Welcome Beginning Teacher Support and Assessment BTSA Events 7 8 Training and Logistics, Website, Consent Forms

1. 1 Welcome! Beginning Teacher Support and Assessment (BTSA) Events 7 & 8 Training and Logistics, Website, Consent Forms for Support Providers (SPs) orParticipating Teachers (PTs) Have to pick up: PT: folders SP: binder and folders Post: Content area, grade level span signs Chart: Framework and Student Content Standards Level of Familiarity Charts for CSTP Carousel with samples: 3.1 Demonstrating knowledge of subject matter content and student development: BT knows that 1st graders learn reading progress through vowel-consonant to consonant-vowel-consonant words. 3.2 Organizing curriculum to support student understanding of subject matter: The first grade teacher plans that students have time to listen, read, write, and speak each day. The teacher understands that students will understand and speak about ideas and vocabulary before they can read or write about these ideas. 3.4 Developing student understanding through instructional strategies that are appropriate to the subject matter: 4th grade teacher uses printed copies of pizzas for the students 3.5 Using materials, resources, and technologies to make subject matter accessible to students: A math teacher balances student work requiring computation with use of calculators and computer software to develop problem solving skills. 4.4 Designing short-term and long-term plans to foster student learning: 5th grade teacher examines the social science text and curriculum to plan out the units for the year and specifically plans the details of the first unit on immigration. 5.1 Establishing and communicating learning goals for all students: BT shares with 2nd grade students that they are now learning to use addition and subtraction with larger numbers--2 and 3-digit addition and subtraction. 5.2 Collecting and using multiple sources of information to assess student learning: The math teacher uses a daily check of HW completion and accuracy, weekly quizzes, group projects, quick checks during direct instruction, and unit exams to inform her of student progress. 5.3 Involving and guiding all students in assessing their own learning: 7th grade mathematics teacher requires students to carefully correct their own work, identifying the types of errors that were made and correcting the mistakes and misconceptions. 5.4 Using the results of assessments to guide instruction: The teacher tallies incorrect responses and analyzes what skills the students have not understood on the mathematics end of unit test. Then the teacher uses this information to integrate reteaching of these skills during the following unit. 5.5 Communicating with students, families, and other audiences about student progress: The teacher collects student work and sends it home weekly with information that clarifies student learning and progress to parents and families. Blue dots for PTs; Green dots for SPs (in pencil baskets) Begin by welcoming the group to CFASST Year 2 Training. Make sure to take care of housekeeping details – restrooms, breaks, cell phones and beepers, lunch, and ending time, as appropriate. Have to pick up: PT: folders SP: binder and folders Post: Content area, grade level span signs Chart: Framework and Student Content Standards Level of Familiarity Charts for CSTP Carousel with samples: 3.1 Demonstrating knowledge of subject matter content and student development: BT knows that 1st graders learn reading progress through vowel-consonant to consonant-vowel-consonant words. 3.2 Organizing curriculum to support student understanding of subject matter: The first grade teacher plans that students have time to listen, read, write, and speak each day. The teacher understands that students will understand and speak about ideas and vocabulary before they can read or write about these ideas. 3.4 Developing student understanding through instructional strategies that are appropriate to the subject matter: 4th grade teacher uses printed copies of pizzas for the students 3.5 Using materials, resources, and technologies to make subject matter accessible to students: A math teacher balances student work requiring computation with use of calculators and computer software to develop problem solving skills. 4.4 Designing short-term and long-term plans to foster student learning: 5th grade teacher examines the social science text and curriculum to plan out the units for the year and specifically plans the details of the first unit on immigration. 5.1 Establishing and communicating learning goals for all students: BT shares with 2nd grade students that they are now learning to use addition and subtraction with larger numbers--2 and 3-digit addition and subtraction. 5.2 Collecting and using multiple sources of information to assess student learning: The math teacher uses a daily check of HW completion and accuracy, weekly quizzes, group projects, quick checks during direct instruction, and unit exams to inform her of student progress. 5.3 Involving and guiding all students in assessing their own learning: 7th grade mathematics teacher requires students to carefully correct their own work, identifying the types of errors that were made and correcting the mistakes and misconceptions. 5.4 Using the results of assessments to guide instruction: The teacher tallies incorrect responses and analyzes what skills the students have not understood on the mathematics end of unit test. Then the teacher uses this information to integrate reteaching of these skills during the following unit. 5.5 Communicating with students, families, and other audiences about student progress: The teacher collects student work and sends it home weekly with information that clarifies student learning and progress to parents and families. Blue dots for PTs; Green dots for SPs (in pencil baskets) Begin by welcoming the group to CFASST Year 2 Training. Make sure to take care of housekeeping details – restrooms, breaks, cell phones and beepers, lunch, and ending time, as appropriate.

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3. 3 Support Provider Materials Needed BTSA Binder CFASST Events 7 & 8 folders Artifacts Provide time for Provide time for

4. 4 Participating Teachers Materials Needed CFASST Events Handouts file (blue) CFASST Events 7 & 8 folders

5. 5 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 If the group has trained together for CFASST Year 1, then a quick introduction of participants around the room will suffice. If the group has trained together for CFASST Year 1, then a quick introduction of participants around the room will suffice.

6. 6 Quick Intro, Please: Name School Grade level Content Role: SP or PT If you a Year Two PT from another program Otherwise, plan an additional 5 minutes for an introduction of participants: Second trainer: Please pay attention to grade level and content numbers. You’ll need this to form groups for CSTP jigsaw. Try to create about 10 groups of more-or-less equal size. Otherwise, plan an additional 5 minutes for an introduction of participants: Second trainer: Please pay attention to grade level and content numbers. You’ll need this to form groups for CSTP jigsaw. Try to create about 10 groups of more-or-less equal size.

7. 7 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.

8. 8 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.

9. 9 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.

10. 10 Objective #1 Integrate work in CFASST with Induction Standards 15-20 Review the Agenda and Outcomes for Event 7 (this slide and next two). We’ll begin our time together addressing this outcome, then move to the other two.Review the Agenda and Outcomes for Event 7 (this slide and next two). We’ll begin our time together addressing this outcome, then move to the other two.

11. 11 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

12. 12 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

13. 13 Organization of the CFASST Guidebook – Year 2 Change slide: put in pages for new guidebook!!! Have participants write in page numbers on their handout. Old pages: How to use this Guidebook--5; Introduction—6; General Directions—9; Year 2—Events 7-12—45; Content Specific Support; Universal Access-71; English-Language Arts—77; Mathematics—97; History-Social Science—115; Science -135; All other subjects—157; Glossary--159 This is a pre-reading activity to acquaint all participants with the wealth of information contained in the CFASST Guidebook. Both the General Instructions and Activity Sequence AND the Content Specific Overview and Activity Sequence will be highlighted. In addition, the sections on Universal Access and the content specific sections on Universal Access will be pointed out. Examine the Table of Contents with all participants. Note the General Instructions, the Content Specific Support, and the Glossary at the end of the Guidebook. All participants will use the General Instructions AND the Content Specific Support section. Point out the shaded tab markers along the edge of the pages in the Content Specific Support sections. Suggest that support providers may wish to use post-it notes to mark specific sections as they are reviewed. Note to Trainer: If a participant is not focusing on one of the core curricula, then point out the All Other Subjects section at the end of the Guidebook – acknowledge that this section is very brief and participants will want to consult one or more Content Specific sections to support the information contained in the General Instructions and the All Other Subject sections. Ask participants to turn to page 5 and read carefully. Then ask participants to turn to a partner and summarize what they read. The partner checks for accuracy and adds information if necessary. Point out the introductory information contained on pages 6-13 that a support provider should go over with a beginning teacher in one of their first meetings. Ask participants to turn to pages 14 and 15. This is an overview of the CFASST Year 2 events and timeline. Note to Trainer: Support Providers should follow the calendar for CFASST events that is prepared by their BTSA Program Director or the calendar that is included in the CFASST Event folder. Now ask participants to turn to pages 45 & 46. Point out the 1) Purpose, 2) Overview, and 3) Sample Timeline for CFASST Event 7. Ask participants to turn to any other Event (8-12) in this General Instruction Section of the Guidebook. Notice that all the events have these same three sections: Purpose, Overview, and Sample Timeline. Tell support providers that the revised Event 7 is the same as the revised CFASST Event 1 and that we will review the Event 7 forms later in training. Note to Trainer: ELA page 77, Math page 97, HSS page 115 and Science page 135 Now ask each participant to turn to the appropriate Content Specific Support section – ELA, Mathematics, HSS, or Science – and find the Activity Sequence. The first thing to notice is that there is NO Activity Sequence for Event 7 in the Content Specific Support sections. Event 7 is a Class, School, District, and Community Profile and has only a Sample Timeline in General Directions section – this is true of Event 12 also. But Event 8, 9, 10, and 11 all have Supplemental Activity Sequences to support the Specific Content Area that should be used in conjunction with the General Directions Sample Timeline. Finally, ask each participant to turn to the Overview at the beginning of the Content Specific section that is appropriate for working with the beginning teacher. Note the 1) Grade Span Considerations, 2) Subject Specific Pedagogy, and the 3) Universal Access information. Ask participants to read these pages, noting important information to review with the beginning teacher. Then point out the Resources and Professional Organizations information contained at the end of each Content Specific Support section. These resources will be valuable additions to the CFASST Year 2 materials. Close this activity by advising participants that we will use the Guidebook periodically during the training. Change slide: put in pages for new guidebook!!! Have participants write in page numbers on their handout. Old pages: How to use this Guidebook--5; Introduction—6; General Directions—9; Year 2—Events 7-12—45; Content Specific Support; Universal Access-71; English-Language Arts—77; Mathematics—97; History-Social Science—115; Science -135; All other subjects—157; Glossary--159 This is a pre-reading activity to acquaint all participants with the wealth of information contained in the CFASST Guidebook. Both the General Instructions and Activity Sequence AND the Content Specific Overview and Activity Sequence will be highlighted. In addition, the sections on Universal Access and the content specific sections on Universal Access will be pointed out. Examine the Table of Contents with all participants. Note the General Instructions, the Content Specific Support, and the Glossary at the end of the Guidebook. All participants will use the General Instructions AND the Content Specific Support section. Point out the shaded tab markers along the edge of the pages in the Content Specific Support sections. Suggest that support providers may wish to use post-it notes to mark specific sections as they are reviewed. Note to Trainer: If a participant is not focusing on one of the core curricula, then point out the All Other Subjects section at the end of the Guidebook – acknowledge that this section is very brief and participants will want to consult one or more Content Specific sections to support the information contained in the General Instructions and the All Other Subject sections. Ask participants to turn to page 5 and read carefully. Then ask participants to turn to a partner and summarize what they read. The partner checks for accuracy and adds information if necessary. Point out the introductory information contained on pages 6-13 that a support provider should go over with a beginning teacher in one of their first meetings. Ask participants to turn to pages 14 and 15. This is an overview of the CFASST Year 2 events and timeline. Note to Trainer: Support Providers should follow the calendar for CFASST events that is prepared by their BTSA Program Director or the calendar that is included in the CFASST Event folder. Now ask participants to turn to pages 45 & 46. Point out the 1) Purpose, 2) Overview, and 3) Sample Timeline for CFASST Event 7. Ask participants to turn to any other Event (8-12) in this General Instruction Section of the Guidebook. Notice that all the events have these same three sections: Purpose, Overview, and Sample Timeline. Tell support providers that the revised Event 7 is the same as the revised CFASST Event 1 and that we will review the Event 7 forms later in training. Note to Trainer: ELA page 77, Math page 97, HSS page 115 and Science page 135 Now ask each participant to turn to the appropriate Content Specific Support section – ELA, Mathematics, HSS, or Science – and find the Activity Sequence. The first thing to notice is that there is NO Activity Sequence for Event 7 in the Content Specific Support sections. Event 7 is a Class, School, District, and Community Profile and has only a Sample Timeline in General Directions section – this is true of Event 12 also. But Event 8, 9, 10, and 11 all have Supplemental Activity Sequences to support the Specific Content Area that should be used in conjunction with the General Directions Sample Timeline. Finally, ask each participant to turn to the Overview at the beginning of the Content Specific section that is appropriate for working with the beginning teacher. Note the 1) Grade Span Considerations, 2) Subject Specific Pedagogy, and the 3) Universal Access information. Ask participants to read these pages, noting important information to review with the beginning teacher. Then point out the Resources and Professional Organizations information contained at the end of each Content Specific Support section. These resources will be valuable additions to the CFASST Year 2 materials. Close this activity by advising participants that we will use the Guidebook periodically during the training.

14. 14 Universal Access Additional Reading Resources When the new Guidebooks come, finish this slide. Provide participants with correct page numbers. Ask participants to turn to the subject matter overview for their selected subject matter—review the Universal Access section in the Subject Matter Overview. Use a post-it flag to mark this section for review later with the beginning teacher. Review the slide to ensure that participants are aware of the resources available in the RLA & Mathematics Frameworks and the CFASST Guidebook. Ask participants to use the slide to find the correct pages in the Framework. Depending on time, ask them to: Read the section, discuss and record key ideas on the Universal Access Note Taking Page. (10 minutes) or Post-it the pages for future reference. When the new Guidebooks come, finish this slide. Provide participants with correct page numbers. Ask participants to turn to the subject matter overview for their selected subject matter—review the Universal Access section in the Subject Matter Overview. Use a post-it flag to mark this section for review later with the beginning teacher. Review the slide to ensure that participants are aware of the resources available in the RLA & Mathematics Frameworks and the CFASST Guidebook. Ask participants to use the slide to find the correct pages in the Framework. Depending on time, ask them to: Read the section, discuss and record key ideas on the Universal Access Note Taking Page. (10 minutes) or Post-it the pages for future reference.

15. 15 Induction Standards Jigsaw Take your Induction Standards placemat from your CFASST event bundle. This is new for them.This is new for them.

16. 16 Induction Standards Jigsaw, continued Line up by birth date (not year!), e.g. January 1 here and December 31 there. Number from 15-20, and form a group with the 5 other people in your 15-20 group. Huddle, and introduce yourself to your group. Individually, read the synopsis of your assigned Induction standard. In 1 minute, share the key concepts covered by your assigned Standard. The slide show will guide you.

17. 17 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

18. 18 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.

19. 19 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.

20. 20 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.

21. 21 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.

22. 22 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.

23. 23 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.

24. 24 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.

25. 25 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.

26. 26 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. SB 2042 Induction Standard 19: Teaching English Learners

27. 27 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.

28. 28 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. Go back to seat.Go back to seat.

29. 29 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. Some of you have been working on your practicums, formerly known as portfolios, so you may have gleaned some aspect of these standards from your work. We hope this little segment makes the Standards more explicit. As we deliver this year’s training, we will provide you with more connections between CFASST and your induction work, so that you can interrelate your CFASST work with that of the induction standards. For SPs whose PTs do not take CFASST for credit, it will be up to you to make these connections and to bring out the practicums as you do the CFASST work. An Induction Connection piece will occur at the end of each training.Some of you have been working on your practicums, formerly known as portfolios, so you may have gleaned some aspect of these standards from your work. We hope this little segment makes the Standards more explicit. As we deliver this year’s training, we will provide you with more connections between CFASST and your induction work, so that you can interrelate your CFASST work with that of the induction standards. For SPs whose PTs do not take CFASST for credit, it will be up to you to make these connections and to bring out the practicums as you do the CFASST work. An Induction Connection piece will occur at the end of each training.

30. 30 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 PTs: if you haven’t gone to a Credential Clearing seminar, go! SPs: either attend all Saturday trainings or a Credential Clearing seminar. Stand up if you plan to attend a Credential Clearing Seminar on Sept. 27 or 28. (Sit) Stand up if you are a SP and plan to attend CFASST Saturdays. If you didn’t stand up, let’s try that again! January and February seminars will review credential clearing requirements and go into detail on 2 portfolios each time: Jan.: Healthy Environment and Technology Practicums Feb.: Special Populations and English Learners Practicums PTs: if you haven’t gone to a Credential Clearing seminar, go! SPs: either attend all Saturday trainings or a Credential Clearing seminar. Stand up if you plan to attend a Credential Clearing Seminar on Sept. 27 or 28. (Sit) Stand up if you are a SP and plan to attend CFASST Saturdays. If you didn’t stand up, let’s try that again! January and February seminars will review credential clearing requirements and go into detail on 2 portfolios each time: Jan.: Healthy Environment and Technology Practicums Feb.: Special Populations and English Learners Practicums

31. 31 Objective #1 Partially: Integrate work in CFASST with Induction Standards 15-20. More to come, too!

32. 32 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

33. 33 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. Review of last year.Review of last year.

34. 34 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. Explain that CFASST Year 2 continues the basic Foundations, Processes, and Components as CFASST Year 1.Explain that CFASST Year 2 continues the basic Foundations, Processes, and Components as CFASST Year 1.

35. 35 CALIFORNIA FORMATIVE ASSESSMENT & SUPPORT SYSTEM FOR TEACHERS – YEAR 2 Explain that CFASST Year 2 continues the basic Foundations, Processes, and Components as CFASST Year 1. Review each event on Year 2 events slide/transparency. If you have experienced Support Providers in your group, you may wish to point out how the events have changed in year 2, i.e. events 9 and 10. Explain that CFASST Year 2 continues the basic Foundations, Processes, and Components as CFASST Year 1. Review each event on Year 2 events slide/transparency. If you have experienced Support Providers in your group, you may wish to point out how the events have changed in year 2, i.e. events 9 and 10.

36. 36 Plan, Teach, Reflect, and Apply Now ask participants to review the PTRA Cycle shown in the slide. Assure participants that the focus on the PTRA cycle is continued during CFASST Year 2. Now ask participants to review the PTRA Cycle shown in the slide. Assure participants that the focus on the PTRA cycle is continued during CFASST Year 2.

37. 37 Continued/Additions Continuations from CFASST Year 1 PTRA Cycle Observations Inquiry Focus on 2 students Individual Induction Plan Summary of Growth Colloquium Use the CFASST Year 2 Continued/Additions to describe the similarities between CFASST Year 2 and Year 1. We will analyze each event for similarities and additions at the beginning of the training for the event. Use the CFASST Year 2 Continued/Additions to describe the similarities between CFASST Year 2 and Year 1. We will analyze each event for similarities and additions at the beginning of the training for the event.

38. 38 Timeline for Implementation of CFASST Year 2 Briefly show the CFASST Year 2 Timeline for Implementation, explaining its practical use as a guide for both the beginning teacher and support provider. Participants should see the pacing guide in their Training Schedules file for specific information and item due dates. Give time to find and review. Note the additions of the Practicum Items (right column.)Briefly show the CFASST Year 2 Timeline for Implementation, explaining its practical use as a guide for both the beginning teacher and support provider. Participants should see the pacing guide in their Training Schedules file for specific information and item due dates. Give time to find and review. Note the additions of the Practicum Items (right column.)

39. 39 California Standards for the Teaching Profession (CSTP) 3, 4 and 5 Ask participants to take out the CSTP laminated placemat. Point out that in Year 1, beginning teachers worked with Standards 1-5 as they worked through the Inquiries, POPs (Profiles of Practice), and IIPs (Individual Induction Plans). In CFASST Year 2, CSTP Standards 3, 4, and 5 are a match with CFASST Year 2’s focus on Academic Content Standards. By the end of Year 2, beginning teachers will be directly engaged in both the CSTP and Academic Content Standards. When referring to the standards throughout CFASST Year 2 training, it is important to specify: Teaching Standards (CSTP) or Student Content Standards. Explain to participants that it will be the responsibility of individual school districts, County Offices of Education, or local programs to provide professional development in the Content Standards. The CFASST training assumes a familiarity with the Framework and Content Standards: purpose of Framework, organization of Framework, and location and organization of Student Content Standards. Ask participants to take out the CSTP laminated placemat. Point out that in Year 1, beginning teachers worked with Standards 1-5 as they worked through the Inquiries, POPs (Profiles of Practice), and IIPs (Individual Induction Plans). In CFASST Year 2, CSTP Standards 3, 4, and 5 are a match with CFASST Year 2’s focus on Academic Content Standards. By the end of Year 2, beginning teachers will be directly engaged in both the CSTP and Academic Content Standards. When referring to the standards throughout CFASST Year 2 training, it is important to specify: Teaching Standards (CSTP) or Student Content Standards. Explain to participants that it will be the responsibility of individual school districts, County Offices of Education, or local programs to provide professional development in the Content Standards. The CFASST training assumes a familiarity with the Framework and Content Standards: purpose of Framework, organization of Framework, and location and organization of Student Content Standards.

40. 40 California Standards for the Teaching Profession: 3, 4, 5 Put up 10 blank pieces of chart paper and tape laminated CSTP sheets with examples to the side of each chart. This activity revisits the CSTP and reviews the three Standards that are emphasized in CFASST Year 2. In addition, this activity will allow the trainers to quickly assess the participants’ level of understanding of Standards 3, 4, and 5. Remind participants that in CFASST Year 1 the CSTP are the foundation for viewing and assessing teaching practice. Even though CFASST Year 2 adds the additional focus on the Academic Content Standards, the CSTP Standards are still the foundation that guides the beginning teacher’s practice in the implementation of subject matter content. This activity gives SPs an opportunity to view the CSTP that are focused on in CFASST Year 2 through the lens of a content area. Note: 3.3 Interrelating ideas and information within and across subject matter areas is not directly addressed, but will be expected for teachers who teach multiple subjects or integrated core classes.Put up 10 blank pieces of chart paper and tape laminated CSTP sheets with examples to the side of each chart. This activity revisits the CSTP and reviews the three Standards that are emphasized in CFASST Year 2. In addition, this activity will allow the trainers to quickly assess the participants’ level of understanding of Standards 3, 4, and 5. Remind participants that in CFASST Year 1 the CSTP are the foundation for viewing and assessing teaching practice. Even though CFASST Year 2 adds the additional focus on the Academic Content Standards, the CSTP Standards are still the foundation that guides the beginning teacher’s practice in the implementation of subject matter content. This activity gives SPs an opportunity to view the CSTP that are focused on in CFASST Year 2 through the lens of a content area. Note: 3.3 Interrelating ideas and information within and across subject matter areas is not directly addressed, but will be expected for teachers who teach multiple subjects or integrated core classes.

41. 41 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! Need content area, grade level span signs posted. Ask participants to take out their Resources for Professional Practice-Year 2. Ask participants to group by subject matter near one of the charts (if any group is larger than 4-5, subdivide by grade level). Try to create about 10 groups of more-or-less equal size. Remind participants to maintain the content focus throughout this carousel. Need content area, grade level span signs posted. Ask participants to take out their Resources for Professional Practice-Year 2. Ask participants to group by subject matter near one of the charts (if any group is larger than 4-5, subdivide by grade level). Try to create about 10 groups of more-or-less equal size. Remind participants to maintain the content focus throughout this carousel.

42. 42 Please keep your content area focus in mindfor the next activity! Even though CFASST Year 2 adds the additional focus on the Academic Content Standards, the CSTP Standards are still the foundation that guides the beginning teacher’s practice in the implementation of subject matter content. This activity gives SPs an opportunity to view the CSTP that are focused on in CFASST Year 2 through the lens of a content area. Even though CFASST Year 2 adds the additional focus on the Academic Content Standards, the CSTP Standards are still the foundation that guides the beginning teacher’s practice in the implementation of subject matter content. This activity gives SPs an opportunity to view the CSTP that are focused on in CFASST Year 2 through the lens of a content area.

43. 43 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. As a group, discuss the following prompt: Using your selected content area as a lens, think about what a BT would be doing, saying, organizing, examining with regard to this element of the CSTP. Allow about 3 minutes at each chart. Move groups through 3 or 4 rotations, as times allows. After the final rotation, ask the group at each chart to choose one key idea to share with the large group. Debrief the standards in numerical order (3.1, 3.2...)As a group, discuss the following prompt: Using your selected content area as a lens, think about what a BT would be doing, saying, organizing, examining with regard to this element of the CSTP. Allow about 3 minutes at each chart. Move groups through 3 or 4 rotations, as times allows. After the final rotation, ask the group at each chart to choose one key idea to share with the large group. Debrief the standards in numerical order (3.1, 3.2...)

44. 44 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? Ask a few participants if they would be willing to share some of their thoughts with the group. Ask a few participants if they would be willing to share some of their thoughts with the group.

45. 45 BREAK When you return from the break, be prepared investigate CFASST Event #7 10 minutes10 minutes

46. 46 CFASST Training Year 2: Event 1- Class, School, District, Community Profile Key Concept: Understand instructional context and learn about students

47. 47 Continued/Additions

48. 48 Event 7 Folder Please find the Event 7 CFASST folder. From the folder, take out the: “CSDC: Understanding Your Context for Teaching and Student Learning” booklet and “Resources” sheet

49. 49 Information Requested on the CSDC Profile Academic Content Focus Class Information English Learner Information School, District & Community Information Note: You may have Year 2 participants from other programs.Note: You may have Year 2 participants from other programs.

50. 50 Tell participants that the CSDC for Year 1 and Year 2 are identical. Therefore, some information will not need to be completed a second time. Sample CSDC Profiles for elementary and secondary teachers are included in the Artifacts section of the CFASST Year 2 binder. Tell participants that the CSDC for Year 1 and Year 2 are identical. Therefore, some information will not need to be completed a second time. Sample CSDC Profiles for elementary and secondary teachers are included in the Artifacts section of the CFASST Year 2 binder.

51. 51 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. Artifact is just for elementary. Sorry.Artifact is just for elementary. Sorry.

52. 52 CSDC – Class Information, Pages 2 and 3 The support provider should be able to offer suggestions for resources, locations and personnel that will have the necessary information for completing the CSDC. MOST teachers in California work with English learners and page 4 of the revised CSDC is designed to support the beginning teacher in understanding the students’ levels of proficiency, support services, and the needs of the students when designing lessons. CSDC – Class Information, Pages 2 and 3 The support provider should be able to offer suggestions for resources, locations and personnel that will have the necessary information for completing the CSDC. MOST teachers in California work with English learners and page 4 of the revised CSDC is designed to support the beginning teacher in understanding the students’ levels of proficiency, support services, and the needs of the students when designing lessons.

53. 53 CSDC – English Learner Information, page 4 Ask participants to turn to page 4 of the CSDC. Read the directions for page 4. In table groups, brainstorm the sources for the information requested by page 4 of CSDC. Ask participants to record ideas appropriate for their beginning teachers’ context on post-it notes and place the notes directly on page 4 of the CSDC. Facilitate a discussion on sources of information to assist the beginning teacher and support provider in completing page 4 of the CSDC. (Refer to artifacts?) The Home Language Survey, CELDT (California English Language Development Test), and Coordinator of the English Learner program are all resources the teachers need to be aware of. (Note – the sources for the information requested on page 4 of CSDC) CSDC – English Learner Information, page 4 Ask participants to turn to page 4 of the CSDC. Read the directions for page 4. In table groups, brainstorm the sources for the information requested by page 4 of CSDC. Ask participants to record ideas appropriate for their beginning teachers’ context on post-it notes and place the notes directly on page 4 of the CSDC. Facilitate a discussion on sources of information to assist the beginning teacher and support provider in completing page 4 of the CSDC. (Refer to artifacts?) The Home Language Survey, CELDT (California English Language Development Test), and Coordinator of the English Learner program are all resources the teachers need to be aware of. (Note – the sources for the information requested on page 4 of CSDC)

54. 54

55. 55 CSDC – School, District, and Community Information/Resources, pages 5, 6, and 1 The support provider should be able to offer suggestions for resources, locations and personnel that will have the necessary information for completing the CSDC. In addition, the site administrator is a source of information for the school and district prompts. The School Accountability Record Card (SARC) is also a valuable resource. CSDC – School, District, and Community Information/Resources, pages 5, 6, and 1 The support provider should be able to offer suggestions for resources, locations and personnel that will have the necessary information for completing the CSDC. In addition, the site administrator is a source of information for the school and district prompts. The School Accountability Record Card (SARC) is also a valuable resource.

56. 56

57. 57

58. 58 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 Front of the Front of the

59. 59 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.

60. 60 Focus Student Selection Please take out your “Focus Student Selection” sheet . You will use this form to record your selection of: One EL student 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! Take out Focus Student Selection page in Event 7 folder Take out Focus Student Selection page in Event 7 folder

61. 61 CSDC – Focus Student Selection, page 1 Beginning teachers will also be asked to select two students, that represent instructional challenges for whom they will gather evidence of learning and achievement over the course of the year. Ask support providers to scan page 1, “Focus Student Selection”. Discuss with participants the flexibility in the timing of selecting the two focus students— sometime between the first weeks of school but before CFASST Event 8. It is highly recommended that beginning teachers choose an EL student and a student with an IEP or 504 plan or GATE student in order to support the SB2042 Induction requirements. Discuss with participants the possibility that a student selected as a focus student may leave the class before the end of the year. On the Student Selection form, the beginning teacher has identified not only the focus students, but also the instructional support the students may need. If a focus student leaves the class, the beginning teacher will select another student who represents, as closely as possible, the same learning challenge. CSDC – Focus Student Selection, page 1 Beginning teachers will also be asked to select two students, that represent instructional challenges for whom they will gather evidence of learning and achievement over the course of the year. Ask support providers to scan page 1, “Focus Student Selection”. Discuss with participants the flexibility in the timing of selecting the two focus students— sometime between the first weeks of school but before CFASST Event 8. It is highly recommended that beginning teachers choose an EL student and a student with an IEP or 504 plan or GATE student in order to support the SB2042 Induction requirements. Discuss with participants the possibility that a student selected as a focus student may leave the class before the end of the year. On the Student Selection form, the beginning teacher has identified not only the focus students, but also the instructional support the students may need. If a focus student leaves the class, the beginning teacher will select another student who represents, as closely as possible, the same learning challenge.

62. 62 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. Introduce the next discussion prompt. Allow 2 minutes for table groups to brainstorm ideas. Share ideas with the large group. During CFASST Year 2, beginning teachers and support providers will revisit the CSDC as they begin each subsequent event. Introduce the next discussion prompt. Allow 2 minutes for table groups to brainstorm ideas. Share ideas with the large group. During CFASST Year 2, beginning teachers and support providers will revisit the CSDC as they begin each subsequent event.

63. 63 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 Review what done and what’s next (blue).Review what done and what’s next (blue).

64. 64 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.

65. 65 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. The Activity Sequence for Event 8 has been revised. Student Selection is now done in Event 7. The Old Form C has been eliminated and the new Form C replaces the old form B-2. Participants should reference the inside of the Event 8 folder for the new Activity Sequence. The Activity Sequence for Event 8 has been revised. Student Selection is now done in Event 7. The Old Form C has been eliminated and the new Form C replaces the old form B-2. Participants should reference the inside of the Event 8 folder for the new Activity Sequence.

66. 66 Continued/Additions

67. 67 Framework and Student Content Standards Level of Familiarity Need as chart!!! Need blue and green dots!!! ?? Give participants a small colored sticky dot as they enter the room. Ask participants to place a dot on the chart paper along the scale that represents their level of familiarity with the Framework and Student Content Standards A quick check of the group for familiarity with the framework and content standards for their focus subject matter area , using the Level of Familiarity chart, will allow you to be aware of the level of expertise in the room. Need as chart!!! Need blue and green dots!!! ?? Give participants a small colored sticky dot as they enter the room. Ask participants to place a dot on the chart paper along the scale that represents their level of familiarity with the Framework and Student Content Standards A quick check of the group for familiarity with the framework and content standards for their focus subject matter area , using the Level of Familiarity chart, will allow you to be aware of the level of expertise in the room.

68. 68 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! Have out content area, grade level span signs! Other trainers need to know who’s in the group and where they go!! You might want to have extra copies of the R/LA and Math Frameworks available during the training. Rearrange participants into table groups based on content and depending on the size of the groups, further divide the groups into grade level spans (i.e., elementary, middle, and high school). Ask participants to introduce themselves around the configured table groups (5 minutes). This activity is intended to allow participants time to work with the Student Academic Content Standards and the Framework for the specific subject area. Note to Trainer: This is an activity that will benefit from content specialists being available to work with table groups. Group for content and grade level. Prepare table tent signs ahead of time for the content and grade-level groupings. Have out content area, grade level span signs! Other trainers need to know who’s in the group and where they go!! You might want to have extra copies of the R/LA and Math Frameworks available during the training. Rearrange participants into table groups based on content and depending on the size of the groups, further divide the groups into grade level spans (i.e., elementary, middle, and high school). Ask participants to introduce themselves around the configured table groups (5 minutes). This activity is intended to allow participants time to work with the Student Academic Content Standards and the Framework for the specific subject area. Note to Trainer: This is an activity that will benefit from content specialists being available to work with table groups. Group for content and grade level. Prepare table tent signs ahead of time for the content and grade-level groupings.

69. 69 Allow 30 minutes for this portion of the activity (review of Standards, Universal Access and Instructional Challenges) (At the end, debrief this activity by each table group share the key learnings from each of the three sections of the handout that follows (“Note-taking Page: Student Content Standards and Framework”). Topic #1: Standards Ask participants to take out Form A: Standards Review Discussion from the Event 8 folder and read over. This activity is intended to allow participants time to work with the Student Academic Content Standards and the Framework for the specific subject area. Allow 30 minutes for this portion of the activity (review of Standards, Universal Access and Instructional Challenges) (At the end, debrief this activity by each table group share the key learnings from each of the three sections of the handout that follows (“Note-taking Page: Student Content Standards and Framework”). Topic #1: Standards Ask participants to take out Form A: Standards Review Discussion from the Event 8 folder and read over. This activity is intended to allow participants time to work with the Student Academic Content Standards and the Framework for the specific subject area.

70. 70 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. Topic #1: Standards Topic #1: Standards

71. 71 Note-Taking Page: Student Content Standards & Framework Standards: Instructional Challenges: Assessment: Handout= full page not slide. Handout= full page not slide.

72. 72 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? . Record under “Standards” on note-taking guide.. Record under “Standards” on note-taking guide.

73. 73 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.

74. 74 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! During CFASST Year 2, there is an overt focus on English learners. Ask participants to turn to page 71 (page number may be different in new Guidebook!) in the Guidebook. Ask participants to read the four pages that relate to Universal Access for English Learners. As sharing occurs, encourage the participants to use post-it notes or highlighters to mark important passages. During CFASST Year 2, there is an overt focus on English learners. Ask participants to turn to page 71 (page number may be different in new Guidebook!) in the Guidebook. Ask participants to read the four pages that relate to Universal Access for English Learners. As sharing occurs, encourage the participants to use post-it notes or highlighters to mark important passages.

75. 75 Topic #2: Instructional Challenges Repeat the above process using the prompts on the “Think About and Discuss" section of Form A and using the universal access section of the Framework or the CFASST Guidebook. Records the group’s thinking under Instructional Challenges on the Note Taking Page. Topic #2: Instructional Challenges Repeat the above process using the prompts on the “Think About and Discuss" section of Form A and using the universal access section of the Framework or the CFASST Guidebook. Records the group’s thinking under Instructional Challenges on the Note Taking Page.

76. 76 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? . Record under “Instructional Challenges” on note-taking guide. Tell participants that we will return to this concept in more depth in a short while. Begin discussion (5 minutes) . Record under “Instructional Challenges” on note-taking guide. Tell participants that we will return to this concept in more depth in a short while. Begin discussion (5 minutes)

77. 77 Form A: AssessmentReview (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? Repeat the above process for the questions on the slide. Records the key ideas on the Note Taking page under Assessment. Debrief this activity by each table group share the key learnings from each of the three sections. If time is available, have the large group discuss commonalities among the Frameworks. Sample commonalities: ?? Complexity of vocabulary ?? Unfamiliarity with types of assessment ?? Volume of information ?? Terms for standards and parts of standards ?? Moving from isolated skills to key concepts ?? Linking with grade levels before and after own Ask participants to note questions or areas where they can see that a beginning teacher might have trouble with the questions on a post-it note and attach the note directly to Form A. Begin discussion (5 minutes) Repeat the above process for the questions on the slide. Records the key ideas on the Note Taking page under Assessment. Debrief this activity by each table group share the key learnings from each of the three sections. If time is available, have the large group discuss commonalities among the Frameworks. Sample commonalities: ?? Complexity of vocabulary ?? Unfamiliarity with types of assessment ?? Volume of information ?? Terms for standards and parts of standards ?? Moving from isolated skills to key concepts ?? Linking with grade levels before and after own Ask participants to note questions or areas where they can see that a beginning teacher might have trouble with the questions on a post-it note and attach the note directly to Form A. Begin discussion (5 minutes)

78. 78 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. Now we will look at short and long term instructional planning in the next activity.Now we will look at short and long term instructional planning in the next activity.

79. 79 Note Taking Page: Important Factors Need planning sheet full page. This activity allows participants to identify strategies they themselves use for short-term and long-term lesson planning. In addition, the support providers will discuss how to support a beginning teacher as she/he begins to differentiate between short- and long-term planning. Ask the participants to think about their own teaching and planning process. Have participants use the recording sheet (next page) and jot down some factors that guide their own long- and short-term planning. (2-3 minutes)Need planning sheet full page. This activity allows participants to identify strategies they themselves use for short-term and long-term lesson planning. In addition, the support providers will discuss how to support a beginning teacher as she/he begins to differentiate between short- and long-term planning. Ask the participants to think about their own teaching and planning process. Have participants use the recording sheet (next page) and jot down some factors that guide their own long- and short-term planning. (2-3 minutes)

80. 80 Note Taking Page: Important Factors

81. 81 Forms B and C Please take out the PT’s Event 8 Forms B and C.

82. 82 Access Event 8 Form 1: Curriculum Mapping and Form C: Sample Allocation of Time and review them and ask “What do you notice about these forms?” They will be using these forms during the discussion of planning. (2-3 minutes) Briefly review the forms that follow.Access Event 8 Form 1: Curriculum Mapping and Form C: Sample Allocation of Time and review them and ask “What do you notice about these forms?” They will be using these forms during the discussion of planning. (2-3 minutes) Briefly review the forms that follow.

83. 83 Form B relates to long-term planning. Ask participants to use post-it notes to record key ideas they will want to remember when talking with the beginning teacher about the yearlong and the weekly plan. Attach these post-it notes directly to the appropriate form. Form B relates to long-term planning. Ask participants to use post-it notes to record key ideas they will want to remember when talking with the beginning teacher about the yearlong and the weekly plan. Attach these post-it notes directly to the appropriate form.

84. 84 Form C asks a beginning teacher to think about time allocation over a week-short-term planning. Form C asks a beginning teacher to think about time allocation over a week-short-term planning.

85. 85

86. 86 Form D Please take out Form D. Review it briefly now. Complete after Event 8 is done back at your site.

87. 87

88. 88 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? Explain that at the table group, participants will discuss the important factors of short-term and long-term planning. Remind participants that everyone needs to have a voice in this discussion and there is NO need to reach consensus as to the components and methods for doing short- and long-term planning. (10 minutes) Then as a whole group, collect responses from each group and record on a chart. (5 minutes) Explain that at the table group, participants will discuss the important factors of short-term and long-term planning. Remind participants that everyone needs to have a voice in this discussion and there is NO need to reach consensus as to the components and methods for doing short- and long-term planning. (10 minutes) Then as a whole group, collect responses from each group and record on a chart. (5 minutes)

89. 89 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. Let participants know that in the next activity they will be learning how to assist a beginning teacher to identify an area of emphasis, in order to plan a week long series of lessons. Let participants know that in the next activity they will be learning how to assist a beginning teacher to identify an area of emphasis, in order to plan a week long series of lessons.

90. 90 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

91. 91 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. This activity allows participants to bring together the CSTP and the Student Content Standards AND to reflect on how to support a beginning teacher in realizing the complementary aspects of the two sets of standards. Explain to participants that today involved conceptual, big picture thinking. Ask participants to take a few minutes to think back over the Event 8 Activities, consider all we have discussed: • How will your work as a support provider be similar to your work as a support provider for CFASST Year 1? • How will your work as a support provider differ in CFASST Year 2? Give 2-3 minutes to think and discuss. This activity allows participants to bring together the CSTP and the Student Content Standards AND to reflect on how to support a beginning teacher in realizing the complementary aspects of the two sets of standards. Explain to participants that today involved conceptual, big picture thinking. Ask participants to take a few minutes to think back over the Event 8 Activities, consider all we have discussed: • How will your work as a support provider be similar to your work as a support provider for CFASST Year 1? • How will your work as a support provider differ in CFASST Year 2? Give 2-3 minutes to think and discuss.

92. 92 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. The Activity Sequence for Event 8 has been revised. Student Selection is now done in Event 7. The Old Form C has been eliminated and the new Form C replaces the old form B-2. Participants should reference the inside of the Event 8 folder for the new Activity Sequence. The Activity Sequence for Event 8 has been revised. Student Selection is now done in Event 7. The Old Form C has been eliminated and the new Form C replaces the old form B-2. Participants should reference the inside of the Event 8 folder for the new Activity Sequence.

93. 93 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.

94. 94 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. Page 18 middlePage 18 middle

95. 95 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. Page 18 bottomPage 18 bottom

96. 96 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. Page 19 topPage 19 top

97. 97 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) Page 19 middlePage 19 middle

98. 98 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. Page 19 bottomPage 19 bottom

99. 99 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. Page 20 topPage 20 top

100. 100 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!). Page 20 middlePage 20 middle

101. 101 Strategies We Used Jigsaw Carousel Table Group Discussion Reflect and Discuss Gallery Walk (next session) Discussion Prompts T-Chart Note-taking Page 20 bottomPage 20 bottom

102. 102 Please put away your CFASST materials and get out your Time Sheets & Payroll Logistics (yellow) file folder.

103. 103 Time Sheets & Payroll Logistics File Folder SPs: Contact card Consent Form directions Fiscal Procedures Time Sheets Website info. Hot pink sheet PTs: Contact card Consent Form directions Fiscal Procedures Time Sheets Website Info. Hot pink sheet Commitment Form Page 21 topPage 21 top

104. 104 Contact Card Please complete all information so we may keep in touch with you. Page 21 middlePage 21 middle

105. 105 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!!! Page 21 bottomPage 21 bottom

106. 106 Fiscal Procedures & Time Sheets Page 22, topPage 22, top

107. 107 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 Page 22 middlePage 22 middle

108. 108 Shocking News: Teacher Arrested  Page 22 bottomPage 22 bottom

109. 109 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. Page 23 topPage 23 top

110. 110 "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." Page 23 middlePage 23 middle

111. 111 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." Page 23 bottomPage 23 bottom

112. 112 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! Page 24 topPage 24 top

113. 113 Page 24 middlePage 24 middle

114. 114 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? Page 24 bottomPage 24 bottom

115. 115 Agenda for SP Meeting with Site Administrators The content of the CFASST event. The amount of time the Participating Teacher is committing to the event. How the principal can support the Participating Teacher. Please honor the confidential nature of the SP/PT relationship! Page 25 topPage 25 top

116. 116 Other Folders You Have Support Providers: Training Schedules & Pacing Guide Activity Logs Toward Equity Event Feedback Form packet CFASST Event files and placemats Mentoring Matters Credential Clearing & Practicums Artifact packet (color coded to Elementary and Secondary) Participating Teachers: Training Schedules & Pacing Guide Activity Logs Toward Equity Event Feedback Form packet CFASST Event files and placemats CFASST Events Handouts Page 25 middlePage 25 middle

117. 117 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 Page 25 bottomPage 25 bottom

118. 118 Credit OptionFor 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. Page 26 topPage 26 top

119. 119 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) Page 26 middlePage 26 middle

120. 120 PT Reminders Engaging in formative assessment develops habits of mind that will ensure a successful teaching career. 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. BTSA Induction is a cost-free route to a professional clear credential. Page 27 topPage 27 top

121. 121 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. Page 27 middlePage 27 middle

122. 122 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 Page 27 bottomPage 27 bottom

123. 123 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 Page 28 topPage 28 top

124. 124 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. Page 28 middlePage 28 middle

125. 125 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 Page 28 bottomPage 28 bottom

126. 126 Thank You for Your Participation! Please complete all of the workshop evaluation! Thanks!

127. 127 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) Page 29 topPage 29 top

128. 128 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. Page 29 middlePage 29 middle

129. 129 Objective #1 Partially: Integrate work in CFASST with Induction Standards 15-20

130. 130 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

131. 131 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

132. 132 SPs Expect Contact? Page 29 bottomPage 29 bottom