Class Profile (cont.) Mark N/A if you have no students in a category. Students with Medical Conditions: Name (First Name Only) Condition Special Support at School (Epi-pen, inhaler, meds, etc.) Students with Individualized Educational Plans (IEP): Name (First Name Only) Copy of IEP Yes/No Classroom Accommodations/ Modifications Yes/No Goals For Classroom Yes/No Case Manager (Name of Special Education Teacher or Speech Therapist in charge of IEP) Students with 504 Plans: Name (First Name Only) Classroom Accommodations Behavioral Support Strategies Students with Current Student Study Team (SST) Plan: Name (First Name Only) SST Date to Reconvene Interventions to Implement Students who are Gifted and Talented (GATE): Name (First Name Only) Academic Strengths Social Strengths Students who are English Learners (EL) or have been re-designated (RFEP) in the last 3 years: Name (First Name Only) Student’s Primary Language English Language Proficiency Levels (Emerging, Expanding, Bridging) Re-designated California Commission on Teacher Credentialing and California Department of Education, Formative for California Teachers (FACT) 2011 Modified 3/28/16 10
Class Profile (cont.) Mark N/A if you have no students in a category. Students with Medical Conditions: Name (First Name Only) Condition Special Support at School (Epi-pen, inhaler, meds, etc.) Students with Individualized Educational Plans (IEP): Name (First Name Only) Copy of IEP Yes/No Classroom Accommodations/ Modifications Yes/No Goals For Classroom Yes/No Case Manager (Name of Special Education Teacher or Speech Therapist in charge of IEP) Students with 504 Plans: Name (First Name Only) Classroom Accommodations Behavioral Support Strategies Students with Current Student Study Team (SST) Plan: Name (First Name Only) SST Date to Reconvene Interventions to Implement Students who are Gifted and Talented (GATE): Name (First Name Only) Academic Strengths Social Strengths Students who are English Learners (EL) or have been re-designated (RFEP) in the last 3 years: Name (First Name Only) Student’s Primary Language English Language Proficiency Levels (Emerging, Expanding, Bridging) Re-designated California Commission on Teacher Credentialing and California Department of Education, Formative Assessment for California Teachers (FACT) 2011 Modified 3/28/16 28
CSTP 6 Developing as a Professional Educator I… *attend mandatory district/school PD *attend mandatory Induction Academy Meetings *attend optional PD *work with district/site coaches (if available) to support my professional growth *actively search for and attend additional PD to meet my professional growth needs *actively seek assistance from district/site coaches (if available) to support my professional growth *regularly read professional journals Date Participating Teacher Support Provider 51
BTSA South Bay Consortium ECO Induction Completion Self-Assessment Rubric Participating Teacher: Support Provider: Directions: This self-assessment is to be completed by the Participating Teacher with the help of his/her Support Provider. Discuss the components and criteria on the rubric. Highlight all items that apply to your practice. Sign and date the rubric. Place this rubric as the first document in your print portfolio. Component Progress Evident Meets Expectation Exceeds Expectation Individualized Learning Plan (ILP) *Achieved 5 or less ILP Goals *Achieved 6 of 6 ILP Goals *Achieved more than 6 ILP Goals CSTP 1 Engaging and Supporting All Students in Learning I… *primarily do direct instruction *attempt to support struggling students *may need to adjust my pacing * clearly articulate learning objectives *use both direct instruction and cooperative group work *provide some in-the-moment support for struggling students *make some adjustments in pacing during lessons *regularly use a balance of direct instruction, small group instruction, cooperative group work, and 1:1 support *adapt instruction in response to formative assessment during lessons *deliver well paced lessons CSTP 2 Creating and Maintaining Effective Environments for Student Learning In my classroom you would observe… *respectful relationships between teacher/student *evidence of class rules *some established routines *some established procedures *respectful relationships between students and teacher/student *positive behavior is regularly rewarded *established routines *established procedures *students working independently *students working in collaborative groups with teacher support *students supporting one another socially and academically without prompting *explicit social skill instruction *minimal transition time *students working in collaborative groups with minimal teacher support CSTP 3 Understanding and Organizing Subject Matter for Student Learning I… *use the recommended curriculum sometimes *follow the Teacher’s Edition *plan lessons day-by-day *use the recommended curriculum on a regular basis *use some supplemental materials to support the curriculum *make some adjustment to lesson plans based on student needs *plan lessons a week at a time *use the recommended curriculum, supplementing it regularly to meet student needs *contribute to unit planning in collaboration with grade-level colleagues *adapt curriculum materials to support a range of learning needs 86