 2
Event 7: 1 Guides a review None
Class, of the teacher’s
School, context
District, Continued focus
Community on English learners
Profile and special
(CSDC) - populations
Year 1
47
Event 7 Folder
Please find the Event 7 CFASST
folder. Event 7
From the folder, take out the:
1. ―CSDC: Understanding Your
Context for Teaching and Student
Learning‖ booklet and
2. ―Resources‖ sheet
48
Information Requested on the
CSDC Profile
Academic Content Focus
Class Information
English Learner Information
School, District & Community
Information
49
50
Artifacts as Examples
Please review the Event 7 Artifacts
that Elementary SPs put in their
Event 7 folder.
PTs may find Artifacts on
www.ncoe.k12.ca.us.
51
52
53
English Learners
CLASS, SCHOOL, DISTRICT, AND COMMUNITY (CSDC) PROFILE
LOOKING AT YOUR CONTEXT FOR TEACHING AND STUDENT LEARNING
ENGLISH LEARNER INFORMATION
DIRECTIONS: Work with your SP to develop a profile for each English Learner in your class.
Literate English Language Proficiency
in Level Based on the California English
English Primary Language Development Test (CELDT) Migr
Learner Languag Years of ant
Student Primary e ELD Prog
Name Language Yes/No Instruction ram
Listening/
Composit
e**
Speaking* Rea Writin
din g*
g*
Maria Spanish no 578 565 548 567 3 no
Yelena Russian Yes 493 500 466 488 2 no
Vietname
Tran se No 250 372 423 389 0 no
*Scaled score proficiency levels
**Weighed scaled scored (Listening and Speaking * .5 + Reading *.25 + Writing *. 25)
CELDT = California English Language Develo9ment Test
54
55
56
57
Academic Content Focus (p.1CSDC)
Elementary Teachers select ONE
content area:
Mathematics
English/Language Arts
History/Social Science or
Science
Secondary Teachers select:
ONE class period / group of students
AND
A specific course
58
Academic Content Focus
Allows the PT to focus on a single
content area in order to:
Avoid ―overwhelm‖ by keeping the
focus narrow
Develop skills and practices that
can later be generalized to other
content areas and other
instructional situations.
59
Focus Student Selection
Please take out your ―Focus Student Selection‖
sheet . You will use this form to record
your selection of:
1. One EL student
2. One student with an IEP or 504 plan, or a
GATE student
Also select alternate focus students of each
type in case one moves.
Secondary Teachers: You may be selecting
new focus students in the second semester!
60
61
CSDC Brief Discussion
In table groups, take 3 minutes to
discuss:
What are some ways a Support Provider
can support the Participating Teacher in
understanding and completing the CSDC
process? (PTs—what are some ways you
want to be supported?)
Share a few ideas with the whole group.
62
Outcomes
Overview CFASST Year 2 and make connections to CFASST
Year 1
Reconnect with the CSTP and focus on three standards that
are emphasized in CFASST Year 2:
Understanding & Organizing Subject Matter
Planning Instruction
Assessing Student Learning
Learn how to use Event 7: CSDC to inform
instructional planning
Learn how to use Event 8: Applying the
Framework to Practice
63
CFASST Training Year 2
Event 8: Applying
the Framework to Practice
Key Concept: Use the
Frameworks, Standards and
Guidebook to develop long- and
short-term plans and ensure
student mastery of standards
through the delivery of efficient,
complete, aligned standards-based
lessons.
64
Event 8 Outcomes
Explore the Framework and Student
Content Standards.
Examine planning – both short-term and
long-term with a focus on the Student
Content Standards.
Learn how to use Event 8 to build
understanding of the relationship among
frameworks, content standards, and
instructional planning.
65
Continued/Additions
CFASST Similar Continued from Additions in
Year 2 Event CFASST Year 1 CFASST Year 2
Event 7: Class, 1 Guides a review of the None
School District, teacher’s context
Community Profile
(CSDC) – Year 1 Continued focus on English
learners and special
populations
Event 8: Applying Reading a resource and In-depth framework
the Framework to using information to inform study focused on current
Practice planning and instruction teaching assignment
Curriculum Mapping
Sample allocation of
time
66
Framework and Student Content
Standards Level of Familiarity
1 2 3 4 5 6
Have heard Know what Provide
of they are and Professional
Standards/ am aware of Development
Framework own grade- workshop on
level Standards/
Standards/ Framework
Framework
Have never Am Attend
seen somewhat Professional
Standards/ familiar with Development
Framework Standards/ on Standards/
Framework Framework at
all grade levels
67
Framework Exploration
Take out:
Event #8 Folder
Framework for the PT selected focus
content area or
Guidebook for PTs without an
appropriate framework.
Ready, Set, Go!
68
Standards
69
Form A: First Discussion -
Content Standards
Using your Framework, review the
standards for your grade level and
discuss the responses to questions
on the slide after next.
Record table groups’ key ideas on the
PT’s Note-Taking Page (next page of
handout) under Standards.
70
Note-Taking Page: Student Content
Standards & Framework
Standards:
Instructional Challenges:
Assessment:
71
Form A: Standards Review
(Discussion Prompt #1)
Begin the discussion:
What are the crucial entry-level skills
and knowledge for your grade level?
What are the crucial skills and
knowledge which your students are
expected to have mastered before
entering the next grade?
72
Universal Access
“The ultimate goal of language arts
programs in California is to ensure
access to high-quality curriculum
and instruction for all students in
order to meet or exceed the state’s
English-Language Arts Content
Standards.”
Reading/Language Arts Framework for
California Public Schools , 1999.
73
Universal Access
Please get out your CFASST Guidebook.
Number around the room from 1-3. Form a triad.
Skim the assigned section in your CFASST Guidebook
about Universal Access:
1= Introduction
2 = Assessment
3 = Subject Methodology and Subject Matter Pedagogy
Share with your triad
only 5 minutes for this!
74
Record on the
PT’s note-
taking page
under
―Instructional
Challenges‖
Use the ―Universal Access‖ section of
the CFASST Guidebook or your
Framework.
75
Form A: Universal Access
Review (Discussion Prompt #2)
Begin the discussion:
What strategies for ensuring
universal access to the standards
will you use this year?
In what ways will you assist English
learners who need support
throughout the year?
76
Form A: Assessment
Review (Discussion Prompt #3)
Begin discussion:
Considering the categories of entry-
level, progress monitoring and
summative assessment, what are
some assessments you would be
considering?
What information will these
assessments give you about student
learning?
77
Artifact Review
Please check the SP Event 8 file for an
elementary artifact sample.
Study and re-file.
Form A in Event 8 Artifacts coming???
Please also file the PT’s complete ―Student
Content Standards and Framework Note-
taking Guide‖ in the PT Event 8 file.
Event 8
78
Note Taking Page: Important Factors
Identify strategies you use for lesson planning:
Short-Term Planning Long -Term Planning
See next page for note-taking sheet.
79
Note Taking Page: Important Factors
Short-Term Planning Long -Term Planning
Follows from long-term School Calendar
plan Student Needs
More detailed Linked to CSDC
Grouping Curriculum Standards
Modifications to Prerequisite Skills
differentiate Resources
instruction Grade-Level/
Instructional strategies Department
Scaffolding for learning organization &
needs agreements
Inclusion of assessment Flexibility of planning
plans Flow
80
Forms B and C
Please take out the PT’s
Event 8 Forms B and C.
81
What do you
notice
about these
forms?
82
83
84
85
Form D
Please take out Form D.
Review it briefly now.
Complete after Event 8 is done
back at your site.
86
87
Discussion Prompt for
Table Groups:
As you review these forms, discuss
ways the PTs be supported in:
Understanding the difference
between long- and short-term
planning?
Completing long-term planning and
then utilizing the long-term plan for
short-term planning?
88
Artifact Review
Please review the Forms B and C SP
artifacts—both Elementary and Secondary
available. Hooray!
Please also file the complete ―Student
Content Standards and Framework Note-
taking Guide‖ in the PT’s Event 8 file.
Event 8
89
CFASST Form Reminders
SPs need to use their skills to determine:
How much time and recording is needed at a
given time.
Who should record. SPs are encouraged to take
this role, but sometimes the PT needs to do it or
it should be done collaboratively.
Use the forms to guide reflection.
The purposes of recording are to:
Capture/solidify the PT’s thinking
Serve as a permanent record that will later be
reviewed for evidence of progress
90
Reflective Discussion
How will your work in CFASST Year 2
be similar to your work in CFASST
Year 1?
How will it be different?
Discuss with the whole group.
91
Event 8 Outcomes
Explore the Framework and Student
Content Standards.
Examine planning – both short-term and
long-term with a focus on the Student
Content Standards.
Learn how to use Event 8 to build
understanding of the relationship among
frameworks, content standards, and
instructional planning.
92
Induction Connection
What induction requirements might
you address in conjunction with
this Event?
SPs: Please get out your Credential
Clearing and Practicums file.
PTs: Please get out your Induction
Binder.
93
Induction Connection
Standard 15: Content & Pedagogy
Activity Log
Event Feedback Form
Standard 16: Technology
2. Do Consent Form on-line; save
receipt
11. Include electronic resources in
CSDC.
94
Induction Connection
Standard 18: Healthy Environment
(All must be completed this year)
1. Survey for hazards; fix or report.
2. Review crisis response plan.
3. Post Emergency Preparedness Guide
4. Post evacuation plan.
5. Location of emergency contacts.
6. Student medication location.
7. Emergency backpack inventoried.
95
Induction Connection
Standard 18: Healthy Environment
(all must be completed this year)
8. Emergency barrel inventoried.
10. Accident report location.
11. Discipline plan in place.
12. ―Community Resource Directory‖ located.
13. Reviewed CPM on HIV/AIDS and Title IV.
28. First Aid-trained staff listed.
29. CRP-trained staff listed.
96
Induction Connection
Standard 18: Healthy Environment
(all must be completed this year)
32. Vision screening dates.
33. Hearing screening dates.
34. Scoliosis/diabetes screening dates.
35. Outside speaker form location.
36. ―Building and Promoting Asset
Development. . .‖ read and discussed with
SP.
37. CPR (for CA and out-of-country Ryan
credential holders only)
97
Induction Connection
Standard 19: English Learners
1. Attended BTTP Module training.
2. Attended 3-hour seminar in working
with parents.
4.CELDT level of focus student listed.
5.CELDT data of focus student analyzed;
steps to use with this student listed.
7. Curricular materials reviewed.
8. Others who work with focus student
listed.
14. Attended ELAC or DELAC, discussed
with SP, agenda kept.
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Induction Connection
Standard 20: Special Populations
4. Curricular materials reviewed.
8. Selected Special Pops. student listed.
12. Others who work with focus student
listed.
13. Focus student progress-monitoring
assessments listed.
16. ―Special Ed. Parents Rights‖ read and
made available to parents.
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Induction Connection
All of these are also listed on the
―Napa County BTSA Pacing Guide‖
in your
Training Schedules & Pacing Guide (green)
file folder.
Please take a moment to check this handy
reference sheet (Thanks, Barb!).
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Strategies We Used
Jigsaw
Carousel
Table Group Discussion
Reflect and Discuss
Gallery Walk (next session)
Discussion Prompts
T-Chart Note-taking
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Please put away your CFASST materials
and get out your
Time Sheets & Payroll Logistics
(yellow) file folder.
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Time Sheets & Payroll
Logistics File Folder
SPs: PTs:
Contact card Contact card
Consent Form Consent Form
directions directions
Fiscal Procedures Fiscal Procedures
Time Sheets Time Sheets
Website info. Website Info.
Hot pink sheet Hot pink sheet
Commitment Form
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Contact Card
Please complete all information
so we may keep in touch with
you.
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Consent Form
Please go to www.btsa.ca.gov
Follow the directions on the Consent
Form instruction sheet to officially
sign up for BTSA—and initiate
funding for your participation.
(PTs—print your receipt for the
Tech. Practicum, Item 2)
Thank You!!!
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Fiscal Procedures & Time
Sheets
o SP Stipends (negotiated individually by districts,
usually $1,500/PT):
Based on training attendance and documents
Documents due on Dec. 5 and April 1
Feedback Forms
Activity Logs
SP COP and IIP
o SP stipends for portfolio checking is no longer
available due to increases released time costs.
o Subs allocated at 16 hours per PT and SP
Use yellow BTSA/NCOE Timesheets for subs,
PLEASE!
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Website Info
Use these as resources:
NCOE (www.ncoe.k12.ca.us) has all
your BTSA forms, the professional
development calendar and many other
resources
NVUSD (www.nvusd.k12.ca.us) has
additional NVUSD resources and a link
to the professional development
calendar
107
Shocking News: Teacher Arrested
108
At New York's Kennedy airport today, an individual,
later discovered to be a public school teacher, was
arrested trying to board a flight while in possession of a
ruler, a protractor, a set square, a slide rule, and a
calculator.
At a morning press conference, Attorney General
Alberto Gonzales said he believes the man is a member
of the notorious Al-Gebra movement. He is being
charged by the FBI with carrying weapons of math
instruction.
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"Al-gebra is a fearsome cult, "Gonzales said. They
desire average solutions by means and ex-tremes , and
sometimes go off on tangents in a search of absolute
value.
They use secret code names like 'x' and 'y' and refer to
themselves as unknowns, but we have determined they
belong to a common denominator of the axis of
medieval with coordinates in every country. As the
Greek philanderer Isosceles used to say, "There are 3
sides to every triangle."
110
When asked to comment on the arrest, a prominent
government official said , "If God had wanted us to
have better weapons of math instruction, He would
have given us more fingers and toes."
111
Hot Pink Sheet
Education Code 44940
Consequences of being "charged
with a mandatory leave of absence
offense―
Use good sense; the credential
you’ve worked so hard to get!
112
Commitment Form (in PT folder)
o Get signatures from PT, SP and SA
o Due to Barb by October 2
Participating Teacher’s (PT) BTSA Commitment
Participate in training:
“Principles and Orientation and Foundations” in first year.
CFASST Event 1 training.
One Instructional Skills series each year: one must be a “Differentiated Instruction” series; one may be AB 466 training and practicum.
Colloquium annually.
Two “Using Data” seminars.
12 hours of “Toward Equity” training.
One 3-hour ELD and one 3-hour SDAIE refresher session.
One “Induction Requirements” after-school seminar.
Complete the required CFASST events under the guidance of the SP. Submit Individual Induction Plans and Event Feedback forms.
Make weekly scheduled contact with the SP.
Complete and implement an annual “Program Completion Plan.”
Exhibit competence in: the use of technology to support student learning; supporting equity/diversity/access to the core curriculum; creating a supportive
and healthy environment for student learning; teaching English Learners, and; teaching special populations students
Upon completion of BTSA, provide the program with a “Professional Growth Plan: Year 3 and Beyond.”
Respond to requests for information (e.g., surveys) from the Napa County BTSA Program in a timely manner.
Permit the use of the BTSA Practicum exclusively for purposes of ongoing BTSA program evaluation.
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Involving Site Administrators
SPs are asked to meet with the PTs
Site Administrator frequently in
order to:
• Remind the SA of all the work the SP
and PT are doing
• Inform the SA of BTSA activities
• Encourage SA involvement in BTSA
• Align the work of the SA in evaluation
with the formative assessment work
in which the PT is engaged
• Is this the principal? Vice-principal?
114
Agenda for SP Meeting
with Site Administrators
1. The content of the CFASST event.
2. The amount of time the
Participating Teacher is
committing to the event.
3. How the principal can support the
Participating Teacher.
Please honor the confidential nature
of the SP/PT relationship!
115
Other Folders You Have
Support Providers: Participating Teachers:
o Training Schedules & Training Schedules &
Pacing Guide Pacing Guide
o Activity Logs Activity Logs
o Toward Equity
Toward Equity
o Event Feedback Form
packet Event Feedback Form
o CFASST Event files and packet
placemats CFASST Event files
o Mentoring Matters and placemats
o Credential Clearing & CFASST Events
Practicums Handouts
o Artifact packet (color
coded to Elementary and
Secondary)
116
PT and SP Handouts
Training Schedules & Pacing Guide
Saturday Training Plan (attendance at all required
for SSU units)
Instructional Skills Workshops (1 series required for
Standard 15; 1 must be ―Differentiated
Instructions‖)
BTSA Induction Requirements
Other BTSA Offerings and Events (1 unit available
for Year 2 SPs and PTs to serve on the Task Force.
Sign up at first meeting.)
Pacing Guide
Activity Logs
Toward Equity
Event Feedback Form packet
CFASST Event files and placemats
117
Credit Option
For all PTs and those SPs who wish to forgo the stipend.
5 units of academic credit for:
Completing the registration form
Paying the SSU fee
Attending the full 1-day orientation and event
training (today)
Attending all Saturday trainings from 9:00-4:00
Not complaining about the Saturday
commitment!
Sign up available at the next Saturday
training.
118
SP-Only Materials
Mentoring Matters
Credential Clearing & Practicums:
Information you will need in event
training and as you work with your PT on
induction. More to come!
Artifact packet (color coded to
Elementary and Secondary)
119
PT Reminders
1. Engaging in formative assessment
develops habits of mind that will
ensure a successful teaching career.
2. The Induction experience is intended for
deeper level engagement with your
own students over the long term. It is
not intended to duplicate your pre-
service experience, and if it does, the
candidate is not exhibiting professional
standards.
3. BTSA Induction is a cost-free route to a
professional clear credential.
120
Documentation in CFASST
SPs need to use their skills to
determine:
How much time and recording is
needed at a given time.
Who should record. SPs are
encouraged to take this role, but
sometimes the PT needs to do it or
it should be done collaboratively.
Use the forms to guide reflection.
121
Documentation in CFASST
Supports processing and internalizing of
information; captures/solidifies the PT’s
thinking
Documents growth over time; serves as a
permanent record that will later be reviewed
for evidence of progress
Preserves information; provides
documentation for the BTSA Induction
Teacher’s Portfolio
Demonstrates commitment on the part of
the teacher
Provides accountability
122
Bag Review:
Will Yours Be Exquisite?
Bag Review in March
Task Force looks for Quantity and Quality
of:
Lesson Planning
Support Provider Observation
Student Work
Analysis of Student Work
Data analysis
Reflection on Teaching
Support Provider Presence
123
Reminders to All
Do your Consent Form: Time Sheets, Payroll
Logistics file folder (PTs: Save receipt for Tech.
Practicum, Item 2)
Use the BTSA Timesheet for a BTSA sub: Time
Sheets, Payroll Logistics file folder
Check the Pacing Calendar regularly: Training
Schedules & Pacing Guide file folder
Regularly send in all Event Feedback
Questionnaires and Activity Logs: Activity Logs &
Event Feedback Forms file folder (E-mail 2 Activity
Logs to Barb, Tech. Practicum, Item 5)
Help the PT use the CFASST Professional Growth
folder to document ongoing professional growth
beyond that needed in the Induction Binder. 124
Our next training…
PTs with Preliminary Credentials and Their
SPs--Credential Clearing (Induction)
Seminars:
September 27, 3:30-6:30 in St. Helena
September 28, 3:30-6:30 at NCOE (repeat)
SPs expected, too—or at Saturday CFASST!
SPs and PTs for credit– ―Toward Equity‖ and
CFASST Event 9:
October 28, 9:00-4:00, NCOE
125
Thank You for Your
Participation!
Please complete all of the
workshop evaluation!
Thanks!
126
Please Turn In to a Red
Basket
Complete Workshop Evaluation
Contact Card
Your name tent so we have it for
each training this year.
PT’s:
Initial Induction Plan (if you didn’t this
morning)
PT Application form, credential and
transcripts (if you haven’t already)
127
Don’t Forget to. . .
Get Commitment Form signatures
(due by October 2, 2006)
Do Consent Form online at
www.btsa.ca.gov (PTs: Print
receipt for Technology Practicum)
SPs--Don’t forget to meet with your
Site Admin.
128
Objective #1
Partially: Integrate work in CFASST
with Induction Standards 15-20
129
Objective #2
Overview CFASST Year 2 and make connections to
CFASST Year 1
Reconnect with the CSTP and focus on three
standards that are emphasized in CFASST Year 2:
Understanding & Organizing Subject Matter
Planning Instruction
Assessing Student Learning
Learn how to use Event 7: CSDC to inform
instructional planning
Learn how to use Event 8: Applying the Framework
to Practice
130
Objective #3
Be prepared to:
Complete enrollment in BTSA
Contact Card
Commitment Form
Consent Form
Use substitutes
Find resources on the web
Maintain employment in the profession
Credit
131
SPs Expect Contact?
One of your trainers may be
contacting SPs to see how it’s going.
Please provide honest feedback!
Thanks.
132