Scribd Logo
Upload

Welcome to Scribd!

  • 150 views

    CSTP 5 Individual Induction Plan Template

    Uploaded by

    api-269928551
    The document is an individual induction plan for a preliminary multiple/single subject education specialist credential with a focus on mild/moderate special education. In section 1, the educator lists artifacts from their credential coursework and field experiences related to CSTP standard 5 on assessing student learning. In section 2, the educator analyzes the artifacts and identifies which elements of the CSTP and TPE standards are demonstrated. They select a mock SST meeting activity as an example of their current competency in using assessment data to establish goals, plan instruction, and collaborate with colleagues. In section 3, the educator self-assesses their knowledge and skill level for this CSTP as "meeting expected competency

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    CSTP 5 Individual Induction Plan Template

    Uploaded by

    api-269928551
    150 views3 pages
    The document is an individual induction plan for a preliminary multiple/single subject education specialist credential with a focus on mild/moderate special education. In section 1, the educator lists artifacts from their credential coursework and field experiences related to CSTP standard 5 on assessing student learning. In section 2, the educator analyzes the artifacts and identifies which elements of the CSTP and TPE standards are demonstrated. They select a mock SST meeting activity as an example of their current competency in using assessment data to establish goals, plan instruction, and collaborate with colleagues. In section 3, the educator self-assesses their knowledge and skill level for this CSTP as "meeting expected competency

    Original Description:

    Original Title

    copy of cstp 5 individual induction plan template

    Copyright

    © © All Rights Reserved

    Available Formats

    DOCX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    The document is an individual induction plan for a preliminary multiple/single subject education specialist credential with a focus on mild/moderate special education. In section 1, the educator lists artifacts from their credential coursework and field experiences related to CSTP standard 5 on assessing student learning. In section 2, the educator analyzes the artifacts and identifies which elements of the CSTP and TPE standards are demonstrated. They select a mock SST meeting activity as an example of their current competency in using assessment data to establish goals, plan instruction, and collaborate with colleagues. In section 3, the educator self-assesses their knowledge and skill level for this CSTP as "meeting expected competency

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    150 views3 pages

    CSTP 5 Individual Induction Plan Template

    Uploaded by

    api-269928551
    The document is an individual induction plan for a preliminary multiple/single subject education specialist credential with a focus on mild/moderate special education. In section 1, the educator lists artifacts from their credential coursework and field experiences related to CSTP standard 5 on assessing student learning. In section 2, the educator analyzes the artifacts and identifies which elements of the CSTP and TPE standards are demonstrated. They select a mock SST meeting activity as an example of their current competency in using assessment data to establish goals, plan instruction, and collaborate with colleagues. In section 3, the educator self-assesses their knowledge and skill level for this CSTP as "meeting expected competency

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    INDIVIDUAL INDUCTION PLAN

    PRELIMINARY MULTIPLE & SINGLE SUBJECT


    EDUCATION SPECIALIST CREDENTIAL WITH
    MILD/MODERATE AUTHORIZATION
    Action Focused Self-Assessment Inquiry of Levels of Content Knowledge
    & Skills Competency
    California Standards for the Teaching Profession (CSTP)

    CSTP 5: ASSESSING STUDENTS FOR LEARNING


    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

    SECTION 1
    List artifacts from your Preliminary Credential courses and field experiences that showcase your skill level in this domain.
    Include course number and name, and assignment or piece of evidence name.
    1. EDTE 513 Positive Behavioral Interventions: CRSTP, Student Inventory Presentation
    2. EDTE 517P Assessment: HBAR, Holistic Behavioral Assessment Report
    3. EDTE 513 Positive Behavioral Interventions: Mock SST meetings
    4. EDTE 513 Positive Behavioral Interventions: Case study Family and School Interview
    5. EDTE 514 Research Methods: Needs Assessment

    SECTION 2
    WHAT I KNOW – BASED ON EVIDENCE OF PERFORMANCE-BASED COMPETENCY ARTIFACTS
    Identify the specific element or indicator within the CSTP and TPE standards that are demonstrated in the artifact
    identified in this CSTP. You may list multiple elements; however, only include the significant ones illustrated by your
    artifact. Include the full title for each TPE and CSTP element. Select the focus area for the Induction Standard
    CSTP Element: 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
    TPE: TPE 5.2. Collect and analyze assessment data from multiple measures and sources to plan and
    modify instruction and document students' learning over time.
    TPE 6.3. Establish professional learning goals and make progress to improve their practice by
    routinely engaging in communication and inquiry with colleagues.
    Induction Standard (Put an X in Pedagogy, Universal English Special
    focus area(s): Practice and Design for Language Populations
    X X
    Learning Learners
    Planning
    Identify and name a specific artifact from the list above that best illustrates your present level of competency as a
    Preliminary Multiple/ Single Subject or Education Specialist.

    EDTE 513 Positive Behavioral Interventions: Mock SST meetings

    Explain your rationale for selecting the specific artifact in 250 words or less. Be succinct and avoid repetition, making the
    connection between the content or purpose of the artifact to the standard as clearly as possible. Why did you select this
    item? What instructional/ learning, subject matter competency, case manager role, or professional development skills
    does it represent?
    A large portion of our Positive Behavioral Interventions course involved working with a focus student and
    both designing and implementing a specific intervention in order to decrease an identified “problem
    behavior.” I initially collected data by observing the student and filling out several probes through the course
    of a school day to gain insight on what causes the problem behavior to occur, as well as what actions both
    precede and follow the problem behavior. I then analyzed the collected data in order to establish goals for the
    focus student, and create an instructional modification that worked with the student, as well as the instructor.
    Once I Implemented the intervention, I kept a strict record of the student’s behaviors and collected both
    qualitative (observation probes) and quantitative (student work, counting frequency of behavior, etc)data.
    I then met with a mock SST group weekly, where I would share the student’s current progress regarding the
    instructional modifications, and received input on ways in which I could alter the intervention depending on
    the students’ change in behavior. At the end of this process, I was able to create and implement an
    instructional intervention that successfully reduced the frequency of the student’s targeted behavior.

    SECTION 3
    Evaluate your present self-perceived level of knowledge and skill development within this CSTP Domain (Put an X in
    the level that applies)
    Developing X Meeting Exceeding Exemplary
    Level of Expected Experienced
    Competency Competency Level Practice

    SECTION 4
    WHAT I WANT TO KNOW – BASED ON EVIDENCE OF PERFORMANCE-BASED COMPETENCY
    ARTIFACTS
    State your present perception of what you want to achieve during your passage from preliminary to clear credential
    teacher, in 250 words or less. Be succinct and avoid repetition, making the connection between the content or the
    purpose of the artifact to the standard as clearly as possible. What is your goal related to this area of focus? What do you
    anticipate will be a measurable outcome related to instructional/classroom practices & student learning?
    Currently, I feel very comfortable with my ability to assess students over time by way of running records and
    formative assessments. I see the process of assessment and modification as an unquestionably significant part
    of any good teaching practice. I do see myself needing to improve with my ability to make immediate
    instructional modifications based on “live” student behavior/feedback, in order to ensure I am doing what I
    can to maintain student engagement. I think this goal could be measured by a detectable reduction of off-task
    student behaviors; as teachers who can hold students’ attention by constantly adjusting instruction as they see
    fit will prevent the occurence of negative or off-task behaviors.

    You might also like