Student Services Profile (A-1.1) Clear Education Specialist Candidates DIRECTIONS: Completing the Profile will help you learn about your teaching context. Consult with your support provider, your administrators, and colleagues, to gather information about your teaching context. You may add to the Class Profile at any time as you learn about your students, school, and district. Revisit this Class profile throughout the year. If your district/school provides this information in another format, make a copy and attach the information. Student Name Grade/Age appl English Learner (Check if icable) Primary Disability (Code Using Identifiers below) IEP Meeting/Dates Accountability Outcomes Designated Instructional Services Comments Academic strengths, social strengths, notes about parents, and any other factors that may impact the planning and delivery of instruction and/or student learning Annual Triennial CST CAHSEE CMA CAPA Speech/Language OT PT APE Transition Other Annual Triennial CST CAHSEE CMA CAPA Speech/Language OT PT APE Transition Other Annual Triennial CST CAHSEE CMA CAPA Speech/Language OT PT APE Transition Other Annual Triennial CST CAHSEE CMA CAPA Speech/Language OT PT APE Transition Other Annual Triennial CST CAHSEE CMA CAPA Speech/Language OT PT APE Transition Other Annual Triennial CST CAHSEE CMA CAPA Speech/Language OT PT APE Transition Other Annual Triennial CST CAHSEE CMA CAPA Speech/Language OT PT APE Transition Other Annual Triennial CST CAHSEE CMA CAPA Speech/Language OT PT APE Transition Other * Possible Identifiers: AUT–Autism; D/B–Deaf Blindness; D–Deaf; ED–Emotional Disturbance; Medical Disability; HH–Hard of Hearing; ID–Intellectual Disability; Disabilities; OI–Orthopedic Impairment; SLD–Specific Learning Disability; SLI–Speech or Language Impairment; TBI–Traumatic Brain Injury; VI–Visual Impairment; OHI–Other Health Impairment; FY–Foster Youth; H – Homeless; HR–High Risk Multiple
Student Services Profile (A-1.1) Clear Education Specialist Candidates Students who are Advanced Learners and/or Gifted and Talented (GATE): Name Academic Strengths Social Strengths Designated GATE Areas for Growth/Challenge Students who are English Learners: Name Primary Language1 Languages spoken in the home1 Translator needed English Language Proficiency Levels2 Years of ELD Instruction Migrant Program Reclassified Listening Speaking Reading Writing Composite Score 1 Found in the Home Language Survey 2 Based on the California English Language Development Test (CELDT) Students with 504 Plans: Name Classroom Accommodations Behavioral Support Strategies SST Meeting Notes
IIP# Date: Individual Induction Plan (C-1) Participating Teacher: Support Provider: District: School: Teaching Assignment: Content Area: Credential Area of Emphasis: FOCUS OF THE INQUIRY: Determining what I need to know and be able to do 1. Based on data (i.e., self-assessment on the Continuum of Teaching Practice, observations, student work samples, etc.) collected during the Context for Teaching and Learning and Assessment of Teaching and Learning modules, determine the focus area(s). 2. Develop a focus question for this inquiry. PLAN 3. Which CSTP element(s) will be addressed? *Make note of your current placement on the Continuum of Teaching Practice. 4. At the end of the inquiry, what changes would you expect in student achievement as a result of your action research? ACTION PLAN: Examining research related to my focus question and applying new learning in my instructional setting PLAN/TEACH 5. Date of research 6. Research: Describe resources used (e.g., talked to colleague. researched online. other) 7. Application: Implementation of new knowledge 8. Measurable Results: Describe the impact on student achievement REFLECTION/APPLICATION REFLECT 9a. As a result of the inquiry process, what was the impact on instructional strategies and student achievement? (list specific evidence) 9b. Share your learning about student development, instructional practice, academic content, and/or yourself as a teacher. 10. Describe how you will apply new learning to other areas of future practice. APPLY The Induction Program Standards (Pedagogy, Universal Access: Equity for All Students, Universal Access: Teaching English Learners, and Universal Access: Teaching Special Populations) are embedded throughout the formative assessment system. FACT System 2014 – Page 44
Name: Self-Assessment Universal Access: Equity for all Students Directions: With your support provider review and discuss the standards below referencing any information gained through Conversation Guides. Participating teachers protect and support all students by designing and implementing equitable and inclusive learning environments. They maximize academic achievement for students from all ethnic, racial, socio-economic, cultural, academic, and linguistic or family background; gender, gender identity, and sexual orientation; students with disabilities and advanced learners; and students with a combination of special instructional needs. Reflection Planning Prompts: Inclusive Environments: - In what ways do you support students from all ethnic, racial, socio- economic, cultural, academic, and linguistic backgrounds; gender, gender identity, and sexual orientation? Evidence: Describe your strengths and challenges related to learning opportunities. Initial Self-Assessment Date/Comments: Final Self-Assessment Date/Comments: When planning and delivering instruction, participating teachers examine and strive to minimize bias in classrooms, schools and larger educational systems while using culturally responsive pedagogical practices. Teaching Practice: - What culturally responsive teaching practices do you use to overcome the effects of bias? Evidence: Describe your strengths and challenges related to teaching practices. Initial Self-Assessment Date/Comments: Final Self-Assessment Date/Comments: Participating teachers use a variety of resources (including technology-related tools, interpreters, etc.) to collaborate and communicate with students, colleagues, resource personnel and families to provide the full range of learners equitable access to the state- adopted academic content standards. Communication: - In what ways do you communicate with students, colleagues, resource personnel and families to provide equitable access to the state-adopted academic content standards? Evidence: Describe your strengths and challenges related to communication. Initial Self-Assessment Date/Comments: Final Self-Assessment Date/Comments: Possible sources of evidence to review when addressing these prompts: Class Profile; School and District Information/Resources; Ongoing Parent/Student Communication; Student Work; Classroom Observations