BTSA Induction Program Handbook

Transcription

1 BTSA Induction Program Handbook

2 BTSA Induction Program Handbook General Information Table of Contents 1 Induction Staff Contact List 2 Purpose, Vision, and Goals 3 Teacher Eligibility Criteria 4 BTSA Induction Program Overview 5 Acronym Guide 6 Milpitas Unified School District School Calendar 7 Milpitas Unified School District BTSA Induction Master Calendar 8 BTSA Calendar of Events Formative Assessment for California Teachers (FACT) 9 What is FACT? 11 FACT Portfolio Checklist 13 FACT Completion Self-Evaluation Rubric 17 California Standards for the Teaching Profession Induction Program Standards Agreements & Responsibilities 20 Proof of Advisement 21 Candidate Responsibilities 22 Expectations of Support Personnel 23 Confidentiality Policy Policies & Procedures 24 Early Completion Option (ECO) 32 Request for Induction Program Extension 34 Program Extension Request 35 Participating Teacher or Support Provider Request for Reassignment 36 University Units for BTSA Induction Participation

3 1 BTSA Induction Staff Contact List Norma Rodriguez, Director of Educational Services 1331 E. Calaveras Blvd. Milpitas, CA ext Fax Olivia Contreras, Teacher on Special Assignment 1331 E. Calaveras Blvd. Milpitas, CA ext Fax Maria del Rio, Director, Human Resources 1331 E. Calaveras Blvd. Milpitas, CA Bldg ext Fax Nancy Weinstein, Executive Secretary 1331 E. Calaveras Blvd. Milpitas, CA Room ext Fax Paula Willie, Sr. Staff Secretary 1331 E. Calaveras Blvd. Milpitas, CA Room ext Fax

4 2 BTSA s Purpose, Vision, and Goals The California Beginning Teacher Support and Assessment (BTSA) Induction Program provides formative assessment, individualized support and advanced content for beginning teachers who hold a preliminary teaching credential, and is the preferred pathway to a California Clear Teaching Credential. The BTSA Induction program is co-administered by the California Department of Education (CDE) and the Commission on Teacher Credentialing (CTC). Milpitas Unified School District BTSA Induction Program Vision To empower educators to individualize, integrate, innovate and reflect upon their continuing professional development in order to best meet the ever-changing needs of our students, our schools and our community. Purposes and Goals of BTSA Induction Provide an effective transition into the teaching career for eligible first- and second-year teachers in California Improve the educational performance of students through improved training, information, and assistance for participating teachers Enable beginning teachers to be effective in teaching students who are culturally, linguistically, and academically diverse Close the achievement gap while improving academic achievement for all students Ensure the professional success and retention of new teachers Ensure that a support provider provides intensive individualized support and assistance to each participating beginning teacher Build supportive professional relationships Ensure that an individual induction plan is in place for each participating beginning teacher and is based on an ongoing assessment of the development of the beginning teacher Ensure continuous program improvement through ongoing research, development, and evaluation Enhance the skills, abilities and talents of support providers to better work with new teachers Recommend for the California clear credential only those participating teachers who have met and completed all of the requirements of the Induction Program

5 3 Teacher Eligibility Criteria A teacher is eligible to participate in the Induction Program if he or she meets one of the following criteria: Holds a preliminary multiple or single subject credential and is required to participate in an approved induction program as stated on the credential. Has completed a teaching internship and has applied for a preliminary multiple or single subject teaching credential. Is employed as general education teacher by Milpitas Unified School District. According to the Milpitas Unified School District Board Policy , all eligible teachers must participate in the BTSA program. Enrollment Process Notification The Human Resources Credential Analyst reviews credential renewal requirements and notifies Educational Services of BTSA eligibility. The participating teacher is notified by Educational Services and is scheduled to attend the BTSA orientation and advisement during the New Teacher in-service.. BTSA Eligibility The BTSA Coordinator matches the Participating Teacher with a Support Provider based on school site, content area, and grade level. Candidates hired after the start of school receive advisement from the BTSA Coordinator regarding Induction Program requirements. BTSA Orientation The participating teacher attends the BTSA Orientation and complete a Proof of Advisement verifying their participation in the program. BTSA Enrollment The participating teacher completes the online State Consent Form before the December deadline in order to enroll in the program.

6 4 Overview of the BTSA Induction Program The Milpitas Unified School District (MUSD) BTSA Induction Program allows teachers to earn a professional clear credential in two years. The program has four major components: Support Provider MUSD uses support providers to help with the delivery of services to each participating teacher. Support providers are familiar with the BTSA program and selected for their professional capabilities in working with their colleagues. They are knowledgeable in curriculum, classroom management and many other areas that benefit new teachers. The participating teacher and support provider work together to reflect on the art and science of teaching in a confidential and non-judgmental environment that is conducive to expanding the skills and practices of teaching and learning. Formative Assessment for California Teachers (FACT) The Formative Assessment for California Teachers (FACT) system focuses on the demonstration of a teacher s practice, combining reflective assessment and support to help participating teachers develop as practitioners. It is a structured series of critical thinking tasks completed with the assistance of a trained Support Provider. Throughout the experience in the FACT system, participating teachers will deepen understanding and application of the Induction Standards (IS), the California Standards for the Teaching Profession (CSTP), and the state-adopted student content standards and curriculum frameworks, and or the core curriculum standards. The primary focus of the FACT system is on the application of these standards through the ongoing process of planning and teaching lessons, reflecting on the results, and making informed changes to future practice based on evidence. Professional Development Professional development opportunities will be provided in pedagogy and district initiatives to help the participating teacher demonstrate competence on the induction standards and California Standards for the Teaching Profession. Participating teachers have opportunities to participate in district sponsored professional development. Induction Evidence Each participating teacher, throughout the two year period, collects and maintains evidence of the formative assessment, induction standards and participation in all program events. Note: It is the YOUR responsibility to keep all documents as proof of your completion of the BTSA induction requirements in case you are audited by the Commission on Teacher Credentialing.

7 5 BTSA Acronym Guide BTSA CTC CDE CSTP CTAG ECO ELD EL ELL FACT HR IHE IIP IEP MUSD PT SP SRT SBAC SCCOE TPA TPE RMD WIN Beginning Teacher Support and Assessment Commission on Teacher Credentialing California Department of Education California Standards for the Teaching Profession Closing the Achievement Gap Early Completion Option English Language Development English Learner English Language Learner Formative Assessment for California Teachers Human Resources Department Institution of Higher Learning Individual Induction Plan Individual Education Plan Milpitas Unified School District Participating Teacher (Candidate) Support Provider Student Review Team Smarter Balanced Assessment Consortium Santa Clara County Office of Education Teaching Performance Assessment Teaching Performance Expectations Reclassified Fluent English Proficient Monitoring Data Form Worksheet for Individual Needs (English learners)

8 School Calendar

9 7 BTSA Induction Master Calendar August September October November December January February March April May August 11 th New Teacher Orientation August 12 th New Teacher Orientation Support Providers - Observations and FACT Module A: Context September 4 th Year 2 Orientation: Data & Assessment September 4 th Support Providers - Cognitive Coaching and Induction Year 2: All documents should be done for FACT Module A by September 26 th October 2 nd Year 1 with Support Providers: Module B October 1 th* Administrator meeting October 30 th Support Provider Meeting: Module C Year 1: All documents should be done for FACT Module A by October 31 st Year 2: All documents should be done for FACT Module B by October 31 st November 13 th Year 2 Participating Teacher - FACT Module C: Inquiry No Meetings Year 1: All documents should be done for FACT Module B by December 12 th* Online assignment - (must be completed by December 20 th ) Support Providers - FACT Module C: Inquiry January 15 th Year 1 Participating Teacher - Module C January 15 th All Support Providers - Cognitive Coaching No Meetings Online assignment - (must be completed by February 28 th ) Support Providers - Observations of Inquiry Lesson March 26 th* Year 2 Participating Teacher - Inquiry Protocol (Colloquium Prep) Year 2: Documents should be done for FACT Module C by Friday, March 20 th Year 2: Submit your completed portfolio by April 17 th Year 1: All documents should be done for FACT Module C by April 24 th April 16 th Year 1 Participating Teachers with SPs - Portfolio Workshop Year 1: All documents should be done for FACT Module D by May 9 th Year 1: Please submit a completed checklist by May 20 th May 21 th Year 2 with Support Providers - Colloquium in the Board Room *New Date Change

10 8 BTSA Induction Calendar of Events Year 1 Meetings August 11 th and 12 th New Teacher Orientation October 2 nd Module B w/ Support Provider January 15 th Module C: Inquiry April 16 th Portfolio Review w/ Support Provider All meetings are from 3:30 to 5:00 unless otherwise stated Year 1 Deadlines Module A due October 31 st Module B due December 12 th* Online assignment due December 20 th Online assignment due February 28 th Module C due April 24 th Module D due May 9 th Checklist due May 20th Year 2 Meetings September 4 th Orientation, Data, Assessment November 13 th FACT Module C: Inquiry March 26 th* Inquiry Protocol (Video) May 21 st Colloquium (Boardroom 3:30-4:30) All meetings are from 3:30 to 5:00 unless otherwise stated Year 2 Deadlines Module A due September 26 th Module B due October 31 st Online assignment due December 20 th Online assignment due February 28 th Module C due March 20 th Module D due April 10 th Portfolio due April 17 th Year 1 Support Providers September 4 th Coaching and Induction Orientation October 2 nd Meet with Participating teacher for Module B overview October 30 th Overview of Module C: The Inquiry Process January 15 th Cognitive Coaching April 16 th Meet with Participating Teachers for a Portfolio Workshop All meetings are required for Support Providers supporting a Year 1 teacher Year 2 Support Providers September 4 th Coaching and Induction Orientation October 30 th Overview of Module C: The Inquiry Process January 15 th Cognitive Coaching March 26 th* Portfolio checklist guidelines, self-evaluation, note/advice to Participating Teacher May 21 st Colloquium for BTSA graduates in the Board Room All meetings are required for Support Providers supporting a Year 2 teacher Other October 1 th* Administrator meeting (3:30-4:30 Room 206) February 12th Advisory Board Meeting (3:30-4:30 Room 206) *New Date Change

11 9 Formative Assessment for California Teachers What is FACT? Teaching involves a search for meaning in the world. Teaching is a life project, a calling, a vocation that is an organizing center of all other activities. Teaching is past and future as well as present; it is background as well as foreground; it is depth as well as surface. Teaching is pain and humor, joy and anger, dreariness and epiphany. Teaching is world building; it is architecture and design; it is purpose and moral enterprise. Teaching is a way of being in the world that breaks through the boundaries of the traditional job and in the process redefines all life and teaching itself. --William Ayers What are the benefits of participation in Induction? Choosing a career in the education field means choosing to become a life-long learner. During the Induction period, Candidates will apply teacher preparation learning and build habits of mind as they examine and reflect on activities within the classroom. Demonstration and application of knowledge acquired during teacher preparation is a key characteristic of the Induction years. FACT Modules Growing as a professional, feeling greater confidence as a teacher, and meeting the learning needs of all students are the main goals of the system. Candidates will employ an ongoing learning process that follows a cycle of plan, teach, reflect, and apply. Candidates, with the assistance of a Support Provider, will identify areas of both strength and growth and complete an Individualized Induction Plan (IIP). Action research will guide individual professional development around the California Standards for the Teaching Profession (CSTP) and the Induction Standards (IS). The FACT System is composed of four modules. The Assessment of Teaching and Learning module bridges teacher preparation with the induction experience as teachers reflect on what they know and determine the current level of their teaching practice. This assessment builds a foundation for future growth related to teaching standards. While focusing on their teaching practice in the first module, participating teachers also address the Context for Teaching and Learning module where they gather information about their class, and the organization and resources of the school, district, and community. This contextual analysis guides and informs participating teachers as they engage in subsequent FACT activities. In the Inquiry into Teaching and Learning module, participating teachers assess their practice against a set of specific criteria, and select an area for an in-depth inquiry. This investigation follows an action research model, allowing participating teachers to research questions pertinent to their classroom needs. The results of the inquiry guide the participating teacher s professional development as they explore the impact of their instruction on student achievement. The final module, Summary of Teaching and Learning, is an end-of-year reflection. Participating teachers review the results of the inquiries, consider the data collected, identify best teaching practices, and assess the impact of formative assessment on their teaching practice. What are the foundations of FACT? A conceptual chart of the framework of the FACT formative assessment system and the interrelation of its components can be found in the Resources section.

12 10 1 California Standards for the Teaching Profession (CSTP) The California Standards for the Teaching Profession is a set of six standards that represent, in a comprehensive manner, the knowledge, skills, and abilities possessed by an accomplished teacher. Not in any priority, the six teaching standards are: 1. Engaging and Supporting All Students in Learning 2. Creating and Maintaining Effective Environments for Student Learning 3. Understanding and Organizing Subject Matter for Student Learning 4. Planning Instruction and Designing Learning Experiences for All Students 5. Assessing Student Learning 6. Developing as a Professional Educator 2 Standards of Quality and Effectiveness for Professional Teacher Induction Programs in California (Induction Standards) Adopted by the Commission on Teacher Credentialing and supported by the State Superintendent of Education, the standards establish the expectations for new teacher induction. The Induction Program Standards (IS) within Category B: Teaching All Students, identifies what teachers should know and be able to do. (See Resources). 3 California Common Core State Standards for K-12 Educational standards describe what students should know and be able to do in each subject in each grade. In California, the State Board of Education decides on the standards for all students, from kindergarten through high school. Since 2010, 45 states have adopted the same standards for English and math. These standards are called the Common Core State Standards (CCSS). Having the same standards helps all students get a good education, even if they change schools or move to a different state. Teachers, parents, and education experts designed the standards to prepare students for success in college and the workplace. 4 Evidence Data, collected during FACT modules, includes observation, student work, lesson plans, and recorded reflections. Evidence of the CSTP and induction standards is generated as FACT modules are completed. These evidence pieces provide the focus for reflective conversations between Support Providers and Candidates and may be used to demonstrate Induction Standards work. Characteristics of the 2 Year FACT Program IS IS NOT Growth Model Proficiency Model Risk Taking Staying in one s comfort zone Inquiry Driven Form Driven Build Upon Prior Knowledge/Experience Redundant of year 1 teacher preparation Job-embedded Layered on top of job requirements Participating Teacher Driven Prescribed by program

13 BTSA Portfolio Checklist Candidate: Formative Assessment: Provide examples or evidence of the requirements listed below. If a specific form type is listed, submit the completed form unless an equivalent is indicated. FACT - Year 1 FACT - Year 2 11 Class Profile A-1 or equivalent Class Layout A-2 or equivalent A-3 School & District Resources or equivalent Home/School Communication A-4 equivalent A-5 Site Orientation Checklist Informal Observation Collaboration Logs: Sept. Oct. Nov. Dec. Jan. Feb. Mar. Apr. B-1 Teacher Prep Alignment Chart B-2 K-W-O chart B-3 Initial Classroom Observation B-4 Post-Observation Reflection Mark the Continuum of Teaching Practice E- 2 Series (2.5, 2.6, 2.6a, 2.6b) C-1 Individual Induction Plan C-2 Components of Instruction or equivalent C-3 Entry Level Assessment (2 parts) C-4 Focus Student Selection Lesson Plan C-5 or equivalent Observation C-6 (Part 1 & 2) C-7 Analysis of Student Work C-8 Summative Assessment (Part 1 and 2) Class Profile A-1 or equivalent Class Layout A-2 or equivalent Home/School Communication A-4 or equivalent A-3 & A-5 Required only with a change of site or district Informal Observation Collaboration Logs: Sept. Oct. Nov. Dec. Jan. Feb. Mar. Apr. B-2 KWO chart B-3 Initial Classroom Observation B-4 Post Observation Reflection Mark Continuum of Teaching Practice E- 2 Series (2.5, 2.6, 2.6a, 2.6b) C-1 Individual Induction Plan C-2 or equivalent Components of Instruction C-3 Entry Level Assessment (2 parts) C-4 Focus Student Selection Lesson Plan C-5 or equivalent Observation C-6 (Part 1 & 2) C-7 Analysis of Student Work C-8 Summative Assessment (Part 1 and 2) Continuum of Teaching Practice - update D-1 Culminating Questions and Reflection D-1 Culminating Questions and Reflection Comments or questions on formative assessment: (continue on 2nd sheet if needed)

14 Inquiry Checklist - Part 2 - Induction Standards - May be marked in Year 1 based on Year 1 Inquiry. This form will not be complete until the Year 2 Inquiry is complete. Pedagogy - Induction Standard 5: Technology Safe and Healthy Classroom Assessment Differentiated Instruction Met Modifications Needed (described below) Not Met 12 Equity -Induction Standard 6: Culturally Respectful Teaching Aware of Bias Met Modifications Needed (described below) Not Met English Language Learners -Induction Standard 6a: Identifies ELD students and CELDT scores Plans instructional modification for ELD students Demonstrates awareness of needs of ELD students Met Modifications Needed (described below) Not Met Special Populations -Induction Standard 6b: Understands accommodations and modifications Recognizes individual strengths and weaknesses in students Positive behavioral support Special Education focus High Achiever focus Met Modifications Needed (described below) Not Met Comments or questions on Induction Standards: (continue on 2nd sheet if needed) Final Portfolio submission meets induction completion requirements Final Portfolio submission meets induction completion requirements with the exception of: Evaluator Date

15 13 Rubric for BTSA Induction Participating Teacher Support Provider Module A: Context for Teaching and Learning Focus Area Identification of student needs and strengths, including EL, special need, and advanced learners Evidence: A-1 or equivalent, Collaboration logs The class profile (A-1) is filled out, but may lack insight into student strengths and accommodations for special populations. A-1 is complete. Language proficiency, health concerns, 504, and IEP requirements have been identified, but consideration of student strengths and other special populations are missing. A-1 is complete. Both student strengths and needs are identified. EL levels are identified, as well as modifications they need. Modifications and accommodations and are identified for special populations. Communication with students and families Evidence: A-4 or equivalent There is evidence of communication with students and families. There is evidence of both positive as well as problem based communication with students and families. Evidence shown that communication with students and families is informational and positive as well as problem based, and is ongoing throughout the school year. Instructional environment is safe, healthy, and maximizes student learning The instructional environment (A-2), school district resource form (A-3), and school site checklist (A-5) are filled out. The A2, A-3, and A-5 are complete, and demonstrate an awareness of resources and classroom layout to meet student needs. The documents demonstrate an awareness of available resources to meet student needs. The learning environment has evolved over the induction process, and maximizes use of learning space. Evidence: A-2 or equivalent, A-3, A-5 Comments or questions on Module A:

16 14 Rubric for BTSA Induction Participating Teacher Support Provider Module B: Assessment of Teaching and Learning Focus Area Identifies areas of strength and areas to work on to improve classroom instruction. Evidence: B-2, B- 4, E-2.5, Collaboration Logs Demonstrates an awareness of areas of strengths and growth in the areas of learning environment, multiple measures of assessment, technology, and multitiered intervention. Demonstrates an awareness of strengths and growth over the two year induction cycle. Evidence shows development in at least two areas: technology, assessment, learning environment, or intervention. Demonstrates an awareness of strengths and growth. Evidence shows growth over the two year induction cycle in the use of technology, multiple measures for assessment, and intervention. Identifies culturally responsive teaching practices and ways to monitor and adjust teaching strategies to meet the needs of all students Demonstrates an awareness of strengths and challenges in the areas of bias, culturally responsive teaching, and communicating with students, families, and colleagues. Evidence shows culturally responsive teaching and efforts to overcome the effects of bias on students. Efforts are made to overcome challenges and build on strengths over the induction cycle. Evidence shows culturally responsive teaching and efforts to overcome the effects of bias on students. Collaboration and communication with students, families, and colleagues ensures equitable access. Evidence: 2.6, Collaboration Logs Ensures equity through access to academic achievement for English Learners, special populations, and advanced learners. Evidence: 2.6a, 2.6b. B-3, Collaboration Logs Demonstrates an awareness of strengths and challenges in using EL proficiency levels to differentiate instruction and collaborating with colleagues to use accommodations and behavioral supports for special populations. Differentiated instruction ensures that English Learners develop academic language. Collaboration with colleagues facilitates modifications and accommodations to meet the needs of special populations, including advanced learners. Differentiated instruction for EL students is based on language proficiency levels to ensure they develop academic language. Collaboration with colleagues facilitates positive behavioral supports. Modifications and accommodations vary curriculum depth to meet the needs of all special populations.

17 15 Rubric for BTSA Induction Participating Teacher Support Provider Module C: Inquiry into Teaching and Learning Focus Area Individual Induction Plan and Inquiry Question (IIP) Evidence: C-1, Collaboration Logs Both Individual Induction Plans are complete. At least one inquiry question includes the elements of the SMART goal format. Both IIPs demonstrates evidence of learning. Both IIPs include inquiry questions in the SMART goal format. The action plan of at least one IIP includes at least three areas of research, documenting measurable results. Both IIPs demonstrate evidence of learning, which will be applied to future practice. Both IIPs include SMART goal inquiry questions. The action plans each include at least three areas of research, directly connected to the focus question, documenting measurable results. The second IIPs demonstrates how learning from the first was applied to practice. Multiple measures are used to assess student progress. Assessment data is used to drive instruction. Evidence: C-2, C-3, C-8, Collaboration Logs The Essential Components for Instruction creates a standards based lesson series. The assessments are appropriate to the learning objective, and are used to inform instruction. The Essential Components was updated with the results of the entry level assessment. The assessments are matched, include a CCSS focus, and are used to adapt and modify instruction. The Essential Components is CCSS aligned and was updated throughout the inquiry process. Assessments are matched, include a scoring guide, and are appropriate to the learning goal. Accommodations are made for EL, special needs, and advanced students in the lesson sequence Evidence: C-4, C-5, C-6, C-7, Collaboration Logs The C documents are complete, with focus student work attached. Support for focus students has been identified. Evidence shows modifications and accommodations designed to increase achievement for EL and special population students. Student work has been analyzed to determine possible next steps. Evidence shows clear modifications and accommodations have increased achievement for EL and special populations. Student work was analyzed for effectiveness of instruction and next steps. Comments or questions on Module C:

18 16 Rubric for BTSA Induction Participating Teacher Support Provider Module D: Reflection of Teaching and Learning Focus Area The reflection demonstrates growth over the two year BTSA induction process. Evidence: D-1 The top two boxes are complete, and respond to at least one of the prompts from the Culminating Questions and Reflections Guide. Some evidence of growth can be seen from the Year 1 to the Year 2 D-1. Two to three of the prompts from the Culminating Questions and Reflections Guide have been addressed in the top two boxes. Personal growth can be seen over the two years, both in the complexity of the responses in the Year 2 D-1, as well as in a shift from the PTs focus on his/her teaching to a focus on the students learning. Three or more of the prompts have been addressed from the Culminating Questions and Reflections Guide. The reflection demonstrates an understanding of the BTSA induction process. Evidence: D-1, Colloquium The bottom two boxes are complete and respond to at least one of the prompts from the Culminating Questions and Reflections Guide. Two to three of the prompts from the Culminating Questions and Reflections Guide have been addressed, and demonstrate a connection between the collection of evidence and the focus for Year 3. The D-1 reflection shows a clear understanding of the purpose of the inquiry process. Key pieces of evidence have been used to develop a focus for growth or exploration in the next teaching year. Identifies evidence to assesses CSTP progress over the two year induction cycle Evidence: Continuum of Teaching Practice, B-3, Collaboration Logs Each CSTP element has been marked and dated at least three times during the FACT cycle. There is at least one piece of evidence for each element. Each element has been marked and dated. There are at least two pieces of evidence for each element, and dates have been recorded for at least three points over the two year cycle. Each element has been marked and dated. There are several pieces of evidence for each of the CSTPs, which have been added to over the two year cycle. There is evidence of growth in at least four of the CSTP elements. Comments or questions on Module D:

19 17 California Standards for the Teaching Profession 2009 STANDARD ONE: ENGAGING AND SUPPORTING ALL STUDENTS IN LEARNING 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 STANDARD THREE: UNDERSTANDING AND ORGANIZING SUBJECT MATTER 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 STANDARD FIVE: 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 STANDARD TWO: 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 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 STANDARD FOUR: 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 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 STANDARD SIX: DEVELOPING AS A PROFESSIONAL EDUCATOR 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 5.7 Using assessment information to share timely and comprehensible feedback with students and their families

20 18 Induction Program Standards Pedagogy (IPS 5) Participating teachers grow and improve in their ability to reflect upon and apply the California Standards for the Teaching Profession and the specific pedagogical skills for subject matter instruction, beyond what was demonstrated for the preliminary credential. They utilize the state-adopted academic content standards for students and performance levels for students, curriculum frameworks, and instructional materials in the context of their teaching assignment. Participating teachers use and interpret student assessment data from multiple measures for entry level, progress monitoring, and summative assessments of student academic performance to inform instruction. They plan and differentiate instruction using multi-tiered interventions, as appropriate, based on the assessed individual, academic language and literacy, and diverse learning needs of the full range of learners (e.g., struggling readers, students with special needs, English learners, speakers of non-standard English, and advanced learners). To maximize learning, participating teachers create and maintain well-managed classrooms that foster students physical, cognitive, emotional and social well-being. They develop safe, inclusive, and healthy learning environments that promote respect, value differences, and mediate conflicts according to state laws and local protocol. Participating teachers are fluent, critical users of technological resources and available technology to assess, plan, and deliver instruction so all students can learn. Participating teachers enable students to use technology to advance their learning. Local district technology policies are followed by participating teachers when implementing strategies to maximize student learning and awareness around privacy, security, and safety. Universal Access (IPS 6) To ensure the protections provided under California Education Code, participating teachers design and implement equitable learning opportunities in safe and inclusive environments that maximize academic achievement for students from a variety of ethnic, socio-economic, cultural, academic, and linguistic backgrounds; students regardless of gender 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 work to minimize bias in classrooms, schools and larger educational systems using culturally responsive pedagogical practices. Participating teachers collaborate and communicate with students, colleagues, resource personnel, and families and utilize school, district, and/or community resources including technology-related tools to maximize the full range of learners equitable access to meet or exceed the State-adopted, academic content standards. 6a 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.

21 19 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): gradelevel 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. Universal Access (IPS 6) 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 strengths-based 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).

22 20 PROOF OF ADVISEMENT BTSA Induction Program Congratulations and welcome to the Milpitas Unified School District! The Milpitas Unified School District offers a 2 year state-approved BTSA Induction Program to meet your needs for clearing your preliminary credential, in accordance with Senate Bill You must demonstrate the knowledge and application of the California Standards for the Teaching Profession and the Induction Standards beyond what was demonstrated in the preliminary credential program. You will be assigned a mentor / support provider that will help guide you through the process. All teachers that qualify for BTSA Induction must participate according to the Milpitas Unified School District Board Policy In order to be introduced to the culture and instructional goals of the district, all new teachers will attend the mandatory new teacher training prior to district scheduled in-service days. These days may include training in district-wide initiatives as well as procedural information. I, have been advised of and understand the Milpitas Unified School District requirements for professional development and credential clearance under SB Print Name Signature of employee School Site Date Questions? Contact the BTSA Teacher on Special Assignment Ext. 6057

23 21 For BTSA Induction Program Completion only Credential Candidate responsibilities are outlined below: 1. Electronically submit the state BTSA Induction Consent form to register for BTSA through the State BTSA website. 2. Fully attend, participate in, and complete all required professional development including, but not limited to: New Teacher Orientation Induction Orientation Candidate meetings and training Participate in surveys to guide program improvement while in the program and as a completer 3. Complete and retain all Formative Assessment for California Teachers (FACT) documentation, including student work samples, in cooperation with your assigned Induction Support Provider. 4. Meet regularly with your Induction Support Provider (an average of one hour weekly) to work on FACT, your curriculum, and other teacher support issues while maintaining a positive, productive, and thoughtful relationship. 5. Follow the prescribed procedures as outlined in the handbook in the event that there is a conflict with your assigned Induction Support Provider. 6. Demonstrate knowledge, skills, abilities and application beyond those acquired during the preliminary credential program as described by the Induction Standards and the California Standards for the Teaching Profession. 7. Submit the following: Continuum of Teaching Practice Signed monthly collaborative logs Other evidence as determined necessary for meeting the Induction Standards. A portfolio to your support provider at the end of first year of the program A portfolio to the BTSA Coordinator at the end of the second year in program. 8. Understand that all Induction Program requirements must be completed within two years in order to apply for and obtain a Professional Credential from the California Commission on Teacher Credentialing. 9. Realize that the program is funded on a per-teacher basis and that, should I not complete my program in the 2 years allotted, I am responsible for paying for services rendered beyond the funded time. These fees will be pro-rated on the basis of the support I need and will not exceed the amount of funding ($6,049) the program receives for the initial 2 year induction process.

24 22 What to Expect From Support Personnel Support Provider Develop a confidential, collegial relationship with participating teacher Be knowledgeable and committed to using the California Standards for the Teaching Profession and MUSD content standards Establish a meeting schedule with participating teacher to reflect on practices and professional growth and to develop skills to be an effective member of the professional educational community Acquire knowledge of MUSD Induction Program Attend required Induction support provider professional development Observe participating teacher as needed to complete formative assessment Examine student work samples with the participating teacher to study the impact of instruction on student learning Enroll in BTSA as a support provider on the CDE BTSA website and participate in state and local program surveys Submit and maintain required documentation Site Administrator Acquire knowledge about the MUSD BTSA Induction program and process Provide frequent feedback to participating teacher regarding instructional practices and expectations Introduce participating teacher to the staff and include them in the school s learning community Facilitate participating teacher attendance at required professional development training/meetings and activities Participate in state and local program surveys Help focus the learning community of on the state and district adopted academic content standards and performance levels for students and the California Standards for the Teaching Profession Support participating teachers in completing Induction requirements and portfolio development Participate in Induction program evaluation Attend administrator BTSA training or meeting Attend end of year colloquium BTSA Director Receive the list of eligible candidates for the BTSA Induction Program Ensure the program meets all standards to maintain state approved Induction Program Provide high quality professional development for support providers and participating teachers Strengthen the induction experience by integrating the program into district and site professional development Solicit feedback for from all stakeholders to improve the program Assign and/or reassign support providers to participating teachers Meet regularly with institutions of higher education to facilitate collaboration Monitor and evaluate support providers Submit to human resources the form indicating the participating teachers has successful met all requirements for a professional clear credential

25 23 Confidentiality Policy One of the basic principles underlying the MUSD BTSA Induction Program is confidentiality. Participating teachers (PTs) must clearly understand that their mentors are not evaluators; rather the mentor is a colleague whose goal is to assist the PT in applying best practices as he/she works toward receiving a Professional Clear Teaching Credential while teaching in their current district. Communication between the PT and support provider is strictly confidential. It should be noted, however, that site administrators want their teachers to be successful, a triad of communication between the PT, support provider and site administrator helps to ensure optimum support and is recommended as a means of enhancing professional practice. All Formative Assessment for California Teachers (FACT) documents and other documents in the PT s portfolio are property of the PT for the purpose of completing credential requirements, but the PT may choose to share accumulated documents with his/her site administrator. Participation, however, such as attendance at professional development seminars and meetings, and completion of BTSA induction requirements are not confidential. They are documented within the BTSA Induction Program database and can be made available for PTs, support providers, site administrators and district office administrators.

26 24 Beginning Teacher Support and Assessment Early Completion Option Application Purpose Senate Bill 57 was designed to allow eligible individuals to complete a Commissionapproved professional induction program at a faster pace than the standard two year program. The intent of the law is to serve experienced and exceptional candidates. In order for a Commission-approved induction program to verify completion of the program for any candidate enrolled in the Early Completion Option, the candidate must have demonstrated that he or she has the knowledge, skills, abilities and competencies required for the Professional Clear Credential as detailed in the Standards of Quality and Effectiveness for Professional Teacher Induction Programs. He or she must have participated in and have completed the formative assessment system used by that program, as appropriately modified for early completion but such that all the required competencies have been demonstrated. The program must ensure that the early completion option is equally as rigorous as the full-length program, although shorter in length. Instructions for the Early Completion Option (ECO): Attached is the Milpitas Unified School District application and required documentation for the Early Completion Option. Notify your support Provider and BTSA Induction Coordinator of your intent to apply for the Early Completion Option after October 1st of the first year. Schedule an observation with the BTSA office By December 1st. Complete and submit Documents 1-3 by April of the first year, in addition to completing all first year FACT and MUSD BTSA requirements to remain eligible. During the second year, one inquiry must be completed and submitted along with the BTSA Portfolio and Document 4 by the end of December to be considered eligible for Early Completion. In lieu of the 2nd year June Colloquium presentation the candidate may request an Exit Interview.

27 25 Milpitas Unified School District BTSA Induction Program Early Completion Option Document #1 Participating Teacher Information and Experience Record Name: School Site: Date: Grade/Subject Credential: Education Specialist: Multiple Subject: Single Subject: in Home Address City Zip Code Has your administrator conducted a formal observation of your teaching? Yes No Has your Support Provider conducted a formal observation of your teaching? Yes No Teaching Experience: Mark the number of years completed in a public school classroom One Year Two Years Three Years Four Years Teaching Assignments as Teacher of Record (include accredited intern programs) Name of school City, State Name of school City, State District Years as teacher of record District Years as teacher of record As an Early Completion Option applicant, I agree to complete the following should I be accepted: 1. Sign the Proof of Advisement and complete the BTSA online consent form for two consecutive years 2. Participate for up to 15 months (1 year and 1 semester) 3. Meet weekly with support provider and submit monthly collaboration logs to the BTSA office 4. Complete the portfolio and maintain it as evidence to verify completion 5. Attend professional development offered by the BTSA Induction Program 6. Attend professional development as related to your Individual Induction Plan 7. Complete the required Formative Assessment for California Teachers (FACT) modules, including the development and completion of two Individual Induction Plans through the inquiry module 8. Complete all surveys requested both during the program and as a completer I aware that this is an accelerated program which allows me to earn a California Professional Clear credential I understand that the SB 57 legislation allows the Early Completion Option for teachers with substantial experience who have demonstrated exceptional performance in their classroom practice I understand that ECO is not available to teachers who did not complete the regular BTSA program. I also understand that if I am unable to keep pace with the accelerated ECO induction program I will be transitioned to full induction and will need to complete the regular program. Signature Accepted by Date Date

28 26 Milpitas Unified School District BTSA Induction Program Early Completion Option Document #2 Administrator Recommendation Senate Bill 57 was designed to allow eligible individuals to complete a Commission-approved professional induction program at a faster pace than the full two years required. The intent of the law is to serve experienced and exceptional candidates. Additional support for this has been added through the passage of SB 1209 in which Induction Programs are encouraged to strongly consider individual educational backgrounds of candidates in order to best meet their individual growth needs. In order for a Commission-approved induction program to verify completion of the program for any candidate enrolled in the early completion option, the candidate must have demonstrated that he or she has greater knowledge, skills, abilities and competencies than an average first-year teacher. These abilities align with the California Standards for the Teaching Profession and are required for the Professional Clear Credential. The following teacher is requesting an Early Completion Option: Candidate s Name Site Administrator s Name Position Please mark the appropriate column that best describes this candidate s skills and abilities Standard Practice Practice Practice Practice Consistent Consistent Consistent Consistent with with with with Emerging Exploring Applying Integrating Expectation Expectation Expectation Expectation 1. Engages and supports all students learning 2. Creates and maintains an effective environment for student learning 3. Understands and organizes subject matter for student learning 4. Plans instruction and designs learning experiences for all students 5. Assesses student learning 6. Developing as a professional Use this space to write your comments or recommendation. Administrator s Signature Date Please send the form to the BTSA office c/o Educational Services

29 27 Milpitas Unified School District BTSA Induction Program Early Completion Option Document #3 Reflection and Self-Assessment Candidate s Name: Date: School Site: Grade/Subject To be completed by the prospective ECO Candidate and reviewed by the BTSA Coordinator 1. The CSTP (California Standards for the Teaching Profession) are a core component of the BTSA Induction Program. What is the purpose of these standards? 2. Discuss a standards-based lesson you have developed and delivered. What is the rationale for the lesson and your choices of delivery? How does this lesson fit into long-term planning? (e.g., Show knowledge of curriculum mapping, district, site, department or gradelevel long-term planning; show your standards-based lesson plan including Student Content Standard(s), student achievement goals, standards-based assessment(s), instructional strategies, student activities, and materials utilized. Page 1 of 2

30 28 Milpitas Unified School District BTSA Induction Program Early Completion Option Document #3 Reflection and Self-Assessment Candidate s Name: Date: School Site: Grade/Subject 3. Discuss your analysis of student work. From data analysis, what specifically did you learn about student academic performance (class as a whole and/or focus students)? What have you learned about your own teaching practice from the analysis? (e.g., Discuss ideas for your own next steps in using student work to guide instruction; show use of student work for progress monitoring/checking for understanding; show evidence of planning intervention, remediation or extension for focus students based on the data) 4. Discuss how you differentiate instruction for an English Language Learner OR a student with an IEP. Discuss how your instructional strategies and student activities differed for this student(s) and why you chose these strategies and activities Reviewer s Name: Date: Page 1 of 2

31 29 Milpitas Unified School District BTSA Induction Program Early Completion Option Document #4 Professional Development Record Candidate s Name: Date: School Site: Grade/Subject Professional Development Record all Professional Development activities you participated in while employed in a district. Do NOT include requirements that were part of your teacher preparation. Examples might be Systematic ELD, AVID, technology training, or content specific conferences and/or workshops. Include the number of hours completed. Please attach attendance documentation to this ECO application. Title of Training Dates Hours Year 1: To be completed and checked with your Support Provider by June of your first year. FACT Modules Context for Teaching and Learning (A forms) Assessment of Teaching and Learning (B Forms) Inquiry into Teaching and Learning (C Forms) Summary of Teaching and Learning (D Forms) Self-Evaluations E-2 Series (Induction Standards Self- Assessment Continuum Of Teaching Practice (CSTPs) Self- Assessment Two Support Provider Observations and Reflections Monthly Collaborative Attendance at required BTSA meetings Weekly Check-in and Collaboration logs with Support Provider Participation in Professional Development Completion of required surveys and assignments Year 2: To be completed and checked with your Support Provider by December of your second year. One FACT Inquiry Weekly Collaboration meetings & logs Exit Interview Complete Portfolio Completed as an ECO Discontinue as an ECO Approved by: Date

32 30 Milpitas Unified School District BTSA Induction Program Early Completion Option Document #5 Observation Form Candidate s Name: Date: School Site: Grade/Subject Lesson Focus: Classroom Environment Content Standard: CSTP Focus: Time What is the teacher doing? What are the students doing? Observed by: Role:

33 31 Milpitas Unified School District BTSA Induction Program Early Completion Option Self-Evaluation form To complete requirements for induction, candidates must finish at least two Inquiry cycles and demonstrate competency in all areas of Program Standards 5-6b.Standards can be met through FACT Inquiries, submission of additional evidence (NOT from an internship or student teaching experience) and university or district courses/professional development. Once the Program Specialist has reviewed your work, a determination will be made as to which requirements you still need to complete. Requirements to Complete Induction All FACT Documents for Year 1 FACT Inquiry 1 FACT Inquiry 2 Evidence of the following in your teaching practice: Induction Standard 5: Pedagogy Technology Assessment Induction Standard 6: Equity Gender Equity Aware of Bias Safe and Healthy Classroom Differentiated Instruction Culturally Respectful Teaching Induction Standard 6a: English Language Learners Identifies EL students and understands CELDT scores Plans instructional modification for ELL students Demonstrates awareness of needs of ELL students Induction Standard 6b: Special Populations Understands accommodations and modifications Recognizes individual strengths and weaknesses in students Positive behavioral support Special Education focus High Achiever focus Colloquium Presentation May demonstrating growth overtime Candidate Date: Support Provider BTSA Director Interim Review Date: Projected Completion Date:

34 32 BTSA Induction Extension Request BTSA Induction is a two year program that is intended to replace university coursework with a job embedded program that matches a beginning teacher with a support provider who serves as a coach and collaborative partner. The Milpitas Unified School District BTSA program will consider a request for an extension for the following reasons. The Participating Teacher must provide verification of the extenuating circumstances. Personal health issues in which the candidate is under a doctor s care and unable to work Personal health problems related to an immediate family member who is under doctor s care in which the candidate must stop working in order to provide care. An approved leave of absence from the district Relocation to another state or country and has now returned to California to teach The process for requesting an extension is as follows: 1. Meet with your support provider to discuss extenuating circumstances 2. Meet with your principal to discuss extenuating circumstances 3. Submit request for Program Extension form to the BTSA Director 4. Meet with the BTSA Director 5. If approved, the Director will outline the conditions of the extension 6. If the circumstances do not cover the valid reasons listed below, the participating teacher will need to enroll in an approved university program at his or her own expense.

35 33 BTSA Induction Extension Request Participating Teacher: Support Provider: Site: Date: Assignment: Induction Start Date: Explain the reason for your extension request. If the extension request is for medical reasons, a physician s certification is required and must be attached. Participating Teacher Extension Work Plan 1. FACT Growth Needs: What areas are you still working on? 2. FACT Portfolio Needs: What items do you still need to complete? 3. Implementation Plan: What is your timeline for completing your induction program? 4. Resources that support the plan: What resources do you need to complete your FACT induction? Participating Teacher Signature Date

36 34 BTSA Induction Program Extension Agreement Participating Teacher: Support Provider: BTSA Coordinator s recommendation: Approved Date: Site: Not Approved Stipulations of extension: The Participating Teacher has developed an Extension Work plan (attached) in order to complete the MUSD BTSA Induction Program. In order to obtain a Professional Clear Credential recommendation, all requirements specified in the Extension Work Plan need to be completed by. If the Participating Teacher does not meet this deadline, he/she will need to enroll in an approved university induction program in order to clear his/her credential. BTSA Induction Coordinator Director of Educational Services Assistant Superintendent of Human Resources Date Date Date

37 35 Request for Reassignment Policy Participating Teacher or Support Provider Even though thoughtful consideration is giving to place a participating with a specific support provider, sometimes there are barriers that prevent the participating teacher s ability to complete induction requirements as outlined by the program. If at any time the match between the participating teacher and the support provider is perceived as being unsuccessful for any reason, this match may be revised. Procedures: 1. Resolution should be first attempted by the participating teacher and the support provider 2. If unsuccessful, it is the responsibility of the participants to inform the program of a mismatch 3. A participating teacher or a support provider may make a request for a new match at any time to the BTSA Director 4. Upon receipt of a request for a new match, the program leader secures confidential information from both the beginning teacher and the support provider. Efforts are made to maintain respect and dignity for all those involved and to collaboratively determine a solution to the presented issue(s) 5. The BTSA Director implements the solution and monitors the new match, if this was determined to be the best solution. Appropriate information is shared as needed. Note: There are times when the support provider has provided partial services, attended meetings, and/or has a signed agreement for compensation with MUSD. The reassignment of Support Providers will include consideration to prorate compensation. Newly assigned Support Providers compensation will also be prorated depending on the time remaining in the school year and the duties to be completed. The above policy and procedures were carefully considered and the following reassignment has been recommended and approved. Beginning teacher: Print Name Signature Current Support Provider: New Support Provider: Approved by: BTSA Director Signature Date of Reassignment: Notes/Comments:

38 36 Milpitas Unified School District BTSA Induction Program University Units for BTSA Induction Participation Beginning teachers in the Milpitas BTSA Induction Program may receive semester units for their participation in the BTSA Induction Program from the University of the Pacific. In order to receive these units, participating teachers must complete FACT and attend the monthly training/meetings. Paperwork for these course units will be processed in November and verification of completion in June through the BTSA office. These are the steps to obtain your units: 1. Submit a P-24 Form, Application for Approval of College Course Work or Training to your site administer for his/her signature. 2. Send the completed P-24 to the MUSD Human Resources Office for approval by March 1. A copy of the approved form will be sent back to you. 3. UOP Registration Forms this may be picked up from your Support Provider or from the BTSA office. Fill in the registration form following the sample in this handbook. You will need to complete one form for each semester. Each semester will be 4 semester units for $200. ($50.00/ unit). You can pay by check or Visa or MasterCard. Payment by check requires one check for each registration form for $200. Provide all payment information on the registration form. Please note: no refunds will be issued after this form has been submitted. 4. Return the completed registration form(s) with check(s) or credit card information to the BTSA Director or BTSA secretary in Educational Services via the district mail by November After the school year is ended, you will receive an official notice from UOP with instructions on ordering official transcripts. Submit the official transcript to the Human Resources Office so your units can be posted for credit. * Prepaying for the semester units works just like it would if students drop a course. If you do not complete the required meetings or FACT activities, you will lose the money you paid for registration. It is a pass/fail grade for the BTSA courses. In June, UOP will give our BTSA Office a roster of course enrollees to indicate the participants who have completed the required hours and work.