Induction Standard 6: Universal Access: Equity for all Students (rev. 2/2013)
Participating teachers protect and support all students by designing and implementing equitable and inclusive learning environments.
The California Formative Assessment for California Teachers (FACT) process emphasizes the importance of developing equitable learning environments to meet the needs of all students in the classroom. For example, within the Context for Teaching and Learning module, teachers learn about their teaching environment by identifying challenges, investigating resources and gathering information about their students, families, and communities. This module provides an opportunity for participating teachers to share the design of the inclusive learning environment. Alignment between the design and the actual learning environment is observed by the participating teacher’s University Supervisor and Support Provider. Additional evidence is provided in the participating teacher’s portfolio in Universal Access reflections (E-2-6, E-2-6a, E-2-6b), formative and summative assessment reflections (E-2-5), and analysis of student work (C-7). Support is provided by the University Supervisor, Support Provider, or through professional development opportunities, as needed, for implementing features of inclusive 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.
Student achievement is the focus of all decisions related to instruction and support.
It is the primary work of the teacher, IEP team decisions, and PLC/Accountable Community
work. The coursework and employment provide an arena for the participating teacher
to model the belief that all students (ethnic, race, socio-economic, gender, gender
identity, sexual orientation, student with disabilities, advanced learners, and students
with a combination of instructional needs) must learn and achieve. Each of these is
covered in class learning communities and face-to-face discussions, as well. Through completion of the FACT modules and forms in the Inquiry into Teaching and
[http://ca-btsainduction.org/fact/modules/inquiry participating teachers learn to identify ways to maximize student achievement. To evaluate the effectiveness of their instruction, participating teachers learn to disaggregate data, based on the performance of identified groups of students in their classrooms. By engaging in the plan → teach → reflect→ apply process, participating teachers refine their teaching to maximize academic achievement for all students in their classrooms.
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.
In the Context for Teaching and Learning module, participating teachers are asked to examine their personal beliefs, including gender equity, as they consider the students in their classrooms. For example, they record information regarding student ethnicity, English Learner proficiency, special needs of students as indicated on IEPs, or 504 plans, and students who are Gifted and Talented (GATE). After completing this module, participating teachers complete a Conversation Guide: Universal Access-Equity, which includes prompts about minimizing bias, providing equitable access to the core curriculum, communication with students and families, and how they understand the protections provided by law.
During the Inquiry process, participating teachers are observed on all elements of the California Standards for the Teaching Profession, including Standard 2: Creating and Maintaining Effective Environments for Student Learning and Induction Standard 6: Universal Access – Equity. After the observation and in collaboration with the support provider and University Supervisor, participating teachers collect data and record the impact of instruction on their students. Student work is analyzed in order to document how effective participating teachers were in meeting their individual learning goals. Participating teachers reflect on their practice and identify areas of strength and needs for future professional development.
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.
Throughout the FACT system, participating teachers use a variety of resources to collaborate and communicate with various groups to provide the full range of learners in their classrooms equitable access to the state-adopted academic content standards. Participating teachers record this collaboration as part of the FACT process. Information on resources (including technology-related tools, interpreters, etc.) is recorded on the School and District Information/Resources document. The information is collected with the help of their support provider, site administrators or colleagues and helps participating teachers know what resources are available, how to find them, and whom to contact. Participation in the FACT system provides participating teachers with opportunities to engage and document professional conversations (e.g., Conversation Guides 1, 2, 3, 4, 5, K-W-O Chart, Individual Induction Plan, etc.), providing evidence of communication with students, colleagues, resource and agency personnel and families.
a) Teaching English Learners (rev. 2/2013) To ensure academic achievement and language proficiency for English learners, participating teachers adhere to legal and ethical obligations for teaching English Learners including the identification, reclassification and monitoring processes.
Participating teachers begin the process of gathering information about English Learners in their classrooms by utilizing the Class Profile document from the Context for Teaching and Learning module. Participating teachers are asked to identify and document factors that may affect the determination of an English Learner’s language/learning disability, including: English Learners primary language; language spoken in the home; English Language Proficiency Levels based on state language proficiency assessments (i.e., California English Language Development Test [CELDT]) in the areas of listening/speaking, reading, and writing; years of ELD instruction, migrant program participation, and re-designation information and a variety of student work samples (to identify areas of strength/needs for support). Additional resources available to the participating teacher can be found on the Site Orientation Checklist document. Discussions with their Support provider assist participating teachers in identifying district policies and legal and ethical obligations regarding the identification, reclassification and monitoring processes for teaching English Learners.
Participating teachers implement district policies regarding primary language support
services for students. Participating teachers plan instruction for English learners
based on the students’ levels of proficiency and literacy in English and primary language
as assessed by multiple measures such as state language proficiency assessments, state
standards assessments, and local assessments.
Based on teaching assignment and the adopted language program instructional model(s), participating teachers implement one or more of the components of English Language Development (ELD): grade
-level academic language instruction, ELD by proficiency level, and/or content-based ELD.
The Conversation Guide Universal Access – English Learner is used by the Support provider and participating teacher to discuss, for example, ways in which assessment results and students’ levels of proficiency and literacy in English and their primary language can be used to identify students’ strengths and needs, and plan instruction to ensure access to core curriculum and mastery of curriculum and content standards.
In the Inquiry phase, participating teachers complete the Essential Components for Instruction, which asks them to consider content standards, and learning objectives. Participating teachers must describe the Entry-Level Assessment and summative assessments that will be used to measure the learning objectives in the content area. Participating teachers identify materials, technology resources, instructional strategies, accommodations and modifications needed to promote student learning. With the assistance of their Support provider, participating teachers analyze assessment data and reflect on the results by completing the Entry-Level Assessment Reflection. Student work is sorted categories: those scoring below and above grade level or IEP expectancies. The information is used to identify strategies needed for the EL focus student(s).
Participating teachers demonstrate effective strategies that support student learning
and lead to mastery of academic content standards and objectives. Participating teachers
also develop language objectives to addresses language and literacy demands inherent
in content area instruction (e.g., linguistic demands, language function and form,
audience and purpose, academic vocabulary, comprehension of multiple oral and written
Participating teachers demonstrate skills for managing and organizing a classroom with first- and second-language learners.
Participating teachers plan instruction that demonstrates their understanding of the importance of students’ family and cultural backgrounds, and experiences.
Participating teachers instruct English learners using adopted standards-aligned instructional materials. Participating teachers differentiate instruction based upon their students’ primary language and proficiency levels in English considering the students’ culture, level of acculturation, and prior schooling.
Participating teachers communicate effectively with parents and families, taking into account the linguistic and cultural backgrounds of students and their families.
Based the participating teacher’s teaching assignment and the school/district’s adopted language program instructional model(s), participating teachers implement one or more of the components of English Language Development (ELD): grade-level academic language instruction, ELD by proficiency level, and/or content-based ELD. When reflecting on the entry level assessment form and planning for instruction, participating teachers are asked to provide information as to how they will differentiate instruction based on students’ primary language and proficiency levels in English with consideration of the students’ culture, level of acculturation, and prior schooling. The use of differentiation is evidenced in planning, reflections, and observations.
Participating teachers teach a series of lessons using the Lesson Plan Template for Observation. In their lesson planning and observed lessons, participating teachers demonstrate skills for managing and organizing a classroom with first- and second-language learners, as well as their understanding of the importance of students’ family and cultural backgrounds and experiences. Strategies for supporting English learners, in any content area using adopted, standards-aligned materials, to master academic content standards and objectives must be included on the Focus Student form (e.g., vocabulary development, language and literacy demands of lesson, language function and form, audience and purpose, academic vocabulary, comprehension of multiple oral and written genres, etc.). If a participating teacher does not have English Learners in his/her class, s/he must still complete this section of the form, providing information regarding instructional strategies that would be used if English Learners were in his/her class (for students with beginning and intermediate proficiency levels).
With their Support provider, participating teachers compare the results of summative and entry-level assessments to reflect on the EL focus student(s) progress and how effective students were in meeting their learning goals. Participating teachers use the Summative Assessment Reflection document to record their use of prior knowledge, and the effects of instructional strategies, accommodations and modifications on each of the focus students. The Inquiry Observation Record is used by the support provider to indicate observation of the CSTPs and The Induction Program Standards are embedded within the lessons.
The information gathered by the participating teachers is contextualized and then
extended in the Conversation Guide – Universal Access: Teaching English Learners. Participating teachers meet with their Support provider to review the prompts to
such questions as, “What resources are available to assist you in communicating with
parents and families who do not speak English? And “How might knowledge of additional
resources increase you ability to communicate with families and influence in instructional
planning?” Based on these conversations the participating teachers utilize effective
differentiation strategies that take into account the students’ disability, proficiency
in English, culture, level of acculturation, and prior schooling.The participating
teachers share the use of
UDLUniversal Design for Learning SIOPSheltered Instruction Observation Protocol or other differentiation and accessibility features. Decisions of these choices will
be encouraged through collaboration with ELD staff and families.
b) Teaching Special Populations (rev. 2/2013)
To ensure academic achievement for special populations, participating teachers adhere to their legal and ethical obligations relative to the full range of special populations (students identified for special education, students with disabilities, advanced learners and students with a combination of special services) including the identification and referral process of students for special services.
Participating teachers appropriately identify factors that could affect the determination
of an English Learner’s language/learning disability.
Participating teachers implement district policies regarding support services or special populations.
Participating teachers communicate and collaborate with both general education and special services personnel to ensure that instruction and support services for special populations are provided according to the students’ assessed levels of academic, behavioral and social needs.
Participating teachers adhere to the legal (federal and state) and ethical obligations relative to the full range of special populations (students identified for special education, students with disabilities, advanced learners and students with a combination of special services) through the process of completing the FACT modules and as observed by the support provider and university supervisor. Participating teachers begin by consulting with their Support provider, administrators and colleagues to gather information about their learning context using the Student Services Profile. The information documented includes their student’s primary disability, IEP meeting dates, accountability outcomes, and instructional services provided. For students who are English Learners, participating teachers also identify factors that could affect the determination of an English Learner’s language/learning disability.
Participating teachers meet with their Support provider to review policies and procedures for identification and referral, legal requirements of an IEP and support services available to meet the needs of special populations. Participating teachers are required to collect school and district information and resources related to students with special needs using the School and District Information/Resources document. Participating teachers will attend all new teacher professional development related to district policies. When completing work in SPED 235/6 participating teachers will reference their district’s policies.
Participating teachers, in collaboration with their Support provider, general education and special services personnel, collect information on resources, District and School test scores, Standardized Test Scores, District Data Systems, and Individualized Education Plans to ensure that instruction and support services for special populations are provided according to the students’ assessed levels of academic, behavioral and social needs. This communication should be both verbal and in writing; formal and informal; as part of an IEP and a PLC/Accountable Communities; with the participating teacher often serving as the case manager. The support Provider and the University Supervisor will observe and review documents related to this communication.
Participating teachers implement district policies regarding support services or special populations. Support provider use the Conversation Guide – Universal Access: Teaching Special Populations to prompt discussion related to the pre-referral intervention process, monitoring student progress, legal and ethical responsibilities to a student’s IEP process, electronic learning resources, and technology to facilitate student learning.
Based on assessed students needs, participating teachers provide differentiated instruction, including accommodations and modifications, based on assessed student needs. Participating teachers recognize student’s strengths and needs, use positive behavioral support strategies, and employ a strengths-based approach to meet the needs of all students, including the full range of special populations.
Participating teachers complete the Essential Components for Instruction which requires them to provide information specific to what accommodations or modifications will be included in their lesson plans for students with IEPs, 504 Plans, and or at risk. Specific strategies are identified for focus students on the Focus Student Selection form. Support providers observe and document how the participating teachers provided accommodations and/ or modifications as appropriate (through observation verification of classroom application). Accommodations and modifications are also documented in the IEP and as a case manager the participating teacher will share what mechanism or form they use to share this information with all needed personnel.
Based on assessed students needs, participating teachers plan instruction that recognizes students strengths and needs while providing accommodations and implementing modifications as appropriate to meet the needs of all students, including the full range of special populations. Participating teachers will identify and implement strength-based approaches for their students. Participating teachers work collaboratively with their Support provider to create a safe and positive learning environment including positive behavioral support strategies. Through the FACT modules, participating teachers, in collaboration with their Support provider, analyze data obtained from the Entry Level Assessment to develop a series of lesson plans using the Lesson Plan Template for Observation. Support provider use the prompts from the Conversation Guide – Universal Access: Teaching Special Populations to contextualize and extend knowledge for the benefit of applying what they learned to future practice. For example, Support provider might ask the participating teacher, “How do you use electronic learning resources to support instruction to facilitate student learning? This might be followed by, “How do you know that students are developing information literacy and problem solving skills?”
Participating teachers instruct special populations using adopted standards-aligned instructional materials and resources (e.g., varying curriculum depth and complexity, managing para-educators, using assistive and other technologies).
Through completion of the FACT modules, participating teachers document their ability to teach students with special needs using adopted standards-aligned instructional materials and resources with varying depth and complexity. Participating teachers complete the School and District Information Resources document to locate resources (e.g., assistive and other technologies) and personnel that can assist them in finding the California Academic Content Standards, Standards-aligned Instructional Materials and resources, student support services, etc. Information gleaned from FACT documents (e.g., Essential Components for Instruction, Entry Level Assessment, Focus Student Selection, Lesson Plan Template for Observation, Analysis of Student Work, and Summative Assessment assist the Support provider in supporting participating teachers through this process. Further, Support provider use the prompts from the Conversation Guides 1, 2, 3, 4, 5 to extend the participating teachers’ thinking with application for future practice in mind. For example, Support provider prompt participating teachers to think about how they manage para-educators by asking, “How do you work with special education personnel to best provide services to students?” The use of materials and resources will be observed during observations.
Education Specialists demonstrate proficiency in the Teaching Special Populations portion of Standard 6 through the context of practices within the scope of special education service delivery at the site, district and Special Education Local Planning Area (SELPA) levels and through collaboration, consultation and co-teaching with general education teachers in the Least Restrictive Environment.
Through the context of practices within the scope of special education service delivery at the site, district and/or Special Education Local Planning Area (SELPA) participating teachers collaborate with their support provider, and consult with district specialists as needed. Participating teachers will interact and learn about services at the site, district and SELPA level. Participating teachers and Support providers have opportunities to participate in grade level meetings with general education teachers and in meetings such as Student Study Teams, Individual Education Planning meetings, Professional Learning Communities, Accountable Communities, etc. Participating teachers also have opportunities to co-teach utilizing a variety of the models with general education teachers, other special education teachers, and with para-educators to meet the needs of each of their students in their identified Least Restrictive Environment.
Proficiency of Standard 6 is observed and documented by Support provider as participating teachers adjust and modify instruction based on the collected evidence throughout the inquiry process in the FACT Inquiry into Teaching and Learning module.