IUSD Induction Program
Standards of Quality and Effectiveness for Professional Teacher Induction
2013-14
PROGRAM STANDARD SIX – UNIVERSAL ACCESS: EQUITY FOR ALL STUDENTS
Participating teachers protect and support all students by designing and implementing equitable and inclusive learning environments.
They maximize academic achievement for students from all ethnic, race, socio-economic, cultural, academic, and linguistic or family
background; gender, gender identity, and sexual orientation; students with disabilities and advanced learners; and students with a
combination of special instructional needs. When planning and delivering instruction, participating teachers examine and strive to
minimize bias in classrooms, schools and larger educational systems while using culturally responsive pedagogical practices.
Participating teachers use a variety of resources (including technology-related tools, interpreters, etc.) to collaborate and
communicate with students, colleagues, resource personnel and families to provide the full range of learners equitable access to the
state-adopted academic content standards.
a) Teaching English Learners To ensure academic achievement and language proficiency for English Learners, participating
teachers adhere to legal and ethical obligations for teaching English Learners including the identification, referral and re-designation
processes. Participating teachers implement district policies regarding primary language support services for students. Participating
teachers plan instruction for English Learners based on the students’ levels of proficiency and literacy in English and primary
language as assessed by multiple measures such as the California English Language Development Test (CELDT), the California
Standards Test (CST), and local assessments. Based on teaching assignment and the adopted language program instructional
model(s), participating teachers implement one or more of the components of English Language Development (ELD): grade-level
academic language instruction, ELD by proficiency level, and/or content-based ELD. Participating teachers instruct English learners
using adopted standards-aligned instructional materials. Participating teachers differentiate instruction based upon their students’
primary language and proficiency levels in English considering the students’ culture, level of acculturation, and prior schooling.
b) Teaching Special Populations To ensure academic achievement for special populations, participating teachers adhere to their
legal and ethical obligations relative to the full range of special populations (students identified for special education, students with
disabilities, advanced learners and students with a combination of special instructional needs) including the identification and
referral process of students for special services. Participating teachers implement district policies regarding support services for
special populations. Participating teachers communicate and collaborate with special services personnel to ensure that instruction
and support services for special populations are provided according to the students’ assessed levels of academic, behavioral and
social needs. Based on assessed student needs, participating teachers provide accommodations and implement modifications.
Participating teachers recognize student strengths and needs, use positive behavioral support strategies, and employ a strengthsbased approach to meet the needs of all students, including the full range of special populations. Participating teachers instruct
special populations using adopted standards-aligned instructional materials and resources (e.g., varying curriculum depth and
complexity, managing paraeducators, using assistive and other technologies).
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IUSD Induction Program
Standards of Quality and Effectiveness for Professional Teacher Induction
2013-14
All Participating Teachers are required to demonstrate competency in delivering instruction that is inclusive and ensures equity,
diversity, and access to the core curriculum in the least restrictive environment. Participating Teachers document evidence of their
ability to promote equity and inclusion for their students through the use of Formative Assessment for California Teachers (FACT).
During completion of Module A, Participating Teachers identify factors that indicate the need and subsequent actions to:
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Eliminate bias in the classroom
Provide equal access to the core curriculum,
Use students’ background information and abilities
Design flexible learning groups to meet the diverse learning needs of their students
Use groups to meet academic content standards
Create and maintain safe learning environments for all students
Employ positive behavior support strategies
Positively acknowledge and communicate with students’ families
The Irvine Unified School District BTSA/Induction Program Standard 6 Universal Access: Equity for All Students, English Learners,
and Special Populations, requires Participating Teachers to complete the Continuum to Teach section of Module E: Self-Assessment
Year 1 or Module E: Self-Assessment Year 2 after the Initial Assessment of Teaching Practice (Module B, Part I and Part II).
Participating Teachers must self-assess on their ability to plan and deliver instruction that eliminates bias in the classroom, school, and
larger educational system, using culturally responsive pedagogical practices. The teacher’s ability to deliver culturally responsive
practices that eliminate bias and promote equity is documented through observations conducted as part of the FACT system.
Participating Teachers receive specialized training in how to identify and document instructional practices that demonstrate equitable
access and appropriate culturally responsive practices during teaching. Results from the Module E: Self-Assessment Year 1 or
Module E: Self-Assessment Year 2 and observations are used to identify strengths and areas of potential growth related to teaching
practice and to determine the area of focus during the Inquiry Process (Individual Induction Plan development and Module C).
During the Inquiry Process an Individual Induction Plan (IIP) is completed by the Participating Teacher documenting their focus
question and action plan (talk to colleagues, research to be completed, workshops, etc.) This action plan leads to classroom application
and documentation. Participating Teachers identify three focus students that represent the range of abilities and special needs of
students in their classroom. While completing the Essential Components for Instruction (C-2) Participating Teachers identify the ways
they will differentiate instruction to ensure equitable access to the state adopted academic content standards through:
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IUSD Induction Program
Standards of Quality and Effectiveness for Professional Teacher Induction
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2013-14
Student application of content standards to real life
Entry Level Assessment Results
Progress Monitoring
Summative Assessment
CELDT Level Data to be considered
Accommodations and Modifications
Classroom environment/design to be used to maximize engagement
Student strengths based approaches
Technology used by teacher/students to enhance learning
Collaboration and coordination between Regular Education, Intervention Support Staff, English Learner Support staff, Special
Education staff, parents and administration to meet unique needs of students
While completing the Entry-Level Assessment Reflection form (C-3 Part I and C-3 Part II) Participating Teachers identify how they
will use the assessment results before instruction begins. They list what they will do differently for students who have demonstrated
proficiency or are advanced. They identify possible accommodations, modifications, or additional support for students who are far
below or below basic. The results from the entry level assessment enable the Participating Teacher to select students representing the
range of abilities in their class for this lesson series. In Focus Students C-4 documents, the Focus Student 1 represents English
Learners in the classroom. Focus Student 2 represents special populations, and Focus Student 3 represents a significant challenge
within the context of Participating Teacher’s instructional assignment. The Participating Teacher identifies the instructional, social,
emotional and cultural needs of students before designing the lesson series. Using the Essential Components for Instruction (C-2) the
Participating Teacher then plans a lesson series. During the delivery of one or more lessons in the series, the Support Provider scripts
dialogue on the Observation Record Part I and Part II (C-6) by teacher and students as well as what is observed in the physical
classroom environment. The Support Provider notes items such as: how many girls/boys are called on to answer in class, student
grouping, how conflicts are resolved, how the lesson is designed for the needs of the focus students, materials and strategies utilized,
classroom environment, and the Participating Teacher’s ability to equitably meet the needs of all students. A review of student work
samples at the completion of the lesson series is done with the Support Provider to determine if all students met the identified learning
goals. For students who exceeded or did not meet the learning goal, Participating Teachers work with a Support Provider to identify
appropriate interventions/next steps to be communicated with students, parents, and other stakeholders. Throughout this process the
Participating Teacher maintains documentation of their work to collaborate and coordinate services for students. This document,
denoting collaborative meetings with both regular and special education support staff, demonstrates the Participating Teacher’s ability
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IUSD Induction Program
Standards of Quality and Effectiveness for Professional Teacher Induction
2013-14
to act as a case carrier in student service coordination determining the most appropriate service model for students in the least
restrictive environment.
Participating Teachers in the Irvine Unified School District BTSA Induction Program use the state academic content standards to
guide them as they focus on English Language Learners and Special Populations. Participating Teachers demonstrate the ability to
implement the district adopted instructional programs by differentiating instruction to accommodate the individual needs of these
diverse students. During completion of FACT Modules, Participating Teachers identify the special needs of students in their
classrooms using the following documentation:
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Class Profile (A-1) Participating Teachers collaborate with Site Administrators, district resource personnel, and Support
Providers to gather information regarding their learning context. This information is continually updated and revisited
throughout the year. Information includes but is not limited to:
English Learners
Years of ELD Instruction
Proficiency Levels (CELDT)
Primary Language
Home Language
Redesignation
Special Populations
IEP
Gifted/Talented
Retained
Speech and Language
Related Services
All Students
504
Identified Interventions
Medical Conditions
Academic Progress
Parent Information
Student Strengths
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Site Assignment Orientation Guide (A-5) ensures the Participating Teachers receive information/support regarding:
o Site resources available to meet the needs of Special Populations
o Legal requirements of IEP
o Instructional program for English Learners
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Module E: Self-Assessment Year 1 has the Participating Teacher focusing on specific Essential Standards from the California
Standards for the Teaching Profession.
o 1.4 Using a variety of instructional strategies, resources, and technologies to meet students’ diverse learning needs
o 2.6 Employing classroom routines, procedures, norms, and support for positive behavior to ensure a climate in which
all students can learn
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IUSD Induction Program
Standards of Quality and Effectiveness for Professional Teacher Induction
2013-14
o 3.5 Using and adapting resources, technologies, and standards-aligned instructional materials, including adopted
materials, to make subject matter accessible to all students
o 4.1 Using knowledge of students’ academic readiness, language proficiency, cultural background, and individual
development to plan instruction
o 5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify instruction
o 6.3 Collaborating with colleagues and the broader professional community to support teacher and student learning
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Module E: Self-Assessment Year 2 focuses on the following Essential Standards from the California Standards for the
Teaching Profession:
o 1.2 Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests
o 1.5 Promoting critical thinking through inquiry, problem solving, and reflection
o 2.3 Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe
o 3.6 Addressing the needs of English learners and students with special needs to provide equitable access to the content
o 4.5 Adapting instructional plans and curricular materials to meet the assessed learning needs of all students
o 6.6 Managing professional responsibility to maintain motivation and commitment to all students
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