LosAngeles UnifiedSchoolDistrict
TalentManagementDivision
Teacher andAdministrator DevelopmentBranch
BTSAInduction Program
Advisement,Attendance, CommunicationEvaluation
DuringthecourseofyourBeginningTeacherSupportandAssessment(BTSA)programyouwill becollectingdocumentationofoperationalprocessesaswellascriticalthinkingprocesses.
BehindTab1youwillcollectdocumentationofcomponentsthatarenotincludedinthe
FormativeAssessmentprocess.
Completionofthesecomponentswillassistinshowingevidenceforsomeoftheinduction standardsaswellasensuringthateachparticipantreceivesappropriatecreditfortheworkthat theyhavedone.
LosAngeles UnifiedSchoolDistrict
Talent Management Division
Teacher andAdministrator DevelopmentBranch
BTSAInduction Program
GuidelinesfortheCompletion ofTab1:
Advisement,Attendance,Communication,andEvaluation
Overview
Behindthistab,youwillutilizethefollowingtools:
•Confirmation Summary
•FormativeAssessmentFlowcharts (Years1and 2)
•MyDataOverview
•LAUSD DraftTeachingLearningFramework
•RtI²InstructionalModel
•LAUSDPerformanceMeter
•BTSAInductionStandards
Youwillincludethefollowing:
•CopyofyourPreliminaryCredential(s)
•Verificationforms from:
oStateRegistration (completed onlineat
oOrientations, Seminars, Mid-YearAdvisement, SummaryofTeaching
Practice/Portfolio Review
ObjectivesForThisWork:
Tab1 willcontainthedocumentationneededto verify your attendanceand
participation intheBTSA Induction Program. Thisisrequired inorderthatyou maybe recommended foraCaliforniaClearCredential. Youwillaccumulatethesedocuments and evidenceon an ongoingbasisthroughout the two yearprogram.
Directions:
1. Placea copyofyourPreliminaryCredentialbehindcredentialplaceholderpage. You mayprint a copyofyourcredentialat
2. Complete therequestedinformation ontheConfirmationSummarypage. Placecopiesof all verificationforms (receivedatOrientation, registration,etc.)behindtheConfirmation Summarypage.
3. Pleasemake sureyou maintain yourLAUSDnet emailaccountin ACTIVE status throughout
theduration ofyourBTSAInduction program. Thisisaprimary method ofcommunication for ourprogramand in ordertoavoid issueswith spamfilters, wewillonlyutilizetheLAUSDnet email service.
4. You arerequiredto attendanOrientationatthebeginningof each yearofyourprogramand approximatelyfiveBTSAevents/year.Pleaseplace a copyof theconfirmation thatyou will printoutfromtheLearningZone foreach eventattended and placebehindthistab.
5. Pleaserevieweach ofthestandardsbehindthistab.The tasks in thisportfolio aredesignedto guideyou in collectingevidenceofproficiencyineachof theseareasasrequired bytheStatein order toissuearecommendation foraCaliforniaClearteachingcredential(1.8-1.11).
2011-2012 TeacherandAdministratorDevelopmentBranch-BTSA
1.11
PleasePlace
a
Copyof
YourCredential(s) Here
Youmaydownloada copyof yourcredential attheCTCwebsite:
1.2
2011-2012 TeacherandAdministratorDevelopmentBranch-BTSA2
LosAngeles UnifiedSchoolDistrict
Talent Management Division
Teacher andAdministrator DevelopmentBranch
BTSAInduction Program
ConfirmationSummary Page
NameofParticipatingTeacher: Employee#:_
SchoolLocalDistrict_
•PleasekeepORIGINALinyourPortfolio
ConfirmationofAttendanceatBTSAOrientation
Enterthedateattendedhereandplacetheconfirmationcardbehindthispage.
Year1Year2
EnterYourState IDNumberHere
Placetheprintedconfirmationyoureceivedwhenyouregisteredonlinebehindthispage.
Year1Year2
(verifythatenrollmentrolledover)
EntertheNameofYourSupportProviderHere
Year1Year2
EnterYourLAUSDorCharterSchoolEmailHere
Year1Year2
SignUptoaccessMyData(WaivedforCharterSchools)
EnterDate
EntertheRegularTimethatYouHaveScheduledtoMeetwithYourSupportProviderHere
Year1Year2
2011-2012 TeacherandAdministratorDevelopmentBranch-BTSA
1.33
CONTEXTFORTEACHING
• ClassProfiles
• SchoolInformation
• DistrictSupport
• CommunityLinks
• ConversationGuides
ASSESSMENT
OFTEACHINGPRACTICE
•Teacher PreparationInformation(Yr 1)
•CAStandardsfortheTeaching
ProfessionInductionStandards
•ClassroomObservation
ReflectiveConversationINQUIRY:Pedagogy
•InquiryFocus
•ActionPlan
•EssentialComponentsfor
Instruction
•Observation
•AnalysisofStudentWork
•SummativeAssessment
•Reflection
ReflectiveConversation
CONTEXTFORTEACHING
• ClassProfiles
• SchoolInformation
• DistrictSupport
• CommunityLinks
• ConversationGuides
Revisit & Update Year 2
ASSESSMENT
OFTEACHINGPRACTICE
•Teacher PreparationInformation(Yr 1)
•CAStandardsfortheTeaching
ProfessionInductionStandards
•ClassroomObservation
ReflectiveConversationINQUIRY:SelfSelectedFocusBasedonEvidence ofYourTeachingPractice
•InquiryFocus
•ActionPlan
•EssentialComponentsforInstruction
•Observation
•AnalysisofStudentWork
•SummativeAssessment
•Reflection
ReflectiveConversation
Mydata.lausd.net
MyDataClassroomLevelReports
TeacherRoster
Individualclassroomrostersthatincludesmultiplemeasuresincludingdemographics,attendanceand grades,periodicassessmentand CSTperformanceovertwoyears.Alldatacanbefilteredbygrade, ethnicity,languageclassification,period,andsemester
PeriodicAssessment
Thisreportprovidesanoverviewoftheunitassessmentsbyskillareaonaclassroomlevel.Formore detaileddata,clickontheSOARandPrincetonReviewsystems. All datacanbefilteredbygrade, ethnicity,languageclassification,period,andsemester
CSTReports
ThisreportprovidesCSTperformancelevels,scaledscores,andcontentstandardscores.Alldatacanbe filteredbygrade,ethnicity,languageclassification,period,andsemester
ELMonitoring
ThisreportprovidesreclassificationdataincludingCSTcontentstandardsreport,CELDTscores, years in
EL,ELAgrades, etc.
MyDataSchoolLevelReports
•A-GReports(enrollmentandpassrates)
•AdvancedPlacementreports
•Alerts
•EarlyWarning/AtRiskReports
•Attendance,MonthlyandWeekly
•AYP/API
•CAHSSE
•CSTReports
•ElementaryMarks
•EnglishLearnerData
•PeriodicAssessmentDatabysubject,classroom,contentstandard
•Secondaryenrollmentandgrades
•SpecialEducationdata
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2011-2012 TeacherandAdministratorDevelopmentBranch-BTSA6
LAUSDTEACHINGLEARNINGFRAMEWORK11Piacemat"
d.DemonstratingKnowledge ofContent andPedagogy KnowledgeofContentandtheStructureoftheDiscipline KnowledgeofContent-RelatedPedagogy
b.DemonstratingKnowledge ofStudents
KnowledgeofStudents'Skills,Knowledge,andLanguage
Proficiency
KnowledgeofHowChildren,Adolescts,orAdultsLearn
KnowledgeofStudents'SpecialNeeds
KnowledgeofStudents'InterestsandCulturalHeritage c.EstablishingInstructionalOutcomes ,
Value,Sequence,Alignment,andClarity
SuitabilityforDiverseLearners dDesigningCoherentInstruction
Standards-BasedLearningActivities
InstructionalMaterials,Technology,andResources
PurposefulInstructionalGroups
LessonandUnitStructure
.e.DesigningStudentAssessment
AlignswithInstructionalOutcomes
CriteriaandStandards
DesignofFormativeAssessments
andUseofAssessment DataforPlann
a.ReflectingonPractice
AccurateReflection
UseofReflectiontoInformFutureInstruction
SelectionofProfessionalDevelopmentBasedonReflection andData
ImplementationofNewLearningfromProfessional
Development
b.ParticipatinginaProfessionalCommunity
CollaborationwithColleagues
Promote.saCultureofProfessionalInquiryand
Collaboration
a.MaintainingAccurateRecords
TracksProgressTowardsIdentified LearningOutcomes
TracksCompletionofStudentAssignmentsinSupportof
StudentLearning
ManagesNon-instructionalRecords
SubmitsRecordsonTime b.CommunicatingwithFamilies
InformationAbouttheInstructionalProgram
InformationAboutIndividualStudents
EngagementofFamiliesintheInstructionalProgram c.DemonstratingProfessionalism
EthicalConductandCompliancewithSchool,District,State, andFederalRegulations
Advocacy/InterventionforStudents
Decision-Making
a.CreatinganEnvironmentofRespectandRapport
TeacherInteractionwithStudents StudentInteractionswithOneAnother ClassroomClimate
b.EstablishingaCultureforLarning
ImportanceoftheContent
ExpectationsforLearningandAchievement
StudentOwnershipofTheirWork
PhysicalEnvironment c.ManagingClassroomProcedures
ManagementofRoutines,Procedures,andTransitions
ManagementofMaterialsAndSupplies
PerformanceofNon-InstructionalDuties
ManagementofParentLeaders,OtherVolunteersAnd
Paraprofessionals d.ManagingStudentBehavior
ExpectationsforBehavior MonitoringofStudentBehavior ResponsetoStudentBehavior
a.CommunicatingwithStudents· ExpectationsforLearning DirectionsandProcedures ExplanationsofContent UseofAcademicLanguage
b.UsingQuestioningandDiscussionTechniques QualityandPurposeofQuestions DiscussionTechniques
StudentParticipation
c.StructurestoEngageStudentsinLearning
Standards-BasedProjects,ActivitiesandAssignments
PurposefulandProductiveInstructionalGroups
Use ofAvailableInstructionalMaterials,Technology, andResources
StructureandPacing
d.UsingAssessmentinInstruction toAdvanceStudent
Learning
AssessmentCriteria
MonitoringofStudentLearning
FeedbacktoStudents
StudentSelf-AssessmentandMonitoringofProgress e.DemonstratingFlexibilityand Responsiveness
Responds andAdjuststoMeetStudent Needs
Persistence
2011-2012TeacherandAdministratorDevelopmentBranch-BTSA7
RtI2InstructionalModel
Instructional Implementation ScreenStudentData AnalyzeData
DefineProblem AnalyzeProblem DesignSchoolwide Plan
Monitor
Intensive/Targeted
1–5%
Behavior/SocialComponents
•EffectiveAcademicSupport
•SocialSkillsTeaching
•PositiveProactiveDiscipline
•ActiveSupervisionand
Monitoring
•ClassroomManagement
•ParentTrainingand
Collaboration
Strategic/Selected
15–20%
Core/UniversalAccess
80–85%
2011-2012 TeacherandAdministratorDevelopmentBranch-BTSA8
LOS ANGELESUNIFIEDSCHOOL DISTRICTAPRIL15, 2011
PERFORMANCEMETER
AllY"#Achieving
COREBELIEFS
Start with students
Families are our partners
Success is in the classroom
Diversity is our strength
Effectiveteaching, leadership, and accountability are the keys toour success
GOAL1: 100% GRADUATIONBaselineAnnualTargets
2007-082008-092009-102010-112011-122012-132013-14
A.% Increase in Four-Year Cohort Graduation
Rate / 48 / 52 / 55 / 58 / 60 / 63 / 70
B.% Increase in Students On-TrackforMeeting
A-GRequirements / -- / -- / 26 / 28 / 38 / 50 / 75
GOAL2: PROFICIENCYFORALLBaselineAnnualTargets
2007-082008-092009-102010-112011-122012-132013-14
A.English LanguageArts,Elementary: Increase % Proficient &Advanced / 39 / 44 / 46 / 48 / 60 / 67 / 74
B.English LanguageArts,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 LanguageArts / 29 / 34 / 35 / 36 / 49 / 55 / 62
F.Increase Proficiency inAlgebra / 17 / 20 / 22 / 24 / 38 / 47 / 55
G.Increase Reclassification Rates / 14.7 / 14.6 / 14.4 / 15 / 21 / 24 / 27
GOAL3: 100% ATTENDANCEBaselineAnnualTargets
2007-082008-092009-102010-112011-122012-132013-14
A.Increase percentage ofstudents with 96% or higher attendance / 62 / 64 / 60 / 64 / 66 / 71 / 76
B.Increase percentage ofstaffwith 96% or higher attendance / 65 / 67 / 65 / 67 / 69 / 74 / 79
GOAL4: PARENTANDCOMMUNITYBaselineAnnualTargets
ENGAGEMENT2007-082008-092009-102010-112011-122012-132013-14
A.Increase percentage ofparents attending parent/teacher conferences / -- / -- / -- / TBD
B.Increase parent participation and ratings on
School Experience Surveys / -- / 26 / 28 / 30 / 35 / 40 / 50
GOAL5: SCHOOLSAFETYBaselineAnnualTargets
2007-082008-092009-102010-112011-122012-132013-14
A.Decrease violent suspension rates / 20,077 / 17,888 / 15,470 / 14,470 / 13,470 / 12,470 / 11,470
B.Decrease non-violent suspension rates / 32,355 / 24,732 / 22,753 / 21,753 / 20,753 / 19,753 / 18,753
2011-2012 TeacherandAdministratorDevelopmentBranch-BTSA9
LosAngeles UnifiedSchoolDistrict
Talent Management Division
Teacher andAdministrator DevelopmentBranch
BTSAInduction Program
ProgramStandard5:Pedagogy
Participatingteachersgrowandimproveintheirabilitytoreflectuponand applytheCalifornia StandardsfortheTeachingProfessionandthespecificpedagogicalskillsforsubjectmatter instructionbeyondwhatwasdemonstratedforthepreliminarycredential.
Theyutilizetheadoptedacademiccontentstandardsandperformancelevelsforstudents, curriculumframeworks,andinstructionalmaterialsinthecontextoftheirteachingassignment. Participatingteachersuse andinterpretstudentassessmentdatafrommultiplemeasuresforentry level,progressmonitoring,andsummativeassessmentsofstudentacademicperformanceto informinstruction.
Theyplananddifferentiateinstructionusingmulti-tieredinterventionsasappropriatebasedon theassessedindividual,academiclanguageandliteracy,anddiverselearningneedsofthefull rangeoflearners(e.g.strugglingreaders,studentswithspecialneeds,Englishlearners,speakers ofnon-standardEnglish,andadvancedlearners).
Tomaximizelearning,participatingteacherscreateandmaintainwell-managedclassroomsthat fosterstudents’physical,cognitive,emotionalandsocialwell-being.
Theydevelopsafe,inclusive,andhealthylearningenvironmentsthatpromoterespect,value differences,andmediateconflictsaccordingtostatelawsandlocalprotocol.
Participatingteachersarefluent,criticalusersoftechnologicalresourcesanduseavailable technologytoassess,plan,anddeliverinstructionsoallstudentscanlearn.
Participatingteachersenablestudentstousetechnologytoadvancetheirlearning.Localdistrict technologypoliciesarefollowedbyparticipatingteacherswhenimplementingstrategiesto maximizestudentlearningand awarenessaroundprivacy,security,andsafety.
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2011-2012 TeacherandAdministratorDevelopmentBranch-BTSA10
LosAngeles UnifiedSchoolDistrict
Talent Management Division
Teacher andAdministrator DevelopmentBranch
BTSAInduction Program
ProgramStandard6:UniversalAccess:EquityforallStudents
Participatingteachersprotectandsupportallstudentsbydesigningandimplementingequitable andinclusivelearningenvironments.
Theymaximizeacademicachievementforstudentsfromall ethnic,race,socio-economic, cultural,academic,andlinguisticorfamilybackground;gender,genderidentity,andsexual orientation;studentswithdisabilitiesandadvancedlearners;andstudentswithacombinationof specialinstructionalneeds.
Whenplanninganddeliveringinstruction,participatingteachersexamineandstrivetominimize biasinclassrooms,schoolsandlargereducationalsystemswhileusingculturallyresponsive pedagogicalpractices.
Participatingteachersuseavarietyof resources(includingtechnology-relatedtools,interpreters, etc.)tocollaborateand communicatewithstudents,colleagues,resourcepersonnelandfamilies to providethefullrangeoflearner’sequitableaccesstothestate-adoptedacademiccontent standards.
1.9
2011-2012 TeacherandAdministratorDevelopmentBranch-BTSA11
LosAngeles UnifiedSchoolDistrict
Talent Management Division
Teacher andAdministrator DevelopmentBranch
BTSAInduction Program
Standard 6aUniversalAccess:TeachingEnglishLearners
ToensureacademicachievementandlanguageproficiencyforEnglishLearners,participating teachersadheretolegalandethicalobligationsforteachingEnglishLearnersincludingthe identification,referralandre-designationprocesses.
Participatingteachersimplementdistrictpoliciesregardingprimarylanguagesupportservices forstudents.
ParticipatingteachersplaninstructionforEnglishLearnersbasedon thestudents’levelsof proficiencyandliteracyinEnglishandprimarylanguageasassessedbymultiplemeasuressuch astheCaliforniaEnglishLanguageDevelopmentTest(CELDT),theCaliforniaStandardsTest (CST),andlocalassessments.
Basedonteachingassignmentandtheadoptedlanguageprograminstructionalmodel(s), participatingteachersimplementoneormoreofthecomponentsofEnglishLanguage Development(ELD):grade-levelacademiclanguageinstruction,ELDbyproficiencylevel, and/orcontent-basedELD.
ParticipatingteachersinstructEnglishlearnersusingadoptedstandards-alignedinstructional materials.
Participatingteachersdifferentiateinstructionbasedupontheirstudents’primarylanguageand proficiencylevelsinEnglishconsideringthestudents’culture,levelof acculturation,andprior schooling.
1.10
2011-2012 TeacherandAdministratorDevelopmentBranch-BTSA12
LosAngeles UnifiedSchoolDistrict
Talent Management Division
Teacher andAdministrator DevelopmentBranch
BTSAInduction Program
ProgramStandard6bUniversalAccess: TeachingSpecialPopulations
Toensureacademicachievementforspecialpopulations,participatingteachersadheretotheir legalandethicalobligationsrelativetothefullrangeofspecialpopulations(studentsidentified forspecialeducation,studentswithdisabilities,advancedlearnersandstudentswitha combinationofspecialinstructionalneeds)includingtheidentificationand referralprocessof studentsforspecialservices.
Participatingteachersimplementdistrictpoliciesregardingsupportservicesforspecial populations.
Participatingteacherscommunicateandcollaboratewithspecialservicespersonneltoensurethat instructionandsupportservicesforspecialpopulationsareprovidedaccordingtothestudents’ assessedlevelsof academic,behavioralandsocialneeds.
Basedonassessedstudentneeds,participatingteachersprovideaccommodationsandimplement modifications.
Participatingteachersrecognizestudentstrengthsandneeds,usepositivebehavioralsupport strategies,andemployastrengths-basedapproachtomeettheneedsof allstudents,includingthe fullrangeofspecialpopulations.
Participatingteachersinstructspecialpopulationsusingadoptedstandards-alignedinstructional materialsandresources(e.g.,varyingcurriculumdepthandcomplexity,managing paraeducators,usingassistiveandothertechnologies).
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2011-2012 TeacherandAdministratorDevelopmentBranch-BTSA13