INDUCTION HANDBOOK - Home Page - Clovis Unified …€¦ · · 2017-10-12Orientation, as well as in the Induction Handbook, and on this MOU. Clovis Unified School District : Induction

Clovis Unified School District

INDUCTION HANDBOOK

2017-2018

1

Induction Staff

Debbie Parra Assistant Superintendent, CIA 327-9353

Kristie Wiens Director, Induction and CTE 327-0641

Suzanne Lauritzen Teacher on Special Assignment 327-0657

Lynn Brannan Administrative Assistant 327-0642

Fax Number 327-0659

Mailing Address: PLC, 362 N. Clovis Avenue, Clovis, CA 93612

District Mail: Write the Name of Person, Induction Dept., PLC Induction Website: cusd.com (Dept.: Curriculum, Instruction & Accountability) Electronic Portfolio System Website: Inductionsupport.com

Human Resources Staff

HR Receptionist 327-9300 Barry Jager Associate Superintendent 327-9306 Lisa Dolan Credential Analyst 327-9314 Dana Parker Substitute Information 327-9303

Megan Hopkins—BHS Area 327-9316 Mark Borjas—CEHS Area, DO certificated 327-9312 TBD —CHS Area 327-9310 Shannonn Hemmingson—CNHS Area 327-9311 Denise Amerjan—CWHS Area 327-9313 Christina Azzarello—CART, Gateway, Online, Comm. Day 327-9305 Jean Brown—Child Dev., Sierra Outdoor School, Adult Ed 327-9309

Directory

The Clovis Unified Induction Program and the Human Resources Department are here to assist as you work to improve instructional practice and student achievement.

Revised 7/31/17

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Clovis Unified School District Induction Program

RATIONALE AND GOALS

The CUSD Induction Program is designed to:

• Provide support and assessment opportunities for all Participating Teachers to increase understanding of their own professional development which will enable them to more effectively meet the learning needs of all of the culturally, linguistically, and academically diverse students with whom they work.

• Provide intensive learning experiences that include completion of a mentoring system, a review of

curriculum materials and their alignment with the California Standards for the Teaching Profession (CSTP), an examination of the State-adopted academic student content standards, and an investigation of school site support personnel and resources.

• Support teacher professionalism and positive attitudes about teaching and the teaching profession. • Provide eligible Participating Teachers the opportunity to complete CTC requirements for earning a

Clear Credential. • Promote the success of Participating Teachers and contribute to teacher quality by increasing the

district’s retention of exemplary teachers in the profession.

• Promote collaboration between and among district, university, and other regional professional development programs to provide a continuous program of teacher development opportunities.

• Increase the teaching effectiveness and motivation of experienced teachers by selecting and training

qualified teachers serve as Mentors.

• Impact student achievement by thoroughly preparing teachers to fill the complex role of a professional educator.

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CLOVIS UNIFIED SCHOOL DISTRICT

Overview of CUSD Mentoring Programs

Pre-Induction PIPs, STSPs, Interns

Induction (Preliminary Credential Holders)

• Induction Program for General Education Participating Teachers

• Clear Education Specialist Induction Program for Special Education Participating Teachers

PEP Perfecting Educational Practice

for General and Special Education Participating Teachers

PAR Peer Assistance and Review

for General and Special Education Participating Teachers

• Required for Participating Teachers with less than two years of teaching experience, who are teaching under an Intern credential or a PIP or STSP permit, and who have not yet earned a Preliminary Credential

• Pairing – Mentor meets with

Participating Teacher a minimum of twice each month for a one-year period (which may be extended) to share expertise and resources and to improve instructional practice.

• Participating Teacher identifies areas of focus for support

• A Pre-Induction Mentoring Log is

kept by the Mentor noting the date, what was discussed, new ideas tried in the classroom, and results on student achievement.

• No record of participation is put

into the Participating Teacher’s Human Resources personnel file

• Confidentiality is respected

• Required for Participating Teachers with less than two years of teaching experience who hold Preliminary Single Subject and/or Multiple Subject Credentials or Preliminary Education Specialist Credentials

• Clears Preliminary Single and Multiple subject as well

as preliminary education specialist credentials that require completion of an induction program

• Also serves Participating Teachers with Preliminary

Designated Subjects Career Technical Education Credentials

• Pairing – Participating Teacher and trained Mentor

work together during weekly meetings to improve the Participating Teacher’s educational practice over a two-year period. “Just in Time” focused mentoring based on frequent Mentor observations of the Participating Teacher is offered on a weekly, if not daily, basis throughout the induction period.

• Clovis Mentoring System (CMS) based on the Plan,

Teach, Reflect, and Apply Cycle: • Examination of Teaching & Learning • Context for Teaching and Learning • Inquiry into Teaching & Learning • Summary of Teaching & Learning


• Self-Referral by veteran Participating Teachers who would like extra support for reasons such as: • substantial change in grade level or subject

matter • return to classroom after lengthy absence • teaching a combination class • a desire to improve instructional practice

NOTE: PEP Application can be found on the CUSD Induction Website OR • Required for Participating Teachers with less

than two years of teaching experience who already hold a clear multiple or single subject credential or an education specialist credential

• Pairing – Mentor meets with Participating

Teacher a minimum of twice each month for a one-year period (which may be extended) to share expertise and resources and to improve instructional practice.

• Participating Teacher identifies areas of focus for support and determines the agendas for meetings

• A log of meetings is kept by the Mentor noting

the date, what was discussed, new ideas tried in the classroom, and results on student achievement and Participating Teacher development.

• No record of participation in Participating

Teacher’s Human Resources personnel file • Confidentiality is respected

• Administrative Referral for tenured Participating Teachers who have taught at least two years in the district and have received one or more No’s in the Overall Rating section of the Certificated Participating Teacher Performance Appraisal.

NOTE: PAR Application can be found on the CUSD Induction Website • Pairing – Participating Teacher and

trained Mentor work together during weekly meetings to improve the Participating Teacher’s educational practice over a period of time determined by the site administrator, usually not less than one year.

• Triad – Participating Teacher, Mentor,

and Administrator meet together at least 4 times during the year to discuss the Participating Teacher’s progress and set new goals, if necessary.

• PAR Participating Teacher, with

guidance from the Mentor, will complete a structured series of critical thinking tasks (inquiries) conducted through action research and based on the Plan, Teach, Reflect, and Apply Cycle

• Participation is documented in

Participating Teacher’s Human Resources confidential personnel file


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CUSD Induction Clovis Mentoring System

(CMS)

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Participating Teacher Induction Experience

• Welcome to Clovis Unified • Induction Orientation • “Just in-Time” Mentoring • Site Orientation with Principal • Development of ILP • CIMS 1 & 2 • Portfolio Check

Year One PT Year Two PT Program Components

Aug

ust/S

ept.

Professional Development Opportunities Offered By…

CUSD Areas

• CMS Components 1 & 2 • ‘Just-in-Time’ Mentoring • Fall Professional Development • ILP • Portfolio Check O

ctob

er—

Dec

embe

r

Sites (PLCs, Principals)

Special Education

Department

County

University

Curriculum and Instruction Department

Other

• CMS Component 3: Inquiry • “Just in-Time” Mentoring • Winter Professional

Development • ILP • Portfolio Check

Janu

ary—

Mar

ch

• CMS Component 4 • “Just in-Time” Mentoring • Spring Professional Development • ILP • Portfolio Check

A

pril

—Ju

ne

• Induction Year Two Orientation • “Just in-Time” Mentoring • Development of ILP • Culture of Support Conversation

with Principal • CIMS Components 1 & 2 • Portfolio Check

August—

September

• CMS Components 1 & 2 • ‘Just-in-Time’ Mentoring • Fall Professional Development • ILP • Portfolio Check

October—

Decem

ber

• CMS Component 3: Inquiry • “Just in-Time” Mentoring • Winter Professional

Development • ILP • Portfolio Check

January—M

arch

• CMS Component 4 • “Just in-Time” Mentoring • Spring Professional Development • ILP • Exit Interview • End of Program Celebration • Portfolio Check

April—

June

CUSD Mentors are classroom teachers or

teachers on special assignment who provide one-on-one support to no more

than two Induction Participating Teachers each year.

Professional development opportunities for Participating Teachers are facilitated by the

CUSD Induction Program, Special Education Department, School Sites, Area

Superintendents, District Departments, Universities, and others.

Additional opportunities to verify the Participating Teachers’ application of

strategies learned during their pre-service and induction programs have been designed

to complement the CMS system.

Site Administrators offer strong support to the program and to the Participating

Teachers and Mentors.

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Component 2 Context for Teaching and Learning

Collecting, Contextualizing, & Extending Information about Class, School, District,

Community

Component 3 Inquiry into Teaching

& Learning

Essential Questions

Action Research

Classroom Application

Student Work

Reflection

Clovis Mentoring System (CMS) CONCEPTUAL FRAMEWORK

Clovis Mentoring System, Clovis Unified School District, August 2017 CUSD Induction Program: Empowering teachers to excel professionally so that all students can realize their full potential

Processes

Foundations

California Standards for the Teaching Profession

Academic Content Standards

Evidence

Structures

Component 1

Examination of Teaching & Learning

Alignment Chart Governing Board Aims & Goals

Self-Assessment Individualized Learning Plan

“Just in Time” Mentoring

Collaborative Relationships

Reflective Conversations

Plan, Teach, Reflect, Apply

Examining Student Work

Observations

Self-Assessment

Component 4 Summary of Teaching and Learning

Review of Classroom Application

Written and Oral Reflection

Portfolio Toolbox

Individualized Learning Plan

Self-Assessment

using the Continuum of Teaching Practice

Sources of Evidence

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Clovis Mentoring System (CMS)

Ret

urn

to E

xam

inat

ion

of T

each

ing

and

Lea

rnin

g in

Yea

r 2

EXAMINATION OF TEACHING & LEARNING

• Alignment Chart • Governing Board Aims & Goals • Self-Assessment • Individualized Learning Plan • Observations of PTs by Mentors Fall: 2 observations Spring: 2 observations • PT Observations of Exemplary Teachers 2 per year • “Just in Time” Mentoring

Portfolio Toolbox (Cumulative Documents) • Individualized Learning Plan • Self-Assessment using the Continuum of Teaching Practice

SUMMARY OF TEACHING & LEARNING

• Reflection on Teaching & Student • Final Assessment of Teaching Practice • Individualized Learning Plan (ILP) • End of Year Celebration (Y2 and ECO Only) • Exit Interview (Y2 & ECO only)

Component 2: All PTs

Clovis Mentoring System, Clovis Unified School District, August 2017 CUSD Induction Program: Empowering teachers to excel professionally so that all students can realize their full potential

INQUIRY INTO TEACHING & LEARNING

Essential Components for Instruction Entry-Level Assessment Observation Analysis of Student Work Summative Assessment Reflection Individualized Learning Plan Self-Assessment

ILP

Embe

dded

Acr

oss S

yste

m


CONTEXT FOR TEACHING & LEARNING • Class Profile (Mandatory) • Creating a Healthy Learning Environment* • School & District Information* • Communication & Public Relations* • Site Orientation (Mandatory) • Community Map* • Curriculum Map* • Culture of Support Conversation (Mandatory) • Managing Adults in the Classroom* • Teacher & Student Safety* • Individualized Learning Plan (ILP) *Resources (Discussion)

Portfolio Toolbox (Cumulative Documents) • Individualized Learning Plan • Self-Assessment using the Continuum of Teaching Practice



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Title Documents Who

Component 1: Examination of Teaching and

Learning

Year1, ECO, Y2 Transfers CUSD Governing Board Strategic Plan Self-Assessment using the Continuum of Teaching Practice (CTP)

Yellow All PTs Collection of Evidence Observation Tools (Sept, Nov/December, January)

Component 2: Context for

Teaching and Learning

Class Profile/Student Services Profile (Mandatory) Creating a Healthy Learning Environment* School/District Information/Resources* Communication & Public Relations* Site Orientation (Y1 Mandatory) Community Map & Engaging Families in School* Curriculum Map, Lesson Planning, Assessments* Culture of Support Conversation (Y2/ECO Mandatory) Management of Adults in the Classroom* Safety at School and in the Classroom* * Resources

Green

Component 3: Inquiry into Teaching

and Learning

Inquiry Unit Blueprint Entry Level Assessment Focus Student Selection Lesson Plan Classroom Observation Tools, Parts 1, 2, & 3 Analysis of Student Work Post-Observation Conversation using the ILP, Inquiry section Summative Assessment

Blue

Component 4: Summary of

Teaching and Learning

Year One Final Assessment of Teaching and Learning Review CUSD Philosophical Overview Reflective Question Guide Reflective Summary of Teaching Practice

Year Two and ECO Final Assessment of Teaching and Learning Review CUSD Philosophical Overview End of Program Artifacts/ Testimonials Exit Interview Question Guide Exit Interview Record, Y2/ECO

Orange

Portfolio Toolbox (Cumulative Documents)

Individualized Learning Plan (ILP) A record of professional growth updated during the completion of each component in CMS Self-Assessment using the Continuum of Teaching Practice (CTP)

Teachers complete this 3 times during 2-year induction period: Year 1/ECO = Sept & April; Year 2 = April

White

CLOVIS MENTORING SYSTEM (CMS) DOCUMENTS

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What is the Plan-Teach-Reflect-Apply Cycle?

The Plan-Teach-Reflect-Apply Cycle* is the structure that underlies in all of the mentoring processes. As Participating Teachers progress through the Clovis Mentoring System, they follow a cycle of planning for instruction, teaching, reflecting upon the teaching experience, and applying new knowledge to future practice. The process provides a means for Participating Teachers and support providers to identify teaching strengths and areas for growth based on the California Standards for the Teaching Profession, the state-adopted academic content standards for students, and the Continuum of Teaching Practice (or other aligned assessment criteria).

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CUSD Induction Local Context

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I understand that participation in the CUSD Induction Program is intended to build upon university work and previous teaching experience and, for eligible participating teachers, will lead to a clear credential. An individualized support system will be used to guide professional development. Work in this program will not be used for evaluative or employment purposes. All documents below marked with an asterisk * may be found in the CUSD Induction Handbook. In order to successfully complete the program I must:

1. Understand that the CUSD Induction Program consists of an individualized system of support in which I

determine the focus area(s) along with mentor support and guidance to meet professional goals.

2. *Abide by the Code of Ethics from Governing Board Policy and Exhibit No. 6211: Professional Personnel Ethics, Exhibit 3.

3. Enroll in the CUSD Induction Program within 30 calendar days from the start of initial teaching contract.

4. *Understand the reasons I qualify as a participating teacher (PT) in the Induction Program, as noted on the Notification of Participation form.

5. Understand that, should I decide not to enroll in the CUSD Induction Program, I must indicate that I decline to participate on the Induction Notification of Participation form, which absolves CUSD from responsibility in providing me with support and/or a recommendation for a Clear Credential.

6. *Understand that the Early Completion Option (ECO) is an abbreviated version of the CUSD Induction Program for those experienced and exceptional teachers who have had classroom experience teaching under an internship, PIP, or STSP and whose Site Administrators and evaluations verify they are exceptional teachers.

7. *Understand my responsibilities in the CUSD Induction Program as explained to me during Induction Orientation, as well as in the Induction Handbook, and on this MOU.

8. Meet with my mentor within two weeks of being paired.

9. *Notify CUSD Induction Program immediately if I am dissatisfied at any time with the support the Mentor is offering. The CUSD Grievance Protocol has been explained and is available in its entirety in the CUSD Induction Handbook.

10. Notify CUSD Induction Program within five days of any change in teaching status or assignment.

11. Complete all requirements on the Induction Transcript.

12. Meet with Mentor, one-on-one, a minimum of one hour per week, for a total of four hours per month, to receive “just in time” mentoring and satisfactorily complete all program requirements.


Participating Teacher

MEMORANDUM OF UNDERSTANDING

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13. Attend all required meetings.

14. *Understand that I will be given release days each year to observe exemplary teachers.

15. Complete district, state, and program surveys and evaluations.

16. *Understand that special assistance is available, should I request it.

17. *Understand that my program may be extended, should I be unable to complete requirements during my induction period. I understand that an extension due to stated program criteria (i.e., pregnancy, medical leave of absence, personal leave without pay, or bereavement leave exceeding 60 work days) will result in no cost to me. Any other reason for program extension may result in a direct cost to me of up to $3,300.00.

18. *Select and attend professional development workshops and seminars sponsored by the CUSD Induction Program, Special Education Department, or district that support professional growth in chosen area(s) of focus.

19. Submit completed work to the electronic portfolio system, following the timelines in the Induction Handbook which are reviewed at the Induction Orientation. I understand that progress will be monitored throughout the induction period. I will receive feedback from Portfolio Readers and/or Program Leaders after I complete and electronically submit my work. I understand that I am expected to revise work that does not meet minimal standards and resubmit to Portfolio Readers/Program Leaders through the electronic portfolio system.

20. Keep all documentation related to the CUSD Induction Program on my computer, including everything that I upload to my electronic portfolio. This will serve as back-up if the electronic portfolio system becomes disabled.

21. Complete a weekly electronic Induction Log with Mentor to record all program-related activity.

22. Realize that, if I have no English Learner in the classroom upon whom to focus during an inquiry. • Option : Teach an English Learner from another classroom during the school year;

23. Participate in an in-depth reflective conversation with Mentor at the end of the induction period on the

professional growth I’ve made through the induction program. I will prepare a brief presentation for the end of program celebration that includes artifacts that best reflect and demonstrate my professional growth. (Year 2 and ECO PTs only)

24. Conclude my induction into the teaching profession by participating in an Exit Interview conducted by

Site/District Administrators, and District Mentors. I understand that the purpose of the Exit Interview is to allow me the opportunity to articulate the professional growth I’ve made and how I will apply this knowledge to support my professional goals in the future and maximize student achievement.

(Year 2 and ECO PTs only)

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My signature below indicates that I have read and understand the Participating Teacher Memorandum of Understanding (MOU) above and agree to comply with the CUSD Induction Program requirements as outlined in this MOU.

__________________________________________________ _________________ (Participating Teacher Signature) (Date) _____________________________________________________________________________ (Please Print Your First and Last Names Legibly) ___________________________________________________ ___________________________ (School) (Grade/Content Area)


Participating Teacher MEMORANDUM OF UNDERSTANDING

Signature Page

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I understand that serving as a mentor in a CUSD Induction Program involves helping Participating Teachers (PTs) build upon university work and previous teaching experience in order to improve instructional practice and, for eligible Participating Teachers, supporting them in earning their clear credentials. I will use an individualized support system to guide a PT’s professional development which will not be used for evaluative or employment purposes. I understand that I will be expected to give generously of my time and expertise to the PT(s) to whom I am assigned. All documents below marked with an asterisk * may be found in the CUSD Induction Handbook. To fulfill the role of Mentor I must:

1. *Abide by the Code of Ethics from Governing Board Policy and Exhibit No. 6211: Professional Personnel

Ethics, Exhibit 3. 2. Complete Mentor training conducted by the CUSD Induction Program Staff. 3. Meet with Participating Teacher(s) within two weeks of being assigned.

4. *Notify CUSD Induction Program immediately if I am dissatisfied at any time with the pairing. The

CUSD Grievance Protocol.

5. Notify CUSD Induction Program Staff within five days of any change in either my teaching status or that of my PT.

6. Understand that if an Induction PT qualifies for the Early Completion Option, I will assist him/her in

meeting specified program requirements within a shortened time frame.

7. Meet with Participating Teacher(s), one-on-one, a minimum of one hour per week, for a total of four hours per month, to administer “just in time mentoring” and to assist him/her in satisfactorily completing all program requirements.

8. Provide emotional support and mentoring, as needed throughout the year, to assigned PT(s).

9. Conduct required classroom observations of assigned Participating Teacher(s), providing feedback within 48 hours of the observation.

10. Understand that I will be given release days each year to assist in completing program requirements.

Attend all required Mentor meetings sponsored by the CUSD Induction Program.

12. Complete district, state, and program surveys and evaluations.

13. Allow CUSD Induction PTs and Mentors the opportunity for classroom observations.

14. Be willing to lead Induction professional learning opportunities.


Mentor

MEMORANDUM OF UNDERSTANDING

15

15. Continue to improve mentoring skills and set goals for improvement by completing an annual self- assessment and growth plan. 16. Understand that special assistance is available, should the PT request it.

17 Understand that my PT’s program may be extended, should he/she be unable to complete the requirements during the initial two years of teaching. I understand that an extension due to stated program criteria (i.e., pregnancy, medical leave of absence, personal leave without pay, or bereavement leave exceeding 60 work days) will result in no cost to the PT. Any other reason for program extension may result in a direct cost of up to $3,300.00 to the PT.

18. Complete weekly electronic Induction Log to record all program-related activity

19. Assist my Participating Teacher in completing all required activities noted on the Induction Transcript.

20. If my PT has no English learner in the classroom upon whom to focus during an inquiry, I understand this option:

• Option : Teach an English learner from another classroom during the school year. 21. Assist my Participating Teacher in creating an electronic portfolio that contains the evidence necessary to document that he/she has met all program requirements and should include, but may not be limited to:

• Completed support documents and accompanying collection of evidence that demonstrates growth beyond the Preliminary Credential preparation program

22. Understand that my participation in the program, as well as my PT’s induction progress, will be monitored multiple times throughout the year through an electronic portfolio. I will help my PT electronically submit completed documents on time. Quarterly feedback will be provided to me and my PT regarding progress. I understand that I am expected to help my PT revise any documents that do not meet requirements. 23. Participate in an in-depth reflective conversation with my Participating Teacher at the end of his/her second year of Induction on the professional growth made through the induction program. I will assist him/her in preparing for the Exit Interview and a brief presentation for the End of Program celebration that includes artifacts that best reflect and demonstrate the PT’s professional growth. (Year 2 and ECO only).

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My signature below indicates that I have read and understand the Mentor Memorandum of Understanding (MOU) and agree to comply with the CUSD Induction Program requirements as outlined in this MOU. __________________________________________________ _________________ (Mentor Signature) (Date) _____________________________________________________________________________ (Please Print Your First and Last Names Legibly) ___________________________________________________ ___________________________ (School) (Grade/Content Area)


Mentor MEMORANDUM OF UNDERSTANDING

Signature Page

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CUSD Induction Programs

Administrator ___________________________________________ School __________________________ (Please Print) (Please Print) I understand that my role as a School Administrator in the CUSD Induction Programs is to provide a positive climate and structure so that the Participating Teachers at my school and their Mentors are able to successfully complete the program's comprehensive formative assessment activities and, if applicable, meet credential requirements. It is essential that I assist new teachers build on professional learning from their pre-service preparation so that they may become competent, knowledgeable educators. In order to effectively support Participating Teachers and Mentors, I understand I must: 1. Attend district scheduled administrative trainings and update meetings to become familiar with induction

program components and completion requirements, the Clovis Mentoring System, and the development of the Individualized Learning Plan. The content of this training will include, but is not limited to:

i) Teacher preparation across the learning-to-teach continuum; ii) Beginning teacher development; iii) Identifying working conditions that optimize Participating Teachers' success; iv) Taking effective steps to ameliorate or overcome challenging aspects of teachers' work environments; v) Understanding the role of mentors in the induction process; and vi) Respecting the relationship between the mentors and Participating Teachers.

2. Establish a culture of support within my school for the work to be done between Participating Teachers and

mentors. This includes, but is not limited to: i) Introducing Participating Teachers to the staff, and including them in the school's learning community; ii) Year One PTs: Will conduct a Site Orientation by the end of the Participating Teachers’ first month of

school to inform them about site resources, personnel, procedures, and policies. Inform Participating Teachers of professional development planned at the site level and assist them in developing their ILP. When the Site Orientation is completed, sign each PT’s Site Orientation document;

iii) Year Two and ECO PTs: Use the Culture of Support Conversation Record to conduct a conversation with your Year Two and Early Completion Option (ECO) PTs and their Mentors. Inform Participating Teachers of professional development planned at the site level and assist them in developing an ILP. When the conversation is completed, sign the Conversation Notes page;

iv) Helping to focus the learning community on the state-adopted academic content standards and performance levels for students as well as the California Standards for the Teaching Profession (CSTP), including Pedagogy and Universal Access: Equity for All Students;

v) Ensuring that site-level professional development activities related to induction occur on a consistent basis, including facilitating Participating Teachers' and Mentors' participation; and

vi) Participating in program evaluation. 3. Consider that the number of additional co-curricular assignments given to Participating Teachers and Mentors

needs to be feasible to the extent that the individuals can effectively meet the expectations and demands of the CUSD Induction Program.

_____________________________________________ ________________ Site Administrator Signature Date

August 2017

Site Administrator Roles and Responsibilities MEMORANDUM OF UNDERSTANDING

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Participating Teacher/Mentor Pairing Policy

The CUSD Induction Program assists Participating Teachers by assigning a trained Mentor to guide them through their first years of teaching and to provide emotional support and professional expertise.

CUSD Induction Program Pairing Guidelines Every effort will be made to pair General Education teachers at the same site who teach the same grade or subject. Special Education teachers will be paired with a Mentor holding the same or equivalent credential authorization (M/M, M/S, ECE, etc.).

If there are no Mentors available at the site in the same grade level or subject area, Participating Teachers will be paired with a Mentor from another site, with similar demographics in close proximity, who teaches the same grade level/subject or holds the same Special Education authorization (M/M, M/S, ECE, etc.). If there are no Mentors available who hold the same or equivalent credential special education authorization, the Participating Teacher is paired with a CUSD Induction Mentor and also assigned an Education Specialist holding the same or equivalent credential authorization. Pairings are usually made for two years. NOTE: It is sometimes necessary to change Mentors in Year 2 due to PT or Mentor request or to better match grade level or subject area of participating teacher. Input from Site Administrators, Participating Teachers, and Mentors is taken into consideration by the CUSD Induction Program Staff when pairings are made each year. Every effort will be made to give all trained Mentors in the CUSD Induction Mentor Pool an equal opportunity to be paired with a Participating Teacher in accordance with program pairing guidelines.

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Induction Substitute Days 2017-2018

Prior Approval Required

1. Office Mangers: Please send substitute request to Lynn Brannan for funding approval at least one week BEFORE the day a substitute is needed.

2. Be sure to include "Induction” when you state the reason for absence (e.g. Induction Observation or Peer Observation).

3. PTs and Mentors are responsible for arranging for your own substitute once the Office Manager has

received funding approval.

4. Induction Substitute days may only be used for the activities listed below.

5. Questions: Please contact Lynn Brannan at 327-0642

Induction/ECO PTs Preliminary Credential Holders Induction/ECO Mentors

Fall Semester • Peer Observation with mentor = ½ day

Spring Semester • Inquiry #1: Peer Observation with mentor = ½ day

Total Days: 1

Fall Semester • Observe PT in Sept. = ½ day • Peer Observation with PT in Oct. = ½ day • Observe PT in Nov/Dec. = ½ day

Spring Semester • Observe PT in January=½ day • Peer Observation with PT = ½ day • Observe PT during Inquiry #1 = ½ day

Total Days: 3

Pre-Induction PTs PIPs, STSP, Interns Pre-Induction Mentors

Fall Semester • Peer Observation with mentor=½ day

Spring Semester • Peer Observation with mentor=½ day

Total Days: 1

Fall Semester • Observe PT in Sept. = ½ day • Peer Observation with PT = ½ day

Spring Semester • Observe PT in January = ½ day • Peer Observation with PT = ½ day

Total Days: 2

AAA

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Induction Professional Development

2017-18

Professional Development and Mentor Forums TITLE DATE TIME LOCATION WHO

Induction Orientation Th 8/10 2:00-4:00 PLC Year 1 PTs

Mentor Charge F 8/11 1:30-4:30 CVMB All Active

Mentors OR T 8/15

OR 4:00-7:00 PLC

Induction Year 2 Orientation W 8/16 4:00-5:30 PLC Year 2 PTs

Fall Professional Development and Mentor Forum

W 10/18 4:00-6:00 Technology Center Conf. Room All PTs and

Mentors OR Th 10/19

OR 4:00-6:00

Technology Center Conf. Room

Winter Professional Development and Mentor Forum

W 1/17 4:00-6:00 Technology Center

Conf. Room All PTs and

Mentors OR Th 1/18

OR 4:00-6:00

Spring Professional Development and Mentor Forum

W 3/14 4:00-6:00 PLC All PTs and

Mentors OR Th 3/15

OR 4:00-6:00

End of Program Activities-Year 2 and ECO only

Exit Interviews M 5/7, T 5/8, W 5/9,

3:00-6:00 (30 min.

slots) PLC Year 2 & ECO

PTs

End of Program Celebration

T 5/15 4:00-6:00 TBD Year 2 PTs, Mentors and

Administrators

Curriculum and Instruction Professional Development Offerings

Link to C & I PD Calendar

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http://www.cusd.com/ci-homepage/teachers-staff/ci-professional-development/

SAMPLE Induction Pacing Guide

Fall 2017

Men

tor

Obs

erve

s PT

To

Gui

de F

ocus

ed “

Just

in T

ime”

Men

tori

ng

“Jus

t in

Tim

e” M

ento

ring

will

take

pla

ce d

urin

g ea

ch M

ento

r/PT

mee

ting,

as n

eede

d, th

roug

hout

the

year

DATE DOCUMENT ACTIVITIES

UPL

OA

D D

OC

UM

EN

TS

AS

TH

EY

AR

E C

OM

PLE

TE

D

Week 1 Aug. 21-25 None Introductory Meeting


Week 2 Aug. 28 –Sept. 1

None

Discuss Alignment Chart/University Experience (Year 1) Discuss CUSD Strategic Plan

Continuum of Teaching Practice Self-Assessment Begin Self-Assessment (Year 1 and ECO)

Week 3 Sept. 5-8

Self-Assessment Complete Self-Assessment (Year 1 and ECO) ILP Individualized Learning Plan-September

Sept. Obs. & ILP Mentor Observes PT in September

Week 4 Sept. 11-15

Site Orientation Culture of Support

Site Orientation-Year 1 Culture of Support Conversation-Year 2 and ECO

Week 5 Sept. 18-22

Conversation Guides

Site Orientation/Culture of Support Conversation Guides

Class Profile Begin Class Profile

Week 6 Sept. 25-29

Class Profile Continue Class Profile


Week 7 Oct. 2-6 Peer Observation of Exemplary Teacher

Week 7 Oct. 2-6

Class Profile Complete Class Profile Class Profile Conversation

Guide

“Just in Time” Mentoring Class Profile Conversation Guide

Week 8

Oct. 9-13 “Just in Time” Mentoring

Week 9 Oct. 16-20 “Just in Time” Mentoring

Week 10

Oct. 23-27 “Just in Time” Mentoring

ILP Individualized Learning Plan-November Week 11

Oct. 30-Nov. 3 Nov/Dec Obs.

ILP Mentor Observes PT in November or December (Option 1)

Week 12 Nov. 6-9 “Just in Time” Mentoring

Week 13

Nov. 13-17 “Just in Time” Mentoring

Week 14 Nov. 27—Dec. 1

Nov/Dec Obs. ILP Mentor Observes PT in November or December (Option 2)


Week 15 Dec. 4-8 “Just in Time” Mentoring

Week 16

Dec. 11-15 ILP Review and update ILP

Week 17 Dec. 18-22

All documents for Component 1 & 2, and Weekly Mentoring Logs are to be uploaded by January 12, 2018.

August 2017

22

Clovis Unified Induction Program Request for Reassignment

This request for reassignment should be submitted to the CUSD Induction Office. You may also call 327-0642 or e-mail your request. Date: ____________________ Name: __________________________________ Participating Teacher _____ Mentor _____ School Site: ____________________________________ Work Phone: ____________________ Grade or Subject: _________________________________________________________________ Current Pairing Name: __________________________________________________________________________ School Site: ______________________________________________________________________ Grade or Subject: _________________________________________________________________ Reason(s) for Requesting Reassignment: Signature: ___________________________________________________ Date: _________________

Initial action taken: Signature of Induction Program Director: ___________________________________ Date: __________

Follow-Up Contact (within four weeks): Signature of Induction Program Director: ___________________________________ Date: __________

May 2017

23

Clovis Unified Induction Program Request for Special Assistance

Participation in the Clovis Unified Induction Program carries with it certain commitments and responsibilities. The CUSD Induction Program will assist you to successfully complete all requirements. If at any time you would like to request special assistance, please complete this form and return it to the Induction Program Office. 1. Participating Teacher: Date: 2. Grade/Subject: School: 3. Mentor: 4. Assistance needed:

5. Steps taken to remedy this situation:

6. I would like to request:

_____ A phone conversation with the Induction Program Director

_____ Formal meeting with Induction Program Director

_____ Other:

7. PT Signature: Date: 8. Mentor Signature: Date:

Action Taken: Signature of Induction Program Director: Date:

24

Clovis Unified Induction Program

Request for Program Extension

It is the goal of the Clovis Unified Induction Program that all Participating Teachers complete program requirements within two years. However, if Participating Teachers do not complete program requirements within the two-year period for which they are funded by the state, a request for program extension may be submitted to the Induction Office. Participating Teacher: Date: Grade/Subject: School: Mentor: Site Administrator: The CUSD Induction Staff reviews all submitted requests to determine if an extension is warranted. If an extension is granted for approved reasons, there is no additional cost to the Participating Teacher. Acceptable circumstances for program extension include:

1. Pregnancy 2. Medical leave of absence 3. Personal leave without pay 4. Bereavement leave exceeding 60 work days 5. Other conditions approved by the Associate Superintendent of Human Resources

Any other reason for program extension will incur a financial cost of up to $3,262.00 per year to the Participating Teacher. Please state the reason you are requesting a program extension and obtain appropriate signatures before submitting this form to the CUSD Induction office. Reason for Program Extension: PT Signature: Date: Mentor Signature: Date: Site Administrator Signature: Date:

May 2017

ACTION TAKEN: SIGNATURE OF INDUCTION PROGRAM DIRECTOR: DATE:

25

CUSD Induction Assessments

26

CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION Adopted October 2009

1.1 Using knowledge of students to engage them in learning 1.2 Connecting learning to students' prior knowledge, backgrounds,

life experiences, and interests 1.3 Connecting subject matter to meaningful, real-life contexts 1.4 Using a variety of instructional strategies, resources, and

technologies to meet students' diverse learning needs 1.5 Promoting critical thinking through inquiry, problem solving, and

reflection 1.6 Monitoring student learning and adjusting instruction while

teaching

1: ENGAGING AND SUPPORTING ALL STUDENTS IN LEARNING

2.1 Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully

2.2 Creating physical or virtual learning environments that promote

student learning, reflect diversity, and encourage constructive and productive interactions among students

2.3 Establishing and maintaining learning environments that are

physically, intellectually, and emotionally safe 2.4 Creating a rigorous learning environment with high expectations

and appropriate support for all students 2.5 Developing, communicating, and maintaining high standards for

individual and group behavior 2.6 Employing classroom routines, procedures, norms, and supports

for positive behavior to ensure a climate in which all students can learn

2.7 Using instructional time to optimize learning

2: CREATING AND MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING

3.1 Demonstrating knowledge of subject matter, academic content standards, and curriculum frameworks

3.2 Applying knowledge of student development and proficiencies to

ensure student understanding of subject matter 3.3 Organizing curriculum to facilitate student understanding of the

subject matter 3.4 Utilizing instructional strategies that are appropriate to the subject

matter 3.5 Using and adapting resources, technologies, and standards-

aligned instructional materials, including adopted materials, to make subject matter accessible to all students

3.6 Addressing the needs of English learners and students with

special needs to provide equitable access to the content

3: UNDERSTANDING AND ORGANIZING SUBJECT MATTER FOR STUDENT LEARNING

4.1 Using knowledge of students' academic readiness, language proficiency, cultural background, and individual development to plan instruction

4.2 Establishing and articulating goals for student learning 4.3 Developing and sequencing long-term and short-term

instructional plans to support student learning 4.4 Planning instruction that incorporates appropriate strategies to

meet the learning needs of all students 4.5 Adapting instructional plans and curricular materials to meet the

assessed learning needs of all students

4: PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES FOR ALL STUDENTS

5.1 Applying knowledge of the purposes, characteristics, and uses of different types of assessments

5.2 Collecting and analyzing assessment data from a variety of

sources to inform instruction 5.3 Reviewing data, both individually and with colleagues, to monitor

student learning 5.4 Using assessment data to establish learning goals and to plan,

differentiate, and modify instruction 5.5 Involving all students in self-assessment, goal setting, and

monitoring progress 5.6 Using available technologies to assist in assessment, analysis,

and communication of student learning 5.7 Using assessment information to share timely and

comprehensible feedback with students and their families

5: ASSESSING STUDENTS FOR LEARNING

6.1 Reflecting on teaching practice in support of student learning 6.2 Establishing professional goals and engaging in continuous and

purposeful professional growth and development 6.3 Collaborating with colleagues and the broader professional

community to support teacher and student learning 6.4 Working with families to support student learning 6.5 Engaging local communities in support of the instructional

program 6.6 Managing professional responsibilities to maintain motivation

and commitment to all students 6.7 Demonstrating professional responsibility, integrity, and ethical

conduct

6: DEVELOPING AS A PROFESSIONAL EDUCATOR

27

Year One Year Two

Directions: This self-assessment tool is intended to be used in conjunction with the Continuum of Teaching Practice (CTP) which provides established criteria for each element of the California Standards for the Teaching Profession.

After reading each CSTP, use collected evidence to assess your current practice. Mark each box with an (X).

Initial Self-Assessment Date:

End of Year 1 Date:

End of Year 2 Date:

Em

ergi

ng

Exp

lori

ng

App

lyin

g

Inte

grat

ing

Inno

vatin

g

Em

ergi

ng

Exp

lori

ng

App

lyin

g

Inte

grat

ing

Inno

vatin

g

Em

ergi

ng

Exp

lori

ng

App

lyin

g

Inte

grat

ing

Inno

vatin

g

CST

P 1

E

ngag

ing

and

Supp

ortin

g A

ll

Stud

ents

in L

earn

ing

1.1 Using knowledge of students to engage them in learning

1.2 Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests

1.3 Connecting subject matter to meaningful, real-life contexts

1.4 Using a variety of instructional strategies, resources, and technologies to meet students’ diverse learning needs

1.5 Promoting critical thinking through inquiry, problem solving, and reflection

1.6 Monitoring student learning and adjusting instruction while teaching

CST

P 2

Cre

atin

g an

d M

aint

aini

ng E

ffec

tive

Env

iron

men

ts fo

r St

uden

t Lea

rnin

g

2.1 Promoting social development/responsibility within a caring community where each student is treated fairly and respectfully

2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students

2.3 Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe

2.4 Creating a rigorous learning environment with high expectations and appropriate support for all students

2.5 Developing, communicating, and maintaining high standards for individual and group behavior

2.6 Employing classroom routines, procedures, norms and supports for positive behavior to ensure a climate in which all students can learn


CST

P 3

Und

erst

andi

ng a

nd O

rgan

izin

g Su

bjec

t M

atte

r fo

r St

uden

t Lea

rnin

g

3.1 Demonstrating knowledge of subject matter, academic content standards, and curriculum frameworks

3.2 Applying knowledge of student development and proficiencies to ensure student understanding of subject matter

3.3 Organizing curriculum to facilitate student understanding of the subject-matter

3.4 Utilizing instructional strategies that are appropriate to subject matter

3.5 Using and adapting resources, technologies, and standards-aligned instructional materials, including adopted materials, to make subject matter accessible to all students

3.6 Addressing the needs of English learners/students with special needs to provide equitable access to the content

Clovis Unified Induction Programs: Empowering teachers to excel professionally so that all students can realize their full potential

Participating Teacher Self-Assessment—CSTP Ratings

28

Year One Year Two

Directions: This self-assessment tool is intended to be used in conjunction with the Continuum of Teaching Practice (CTP) which provides established criteria for each element of the California Standards for the Teaching Profession.

After reading each CSTP, use collected evidence to assess your current practice. Mark each box with an (X).

Initial Self-Assessment Date:

End of Year 1 Date:

End of Year 2 Date:

Em

ergi

ng

Exp

lori

ng

App

lyin

g

Inte

grat

ing

Inno

vatin

g

Em

ergi

ng

Exp

lori

ng

App

lyin

g

Inte

grat

ing

Inno

vatin

g

Em

ergi

ng

Exp

lori

ng

App

lyin

g

Inte

grat

ing

Inno

vatin

g

CST

P 4

Plan

ning

Inst

ruct

ion

and

Des

igni

ng L

earn

ing

E

xper

ienc

es fo

r A

ll St

uden

ts

4.1 Using knowledge of students’ academic readiness, language proficiency, cultural background and individual development to plan instruction

4.2 Establishing and articulating goals for student learning

4.3 Developing and sequencing long-term and short-term instructional plans to support student learning

4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all students

4.5 Adapting instructional plans and curricular materials to meet the assessed leaning needs of all students

CST

P 5

Ass

essi

ng S

tude

nts

for

Lea

rnin

g


5.2 Collecting and analyzing assessment data from a variety of sources to inform instruction

5.3 Reviewing data, both individually and with colleagues, to monitor student learning

5.4 Using assessment data to establish learning goals, and to plan, differentiate, and modify instruction

5.5 Involving all students in self-assessment, goal setting, and monitoring progress

5.6 Using available technologies to assist in assessment, analysis, and communication of student learning

5.7 Using assessment information to share timely and comprehensible feedback with students and their families

CST

P 6

Dev

elop

ing

as a

Pr

ofes

sion

al E

duca

tor

6.1 Reflecting on teaching practice in support of student learning

6.2 Establishing professional goals and engaging in continuous and purposeful professional growth and development

6.3 Collaborating with colleagues and the broader professional community to support teacher and student learning

6.4 Working with families to support student learning

6.5 Engaging local communities in support of the instructional program

6.6 Managing professional responsibilities to maintain motivation and commitment to all students

6.7 Demonstrating professional responsibility, integrity, and ethical conduct

Clovis Unified Induction Programs: Empowering teachers to excel professionally so that all students can realize their full potential

Participating Teacher Self-Assessment—CSTP Ratings

29

Clovis Unified Induction Programs Empowering teachers to excel professionally so that all students can realize their full potential

Participating Teacher Self-Assessment CSTP Reflections and Evidence

Directions: Consider each CSTP and write narrative evidence-based strengths and challenges in the boxes below. CSTP Initial End of Year 1 End of Year 2

1

Enga

ging

&

Supp

ortin

g A

ll

Stud

ents

in

Lear

ning

Evidence:

Evidence:

Evidence:

2 C

reat

ing

and

Mai

ntai

ning

Ef

fect

ive

Envi

ronm

ents

for

Evidence:

Evidence:

Evidence:

3

Und

erst

andi

ng a

nd

Org

aniz

ing

Subj

ect

Mat

ter f

or S

tude

nt

Lear

ning

Evidence:

Evidence:

Evidence:

4

Plan

ning

Inst

ruct

ion

and

Des

igni

ng

Lear

ning

Ex

perie

nces

for A

ll

Evidence:

Evidence:

Evidence:

5

Ass

essi

ng

Stud

ents

for

Lear

ning

Evidence:

Evidence:

Evidence:

6

Dev

elop

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as a

Pr

ofes

sion

al

Educ

ator

Evidence:

Evidence:

Evidence:

30

ASS

ESS

ME

NT

TO

OL

BO

X

Clovis Unified Induction Program Empowering teachers to excel professionally so that all students can realize their full potential

DOCUMENTS and DIRECTIONS

Documents Continuum of Teaching Practice—When to use:

• Component 1: Examination of Teaching and Learning for all elements of all six CSTPs • Component 3: Inquiry into Teaching and Learning for all elements of all six CSTPs • Component 4: Summary of Teaching and Learning for overall level of practice in all six CSTPs

Self-Assessment—When to use: Year One & ECO: Twice during the year; Year Two: Once at the end of the year • Component 1: Teachers will complete a self-assessment at the beginning of their induction period, during Component A. • Component 3: Each teacher will self-assess after completing each of two inquiries, in April of each year.

∼ Two sections: The rating section where teachers rate their practice in each element of the CSTP and the narrative section where teachers write about their overall strengths and challenges in each CSTP.

Final Self-Assessment—When to use: • At the end of each year, during the completion of Component 4: Summary of Teaching and Learning

Directions STEP ONE: Teachers will read each CSTP element on E-1 Continuum of Teaching Practice in order to record placement on Self-Assessment, CSTP Section.

• Teachers must consider the evidence collected over time in order to make valid and accurate assessments and to determine placement in each of the six CSTP. ∼ Evidence collected may include but is not limited to lesson plans, student work, mentor’s observation notes, assessment data, etc…

• Teachers will note their placement in each element of the CSTP by indicating the evidence codes in the appropriate boxes on Self-Assessment, CSTP Section. The process of assessing on the Continuum of Teaching Practice is to be done collaboratively with the Mentor. Begin by reading the element and thinking of the evidence of practice you have collected related to that element. Use that evidence to determine a starting point for assessing practice. STEP TWO: Self-Assessment, Narrative: Teachers will look holistically at each CSTP, instead of at the element level, to assess their strengths and challenges.

• Teachers will write about their strengths and challenges in all six CSTP each time they self-assess during their induction period.

CCTC, CDE, New Teacher Center. Layout Modified by Clovis Unified School District The Continuum of Teaching Practice and Self-Assessment are not intended to be used as evaluation tools

31

Continuum of Teaching Practice Standard 1: Engaging and Supporting All Students in Learning

Elements Emerging Exploring Applying Integrating Innovating

1.1 Using knowledge of students to engage them in learning.

Learns about students through data provided by the school and/or through district assessments Some students may engage in learning using instructional strategies focused on the class as a whole.

Gathers additional data to learn about individual students Students engage in single lessons or sequence of lessons that include some adjustments based on assessments.

Uses data from a variety of formal and informal sources to learn about students and guide selection of instructional strategies to meet diverse learning needs Students engage in learning through the use of adjustments in instruction to meet their needs.

Uses data from multiple measures to make adjustments to instruction and meet individual identified learning needs Students actively utilize a variety of instructional strategies and technologies in learning that ensure equitable access to the curriculum.

Uses comprehensive knowledge of students to make ongoing adjustments and accommodations in instruction Students take ownership of their learning by choosing from a wide range of methods to further their learning that are responsive to their diverse learning needs.

1.2 Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests

Develops awareness of prior knowledge, culture, backgrounds, life experience, and interests represented among students Some students connect learning activities to their own lives.

Uses gathered information about students’ prior knowledge, cultural backgrounds, life experiences, and interests to support student learning Students participate in single lessons or sequence of lessons related to their interests and experiences.

Uses school resources and family contacts to expand understanding of students’ prior knowledge, cultural backgrounds, life experiences, and interests to connect to student learning Students make connections between curriculum and their prior knowledge, backgrounds, life experiences, and interests.

Integrates broad knowledge of students and their communities to inform instruction Students are actively engaged in curriculum which relates their prior knowledge, experiences, and interests within and across learning activities.

Develops and systematically uses extensive information regarding students’ cultural backgrounds, prior knowledge, life experiences, and interests Students can articulate the relevance and impact of lessons on their lives and society.

1.3 Connecting subject matter to meaningful, real-life contexts*

Uses real-life connections during instruction as identified in curriculum Some students relate subject matter to real-life.

Explores using additional real-life connections to subject matter in single lessons or sequence of lessons to support student understanding Students make use of real-life connections provided in single lessons or sequence of lessons to support understanding of subject matter.

Includes connections from subject matter to meaningful, real-life contexts, including those specific to students’ families and communities Students utilize real-life connections regularly to develop understandings of subject matter.

Integrates connections to meaningful, real-life contexts in planning subject matter instruction and is responsive during instruction to engage students in relating to subject matter Students actively engage in making and using real-life connections to subject matter to extend their understanding.

Engages students in actively making connections to relevant, meaningful, and real-life contexts throughout subject matter instruction Students routinely integrate subject matter into their own thinking and make relevant applications of subject matter during learning activities.

Continuum of Teaching Practice

*See glossary Black ink: What teachers should know and be able to do Blue ink: What students should know and be able to do

CCTC, CDE, New Teacher Center. Layout Modified by Clovis Unified School District, June 2013 32

Continuum of Teaching Practice Standard 1: Engaging and Supporting All Students in Learning


1.4 Using a variety of instructional strategies, resources, and technologies to meet students’ diverse learning needs

Uses instructional strategies, resources, and technologies as provided by school and/or district Some students participate in instructional strategies, using resources and technologies provided.

Explores additional instructional strategies, resources, and technologies in single lessons or sequence of lessons to meet students’ diverse learning needs Students participate in single lessons or sequence of lessons related to their interests and experiences.

Utilizes a variety of strategies including culturally responsive pedagogy, resources, and technologies during ongoing instruction to meet students’ diverse learning needs Students participate in instruction using strategies, resources, and technologies matched to their learning needs.

Creates, adapts, and integrates a broad range of strategies, resources, and technologies into instruction designed to meet students’ diverse learning needs Students actively engage in instruction and make use of a variety of targeted strategies, resources, and technologies to meet their individual learning needs.

Refines the flexible use of an extensive repertoire of strategies, resources, and technologies to meet students’ diverse learning needs Students take responsibility for using a wide range of strategies, resources, and technologies that successfully advance their learning.

1.5 Promoting critical thinking through inquiry, problem solving, and reflection

Asks questions that focus on factual knowledge and comprehension Some students respond to questions regarding facts and comprehension.

Includes questions in single lessons or a sequence of lessons that require students to recall, interpret, and think critically Students respond to varied questions or tasks designed to promote comprehension and critical thinking in single lessons or a sequence of lessons.

Guide students to think critically through use of questioning strategies, posing/solving problems, and reflection on issues in content Students respond to questions and problems posed by the teacher and begin to pose and solve problems of their own related to the content.

Supports students to initiate critical thinking through independently developing questions, posing problems, and reflecting on multiple perspectives Students pose problems and construct questions of their own to support inquiries into content.

Facilitates systematic opportunities for students to apply critical thinking by designing structured inquiries into complex problems Students pose and answer a wide-range of complex questions and problems, reflect, and communicate understandings based on in-depth analysis of content learning.

1.6 Monitoring student learning and adjusting instruction while teaching

Implements lessons following curriculum guidelines Some students receive individual assistance during instruction.

Seeks to clarify instructions and learning activities to support student understanding Students receive assistance individually or in small groups during instruction.

Makes ongoing adjustments to instruction based on observation of student engagement and regular checks for understanding Students successfully participate and stay engaged in learning activities.

Adjusts strategies during instruction based on the ongoing monitoring of individual student needs for assistance, support, or challenge Students are able to articulate their level of understanding and use teacher guidance to meet their needs during instruction.

Makes adjustments to extend learning opportunities and provide assistance to students in mastering the content flexibly and effectively Students monitor their progress in learning and provide information to teacher that informs adjustments in instruction.

33

Continuum of Teaching Practice Standard 2: Creating and Maintaining Effective Environments for Student Learning


2.1 Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully

Models and communicates expectations for fair and respectful behavior to support social development. Some students share in responsibility for the classroom community.

• Models fair and respectful behavior.

• Demonstrates commitment to fairness and respect in communications with students about language and behavior.

• Seeks to understand cultural perceptions of caring community.

Students participate in occasional community building activities, designed to promote caring, fairness, and respect.

• Reinforces positive, responsible, and respectful student interactions.

• Assists students to resolve conflicts.

• Incorporates cultural awareness to develop a positive classroom climate.

Students demonstrate efforts to be positive, accepting, and respectful of differences.

• Develops shared responsibility with students for resolving conflict and creating and maintaining a caring classroom community.

• Supports students in taking leadership in developing a caring community that is responsive to the diverse cultural norms of identities of all students.

• Students take responsibility resolving

conflicts and maintaining a caring classroom community.

• Students promote respect and appreciation for differences.

Facilitates student self-reflection and ongoing improvement of the caring community based on respect, fairness, and the value of all members. • Students take leadership in

resolving conflict and creating a fair and respectful classroom community where students’ home cultures are included and valued.

• Students communicate with empathy and understanding in interactions with one another.

2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students

• Is aware of the importance of the physical and/or virtual learning environments that support student learning.

• Is aware that structured interaction between students can support learning.

Some students use available resources in learning environments during instruction.

• Experiments with adapting the physical and/or virtual learning environments that support student learning.

• Structures for interaction are taught in single lessons or sequence of lessons to support student learning.

Students use resources provided in learning environments and interact with each other to understand and complete learning tasks in single lessons or sequence of lessons.

• Develops physical and/or virtual learning environments that reflect student diversity and provide a range of resources for learning.

• Utilizes a variety of structures for interaction during learning activities that ensure a focus on and completion of learning tasks.

Students use a variety of resources in learning environments and interact in ways that deepen their understanding of the content and develop constructive social and academic interactions.

• Maintains physical and/or virtual learning environments that reflect student diversity and provides a broad range of resources, displays, and artifacts that are current and integral to instruction.

• Integrates a variety of structures for interaction that engage students constructively and productively in learning.

• Students routinely use a range of

resources in learning environments that relate to and enhance instruction and reflect their diversity.

• Students share in monitoring and assessment of interactions to improve effectiveness and develop a positive culture for learning.

• Adapts physical and/or virtual learning environments flexibly to facilitate access to a wide range of resources that engage students in learning.

• Ensures that environments enhance learning and reflect diversity within and beyond the classroom.

• Selects from a repertoire of structures for interaction to ensure accelerated learning for the full range of students.

Students participate in monitoring and changing the design of learning environments and structures for interactions.

2.3 Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe

• Adheres to policies and laws regarding safety that are required by the site, district, and state.

• Responds to behaviors that impact student safety as they arise.

Students are aware of required safety procedures and the school and classroom rationale for maintaining safety.

• Recognizes and addresses safety issues regarding materials, student interactions, and the organization of the learning environments.

• Explores strategies to establish intellectual and emotional safety in the classroom.

Students follow teacher guidance regarding potential safety issues for self or others.

• Anticipates and reduces risks to physical, intellectual, and emotional safety using multiple strategies that include examining biases in the learning environment and curriculum.

• Models and provides instruction on skills that develop resiliency and support intellectual and emotional safety.

Students take risks, offer opinions, and share alternative perspectives.

• Integrates support for students to take risks and offer respectful opinions about divergent viewpoints.

• Engages in reflection on their own language and behavior that contributes to intellectual and emotional safety in the classroom.

Students develop and practice resiliency skills and strategies to strive for academic achievement, and establish intellectual and emotional safety in the classroom.

Shares responsibility with the students for the establishment and maintenance of a safe physical, intellectual, and emotional environment focused on high quality and rigorous learning. • Students demonstrate resiliency in

perseverance for academic achievement.

• Students maintain intellectual and emotional safety for themselves and others in the classroom.

Black ink: What teachers should know and be able to do CCTC, CDE, New Teacher Center. Layout Modified by Clovis Unified School District, June 2013 Blue ink: What students should know and be able to do 34

Continuum of Teaching Practice Standard 2: Creating and Maintaining Effective Environments for Student Learning


2.4 Creating a rigorous learning environment with high expectations and appropriate support for all students

• Focuses the rigor of the learning environment on accuracy of answers and completion of learning tasks.

• Is aware of the importance of maintaining high expectations for students.

Some students ask for teacher support to understand or complete learning tasks.

• Strives for a rigorous learning environment that includes accuracy, understanding, and the importance of meeting targeted learning goals.

• Works to maintain high expectations for students while becoming aware of achievement patterns for individuals and groups of students.

Some individuals and groups of students work with the teacher to support accuracy and comprehension in their learning.

• Develops a rigorous learning environment that includes accuracy, analysis, problem solving, and appropriate levels of challenge.

• Holds high expectations for students. • Has an understanding of

achievement patterns, and uses scaffolds to address achievement gaps.

Students engage in a variety of differentiated supports and challenges in ways that promote their accuracy, analysis, and problem solving in learning.

• Integrates rigor throughout the learning environment that values accuracy, analysis, and critical reading, writing, and thinking.

• Integrates strategic scaffolds and technologies throughout instruction that support the full range of learners in meeting high expectations for achievement.

Students actively use supports and challenges to complete critical reading, writing, higher order thinking, and problem solving across subject matter.

• Facilitates a rigorous learning environment in which students take leadership in learning.

• Fosters extended studies, research, analysis, and purposeful use of learning.

• Supports students to utilize an extensive repertoire of differentiated strategies to meet high expectations.

Students take responsibility to fully utilize teacher and peer support, to achieve consistently high levels of factual and analytical learning.

2.5 Developing, communicating, and maintaining high standards for individual and group behavior

• Establishes expectations, rules, and consequences for individual and group behavior.

• Refers to standards for behavior and applies consequences as needed.

Students are aware of classroom rules and consequences.

• Develops expectations with some student involvement.

• Communicates, models, and explains expectations for individual and group behavior.

• Reviews standards for behavior with students in single lessons or sequence of lessons in anticipation of need for reinforcement.

Students know expectations for behavior and consequences, and respond to guidance in following them.

• Uses multiple strategies including culturally responsive instruction to develop and maintain high standards for individual and group behavior.

• Utilizes routine references to standards for behavior prior and during individual and group work.

Students follow behavior expectations, accept consequences, and increase positive behaviors.

• Integrates equitable expectations, positive supports, and consequences for individual and group behavior within and across learning activities.

• Guides and supports students to self-assess, monitor, and set goals for individual and group behavior and participation.

Students respond to individual and group behaviors and encourage and support each other to make improvements.

Facilitates a positive environment using systems that ensure students take an active role in monitoring and maintaining high standards for individual and group behaviors. Students demonstrate positive behavior, consistent participation, and are valued for their unique identities.

2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn

• Establishes procedures, routines, or norms for single lessons to support student learning.

• Responds to disruptive behavior.

Students are aware of procedures, routines, and classroom norms.

• Develops routines, procedures, and norms in single lessons or sequence of lessons with some student involvement.

• Seeks to promote positive behaviors and responds to disruptive behavior.

Students receive correction for behavior that interferes with learning, and positive reinforcement in following routines, procedures, and norms.

• Maintains regular use of routines and procedures that are culturally responsive and engage students in the development and monitoring of norms.

• Provides positive behavior supports. • Responds appropriately to behaviors

in ways that lessen disruptions to the learning climate.

• Students participate in routines,

procedures, and norms and receive reinforcement for positive behaviors.

• Students receive timely and effective feedback and consequences for behaviors that interfere with learning.

• Engages students in monitoring and reflecting on routines, procedures, and norms in ways that are culturally responsive.

• Maintains a quality learning climate that builds on student strengths.

• Promotes positive behaviors and consistently prevents or refocuses behaviors disruptive to the learning climate.

Students are involved in assessment and monitoring of routines, procedures, and norms in ways that improve the learning climate.

• Facilitates student participation in developing, monitoring, and adjusting routines and procedures focused on maximizing learning.

• Classroom climate integrates school standards and culturally relevant norms.

• Promotes positive behaviors and establishes preventions and a positive classroom climate that eliminate most disruptive behavior.

Students share responsibility with teacher for managing and maintaining a positive classroom climate that promotes learning.


• Paces instruction based on curriculum guidelines.

• Develops awareness of how transitions and classroom management impact pacing and lessons.

Some students complete learning activities in time allotted.

Paces instruction with some consideration of lesson type, adjustments for sufficient student work time, and transitions to optimize learning. Students complete learning activities and, as needed, may receive some adjustments of time allotted for tasks or expectations for completion.

Paces instruction with students to provide adequate time for instruction, checking for understanding, completion of learning activities, and closure. Students participate in and complete a variety of learning activities in the time allotted with options for extension and review.

Paces instruction to include ongoing assessment of student learning. Supports students in the monitoring of instructional time. Students use their instructional time to engage in and complete learning activities and are prepared for the next sequence of instruction.

Paces, adjusts, and fluidly facilitates instruction and daily activities. Students monitor their own time, are engaged in accomplishing learning goals, and participate in reflection, self-assessment, and goal setting.

Black ink: What teachers should know and be able to do CCTC, CDE, New Teacher Center. Layout Modified by Clovis Unified School District, June 2013 Blue ink: What students should know and be able to do

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Continuum of Teaching Practice Standard 3: Understanding and Organizing Subject Matter for Student Learning


3.1 Demonstrating knowledge of subject matter academic content standards*

Has foundational knowledge of subject matter, related academic language**, and academic content standards.

Examines concepts in subject matter and academic language to identify connections between academic content standards and instruction.

Understands and explains the relationship between essential subject matter concepts, academic language, and academic content standards.

Uses broad knowledge of inter-relationships of concepts, academic content standards, and academic language, in ways that ensure clear connections and relevance to students.

Uses extensive knowledge of subject matter concepts, current issues, academic language, and research to make relevant connections to standards during instruction and extend student learning.

3.2 Applying knowledge of student development and proficiencies to ensure student understanding of subject matter

• Has basic knowledge of student stages of development while becoming aware of differences in students’ understanding of subject matter.

• Teaches subject-specific vocabulary following curriculum guidelines.

• Expands knowledge of student development and implements learning activities in single lessons or sequence of lessons that address students’ proficiencies and support understanding of subject matter including related academic language.

• Provides explicit teaching of essential content vocabulary and associated academic language in single lessons or sequence of lessons.

• Explains academic language, formats, and vocabulary to support student access to subject matter when confusions are identified.

• Adapts instruction in response to knowledge of student development and proficiencies to meet students’ diverse learning needs.

• Ensures understanding of subject matter including related academic language.

• Provides explicit teaching of essential vocabulary, idioms, key words with multiple meanings, and academic language in ways that engage students in accessing subject matter text or learning activities.

• Integrates knowledge of range of student development into instructional decisions to ensure student understanding of subject matter including related academic language.

• Provides explicit teaching of specific academic language, text structure, grammatical, and stylistic language features to ensure equitable access and subject matter understanding for the range of student language levels and abilities.

• Utilizes comprehensive knowledge of students to guide all students to develop proficiencies and understand subject matter including related academic language.

• Engages students at all levels of vocabulary, academic language, and proficiency in self-directed goal setting, monitoring, and improvement.

• Guides all students in using analysis strategies that provide equitable access and deep understanding of subject matter.

3.3 Organizing curriculum to facilitate student understanding of the subject matter

Follows organization of curriculum as provided by site and district to support student understanding of subject matter.

Examines organization of curriculum and considers adjustments in single lessons or sequence of lessons to support understanding of subject matter.

Uses knowledge of curriculum and student readiness to organize and adjust the curriculum to ensure student understanding.

Integrates knowledge of curriculum and resources to organize and adjust instruction within and across subject matter to extend student understanding.

• Uses extensive knowledge of curriculum and related resources to flexibly and effectively organize and adjust instruction.

• Ensures student comprehension and facilitates student articulation about what they do and don’t understand.

3.4 Utilizing instructional strategies that are appropriate to the subject matter

Uses instructional strategies that are provided in the curriculum.

Gathers and uses additional instructional strategies in single lessons or sequence of lessons to increase student understanding of academic language appropriate to subject matter.

Selects and adapts a variety of instructional strategies to ensure student understanding of academic language appropriate to subject matter and that address students’ diverse learning needs.

Integrates instructional strategies appropriate to subject matter to meet students’ diverse learning needs, to ensure student understanding of academic language, and guide students in understanding connections within and across subject matter.

Uses an extensive repertoire of instructional strategies to develop enthusiasm, meta-cognitive abilities, and support and challenge the full range of students towards a deep knowledge of subject matter.

*Please see Appendix 3A for Guidelines for Subject Specific Pedagogy **Please see glossary for a more complete definition of academic language

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Continuum of Teaching Practice Standard 3: Understanding and Organizing Subject Matter for Student Learning


3.5 Using and adapting resources, technologies, and standards-aligned instructional materials, including adopted materials, to make subject matter accessible to all students

• Uses available instructional materials, resources, and technologies for specific lessons to make subject matter accessible to students.

• Identifies technological resources needed.

• Explores additional instructional materials, resources, and technologies to make subject matter accessible to students.

• Explores how to make technological resources available to all students.

• Selects, adapts, and utilizes appropriate instructional materials, resources, and technologies for concept and skill development in subject matter.

• Resources reflect the diversity of the classroom and support differentiated learning of subject matter.

• Guides students to use available print, electronic, and online subject matter resources based on individual needs.

• Integrates a wide range of adapted resources, technologies, and instructional materials to meet identified student needs and make subject matter accessible to students.

• Assists students with equitable access to materials, resources, and technologies.

• Seeks outside resources and support.

• Engages students in identifying and adapting resources, technologies, and standards-aligned instructional materials to extend student understanding and critical thinking about subject matter.

• Ensures that students are able to obtain equitable access to a wide range of technologies, through ongoing links to outside resources and support.

3.6 Addressing the needs of English Learners* and students with special needs to provide equitable access to the content

• Is aware of students’ primary language and English language proficiencies based on available assessment data.

• Provides adapted materials to help English learners access content.

• Seeks additional information describing elements of culture and language proficiencies in listening, speaking, reading, and writing.

• Uses multiple measures for assessing English learners’ performance to identify gaps in English language development.

• Attempts to scaffold content using visuals, models, and graphic organizers.

• Identifies language proficiencies and English learner strengths in the study of language and content.

• Differentiates instruction using one or more components of English language development to support English learners.

• Creates and implements scaffolds to support standards-based instruction using literacy strategies, SDAIE, and content level English language development in order for students to improve language proficiencies and understand content.

• Integrates knowledge of English language development and the English learner’s strengths and assessed needs into English language and content instruction.

• Develops and adapts instruction to provide a wide range of scaffolded supports for language and content for the range of English learners.

• Engages English learners in assessment of their progress in English language development and in meeting content standards.

• Supports students to establish and monitor language and content goals.

• Is resourceful and flexible in the design, adjustment, and elimination of scaffolds based on English learners’ proficiencies, knowledge, and skills in content.

3.6 Addressing the needs of English Learners and students with special needs* to provide equitable access to the content

• Has an awareness of the full range of students identified with special needs through data provided by the school.

• Attends required meetings with resource personnel and families.

• Learns about referral processes for students with special needs.

• Seeks additional information on the full range of students identified with special needs to address challenges or supports in single lessons or sequence of lessons.

• Cooperates with resource personnel, para-educators, and families during meetings and activities in support of learning plans and goals.

• Seeks additional information on struggling learners and advanced learners to determine appropriateness for referral.

• Utilizes information on the full range of students identified with special needs to assess strengths and competencies to provide appropriate challenge and accommodations in instruction.

• Communicates regularly with resource personnel, para-educators, and families to ensure that student services are provided and progress is made in accessing appropriate content.

• Refers students as needed in a timely and appropriate manner supported with documented data over time, including interventions tried previous to referral.

• Integrates accommodations, adaptations, and extensions to instruction for the full range of students with special needs to ensure adequate support and challenge.

• Communicates and collaborates with colleagues, support staff, and families to ensure consistent instruction.

• Supports families in positive engagement with the school.

• Initiates and monitors referral processes and follow-up meetings to ensure that students receive support and/or extended learning that is integrated into the core curriculum.

• Guides and supports the full range of students with special needs to actively engage in the assessment and monitor their own strengths, learning needs, and achievements in accessing content.

• Communicates and collaborates with resource personnel, para-educators, families, leadership, and students in creating a coordinated program to optimize success of the full range of students with special needs.

• Takes leadership at the site/district and collaborates with resource personnel to ensure the smooth and effective implementation of referral processes.

Please see the additional Standard elements are of particular importance in the effective instruction of English learners: • Standard Element 1.2: Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests • Standard Element 3.2: Applying knowledge of student development and proficiencies to ensure students’ understanding of subject matter • Standard Element 6.4: Working with families to support student learning

Please see the additional Standard elements are of particular importance in the effective instruction of students with special needs: • Standard Element 2.6: Employing classroom routines, procedures, norms, and supports for positive behavior to ensure climate in which all students can learn. • Standard 2 and 4 contain multiple references to differentiation, adaptation, and adjustment that are all critical supports for students with special needs.

*The full range of students with special needs includes students with IEPs, 504 Plans, and Advanced Learners.


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Continuum of Teaching Practice Standard 4: Planning Instruction and Designing Learning Experiences for all Students


4.1 Using knowledge of students’ academic readiness, language proficiency, cultural background, and individual development to plan instruction

• Plans daily lessons using available curriculum and information from district and state required assessments.

• Is aware of the impact of bias on learning.

• Plans single lessons or sequence of lessons using additional assessment information on student academic readiness, language, cultural background, and individual development.

• Becomes aware of potential areas of bias and seeks to learn about culturally responsive pedagogy.

• Plans differentiated instruction based on knowledge of students’ academic readiness, academic language, diverse cultural backgrounds, and individual cognitive, social, emotional, and physical development to meet their individual needs.

• Examines potential sources of bias and stereotyping when planning lessons. Uses culturally responsive pedagogy in planning.

• Plans differentiated instruction which is based on broad knowledge of students.

• Matches resources and specific strategies to students’ diverse learning needs and cultural backgrounds.

• Planning addresses bias, stereotyping, and assumptions about cultures and members of cultures.

• Plans differentiated instruction that provides systematic opportunities for supporting and extending student learning based on comprehensive information on students.

• Engages students in the analysis of bias, stereotyping, and assumption.

4.2 Establishing and articulating goals for student learning

Communicates learning objectives for single lessons to students based on content standards and available curriculum guidelines.

Establishes and shares learning goals for skill development with students in single lessons and sequence of lessons.

Establishes and communicates to students clear learning goals for content that are accessible, challenging, and differentiated to address students’ diverse learning needs.

Establishes and articulates learning goals to students that integrate content standards with students’ strengths, interests, and learning needs.

• Establishes and articulates comprehensive short- and long-term learning goals for students.

• Assists students to articulate and monitor learning goals.

4.3 Developing and sequencing long-term and short-term instructional plans to support student learning

Uses available curriculum guidelines for daily, short- and long-term plans.

Begins to plan curriculum units that include a series of connected lessons and are linked to long-term planning to support student learning.

Establishes short- and long-term curriculum plans for subject matter concepts and essential related academic language and formats that support student learning.

Refines sequence of long-term plans to reflect integration of curriculum guidelines, frameworks, and content standards with assessed instructional needs to ensure student learning.

Utilizes extensive knowledge of the curriculum content standards, and assessed learning needs to design cohesive and comprehensive long- and short-term instructional plans that ensure high levels of learning.


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Continuum of Teaching Practice Standard 4: Planning Instruction and Designing Learning Experiences for all Students


4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all students

• Plans instruction that incorporates strategies suggested by curriculum guidelines.

• Is aware of student content, learning, and language needs through data provided by the site and district.

• Selects strategies for single lessons or sequence of lessons that respond to students’ diverse learning needs.

• Seeks to learn about students’ diverse learning and language needs beyond basic data.

• Incorporates differentiated instructional strategies into ongoing planning that addresses culturally responsive pedagogy, students’ diverse language, and learning needs and styles.

• Uses assessments of students’ learning and language needs to inform the planning of differentiated instruction.

• Plans instruction using a wide range of strategies to address learning styles and meet students’ assessed language and learning needs. Provides appropriate support and challenge for students.

• Integrates results from a broad range of assessments into planning to meet students’ diverse learning and language needs.

• Plans instruction incorporating a repertoire of strategies to specifically meet students’ diverse language and learning needs and styles to advance learning for all.

• Facilitates opportunities for students to reflect on their learning and the impact of instructional strategies to meet their learning and language needs.

4.5 Adapting instructional plans and curricular materials to meet the assessed learning needs of all students

Implements lessons and uses materials from curriculum provided.

Begins to adapt plans and materials in single lessons or sequence of lessons to address students’ learning needs.

• Makes adjustments and adaptations to differentiate instructional plans.

• Uses culturally responsive pedagogy and additional materials to support students’ diverse learning needs.

Makes ongoing adjustments to instructional plans and uses a variety of materials as the instructional need arises to support student learning.

• Anticipates and plans for a wide range of adaptations to lessons based on in-depth analysis of individual student needs.

• Engages with students to identify types of adjustments in instruction that best meet their learning needs.


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Continuum of Teaching Practice Standard 5: Assessing Students for Learning

Elements Emerging Exploring Applying Integrating 5 Innovating


Is aware of the purposes and characteristics of formative and summative assessments.

• Explores the use of different types of pre-assessment, formative, and summative assessments.

• Begins to identify specific characteristics of assessments that yield different types of information about student preparedness, progress, and proficiency.

• Decides on the purpose for assessment and skills to be assessed to select appropriately matched pre-, formative, and summative assessments.

• Selects assessments based on a clear understanding of the purposes and characteristics of assessments to support student learning.

• Develops and adapts the range of appropriate assessments to address questions about students’ learning needs and progress.

• Integrates a variety of characteristics into assessments to allow students with a range of learning needs to demonstrate what they know.

• Demonstrates purposeful use of a wide range of assessments to support differentiated student learning needs and reflect progress.

• Draws flexibly from a repertoire of appropriate assessment options and characteristics to maximize student demonstration of knowledge.

5.2 Collecting and analyzing assessment data from a variety of sources to inform instruction

• Uses data from required assessments to assess student learning.

• Follows required processes for data analysis and draws conclusions about student learning.

• Explores collecting additional data using supplemental assessments.

• Makes adjustments in planning for single lessons or sequence of lessons based on analysis of assessment data.

• Collects a variety of formal and informal assessment data on student learning.

• Uses analysis of a variety of data to inform planning and differentiation of instruction.

• Designs and integrates an assessment plan that provides formal and informal assessment data on student learning.

• Uses data analysis of a broad range of assessments to provide comprehensive information to guide planning and differentiation of instruction.

• Infuses assessments strategically and systematically throughout instruction to collect ongoing assessment data appropriate for the range of learning needs.

• Uses results of ongoing data analysis to plan and differentiate instruction for maximum academic success.

5.3 Reviewing data, both individually and with colleagues, to monitor student learning

Reviews and monitors available assessment data as required by site and district processes.

Reviews and monitors additional assessment data individually and with colleagues and identifies learning needs of individual students.

Reviews and monitors a variety of data on student learning individually and with colleagues to identify trends and patterns among groups of students.

Reviews and monitors a broad range of data individually and with colleagues to analyze student thinking and identify underlying causes for trends.

Facilitates collaborative work and fosters colleagues’ ability to identify and address underlying causes for achievement patterns and trends.

5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify instruction

• Uses data from assessments provided by site and district to set learning goals for the class.

• Plans instruction using available curriculum guidelines.

• Uses data from available assessments to establish content-based learning goals for class and individual students in single lessons or sequence of lessons.

• Plans adjustments in instruction to address learning needs of individual students.

• Uses a variety of assessment data to set student learning goals for content and academic language.

• Plans differentiated lessons and modifications to instruction to meet students’ diverse learning needs.

• Uses a broad range of data to set learning goals for content and academic language that are integrated across content standards for individuals and groups.

• Plans differentiated instruction targeted to meet individual and group learning needs and modifies lessons during instruction based on informal assessments.

• Reflects on data continuously to make ongoing refinements to learning goals for content and academic language for the full range of students.

• Uses data systematically to refine planning, differentiate instruction, and make ongoing adjustments to match the evolving learning needs of individuals and groups.

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*Consider the inclusion of English Language Development or Academic English goals along with content goals.

Continuum of Teaching Practice Standard 5: Assessing Students for Learning


5.5 Involving all students in self-assessment, goal setting*, and monitoring progress

• Informs students about lesson objectives, outcomes, and summative assessment results. Recognizes the need for individual learning goals.

• Monitors progress using available tools for recording.

• Begins to encourage students to establish learning goals through single lessons or sequence of lessons that include goal setting exercises.

• Provides students with opportunities in single lessons or sequence of lessons to monitor their own progress toward class or individual goals.

• Models and scaffolds student self-assessment and goal setting processes for learning content and academic language development.

• Guides students to monitor and reflect on progress on a regular basis.

• Implements structures for students to self-assess and set learning goals related to content, academic language, and individual skills.

• Integrates student self-assessment, goal setting, and monitoring progress across the curriculum.

• Provides systematic opportunities for student self-assessment, goal setting, and monitoring progress.

• Develops students’ meta-cognitive skills for analyzing progress and refining goals towards high levels of academic achievement.

5.6 Using available technologies to assist in assessment, analysis, and communication of student learning

• Uses available technology to record assessments, determine proficiency levels, and make required communications about student learning.

• Explores use of additional technologies to implement individual assessments, record results, and communicate with administration, colleagues, and families about student learning.

• Uses technology to design and implement assessments, record and analyze results, and communicate about student learning with administration, colleagues, families, and students.

• Ensures that communications are received by those who lack access to technology.

• Integrates a variety of technologies into the development, implementation, analysis of assessments, and communication of student learning to all audiences.

• Uses a wide range of technologies to design, implement, and analyze assessments and provides for in-depth and ongoing communication regarding student learning for all audiences.

5.7 Using assessment information to share timely and comprehensible feedback with students and their families

• Provides students with feedback through assessed work and required summative assessments.

• Notifies families of student proficiencies, challenges, and behavior issues through school-mandated procedures.

• Provides students with additional feedback based on formative assessments from single lessons or sequence of lessons.

• Seeks to provide feedback in ways that students understand.

• Communicates with families about student progress, strengths, and needs at reporting periods.

• Contacts families as needs arise regarding struggling students or behavior issues.

• Provides students with clear and timely information about strengths, needs, and strategies for improving academic achievement.

• Provides opportunities for comprehensible and timely two-way communications with families to share student assessments, progress, raise issues and/or concerns, and guide family support.

• Integrates the ongoing sharing of comprehensible feedback to students from formal and informal assessments in ways that support increased learning.

• Communicates regularly with families to share a range of assessment information that is comprehensible and responsive to individual student and family needs.

• Facilitates students’ leadership in seeking and using ongoing comprehensible feedback to accelerate their learning.

• Engages families in a variety of ongoing comprehensible communications about individual student progress and ways to provide and monitor support.


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Continuum of Teaching Practice Standard 6: Developing as a Professional Educator


6.1 Reflecting on teaching practice in support of student learning

• Is aware of the need to reflect on teaching practice to support student learning.

• Reflects individually or with colleagues on immediate student learning needs.

Begins to engage in reflection on teaching practice individually and with colleagues that is focused on methods to support the full range of learners.

Engages in reflection individually and with colleagues on the relationship between making adjustments in teaching practice and impact on the full range of learners.

Reflects individually and with colleagues on refinements in teaching practice and connections among the elements of the CSTP to positively impact the full range of learners.

• Maintains ongoing reflective practice and action research in supporting student learning and raising the level of academic achievement.

• Engages in and fosters reflection among colleagues for school-wide impact on student learning.

6.2 Establishing professional goals and engaging in continuous and purposeful professional growth and development

• Develops goals connected to the CSTP through required processes and local protocols.

• Attends required professional development.

• Sets goals connected to the CSTP that take into account self-assessment of teaching practice.

• Expands knowledge and skills individually and with colleagues through available professional development.

• Sets goals connected to the CSTP that are authentic, challenging, and based on self-assessment.

• Aligns personal goals with school and district goals, and focuses on improving student learning.

• Selects and engages in professional development based on needs identified in professional goals.

• Sets and modifies authentic goals connected to the CSTP that are intellectually challenging and based on self-assessment and feedback from a variety of sources.

• Engages in and contributes to professional development targeted on student achievement.

• Pursues a variety of additional opportunities to learn professionally.

• Sets and modifies a broad range of professional goals connected to the CSTP to improve instructional practice and impact student learning within and beyond the classroom.

• Engages in ongoing inquiry into teacher practice for professional development.

• Contributes to professional organizations, and development opportunities to extend own teaching practice.

6.3 Collaborating with colleagues and the broader professional community to support teacher and student learning

• Attends staff, grade level, department, and other required meetings and collaborations.

• Identifies student and teacher resources at the school and district level.

• Consults with colleagues to consider how best to support teacher and student learning.

• Begins to identify how to access student and teacher resources in the broader professional community.

• Collaborates with colleagues to improve student learning and reflect on teaching practice at the classroom level.

• Interacts with members of the broader professional community to access resources that support teacher effectiveness and student learning.

• Collaborates with colleagues to expand impact on teacher and student learning within grade or department and school and district levels.

• Engages with members of the broader professional community to access resources and a wide range of supports for teaching the full range of learners.

• Facilitates collaboration with colleagues.

• Works to ensure the broadest positive impact possible on instructional practice and student achievement at school and district levels and for the profession.

• Initiates and develops professional learning opportunities with the broader professional community focused on student achievement.

6.4 Working with families to support student learning

Is aware of the role of the family in student learning and the need for interactions with families.

• Acknowledges the importance of the family’s role in student learning.

• Seeks information about cultural norms of families represented in the school.

• Welcomes family involvement at classroom and school events.

• Supports families in contributing to the classroom and school.

• Adjusts communications to families based on awareness of cultural norms and wide range of experiences with schools.

• Provides opportunities and support for families to actively participate in the classroom and school.

• Communicates to families in ways which show understanding of and respect for cultural norms.

• Structures a wide range of opportunities for families to contribute to the classroom and school community.

• Supports a school and district environment in which families take leadership to improve student learning.


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Continuum of Teaching Practice Standard 6: Developing as a Professional Educator


6.5 Engaging local communities in support of the instructional program

• Develops awareness about local neighborhoods and communities surrounding the school.

• Uses available neighborhood and community resources in single lessons.

• Seeks available neighborhood and community resources.

• Includes references or connections to communities in single lessons or sequence of lessons.

• Uses a variety of neighborhood and community resources to support the curriculum.

• Includes knowledge of communities when designing and implementing instruction.

• Utilizes a broad range of neighborhood and community resources to support the instructional program, students, and families.

• Draws from understanding of community to improve and enrich the instructional program.

• Collaborates with community members to increase instructional and learning opportunities for students.

• Engages students in leadership and service in the community.

• Incorporates community members into the school learning community.

6.6 Managing professional responsibilities to maintain motivation and commitment to all students

• Develops an understanding of professional responsibilities.

• Seeks to meet required commitments to students.

• Maintains professional responsibilities in timely ways and seeks support as needed.

• Demonstrates commitment by exploring ways to address individual student needs.

• Anticipates professional responsibilities and manages time and effort required to meet expectations.

• Pursues ways to support students’ diverse learning needs and maintain belief in students’ capacity for achievement.

• Integrates the full range of professional responsibilities into advanced planning and prepares for situations that may be challenging.

• Maintains continual efforts to seek, develop, and refine new and creative methods to ensure individual student learning.

• Models professionalism and supports colleagues in meeting and exceeding professional responsibilities effectively.

• Supports colleagues to maintain the motivation, resiliency, and energy to ensure that all students achieve.

6.7 Demonstrating professional responsibility, integrity, and ethical conduct

Emerging-Exploring-Applying Integrating-Innovating Follows all state education codes, legal requirements, district and site policies, contractual agreements, and ethical responsibilities*. *As follows: • Takes responsibility for student academic learning outcomes. • Is aware of own personal values and biases and recognizes ways in which these values and

biases affect the teaching and learning of students. • Adheres to legal and ethical obligations in teaching the full range of learners, including

English learners and students with special needs. • Reports suspected cases of child abuse, and/or neglect as outlined in the California Child

Abuse and Neglect Reporting Act. • Maintains a non-hostile classroom environment and carries out laws and district guidelines for

reporting cases of sexual harassment. • Understands and implements school and district policies and state and federal law in

responding to inappropriate or violent student behavior. • Complies with legal and professional obligations to protect the privacy, health, and safety of

students, families, and other school professionals. • Models appropriate behavior for students, colleagues, and the profession. • Acts in accordance with ethical considerations for students. • Maintains professional conduct and integrity in the classroom and school community.

• Maintains a high standard of personal integrity and commitment to student learning and the profession in all circumstances.

• Contributes to building a professional community and holding

peers accountable to norms of respectful treatment and communication.

• Contributes to fostering a school culture with a high degree of

resilience, professional integrity, and ethical conduct.


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CUSD Induction Early Completion Option

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Early Completion Option Description Senate Bill 57 (Scott) was designed to allow eligible individuals to complete an induction program at a faster pace than the two years generally required to complete all requirements. Early Completion Option (ECO) Participating Teachers have the opportunity to complete the induction program in one year. This option is available to experienced, exceptional candidates who meet the eligibility criteria listed below and demonstrate the knowledge, skills, abilities, and competencies required of all teacher candidates who complete the full-length program. All candidates are informed of the Early Completion Option at the time of enrollment in the program. Eligible teachers must apply for this option no later than Friday, September 8, 2017. ELIGIBILITY To be eligible for early completion, candidates must:

hold a Preliminary Multiple or Single Subject Teaching credential and be employed in a California school

document prior successful teaching experience as the teacher of record have written recommendation from a current Site or District Administrator attesting to candidate's

appropriateness for early completion APPLICATION PROCESS

Inform the CUSD Induction Teacher on Special Assignment of your intention to apply for this option Submit a completed application packet by September 8, 2017 which includes:

a history of previous teaching experience as the teacher of record in a Preschool-Grade 12 teaching assignment (see Early Completion Option Application)

verification of type of credential held (see Early Completion Option Application - this section to be completed by Induction Office)

copies of two formal evaluations by a current or prior Site Administrator who has observed you a minimum of two times and for whom you have demonstrated successful teaching practices (Please attach)

written recommendation from a current Site or District Administrator, attesting to the appropriateness of your placement in the Early Completion Option (see Early Completion Option Administrator Recommendation)

EARLY COMPLETION REQUIREMENTS The Early Completion Option requires completion of the following components of the Clovis Mentoring System (CMS): Component 1: Context for Teaching and Learning Component 2: Examination of Teaching and Learning Component 3: Inquiry into Teaching and Learning Component 4: Summary of Teaching and Learning The Early Completion Option also includes completion of the following professional development activities: Induction Orientation Fall Professional Development Winter Professional Development Spring Professional Development Exit Interview End of Program Celebration

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Progress monitoring requirements of Early Completion Option candidates include: Maintaining an Induction ePortfolio Review of CMS documents Monthly Logs If an ECO PT is not successfully progressing on pace for early completion of the program, or if the PT fails to demonstrate skills and abilities on a level expected of and consistent with an early completion candidate, adjustments will be made as deemed necessary and appropriate by the induction program staff. If necessary, the candidate will be placed in the regular full-length induction program. Program requirements waived for participating teachers enrolled in the Early Completion Option include: CMS Component 1: Context for Teaching and Learning - Year Two CMS Component 2: Examination for Teaching and Learning - Year Two CMS Component 3: Inquiry into Teaching and Learning Year Two CMS Component 4: Summary of Teaching and Learning - Year One Induction Orientation - Year Two Monthly Logs - Year Two COMPLETION OF THE EARLY COMPLETION OPTION In order for the induction program to verify completion of the program for candidates enrolled in the Early Completion Option, the candidates must have demonstrated that they have the knowledge, skills, abilities, and competencies required of all teacher candidates who complete the full-length program and that are required for the Clear Credential as detailed in the Standards of Quality and Effectiveness for Professional Teacher Induction Programs. Only those teachers who have participated in and successfully completed all Early Completion Option program requirements will be recommended for a Clear Credential.

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Early Completion Option Application Packet

Early Completion Option Application

Two formal teacher performance evaluations (attached)

Early Completion Option Administrator Recommendation

Name ________________________________________

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Early Completion Option

APPLICATION

Name _____________________________________________________________________________________________________________ First Middle Initial Last School: ________________________________________________ Grade/Subject _______________________________________

Previous Teaching Experience

How many years of previous teaching experience as the teacher of record do you have? _____ (Substitute teaching may not be counted.)

School(s)/District(s): Public or Private School Teaching Assignment (Grade/Subj.) Dates: 1. 2. Under what certification did you teach?

___ Internship - University: ____________________________ ___ Preliminary Multiple/Single Subject or Education Specialist Credential

___ Short Term Staff Permit - District: ___________________ ___ Out of State - Credential Type: ____________________________

___ Provisional Internship Permit - District: _______________ ___ Out of Country - Credential Type: __________________________

Evaluation/Administrator Recommendation You must have two positive evaluations by an Administrator who has observed you formally a minimum of two times and for whom you have demonstrated successful teaching practices. This might be your current Administrator or a previous one.

___ Attach copies of two, recent formal evaluations documenting successful teaching practices

You must also have written recommendation from your current Administrator, attesting to the appropriateness of your placement in the Early Completion Option.

___ Give the attached Administrator Recommendation form to your current site Administrator. If your current Administrator has not formally observed you at least twice, you may also ask a previous Administrator to complete a second copy of this form as well.

The Early Completion Option Application, two attached formal evaluations, and the Administrator Recommendation are due to the Induction office by Friday, September 8, 2017.

Preliminary Credential (this section to be completed by Induction staff)

___ Prel. Multiple Subject OR ___ Prel. Single Subject Date Issued ___________________ Date Expires _______________________

___ 2042 (R14I, R14S) ___ Ryan (R14R, R14C) ___ Out of State (PRO) ___ Out of Country (R14D, R14T, RC, PRO)

___ Education Specialist Level I (R19J/H, R14F/D) Date Issued ___________________ Date Expires _______________________ ___ Prel. Education Specialist Instruction (R19N) Date Issued ___________________ Date Expires _______________________ ___ Designated Subjects: Vocational/Adult Education Date Issued ___________________ Date Expires ________________________ or Career Tech Ed (D1U, DF, DP, R12U, R13F)

Office Use Only

___ This candidate has been approved to participate in the Early Completion Option of the CUSD Induction program.

___ This candidate has not been approved to participate in the Early Completion Option of the CUSD Induction program due to the following reason(s): Induction Program Coordinator: __________________________________________________ Date: ________________________

48

Early Completion Option Administrator Recommendation

Senate Bill 57 (Scott) was designed to allow eligible individuals to complete an induction program at a faster pace than the full two years generally required to complete all requirements. Early Completion Option participants have the opportunity to complete the program in one year. This option is available to experienced and exceptional candidates. In order to be recommended for a clear credential, teachers must demonstrate the knowledge, skills, abilities, and competencies required of all teacher candidates who complete the full induction program. The following teacher is requesting the Early Completion Option: Candidate's Name ___________________________________________________________ School _____________________________ Administrator's Name _________________________________________________________ Date ______________________________ Position ___________________________________________________________________ School _____________________________

EVALUATION

I have formally observed this candidate ________ times. NOTE: Administrator should have observed the candidate a minimum of two times in order to effectively complete the evaluation table below. If not, skip this section and complete the Recommendation section below. Please mark the appropriate column that best describes this candidate's skills and abilities:

California Standards for the Teaching Profession Experienced Exceptional

Emerging* Exploring* Applying Integrating Innovating

1. Engaging and Supporting All Students in Learning

2. Creating and Maintaining Effective Environments for Student Learning

3. Making Subject Matter Comprehensible to All Students

4. Planning Instruction and Designing Learning Experiences for All Students

5. Assessing Students for Learning

6. Developing as a Professional Educator

* Markings in these columns will eliminate the teacher from eligibility for the Early Completion Option.

RECOMMENDATION This section must be completed by the current Site Administrator even if the above chart was not completed because the Administrator has not had the opportunity to formally observe this candidate two times. The candidate may also ask a previous Administrator who has observed the candidate twice to complete an additional copy of this form. ___ I recommend this candidate for the Early Completion Option of the CUSD Induction program. This teacher has demonstrated

exceptional qualities through previous experience as a teacher of record. ___ I do NOT recommend this candidate for the Early Completion Option at this time. Please briefly explain your recommendation: Signature of Administrator ______________________________________________________________________________________

49

CUSD Induction Mentor Directory

50

CUSD Elementary Induction Mentors 2017-18

Revised Sept. 2017

Kindergarten and Trans K

Kathy Araim, Red Bank Faith Avina, Cole Stacy Bletscher, Bud Rank Sherri Johnson, Cole Patricia Hernandez, T. K. Emily Hicks, Clovis Elementary Teri Hustedde, Valley Oak Tracy Korenak, Reagan Christine McFarland, Oraze Linda Mesrobian, Lincoln Leslie Phillips, Maple Creek Regina Ponomarenko, F. Creek Renae Prentice, F. Creek Gloria Tovar, Pinedale Joyce Wagner, T. K.

First Grade Kelli Brown, Fugman

Linda Garcia, Boris Carrie Hail, Garfield Laurie Hunter, Cole Jennifer Koop, Dry Creek Jennifer Otten, Woods Ricci Ourique, Miramonte Lisa Peterson, Jefferson Heather Rice, Mtn. View Amy Rios, Mtn. View Lenora Silva, Tarpey Melissa Stafford, T.K. Kristy Stindt, Maple Creek

First/Second Combo Cheryl Thompson, Cedarwood Amy Zuniga, Fugman

Second Grade

Kathy Hedgepeth Johnson, Cen. Wendie Martinez, Bud Rank Amy Melillo, Valley Oak Amber McCutchen, Freedom Cynthia Mora, Cole Coleen Runge, Fugman

Melissa Tanaleon, Fancher Creek Crystal Torres, Cedarwood Angela Watts, Riverview

Second/Third Combo Kristin Lofgren, Oraze

Third Grade

Carol Dupras, Lincoln Jeannette Erickson, Sierra Vista Karen Eropkin, Cole Shirley Hales, Fugman Jolene Lucas, Jefferson Karen Marriott, Retired Kristine Salmonson, Oraze Jackie Wilkins, Retired Rhoda Woo, Retired

Fourth Grade Stacey Canales, Mt. View Heather Devany, Woods Dan Dritz, Mt. View

Fourth/Fifth Combo Ashley Johnson, Riverview Jenny Sommer, Jefferson

Fifth Grade

Tami Frediani, Maple Creek Andy Kilburn, Reagan Karen Long, Boris Tina Volanti, Clovis Elementary

Fifth/Sixth Combo

Amy Wells, Mt. View

Sixth Grade Louanne Brunolli, Nelson Robert Morgan, Pinedale Renee Mullins, Clovis Elem Sarah Samuelian, Fancher Creek

Music Eric Cymanski, Red Bank

Stephanie Grogg-Vocal-DC/Cole Sandy Headrick-Instrumental, Liberty (2) Tony Luna, Instrumental, DC/Tarpey

Teachers on Special Assignment

Judy Bower, C & I Kim Judd, C & I ELA Suzanne Lauritzen, C & I SPED MaiYia Moua, C & I ELD Pam Sells, Retired

Tracie Soares, C & I Math

Elementary Special Education

Sara Barlow, VI, DO VI/L Stephanie Braz, D/HoH, DO-D/HoH Melody Bright, Early Start-CITI Kids M/M-ECSE Lauren Castello, SDC AUT, Maple Creek M/S Julie Correa, SDC 4-6, RV M/S Becky Dritz, RSP, SV M/M Tom East, SDC 4-6, Pinedale M/M Leanne Felix, PALS, Miramonte M/S ECSE Kim Howard, Autism, Jefferson M/S Tammy Kent, RSP, Fugman M/M Suzanne Lauritzen, DO, M/M Julie Locke, SDC PreS, CITI Kids-M/M-ECSE Lisa Matson, SDC, Garfield CSIC CH Michelle Melkonian, RSP, Oraze M/M Elli Reid, Early Start, CITI Kids, ECSE Tammy Reeves, SDC Pre, Jefferson M/S-ECSE Philip Smith, RSP, Miramonte M/M Cindy Stimson, RSP, Reagan M/M Tara Voss, SDC 1-3 Reagan M/M Samantha Weimer, SDC 1-3 RV M/M

51

CUSD Secondary Induction Mentors

2017-2018

Revised Sept. 2017

Seventh Grade AB Michelle Resendes, Reyburn Jill Drilling, Granite Ridge Mica Tan, Reyburn

Eighth Grade AB Kathie Aschenbrenner, ELD, Granite Ridge Elizabeth Alfheim, Reyburn Aneitra Davis, Reyburn Rebecca Wilson, Clark

Intermediate Math/Technology Jennifer Denton, Math TSA C & I Peggy Finch, Technology, TSA Kim Fries, Math 7/8 Granite Ridge John Hartsburg, Math 8 Clark Susan Sharp-Lehr, Math/Technology TSA Vincent Oraze, Math 8 Kastner Mary Noga, Math TSA

Sally Peterson, Granite Ridge Intermediate Science Brooke Jackson, Science, Kastner

Mary Nelson, TSA Science C &I Lori Salazar, 7th Science, ASI

Intermediate P.E.

Leslie Cox-Santiago, Clark Stephanie Gray, Kastner

Intermediate Special Education Judi Heidebrecht, SDC, Alta Sierra M/M

Lisa Herring, AT TSA Districtwide OHI/RSP Armando Mendez, TIP 7/8 Reyburn M/M Lori Robinson, RSP, Clark M/M Dava Parks, SDC, Kastner M/M Christy Wilson, SDC, Reyburn M/M Gabrielle Worden, RSP Kastner M/M

High School English Courtnay Bragg, Engl. 9, BHS

Andy Dominguez, English TSA Caroline Ferdinandsen, Honors 10, CWHS Tye Ferdinandsen, English 11-12, CNEC Dulce Giannoni, Eng. 9 ELD, BHS Sara Hanson, Eng. 9-12, BHS Kris Hawkins, Eng./ROP/Soc.Sc, Retired Karen Kyer, English, Retired Hollie Stanford, English 9, CEHS

Pam Rakis, Engl. 9-10, CNHS

Shannon Rooney, Eng. 9 & 10, CNHS Jeff Williams, CWHS

Foreign Language Monica Jay, Spanish, CEHS

High School Social Science Cameron Fong, World History/AP 10, CEHS Martin Johnson, Geography 9, CHS Derek Kisling, World Hist., AP World Hist., CWHS

High School Math

Kim Aalto, Math 3, Math TSA, CHS Leeanne Branham, Math TSA, C & I Geoff Dean, TSA, C & I Connie Hanke, Math BHS Jeri Olsen, TSA Math CEHS

Middle/High School Music Heather Bishop, Choir, CNEC

Kathy Blumer, Choir, CHS Mike Malatesta, Music, Kastner

High School PE

Peggy Rigby, CWHS High School Science Constance Boyd, Science, CHS Laurie Hayes, Science, CART

Kendia Herrington, Chemistry, BHS Harriet Huggins, Health, PE, CWHS & C & I Lori Hurley, Biology, Science 2, CWHS Mary Nelson, TSA Science, C & I Jennifer Oren, Biology, Anatomy, English, CWHS Irene Teraoka, Biology, Honors Biology 9-12, BHS

High School Special Education

Sara Barlow, DO, VI Stephanie Braz, DO, D/HoH

Bekah Blanchette, SDC (FLS), BHS M/M Erin Brummel, RSP, CNHS M/M M/S

Adam Cox, Intensive Autism, CNEC M/S Anay Fereshetyan, RSP CEHS M/S

Katie Pope, TIP, Alternate Ed. M/M Andrea Smith, AIP 9-12, Retired LSIC LH Cynde Walton, SDC Autism, CNEC M/S Dawn Zinger-Corley, AIP, CHS M/M

All Other High School Mentors

Jennifer Linares, Tech TSA, CHS Jenny Mammen, Teacher Librarian, Gateway

52

CUSD Induction Mentors 2017-2018

Revised 9/21/17

BUCHANAN AREA BUCHANAN HIGH SCHOOL: 327-3000 Dulce Giannoni, English (Eng. 10 SDAIE/Engl. Lab/ESL)

Connie Hanke, Math Sara Hanson, English (Engl. 9, 11, 12) Kendia Herrington, Science (Chemistry) Karen Hume, RSP

Irene Teraoka, Science (Biol., Honors Biol.) Bekah Blanchette, SPED, SDC-FLS ALTA SIERRA: 327-3500

Judi Heidebrecht, SPED, SDC Lori Salazar, 7th Science, AVID

CENTURY: 327-8400

Kathy Hedgepeth Johnson, Grade 2 Melody Bright, SPED, CITI Kids Julie Locke, SPED, CITI Kids Elli Reid, SPED, CITI Kids

COLE: 327-6200 Faith Avina, Kindergarten Sherri Johnson, Kindergarten Laurie Hunter, Grade 1 Cynthia Mora, Grade 2 Karen Eropkin, Grade 3

DRY CREEK: 327-6500 Jennifer Koop, Grade 1 Tony Luna, Instrumental Music GARFIELD: 327-6800 Carrie Hail, Grade 1

Lisa Matson, SPED, SDC DIHH/Pre-K

TARPEY: 327-8000 Lenora Silva, Grade 1

WOODS: 327-8800

Jennifer Otten, Grade 1 Heather Devany, Grade 4

CLOVIS HIGH AREA CLOVIS HIGH: 327-1000

Kim Aalto, Math 3, Math TSA Kathy Blumer, Choral Music Constance Boyd, Science Martin Johnson, Soc. Sci. (Geography) Jennifer Linares, TSA, Technology Dawn Zinger-Corley, SPED, AIP

CLARK: 327-1500 Leslie Cox, P.E. John Hartsburg, Math Lori Robinson, SPED, RSP

Rebecca Wilson, AB

CEDARWOOD: 327-6000 Cheryl Thompson, Grades 1/2 Crystal Torres, Grade 2 Sarah Samuelian, Grade 6

CLOVIS ELEMENTARY: 327-6100 Emily Hicks, Kindergarten Tina Volanti, Grade 5 Renee Mullins, Grade 6

MICKEY COX: 327-6400 None

GETTYSBURG: 327-7690 None

JEFFERSON: 327-7000 Lisa Peterson, Grade 1

Jolene Lucas, Grade 3 Jenny Sommer, Grades 4/5 Kim Howard, SPED, Autism Tammy Reeves, SPED, Preschool

RED BANK: 327-7800

Kathy Araim, Kindergarten Eric Cymanski, Music

SIERRA VISTA: 327-7900 Jeannette Erickson, Grade 3 Becky Dritz, SPED, RSP

WELDON: 327-8300 None

53


Revised 9/21/17

CLOVIS EAST AREA

CLOVIS EAST HIGH SCHOOL: 327-4000

Cameron Fong, Social Science Monica Jay, Spanish (Span. 2 & 3, AVID) Anay Gutierrez, SPED, RSP REYBURN: 327-4500 Aneitra Davis, AB Michelle Resendes, 7th AB

Mica Tan, 7th AB Elizabeth Alfheim, 8th AB Armando Mendez, SPED, TIP

Christy Wilson, SPED, SDC FLS

BORIS:

Linda Garcia, Grade 1 Karen Long, Grade 5

FANCHER CREEK: 327-6700 Renae Prentice, Kindergarten

Regina Ponomarenko, Kindergarten Melissa Tanaleon, Grade 2

FREEDOM: 327-4800 Amber McCutchen, Grade 2

MIRAMONTE: 327-7400 Ricci Ourique, Grade 1 Leanne Felix, SPED, PALS Philip Smith, SPED, RSP

ORAZE: 327-1700 Christine McFarland, Kindergarten Kristin Lofgren, Grades 2/3 Kristine Salmonson, Grade 3 Michelle Melkonian, SPED, RSP

REAGAN ELEMENTARY: 327-8500 Tracy Korenak, Kindergarten

Heidi Rochin, Grades 1/2 Andy Kilburn, Grade 5 Tara Voss, SPED, ASAP Cindy Stimson, SPED, RSP

TEMPERANCE KUTNER: 327-8100 Patricia Hernandez, Kindergarten Joyce Wagner, Kindergarten Melissa Stafford, Grade 1

CLOVIS NORTH AREA

CLOVIS NORTH HIGH SCHOOL: 327-5000 Heather Bishop, Music

Erin Brummel, SPED, RSP Adam Cox, SPED, SDC, Autism Tye Ferdinandsen, English

Pam Rakis, English English 9/10 Shannon Rooney, English 9/10 Cynde Walton, SPED, SDC Autism

GRANITE RIDGE: 327-5000 Kathie Ashenbrenner, ELD Jill Drilling, 7th AB Kim Fries, Math Sally Peterson, Math BUD RANK: 327-4900

Stacy Bletscher, Kindergarten Wendie Martinez, Grade 2

COPPER HILLS: 327-6300 None

FUGMAN: 327-8700 Kelli Brown, Grade 1 Amy Zuniga, Grades 1/2 Shirley Hales, Grade 3 Tammy Kent, SPED, RSP MOUNTAIN VIEW: 327-7500

Heather Rice, Grade 1 Amy Rios, Grade 1 Stacey Canales, Grade 4 Dan Dritz, Grade 4 Amy Wells, Grade 5

RIVERVIEW: 327-8600 Angela Watts, Grade 2 Ashley Johnson, Grades 4/5 Julie Correa, SPED, SDC FLS 4-6 Samantha Weimer, SPED, SDC 1-3

54


Revised 9/21/17

CLOVIS WEST AREA CLOVIS WEST: 327-2000

Caroline Ferdinandsen, English Derek Kisling, World Hist., AP World Hist. Jeff Williams, English Harriet Huggins, Science/Health/Avid Lori Hurley, Science (Biology, Science 2) Jennifer Oren, Science (Biology, Anatomy)

Peggy Rigby, PE KASTNER: 327-2500 Stephanie Gray, P.E. Brooke Jackson, Science Mike Malatesta, Music Vincent Oraze, Math 8

Dava Parks, SPED, SDC Gabrielle Worden, RSP

FORT WASHINGTON: 327-6600 None

LIBERTY: 327-7100 Sandy Headrick, Music

LINCOLN: 327-7200

Linda Mesrobian, Trans. K Carol Dupras, Grade 3 Stephanie Grogg, Choral Music (M. Cr./Linc.)

MAPLE CREEK: 327-7300 Lauren Castello, SPED, Autism

Leslie Phillips, Kindergarten Kristy Stindt, Grade 1

Tami Frediani, Grade 5

NELSON: 327-7600 Jeannette Valentino, Grade 2 Louanne Brunolli, Grade 6

PINEDALE: 327-7700 Tom East, SPED, SDC

Gloria Tovar, Kindergarten Robert Morgan, Grade

VALLEY OAK: 327-8200 Terri Hustedde, Kindergarten Amy Melillo, Grade 2

CART: 348-1457 Laurie Hayes, Science (Anat./Physiology/Top Med.) CLOVIS ONLINE SCHOOL: 327-4400

None GATEWAY/ENTERPRISE: 327-1800 Jenny Mammen, Teacher Librarian DO TSAs and SPED

Sara Barlow, VI, DO Stephanie Braz, D/HH, DO Judy Bower, TSA, Elementary, C & I Leanne Branham, TSA, Math, C & I Geoff Dean, TSA, Math Jennifer Denton, Math TSA C & I Andy Dominguez, TSA, ELA Peggy Finch, TSA, Technology Lisa Herring, TSA SPED Assistive Tech Harriet Huggins, TSA, Science/Health/AVID, C & I Kim Judd, TSA, Elementary, C & I Suzanne Lauritzen, TSA, Elementary, SPED Susan Lehr, TSA, Technology Mai Yia Moua, TSA, ELD, C & I Mary Nelson, TSA, Science, C & I Katie Pope, SPED TIP, COS Tracie Soares, TSA, Math, C & I

Retired Active Mentors

Kris Hawkins, Engl./Art/ROP (Eng. 11/12, Art, Ed. Career) Paula Howland, Grade 2/Music Karen Kyer, Secondary English Karen Marriott, Grade 3 Pam Sells, Grades K-6

Andrea Smith, SPED, AIP Jackie Wilkins, Grade 3 Rhoda Woo, Grade 3

55

Clovis Unified Induction Program Mentor Resume

PERSONAL INFORMATION

NAME:

SITE

CURRENT ASSIGNMENT:

NUMBER OF YEARS AS A FULL TIME CLASSROOM TEACHER IN CUSD:

EDUCATIONAL BACKGROUND

List university name(s), degree held and date received

NAME OF SCHOOL:

DEGREE AND DATE RECEIVED:

NAME OF SCHOOL:


NAME OF SCHOOL:


58

Professional Clear Credentials you currently hold . Check all that apply:

Multiple SubjectSingle Subject*Education Specialist Credential

SS* Type

Education Specialist Credential Only:

Check all that apply. Mild/ModerateModerate/SevereEarly Childhood Special EducationDeaf/Hard of HearingVisual ImpairmentPhysical ImpairmentAutism Spectrum Disorders AuthorizationOther*

*Other Type:

Subjects/Grade levels taught:

Please list site leadership roles you have held.

Please list any areas of expertise.

For example: Autism, Classroom Management, Technology, English Language Learners, Response to Intervention, etc.

59

CUSD Induction Annual Survey Results

2016-2017

60

CUSD Induction

Survey Results

2016-2017

61

Induction Survey 2016-17

General Education Participating Teacher Results

HIGHLIGHTS

STRENGTHS (Mean = 3.75+ or percentage = 90% or higher)

1. Mentor helped to make connections between the goals and research activities developed within theIndividualized Learning Plan (ILP)

2. Received an average of, and not less than, one hour per week, INDIVIDUALIZED support andmentoring

3. A desire to continue to teach next year

AREAS OF POSSIBLE CONCERN (Mean = 3.0 or less or percentage below 80%)

No questions had mean scores or percentages below targets.

Areas General Education Participating Teachers desire more support:

• Assessment of student needs and differentiating instruction (51.1%)• Developing a repertoire of assessment strategies (44.4%)• Using assessment data to design instruction (42.4%)• Developing a repertoire of teaching strategies (40.0%)

General Education Participating Teacher Comments Positive Impact Recommendations

Support from mentor Reduce the amount of paperwork/redundancy

Getting to know students as “individuals” researching ways to reach ALL students

More opportunities to observe veteran teachers

Multiple observations/feedback from mentor More mentoring time spent on lesson planning, classroom management, and instructional strategies.

78 Participating Teacher Responses

62

Induction General Education Participating Teacher Survey Impact of Induction on Teacher Practice

How much impact did the following Induction experiences have on your classroom practice?

SCORES: 1=No impact, 2=Some impact, 3=Moderate impact, 4=Strong impact

14-15 15-16 16-17

Coaching and feedback from my SP based on observations of my teaching and analysis of student work 3.68 3.64 3.71 Collecting and analyzing evidence of my teaching practice and comparing my teaching practice against criteria (e.g., “Continuum of Teaching Practice”) 3.43 3.44 3.37

Developing my IIP with my Mentor 3.37 3.36 3.33 Designing and engaging in professional development as identified on my IIP 3.41 3.41 3.42

Observing experienced teachers at my school or district 3.62 3.49

3.63

Support to develop my repertoire of teaching strategies 3.59 3.53

3.47 Support for developing my repertoire of assessment strategies 3.40 3.43 3.35 Support for using results from assessment data to design instruction 3.37 3.48 3.36 Support for managing my classroom and fostering a safe environment that promotes student well-being 3.57 3.47 3.62 Support for minimizing bias and using culturally responsive pedagogy 3.38 3.37 3.37

Gray: Mean score is 3.75 or above – area of strength

Black: Mean score is below 3.00 - possible area of concern

63

General Education Participating Teacher Survey Impact of (BTSA) Induction on Teacher Practice

(continued)

How much impact did the following BTSA Induction experiences have on your classroom practice from the following components? (Consider your work with your support provider, your formative assessment inquiry experiences, and professional development over the course of this year.) SCORES: 1=No impact, 2=Some impact,

3=Moderate impact, 4=Strong impact

Clovis K-12 PTs

14-15 15-16 16-17

Support in assessing student needs and differentiating instruction (including analysis of student work) 3.47 3.44 3.50

Support for teaching to content standards 3.54 3.53 3.51

Support for teaching English Language Learners 3.30 3.37 3.35

Support for teaching students with special needs 3.33 3.37 3.30 Support to develop my ability to collaborate with families of my students, including communicating learning goals and progress 3.25 3.28 3.14 Support in using technology as a teaching and learning tool

3.36

3.52 3.36 Support in collaborating productively and navigating the protocols, policies, and culture of my school and district 3.54 3.49 *

Support in prioritizing the professional workload 3.38 3.29 *



64


CESIP Participating Teacher Results HIGHLIGHTS

STRENGTHS (Mean = 3.75+ or Percentage = 90% or higher)

1. Received an average of, and not less than, one hour per week, INDIVIDUALIZED support andmentoring.

2. My work with my mentor has had specific emphasis for my learning and assignment as an EducationSpecialist.

3. With my mentor this year I analyzed student and other outcome data and used data to further informrepeated cycle of planning and instruction

4. A desire to continue teaching

AREAS OF POSSIBLE CONCERN (Mean = 3.0 or less or Percentage below 80%)

1. There have been sufficient opportunities in my Induction experience for me to collaborate with GeneralEducation Induction candidates

Areas CESIP Participating Teachers desire more support: • Using assessment data to design instruction (50.0%)• Teaching to content/common core standards (50.0%)• Using technology as a teaching and learning tool (50.0%)

CESIP Participating Teacher Comments Positive Impact Recommendations

Support/collaboration from mentor Reduce the amount of paperwork/redundancy

Learned a wide variety of instructional strategies More SPED specific professional development and time to observe veteran teachers

11 Participating Teacher Responses

65

CESIP Participating Teacher Survey Impact of CESIP Induction on Teacher Practice



Clovis K-12 PTs

14-15 15-16 16-17

Coaching and feedback from my SP based on observations of my teaching and analysis of student work 3.44 3.67 3.82

Collecting and analyzing evidence of my teaching practice and comparing my teaching practice against criteria (e.g., “Continuum of Teaching Practice”) 3.33 3.67 3.91

Developing my IIP with my SP 3.07 3.50 3.73 Designing and engaging in professional development as identified on my IIP 3.22 3.56 3.73

Observing experienced teachers at my school or district 3.33 3.44 3.80

Support to develop my repertoire of teaching strategies 3.41 3.39 3.45 Support for developing my repertoire of assessment strategies 3.37 3.39 3.36 Support for using results from assessment data to design instruction 3.22 3.67 3.55 Support for managing my classroom and fostering a safe environment that promotes student well-being 3.37 3.67 3.55 Support for minimizing bias and using culturally responsive pedagogy 3.19 3.50 3.36



66

CESIP Participating Teacher Survey Impact of CESIP Induction on Teacher Practice



Clovis K-12 PTs

14-15 15-16 16-17

Support in assessing student needs and differentiating instruction (including analysis of student work) 3.30 3.61 3.55

Support for teaching to content standards

3.19

3.39 3.55

Support for teaching English Language Learners

2.81

3.31 3.50

Support for teaching students with special needs

3.30

3.56 3.82 Support to develop my ability to collaborate with families of my students, including communicating learning goals and progress 3.19 3.61 3.36

Support in using technology as a teaching and learning tool

3.30

3.56 3.55 Support in collaborating productively and navigating the protocols, policies, and culture of my school and district 3.44 3.44 *

Support in prioritizing the professional workload

3.19

3.44 *



67


Induction Mentor Results HIGHLIGHTS


1. Received an average of, and not less than, one hour per week, INDIVIDUALIZED support andmentoring

2. A desire to continue serving as an Induction Mentor

3. Used evidence aligned to CSTP to guide support efforts and provide a road map for support provided toParticipating Teacher

AREAS OF POSSIBLE CONCERN (Mean 2.5 or less or Percentage less than 62.5%)


Induction Mentor Comments Positive Impact Recommendations

Multiple opportunities to observe PT Less PT observations, more time to observe veteran teachers, more flexibility with observations (timing)

Weekly meetings with PT establishes trust which leads to positive growth Reduce the amount of paperwork/redundancy

Reflective conversations/discussions with PT • “Just-in-time” mentoring

Mentor Professional Development along with time to collaborate with other mentors

65 Induction Mentor Responses

68


CESIP Mentor Results HIGHLIGHTS


1. PT received an average of, and not less than, one hour per week, INDIVIDUALIZED support andmentoring

2. Used evidence aligned to the CSTP to guide my support efforts and help me plan with the participatingteacher for professional learning

3. A desire to continue as an Induction Mentor

AREAS OF POSSIBLE CONCERN (Mean 3.0 or less or Percentage less than 80%)


CESIP Mentor Comments Positive Impact Recommendations

Opportunities to observe veteran teachers More opportunities to observe veteran teachers

Continuous and “regular” meetings • “Just in-time” mentoring

Continued review of program specifics and updates when changes have been made

9 CESIP Mentor Responses

69


Candidate Feedback of Mentor Effectiveness, Skill and Knowledge

HIGHLIGHTS

General Education


1. My mentor observed me and provided feedback based on evidence aligned to professional standards.

2. My mentor created an environment of trust, caring, and honesty, so that I felt valued, safe to take a risk,learn and share

3. My mentor communicated positively and with optimism.

CESIP


1. My mentor created an environment of trust, caring, and honesty, so that I felt valued, safe to take a risk,learn and share.

2. Conversations with my mentor actively engaged me.3. My mentor communicated positively and with optimism.

AREAS OF POSSIBLE CONCERN (Mean 3.0 or less or Percentage less than 80%)


GENERAL AND CESIP PARTICPATING TEACHER COMMENTS

“My mentor was an amazing resource and support. I was lucky to have her to learn from and grow with.”

“My mentor was well-rounded, extremely knowledgeable, and willing to help in any way possible.”

“She is rock star!”

“My mentor provided real-life examples, feedback, and helpful encouragement. She made herself available at all times and was willing to support me with any needs I had throughout the process.”

“My mentor was able to help me through the CESIP learning process. When he did not know an answer, he would ask someone.”

70

CUSD Induction Professional Development Calendars

71

CUSD Curriculum and Instruction

Professional Development Offerings

http://www.cusd.com/ci-homepage./

72

http://www.cusd.com/ci-homepage./

CUSD Special Ed Professional Development 2017 - 2018 Calendar

DRAFT Revised: 9/8/2017 DRAFT

Month Date Title Presenter Time Location

Color Chart Autism: Green Behavior: Blue C & I (Curriculum & Instruction): Orange Legal: Purple Preschool: Pink Paraprofessional: Yellow Technology: Fuchia Health: White

AUG Aug. 8 CPI Training

Dave Weber 8:30 – 4:30 PDB Room 1 & 2

Aug. 11 CPI Refresher Training

Dave Weber 8:30 – 12:00

PDB Rm 1 & 2

Aug. 11 CPI Refresher Training

Dave Weber 1:00 – 4:30

PDB Rm 1 & 2

Aug. 16 All Things SD! (IAs) Anne Castillo

8:00 – 10:00 10:30 – 12:30 1:30 – 3:30 Three of the same session

Garfield Center Room 1

Aug. 18 Intervention Professional Development for Elementary Intervention Staff

Danielle Hester, Program Sp., Teri Roltgen

9:00 – 12:00

Cedarwood Elementary

Aug. 18 Intervention Professional Development for Grades 7-12

Tony Yamamoto, LCSW

9:00 – 12:00

Alta MPR

Sept 19 HWT Erin Dolin & OTs 8:30 – 3:00 Online P1

Aug. 22 #63 Assessing Social Pragmatic Language Skills for Individuals with an ASD (SLP) DCC

Micelle Austin 1:00-3:30 Technology Center 2nd floor

Aug 30 SEIS Training

Nina Cardinalli 2:00 – 5:00 Technology Comp. Lab

Aug. 30-Sept. 1

Key2Ed

73





Sept. 6

PALS PLC’s

2:00 - 4:00

Sept. 6

SDC PLC’s

Program Specialist 2:30 - 4:00

Online School P1

Sept. Sept. 8 CPI Refresher Training

Dave Weber 8:30 – 12:00

Technology 2nd floor

Sept. 8 CPI Refresher Training


Technology 2nd floor

Aug. 13 ED Training (Behavior Basics) Danielle Hester

Sept. 18 CPI Training


Sept 19 HWT Erin Dolin & OTs 8:30 – 3:00 Online P1

Sept 20 Sp. Ed. Instructional Assistant Orientation Training Anne Castillo/Ruth Steffy

2:00 – 5:00 Tech Bldg. 1st floor

Sept 25 & 26

ASIST Program (Applied Suicide Intervention Skills Training

8:00 – 4:00 CVMB Boardroom A

Sept 27 & 28

ADOS-2 (Autism Diagnostic Observation Schedule – 2nd Ed.)

Tamara Soemali/Sara Oliverira

8:30 – 4:00 CCDS MPR

OCT. Oct 2 #44 Universal Design for Learning (UDL), an Effective Pathway to Differentiating Instruction (Middle Secondary) DCC 2 of same session

Jodie Dittmar 8:30-11:30 12:30-4:00

PDB Room 1

Oct. 4

PALS PLC’s

2:00 - 4:00

74





Oct 4 Sp. Ed. Instructional Assistant Orientation Training Anne Castillo/Ruth Steffy

2:00 – 5:00 Online School P1

Oct. 5 CPI Training


Oct. 5

New Teacher Training-IEP Basics

Ann Castillo/Ruth Steffy 8:30 -11:30

CCDS Library

Oct 13 #35 Maximizing Student Engagement: Minimizing Disruptive Behavior! DCC 2 of same session

Jodie Dittmar 8:00-11:00 12:30-4:00

PDB Room 1

Oct. 16 CPI Refresher Training

Dave Weber 8:30 – 12:00

PDB Rm 1 & 2

Oct. 16 CPI Refresher Training


PDB Rm 1 & 2

Oct. 18 Lindamood-Bell Visualizing/Verbalizing Lisa Herring 8:30 – 3:30 PDB room 3

Oct 18

SDC PLC’s


Online School P1

Oct 25 SEIS Training


Oct. 27 #50 Maximizing Student Engagement: Minimizing Disruptive Behavior-How a Paraeducator Can Help DCC 2 of same session

Jodie Dittmar 8:00-11:00 12:00-3:00

PDB Room 1

Oct. 30 Staff Dev

Followup: Assessing Social Pragmatic Skills. . . Now What? DCC SLP

Michelle Austin 8:30-11:30 CMB

75





Oct. 30 Staff Dev

Edge Training 12:30-3:30 PDB Room 3

Oct. 30 Staff Dev

Insight Training 12:30-3:30 PDB Room 3

Oct. 30 Staff Dev

#59 Building Communication Opportunities Throughout the Day for Students with Complex Communication Disorders (SLP) DCC

Micelle Austin 8:30-11:00/11:30

CMB

Oct. 30 Emotional & Behavioral Distrurbance: A new approach to understanding (Foundational) DCC

Ananda Aspen 8:30-10:00

PDB Rm 2

Oct. 30 Universal Design for Learning for Active Response and Engagement DCC


PDB Rm 2

Oct. 30 Universal Design for Learning for ELA and Math DCC


PDB Rm 2

NOV

Nov. 1

SDC PLC’s


Online School P1

Nov. 3 CPI Refresher Training

Dave Weber 8:30 – 12:00

PDB Rm 1 & 2

Nov. 3 CPI Refresher Training


PDB Rm 1 & 2

76





Nov. 6 #47 MTSS Meets CCSS in the Land of UDL:: Tierred Instruction and Universal Design for Middle and High School 2 of same session

Jodie Dittmar 8:00-11:30 12:30-3:30

PDB Room 1

Nov. 9 CPI Training


Nov. 8

PALS PLC’s

2:00 - 4:00

Nov. 8 #22 Pivotal Response Treatment (SLP, Teachers, Psych) DCC

Ananda Aspen 8:00-10:00 PDB Room 1

Nov. 8 #23 Classroom Pivotal Response Treatment (SLP, Teachers, Psych) DCC

Ananda Aspen 10:00-12:00 PDB Room 1

Nov. 29 Sp. Ed. Instructional Assistant Orientation Training Anne Castillo/Ruth Steffy

2:00 – 5:00 PDB rm 2

DEC Dec. 6

SDC PLC’s


Online School P1

Dec. 4 #62 Differential Assessment and Interventions for Students (SLP) DCC

Micelle Austin 8:00-3:00 Technology Center 2nd floor

Dec. 7

New Teacher Training-IEP Goals, Progress Monitoring & Assessments


Tech. Bldg 2nd floor

77





Dec. 11 #14 Bullying and Autism Spectrum Disorder

DCC 2 of same session

Laura Lavery or Ananda Aspen

8:00-11:00 12:00-3:00

Technology Bldg.

JAN Staff Dev

Jan. 8 Lindamood-Bell Seeing Stars Lisa Herring 8:30 – 3:30 PDB Room 1

Jan. 8 #30 Peer Mediated Instruction and Intervention DCC (Kristen H)

Ananda Aspen 12:30 - 3:30 CMB

Jan. 12 CPI Training


Jan. 24 SEIS Training


Jan. 25 CPI Refresher Training

Dave Weber 8:30 – 12:00

PDB Rm 1 & 2

Jan. 25 CPI Refresher Training


PDB Rm 1 & 2

Jan. 31 Sp. Ed. Instructional Assistant Orientation Training Anne Castillo/Ruth Steffy

2:00 – 5:00 PDB rm 2

FEB Feb. 14

SDC PLC’s


Online School P1

Feb. 15



Tech. Bldg. 2nd floor

Feb. 23 CPI Refresher Training

Dave Weber 8:30 – 12:00

PDB Rm 1 & 2

Feb. 23 CPI Refresher Training


PDB Rm 1 & 2

78





Feb. 26 CPI Training


Feb. 28 Sp. Ed. Instructional Assistant Orientation Training Anne Castillo/Ruth Steffy

2:00 – 5:00 PDB rm 2

MAR March 1 #17 Strategies to Support Children with ASD in the Inclusive Educational Setting (SLP) DCC

Laura Lavery 8:30-11:30 PDB Room 1

March 11 #6 Essential Elements of Effective Secondary Transition Planning 2 of same session

Gwen Deeter 8:30-11:00 12:00-2:30

PDB Room 1

March 14

SDC PLC’s


Online School P1

March 14 Sp. Ed. Instructional Assistant Orientation Training Anne Castillo/Ruth Steffy

2:00 – 5:00 PDB rm 2

March 20 CPI Training


April April 4 CPI Refresher Training

Dave Weber 8:30 – 12:00

PDB Rm 1 & 2

April 4 CPI Refresher Training


PDB Rm 1 & 2

April 5



Tech. Bldg. 2nd floor

April 11 SEIS Training


April 12 CPI Training


79





April 18 Sp. Ed. Instructional Assistant Orientation Training Anne Castillo/Ruth Steffy

2:00 – 5:00 PDB rm 2

MAY May 30 Sp. Ed. Instructional Assistant Orientation Training Anne Castillo/Ruth Steffy

2:00 – 5:00 PDB rm 2

80

CUSD Induction Governing Board Policies

81

Exhibit No. 6211 (3)

CLOVIS UNIFIED

SCHOOL DISTRICT

Page 1 of 4

PROFESSIONAL PERSONNEL ETHICS

Preamble

We, the professional educators of the United States of America, affirm our belief in the worth

and dignity of man. We recognize the supreme importance of the pursuit of truth, the

encouragement of scholarship, and the promotion of democratic citizenship. We regard as

essential to these goals the protection of freedom to learn and to teach and the guarantee of equal

educational opportunity for all. We affirm and accept our responsibility to practice our

profession according to the highest ethical standards.

We acknowledge the magnitude of the profession we have chosen, and engage ourselves,

individually and collectively, to judge our colleagues and to be judged by them in accordance

with the applicable provisions of this code.

Principle I - Commitment to the Student

We measure success by the progress of each student toward achievement of his maximum

potential. We therefore work to stimulate the spirit of inquiry, the acquisition of knowledge and

understanding, and the thoughtful formulation of worthy goals. We recognize the importance of

cooperative relationships with other community institutions, especially the home.

In fulfilling our obligations to the student, we:

1. Deal justly and considerately with each student.

2. Encourage the student to study varying points of view and respect his right to form his own

judgment.

3. Withhold confidential information about a student or his home unless we deem that its

release serves professional purposes, benefits the student, or is required by law.

4. Make discreet use of available information about the student.

5. Conduct conferences with or concerning students in an appropriate place and manner.

6. Refrain from commenting unprofessionally about a student or his home.

7. Avoid exploiting our professional relationship with any student.

8. Tutor only in accordance with officially approved policies.

9. Inform appropriate individuals and agencies of the student's educational needs and assist in

providing an understanding of his educational experiences.

10. Seek constantly to improve learning facilities and opportunities.

82

Exhibit No. 6211 (3)(continued)

CLOVIS UNIFIED

SCHOOL DISTRICT

Page 2 of 4

Principle II - Commitment to the Community

We believe that patriotism in its highest form requires dedication to the principles of our

democratic heritage. We share with all other citizens the responsibility for the development of

sound public policy. As educators, we are particularly accountable for participation in the

development of educational programs and policies and for interpreting them to the public.

In fulfilling our obligations to the community, we:

1. Share the responsibility for improving the educational opportunities for all.

2. Recognize that each educational institution may have a person authorized to interpret its

official policies.

3. Acknowledge the right and responsibility of the public to participate in the formulation of

educational policy.

4. Evaluate through appropriate professional procedures conditions within a District or

institution of learning, make known serious deficiencies, and take any action deemed

necessary and proper.

5. Use educational facilities for intended purposes consistent with applicable policy, law, and

regulation.

6. Assume full political and citizenship responsibilities, but refrain from exploiting the

institutional privileges of our professional positions to promote political candidates or

partisan activities.

7. Protect the educational program against undesirable infringement.

Principle III - Commitment to the Profession

We believe that the quality of the services of the education profession directly influences the

future of the nation and its citizens. We therefore exert every effort to raise educational

standards, to improve our service, to promote a climate in which the exercise of professional

judgment is encouraged, and to achieve conditions which attract persons worthy of the trust to

careers in education. Aware of the value of united effort, we contribute actively to the support,

planning, and programs of our professional organizations.

In fulfilling our obligations to the profession, we:

1. Recognize that a profession must accept responsibility for the conduct of its members and

understand that our own conduct may be regarded as representative.

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CLOVIS UNIFIED

SCHOOL DISTRICT

Page 3 of 4

2. Participate and conduct ourselves in a responsible manner in the development and

implementation of policies affecting education.

3. Cooperate in the selective recruitment of prospective teachers and in the orientation of

student teachers, interns, and those colleagues new to their positions.

4. Accord just and equitable treatment to all members of the profession in the exercise of their

professional rights and responsibilities, and support them when unjustly accused or

mistreated.

5. Refrain from assigning professional duties to non-professional personnel when such

assignment is not in the best interest of the student.

6. Provide, upon request, a statement of specific reason for administrative recommendations

that lead to the denial of increments, significant changes in employment, or termination of

employment.

7. Refrain from exerting undue influence based on the authority of our positions in the

determination of professional decisions by colleagues.

8. Keep the trust under which confidential information is exchanged.

9. Make appropriate use of time granted for professional purposes.

10. Interpret and use the writings of others and the findings of educational research with

intellectual honesty.

11. Maintain our integrity when dissenting by basing our public criticism of education or valid

assumptions as established by careful evaluation of facts or hypotheses.

12. Represent honestly our professional qualifications and identify ourselves only with reputable

educational institutions.

13. Respond accurately to requests for evaluations of colleagues seeking professional positions.

14. Provide applicants seeking information about a position with an honest description of the

assignment, the conditions of work, and related matters.

Principle IV - Commitment to Professional Employment Practices

We regard the employment agreement as a solemn pledge to be executed both in spirit and in fact

in a manner consistent with the highest ideals of professional service. Sound professional

personnel relationships with Boards are built upon personal integrity, dignity, and mutual respect.

In fulfilling our obligations to professional employment practices, we:

84


CLOVIS UNIFIED

SCHOOL DISTRICT

Page 4 of 4

1. Apply for or offer a position on the basis of professional and legal qualifications.

2. Apply for a specific position only when it is known to be vacant and refrain from such

practices as underbidding or commenting adversely about other candidates.

3. Fill no vacancy except where the terms, conditions, policies and practices permit the exercise

of our professional judgment and skill, and where a climate conducive to professional service

exists.

4. Adhere to the conditions of a contract or to the terms of an appointment until either has been

terminated legally or by mutual consent.

5. Give prompt notice of any change in availability of service, in status or applications, or in

change of position.

6. Conduct professional business through the recognized educational and professional channels.

7. Accept no gratuities or gifts or significance that might influence our judgment in the exercise

of our professional duties.

8. Engage in no outside employment that will impair the effectiveness of our professional

position.

Adopted: 7/23/75 Amended: 11/22/93 Reviewed: 10/10/07 Revised: 01/14/15

85

Page 1 of 2

Board Policy No. 9207

CLOVIS UNIFIED

SCHOOL DISTRICT

SCHOOL COMMUNITY RELATIONS

Community Relations

FORMAL COMPLAINTS REGARDING DISTRICT PERSONNEL AND PRACTICES

PURPOSE: To establish a process for the prompt and equitable resolution of complaints

regarding District personnel and practices.

It is the Governing Board’s policy to develop and publish a complaint process for the prompt and

equitable resolution of complaints filed by pupils, employees, parents/guardians and the public

regarding District personnel and practices pursuant to the procedures in the administrative

regulation to this policy.

The Board prohibits retaliation against complainants. The Superintendent or designee at his/her

discretion may keep a complainant’s identity confidential, except for the extent necessary to

investigate the complaint. The District will not investigate anonymous complaints unless it so

desires.

Complaints not covered by this policy

This policy does not apply to the following types of complaints:

1) Complaints regarding materials used in the instruction of pupils (see Board Policy No. 3306 -

Reconsideration of Learning Resources)

2) Complaints regarding alleged deficiencies related to instructional materials, the condition of a

facility that is not maintained in a clean or safe manner or in good repair, and teacher

vacancies or misassignments, or the failure to provide intensive instruction and services to

students who have not passed one or both parts of the high school exit examination after the

completion of grade 12 (see Board Policy No. 9211, Uniform Complaint Procedures

Regarding Areas Included in Williams Settlement)

3) Pupil sexual harassment complaints (see Board Policy/Administrative Regulation No. 2111 -

Sexual Harassment)

4) Employee sexual harassment complaints (see Board Policy/Administrative Regulation No.

6301 - Sexual Harassment)

5) Complaints alleging violation of federal or state laws or regulations governing the following

educational programs, including allegations of unlawful discrimination in the programs and

activities receiving state funds:

a) Adult basic education

b) Consolidated categorical aid programs

c) Migrant education

d) Career Technical and Technical Education and Career Technical Training Programs

e) Child care and development programs

f) Child nutrition programs

86

Board Policy No. 9207 (continued)

CLOVIS UNIFIED

SCHOOL DISTRICT

Page 2 of 2

g) Special education programs

h) Federal School Safety Plan Requirements

(See: Board Policy/Administrative Regulation No. 9208 - Uniform Complaint Procedures

Regarding Programs/Discrimination)

Adopted: 11/14/84 Reviewed: 1/11/89 Revised: 4/10/91 Revised: 5/13/92 Revised: 8/2/95 Revised: 9/22/99 Revised: 12/15/04 Reviewed: 2/22/06 Revised: 1/23/08 Reviewed: 1/14/09 Reviewed: 6/15/10 Reviewed: 1/25/12 Revised: 01/15/14

87

Page 1 of 1


CLOVIS UNIFIED

SCHOOL DISTRICT

HUMAN RESOURCES

Duties, Responsibilities & Rights of Employees

GRIEVANCE PROCEDURE FOR OPERATIONS UNIT EMPLOYEES

PURPOSE: To establish a grievance procedure for employees covered by the California

School Employees Association (CSEA) Agreement.

Employee grievances shall be reviewed by the immediate supervisor of the employee and every

effort should be made to bring about informal resolution. If informal resolution of the complaint

is not achieved, a written grievance (Exhibit No. 6307) should be submitted to the appropriate

supervisor(s) for formal resolution according to the timelines outlined in the Agreement between

the District and the California School Employees Association and its Clovis Chapter 250 (see

flow chart below).

Any permanent employee who is suspended, demoted or dismissed from service shall be given

immediate notice of the cause therefore.

Upon dissatisfaction of all attempted resolutions presented by site and District administrators, the

affected individual may request an appeal hearing with the Superintendent. In the event the

employee wishes to appeal the Superintendent's decision, a hearing shall be conducted by the

Governing Board. At the conclusion of the hearing, the decision to sustain or deny the appeal

shall be made by the Governing Board.

COMPLAINT PROCESS FLOW CHART

LEVEL PRESENT

GRIEVANCE TO PROCESS TIMELINE RESPONSE

Level 1 (Informal)

Immediate Supervisor; Manager, or

Dept. Director

Discuss nature of grievance

Within five (5) days after occurrence

If discussion not feasible or successful, file written grievance at Level 2

within twenty (20) days of occurrence.

Level 2 (Formal)

Immediate Administrator/

Supervisor

Submit written grievance

After five (5) days, but within twenty (20) days after occurrence

Fifteen (15) days after written grievance receipt, decision is given.

If grievance resolved or decision not appealed, process stops here;

OR appeal to Level 3.

Level 3 (Formal)

District Level Administrator

Submit written appeal of Level

2 decision

Within fifteen (15) days

after Level 2 decision




Level 4 (Formal)

Superintendent/ Designee


3 decision

Within fifteen (15) days





Level 5 (Formal)

Governing Board


4 decision

Within ten (10) days


Decision given within three (3) regularly scheduled meetings.

Decision of Governing Board is Final

Adopted: 7/23/75 Amended: 2/8/84 Amended: 6/8/92

Amended: 6/8/92 Amended: 11/18/92 Amended: 10/92

Amended: 2/22/06 Reviewed: 1/9/08 Amended: 6/17/09

88

Page 1 of 1


CLOVIS UNIFIED

SCHOOL DISTRICT

STUDENT SERVICES RIGHTS AND RESPONSIBILITIES

Rights & Responsibilities

NONDISCRIMINATION

PURPOSE: To create a safe school and work environment for persons of all backgrounds.

The District recognizes the increasing diversity of its students, staff and community. The Board

directs the Superintendent to create a school environment that provides a safe school

environment for persons of all backgrounds.

No student or staff member shall, on the basis of any of the grounds or actual or perceived

characteristics identified in Education Code section 220 or Penal Code section 422.55, or any

other bases prohibited by law, or the association with a person or group with one or more of these

actual or perceived characteristics, be excluded from participation in, be denied the benefits of, or

be subjected to discrimination under any education program or activity administered by the

District.

Appropriate means for the continuing evaluation of the entire education program, including the

co-curricular program, shall be established and maintained.

Employees shall observe all laws, policies and regulations prohibiting discrimination or

harassment.

The Board encourages all personnel and students to assist in the accomplishment of the District’s

mission through their personal commitment to the concept of providing an equal educational

opportunity for all students and employment opportunities for all applicants. Any grievance of

the above policy should follow the procedures listed in Board Policy No. 9208 (Uniform

Complaint Procedures).

Adopted: 01/11/89 Revised: 04/10/91 Revised: 12/09/91 Revised: 08/02/95 Revised: 09/22/99 Revised: 05/29/01

Revised: 06/13/01 Revised: 04/13/05 Education Code Sections 200-262.4 Reviewed: 12/06/05 Title 42 of the United States Code Sections 2000d-2000e; 2000h-2 – 2000h-6 Revised: 07/18/07 Revised: 01/15/14

89


CLOVIS UNIFIED

SCHOOL DISTRICT

HUMAN RESOURCES

Recruitment, Selection, Promotion & Evaluation

NONDISCRIMINATION

PURPOSE: To create a safe school and work environment for persons of all backgrounds.

The District recognizes the increasing cultural diversity of its students, staff and community. The

Board directs the Superintendent to create a school environment which provides a safe school

environment for persons of all backgrounds.

No student or staff member shall, on the basis of race, color, religion, ancestry, national origin,

disability, gender, age, or sexual orientation, be excluded from participation in, be denied the

benefits of, or be subjected to discrimination under any education program or activity

administered by the district.

For purposes of this regulation, discrimination consists of unlawful conduct based upon an

individual’s race, color, religion, ancestry, national origin, disability, gender, age or sexual

orientation.

Discrimination Defined

Discrimination based on race, color, religion, ancestry, national origin, disability, gender, age or

sexual orientation consists of verbal or physical conduct relating to an individual’s race, color,

religion, ancestry, national origin, disability, gender, or sexual orientation.

Examples of such conduct include, but are not limited to:

Graffiti containing racially offensive language

Name calling, offensive jokes or rumors

Offensive notes or cartoons

Racial slurs, negative stereotypes, and hostile acts which are based upon another’s race or

color.

Written or graphic material containing racial comments or stereotypes which is posted or

circulated and which is aimed at degrading individuals based on race, color or national origin,

or sexual orientation.

Appropriate means for the continuing evaluation of the entire education program, including the

co-curricular program, shall be established and maintained. Special attention shall be given to

the elimination of discrimination related to race, color, religion, ancestry, national origin,

disability, gender, age or sexual orientation.

90

Board Policy No. 6204 (continued)

CLOVIS UNIFIED

SCHOOL DISTRICT

Page 2 of 2

The conditions of employment, including wages, hours, terms and benefits, shall be applied

without regard to race, color, religion, ancestry, national origin, disability, gender, age or sexual

orientation. Employees shall observe all laws, policies and regulations prohibiting

discrimination or harassment.

The Board encourages all personnel and students to assist in the accomplishment of the District’s

mission through their personal commitment to the concept of providing an equal educational

opportunity for all students, and employment opportunities for all applicants.

Any complaint relating to employment discrimination should follow the procedures listed in

Board Policy/Administrative Regulation No. 9207 (Formal Complaint Procedures).

Adopted: 1/11/89 29 United States Code 794 Amended: 4/10/91 42 United States Code 2000d-2000d-7, 2000e-2000e-17, Amended: 12/9/91 2000h-2000h-6, 12101-12213 Amended: 8/2/95 California Civil Code 51.7

Amended: 9/22/99 California Education Code 260 Amended: 5/29/01 California Government Code 11135, 12900-12966 Amended: 4/13/05 Reviewed: 7/18/07 Revised: 3/23/11

91

Page 1 of 4


CLOVIS UNIFIED

SCHOOL DISTRICT

SCHOOL COMMUNITY RELATIONS

Community Relations

UNIFORM COMPLAINT PROCEDURES REGARDING PROGRAMS/DISCRIMINATION

PURPOSE: To establish uniform complaint procedures for certain state and federal

programs and unlawful discrimination.

The Board recognizes that the District has primary responsibility for insuring that it complies

with state and federal laws and regulations governing educational programs. The District shall

follow Uniform Complaint Procedures pursuant to state regulations when addressing complaints

alleging unlawful discrimination, harassment, intimidation and bullying or failure to comply with

the law regarding the following:

1. Adult Basic Education

2. Consolidated Categorical Aid Programs

3. Migrant Education

4. Career Technical and Technical Education and Career Technical Training Programs

5. Child Care and Development Programs

6. Child Nutrition Programs

7. Special Education Programs

8. Federal School Safety Plan Requirements

9. Student Fees

10. Local Control and Accountability Plans (LCAP)

11. Foster Youth

12. Homeless Youth

13. Reasonable Accommodation to Nursing Mothers

14. Assignment to Course without Educational Content or to Course Previously Satisfactorily

Completed (without meeting certain requirements)

15. Elementary Physical Education Instructional Minutes

The District shall also follow the Uniform Complaint Procedure when addressing complaints of

unlawful discrimination, harassment, intimidation and bullying on the basis of any of the

grounds or actual or perceived characteristics identified in Education Code section 220 or Penal

Code section 422.55, or any other bases provided by law, or on the basis of a person’s

association with a person or group with one or more of these actual or perceived characteristics,

in any program or activity conducted by the District, which is funded directly by, or that receives

or benefits from any state financial assistance. The District shall investigate and seek to resolve

complaints at the local level.

The District’s Uniform Complaint Procedure does not apply to the following types of

complaints:

1. Complaints regarding materials used in the instruction of pupils (see Board Policy No. 3306,

Reconsideration of Learning Resources)

2. Complaints regarding alleged deficiencies related to instructional materials, the conditions of

a facility that is not maintained in a clean or safe manner or in good repair, teacher vacancies

92


CLOVIS UNIFIED

SCHOOL DISTRICT

Page 2 of 4

or misassignments, and the provision of intensive instruction and services to students who

have not passed one or both parts of the high school exit examination after the completion of

grade 12 (see Board Policy No. 9211, Uniform Complaint Procedures Regarding Areas

Included in Williams Settlement)

3. Employee complaints alleging sexual harassment (see Board Policy No. 6301, Sexual

Harassment)

4. Pupil complaints alleging sexual harassment (see Board Policy/Administrative Regulation

No. 2111, Sexual Harassment), and

5. Complaints by the public regarding District personnel and practices (see Board Policy No.

9207, Formal Complaints Regarding District Personnel and Practices).

Discrimination issues involving Title IX of the Educational Amendments of 1972 shall be

referred to the U. S. Office of Civil Rights (OCR). Title IX complaints shall only be referred to

the OCR if there is no state discrimination law or regulation at issue. Unless otherwise

negotiated through a memorandum of understanding/agreement, a preliminary inquiry and/or

investigation concerning these complaints shall be conducted by OCR. The complainant shall be

notified by certified mail if the complaint has been transferred to OCR by the Superintendent.

Complaints concerning special education programs shall be addressed in accordance with the

regulations and procedures of the Special Education Local Planning Area (SELPA). However,

the SELPA’s complaint procedure must comply with the Uniform Complaint Procedures

outlined in this policy.

Complaints concerning student fees or LCAPs may be filed anonymously if the complaint

provides evidence or information leading to evidence to support an allegation of noncompliance

with the applicable legal requirements governing student fees or LCAPs.

The Board prohibits retaliation in any form for the filing of a complaint, the reporting of

instances of discrimination, harassment, intimidation or bullying, or for participation in

complaint procedures. Such participation shall not in any way affect the status, grades, or work

assignments of the complainant. For allegations of retaliation based on the filing of a complaint,

the District also shall follow the Uniform Complaint Procedures.

The Board acknowledges and respects pupil and employee rights to privacy. Complaints shall be

investigated in a manner that protects these rights. The identity of any complainant alleging

discrimination, harassment, intimidation, retaliation or bullying shall be kept confidential as

appropriate and permitted by law.

The Superintendent or designee shall ensure that employees designated to receive and investigate

complaints are knowledgeable about the laws and programs for which they are responsible.

Such employees may have access to legal counsel as determined by the Superintendent or

designee.

Responsibilities of Complainant

The Complainant:

1. Shall receive the District Complaint Procedures.

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CLOVIS UNIFIED

SCHOOL DISTRICT

Page 3 of 4

2. Shall file the Complaint in writing and follow the steps in the District Complaint Procedures

Administrative Regulation.

3. May appeal to the state agency for resolution if he/she is dissatisfied with the decision of the

District.

4. May appeal to the State Superintendent of Public Instruction if the complainant is dissatisfied

with the determination of the state agency.

Responsibilities of the District

The District:

1. Shall designate a staff member to be responsible for complaint resolution.

2. Shall develop complaint procedures consistent with California Code of Regulations, Title 5,

sections 4600-4670.

3. Shall inform pupils, employees, parents/guardians, the district advisory committee, school

advisory committees, appropriate private school officials or representatives, and other

interested parties at least annually of approved Uniform Complaint Procedures, including the

opportunity to appeal the District’s decision or to seek civil law remedies, including, but not

limited to, injunctions, restraining orders, or other court orders which may be available to

complainant. The District will make this information available by publication in its

informational materials, including the Student and Parent Rights and Responsibilities

Handbook given to each pupil upon registration in the District and at the beginning of each

school year. This information shall also be available on the District’s web site at

www.cusd.com. Notification to appropriate private school officials or representatives shall

be given at the annual consultation meeting between CUSD and private school officials.

4. Shall resolve the complaint through an informal complaint process or through the formal

complaint procedures by completing an investigation and a written report within 60 calendar

days of receipt of a formal complaint. The time period for completion may be extended by

written agreement of the complainant.

The District's decision shall be written in English and in the language of the complainant

whenever feasible or as required by law.

5. Shall submit, on notification of an appeal, information requested by the California State

Department of Education (CDE):

a. The original complaint.

b. A copy of the District’s decision.

c. A summary of the nature and extent of the investigation conducted by the District, if not

covered in the District’s decision.

d. A copy of the investigation file, including but not limited to, all notes, interviews and

documents submitted by the parties or gathered by the investigator.

e. A report of any action taken to resolve the complaint.

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CLOVIS UNIFIED

SCHOOL DISTRICT

Page 4 of 4

f. A copy of the Uniform Complaint Procedures.

g. Such other relevant information as the CDE may require.

6. May appeal to the State Superintendent of Public Instruction if the District is dissatisfied with

the state agency’s decision.

LEGAL REFERENCES:

Education Code 200-262.3 Prohibition of discrimination Education Code section 32289 complaint of non-compliance with school safety planning

Education Code 49060-49079 Student Records

Education Code 52075 Local Control Accountability Plan (LCAP) and Education Code 49010-49013 Student Fees

Education Code 48853, 48853.5, 49069.5, 51225.1, and 51225.2 Homeless and Foster Youth

Education Code 51228.1, 51228.2 and 51228.3 Repeat of Previously Taken Course and Assignment to Course without Educational Content

Education Code 51210 and 51223 Elementary Physical Education Minutes Education Code 222 Lactating Pupil

Code of Regulations Title 5 3080 Application of section 4600-4671

Code of Regulations Title 5 4600-4671 Uniform Complaint Procedures Government Code 950-950.8 Actions against public employees

Adopted: 07/08/92 Government Code 54957-54957.8 Closed Sessions

Revised: 07/08/92 Title VI, Civil Rights Act of 1964 Revised: 04/10/96 Title IX, Education Amendments of 1972

Revised: 09/22/99 Section 504, Rehabilitation Act of 1973

Revised: 04/24/02 Code of Federal Regulations 200.74 and Part 300 Revised: 07/19/06 General Education Provisions Act, 20 U.S.C. 1221 et seq., especially:

Revised: 01/23/08 Family Education and Privacy Rights Act, 20 U.S.C. 1232g

Reviewed: 10/14/09 Revised: 02/27/13

Revised: 03/12/14

Revised: 09/24/14 Revised: 5/25/16

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CUSD Induction Lesson Design Resources