1. Lisa Darling-Daniel Coordinator Ventura County General Education Induction Consortium and Education Specialist Clear Credential Consortium Ventura County Office of Education Teacher Support Services Join the conversation: https://todaysmeet.com/AAPFgreatteachers

2. What are the program components? Induction Classes Hybrid model Fieldwork with assigned Support Provider Teaching Performance Portfolios Gen Ed Induction Consortium (Year 1, Year 2, Early Completion, Private/Independent Cohorts) Designated Subjects (Career Technical Education and Adult Education, regular and shortened Equivalency Program) Ed Specialist Clear Consortium (Autism Spectrum Disorder (ASD), Orthopedic Impairment (OI), Early Childhood Special Education (ECSE), Language Academic Development (LAD), Math Instructional Added Authorization (MIAA) **PENDING)

3. YEAR 1 Advisement and Assistance Formative Assessment Classes Group Advisement/Introducing Induction Context for Teaching Culturally Responsive Instruction Designing Equitable and Inclusive Learning Environments Technology Conference Curriculum Calibration Differentiation of Instruction Universal Access: Teaching and Reaching All Students Portfolio Review: A & B Program Options YEAR 2 Advisement and Assistance Formative Assessment Classes  Teaching Special Populations  Assessing Students for Learning Mini- Conference  Developing as a Professional Educator  Unit Planning  Teaching English Learners  Reflection on Professional Practice Induction Ceremony Portfolio Review: C & D Credential Recommendation Classes are structured to meet teacher needs by having online and site-based classes. Online support is also available for distant support providers, offering them program information, formative assessment support, and mentoring skills.

4. Program Features F ORMATIVE A SSESSMENT FOR C ALIFORNIA T EACHERS Designed to build upon the knowledge, skills, and abilities that each candidate brings to the classroom from their university program S UPPORT P ROVIDERS One-on-one support from a trained, experienced teacher who will serve as a Support Provider A CADEMIC A DVISORS Credential recommendation, the Academic Advisors are available to assist each candidate understand the requirements I NDUCTION P ORTFOLIOS Provide authentic assessment of teaching performance, including analyzing and reflecting on practices based on the California Standards for the Teaching Profession and the Common Core State Standards D ISTRICT C OLLABORATION In light of the LCFF, VCOE collaborates with Consortium districts in developing fee schedules, Memos of Understanding, and supporting the development of individualized professional goals, in addition to providing job-embedded professional development that supports districts goals and initiatives.

5. Academic Social/Emotional Behavior Tier 1 Tier 2 Tier 3 Response to Intervention

6. Academic Social/Emotional Behavior Tier 1 Tier 2 Tier 3 Alt. Education

7. Academic Social/Emotional Behavior Tier 1 Tier 2 Tier 3 Alt. Education

8. Support Providers for Alternative Education Teachers Site-based School Experience vs. Subject Matter experience Strong Classroom Management 8

9. Induction Classes for Alternative Education Teachers Grouped with district or Private/Charter/Independent Context for Teaching –Who are your students? –What resources do you have available? –Designing Equitable and Inclusive Learning Environments –Differentiation – behavior and academic –Assessment – behavior and academic 9

10. Formative Assessment Focus for Alternative Education Teachers A.3 Context for Teaching 10

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14. Why Assess Behavior? We are responsible for developing and responding to both sides of our student’s pyramid.

15. Why Assess Behavior? Behavior influences academic performance. Behavior is the “content” we teach. We are responsible to teach that behavior. We reinforce behavior, just like we reinforce learning. Behavior should be assessed like academic content – fair, measurable, clearly stated. Assessments help us check our biases. They are designed to be objective, fair measures of our students.

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17. Make a plan! If you fail to plan, you are planning to fail.

18. Tier II Extensions Daily behavior goal rubric: Uses similar format as behavior rubric. Increase feedback frequency Increase self-monitoring frequency Collect more precise data for possible next steps. Build buy-in and communication between school and home. Clearly state positive/negative consequences. Integrate goals from Positive Behavior Support Plan (if applicable)

19. Tier III Extensions Intensive daily behavior goal: Increased frequency of self-monitoring and feedback. Should involve counselors, administrators, parent/guardian, school psychologist, other teachers.