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Table of Contents

Title	
Page#	

Directory	
3	

Program Overview	
4	

Program Mission and Goals	
5	

Program Requirements	
6	

Induction Programs	
7	
Participating Teacher Memorandum of Understanding	
8-	10	
Induction Participating Teacher Calendar	
11	
Induction Mentor Memorandum of Understanding	
12 - 14	
Induction Site Mentor Calendar	
15	
Site Administrator Memorandum of
Understanding	
16	
Substitute Guidance	
17	
Professional Development
Participating Teachers	
18	
Professional Development Induction Mentors	
19	
Year One Pacing Guide	
20	
Year Two Pacing Guide	
21	
Request for Reassignment	
22 - 23	
Request for Program Extension	
24	

DIRECTORY  2023.2024
TheClovis Unified School District Induction Program and the Human Resources Department are here to assist as you work to improve instructional practice and student achievement.

Induction Team

Erin Waer	Assistant Superintendent, CI&A	327-9353	
Marshall Hamm	Director, lnduction/MTSS	327-0634	
Phil Smith	Teacher on Special Assignment, Induction Lead	327-0631	
Donna Post	Administrative Assistant, Induction	327-0671	
Chelsie Wiebe	Teacher on Special Assignment, Induction	327-0603	
Julie Schwartz	Teacher on Special Assignment, Induction	327-0654	
Kendra Simon	Teacher on Special Assignment, Induction	327-0652	
Lori Wass	Teacher on Special Assignment, Induction	327-0632	
Michelle Resendes	Teacher on Special Assignment, Induction	327-0655	
Sheila Reents	Teacher on Special Assignment, Induction	327-0643	
Stella Beato	Teacher on Special Assignment, Induction	327-0000	

Human Resources Staff

HR Receptionist	Human Resources	327-9300	
Barry Jager	Associate Superintendent	327-9306	
Lisa Dolan	Credentials, Teacher Assignments	327-9314	
Kristi Gilbert	HR Specialist - Buchanan Area	327-9305	
Mark Borjas	HR Specialist - Clovis East Area	327-9312	
Sabrina Rice	HR Specialist - Clovis High Area	327-9316	
Helen Saechao	HR Specialist- Clovis North Area	327-9310	
Jillian Anderson Rhemah Hall	HR Specialist- Clovis West Area
HR Specialist - HR Systems Operator	327-9313	
	Substitutes, (Certificated, Classified Business		
	Support), Smart Find Express	327-9303	
Shannon Hemmingson	HR Specialist- Child Development, Certificated		

Nancy Porter	LOA's, Campus Club
HR Specialist - DO, DO/SpEd, Nursing,	327-9311	
	Warehouse, DO VAPA, Language Speech		
	Specialist, School Psychologists	327-9321	

PROGRAM OVERVIEW
The Clovis Unified School District (CUSD) Induction program is a two-year, job embedded professional development system designed to improve student learning by providing new teachers with high-quality mentoring and professional learning. Participating teachers enter the program in their first year of teaching. In partnership with the New Teacher Center (NTC), the CUSD Induction Program is built on research-based principles for new teacher onboarding, mentoring, and ongoing instructional coaching. NTC has worked with hundreds of school districts and state agencies to develop a comprehensive and systematic approach to teacher induction which has been proven to increase student achievement.
Each Participating Teacher in the CUSD Induction Program is provided multiple support structures, including highly trained mentors assigned to candidates within the first 30 days of enrollment in the program, involved & engaged site administrators, strong program leaders, ongoing observation and feedback cycles, and continuous co-analysis of teaching practices and student learning. A continuous system of teacher-based support can directly increase student learning. CUSD's program and solutions are grounded in research proven to increase teachers' instructional practices through intensive, instructionally focused mentoring.
In addition to a solid research-based foundation, CUSD maintains a strong partnership among Central Valley Induction programs through Mid Valley and Cluster 3 Meetings. Assigned Instruction of Higher Education (IHE) representatives from the universities are members of the CUSD Steering Committee and attend regularly scheduled Steering Committee meetings. There is additional reciprocal collaboration with Induction staff through attendance at advisory meetings of the IHE partners as well as ongoing articulation to share knowledge of credential requirements and best practices related to professional development for teacher preparation.
Assessment of Teaching and Learning is the bridge between teacher preparation and the Induction Program. Candidates reflect on the knowledge and skills acquired during teacher preparation, context for teaching, and evidence from classroom observation feedback aligned with the California Standards for the Teaching Profession (CSTP) to identify strengths and areas of growth leading to the creation of the Individual Development Plan (IDP). This Development Plan will be used as a launching point in developing their Individual Learning Plan (ILP) as the roadmap for Induction. With Mentor support, Participating Teachers write clearly defined, measurable goals and document plans to achieve each ILP goal. Progress made toward ILP goals is noted in the Participating Teacher's NTC Portfolio at mid semester and end of the semester, both Fall and Spring.
Weekly meetings with mentors provide "just-in-time" support tailored to meet the Participating Teacher's individual needs. Through an Inquiry Process known as a "Coaching Cycle" Participating Teachers work with Mentors through a unit of study to analyze teaching practices and student achievement. This process includes identifying specific CSTP goals on the ILP, assessing and analyzing students at the beginning of the unit, researching, and documenting new learning, implementing strategies to support student achievement, assessing, and analyzing students at the end of the unit, revising ILP goals, and reflecting on teaching practice, classroom interactions, and student achievement.
Participating Teacher growth and competence are achieved through the CUSD Induction Program's alignment with the CSTPs. Consistent reflection on these standards is a central component of Participating Teachers' assessment. Each Participating Teacher assesses themselves on a continuum, citing specific evidence to support proficiency. Throughout the Induction process, Participating Teachers use the ILPs, weekly interaction time logs, portfolio feedback, and Mentor observations as evidence documenting competence and growth. Attainment of goals documented through the NTC Kiana digital tools becomes a record of the candidate's competence.

PROGRAM MISSION AND GOALS

MISSION

"Empowering teachers to excel professionally so that all students can realize their full potential."

The CUSD Induction Program strives to achieve the following goals:

Provide eligible Participating Teachers the opportunity to complete CTC requirements for earning a Professional Clear Teaching Credential based on best practices and current research.

	Provide high quality professional development opportunities that build on skills and knowledge developed in teacher preparation programs in alignment with the California Standards for the Teaching Profession (CSTP).

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

Assist Participating Teachers in gaining a deeper understanding of the connection between effective teaching, reflection of teaching practice, and student learning.

Support classroom, school, and district goals for increasing student achievement in relation to the adopted academic content standards.

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

Promote the success of Participating Teachers and contribute to teacher efficacy by increasing the district's retention of exemplary teachers in the profession.

Increasing the teaching effectiveness and motivation of experienced teachers byselecting and hiring highly qualified teachers to serve as mentors.

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

PROGRAM REQUIREMENTS

	Participating Teachers will develop goals in an Individual Learning Plan (ILP) with their Mentor, within the first 60 days of enrollment in the CUSD Induction Program. (Note: ILPs are specifically designed and implemented solely for professional development and not for evaluation or employment purposes.)

Collaborate with Mentor to engage in Formative Assessment Processes
(A minimum of four hours per month)
Assessing and Understanding the Context of Teaching and Learning
Setting and Reflecting on Professional Goals
Co-Assessment on the continuum of Teacher Development
Mid Semester Review (Fall/Spring)
End of Semester Reflections (Fall/Spring)
Participating Teacher Overview
Examining Practices through Action Research - Inquiry
Inquiry Cycles including:
Research
Analysis of Student Learning
Plan Lessons
Observation Cycle (pre-conference, observe, post-conference)

Engage in Professional Development aligned to Professional Goals

Complete State and Program Required Documentation:
Notice of Participation
Memorandum of Understanding for Participating Teachers
Mid-Year Survey
End-of-Year Survey

Overview of CUSD Mentoring Programs
(Confidentiality is respected)	
Pre-Induction
Provisional Internship Permit (PIP)
Short-Term Staff Permit (STSP)
Intern Credential	Induction	PEP
(Preliminary Credential	 (Perfecting Education Holders)	Practice)
General Education	• General Education
Education Specialist	• Education Specialist	PAR
(Peer Assistance and Review)
General Education
Education Specialist	
Required for Participating
Teachers who are teaching under an Intern Credential or a PIP or STSP permit, and who have not yet earned a Preliminary Credential.

Pairing Mentor meets with teacher described in the Teacher's HR Mentoring Plan to share expertise and resources to improve instructional practice, based on the California Standards for the Teaching Profession (CSTPs).

Participating Teacher Identifies areas of focus for support aligned with the CSTPs.	Required for Participating	 • Self-Referral by veteran Teachers who hold a	 Participating Teachers who Preliminary Single Subject,	would like extra support for Multiple Subject, or Education  reasons such as:
Specialist Credential.		• substantial change in grade level or subject matter
Credential Clearing	 • return to classroom after Preliminary Single and Multiple	lengthy absence
Subject as well as Preliminary	• teaching a combination class
Education Specialist	 • a desire to improve Credentials that require	instructional practice completion of an Induction
Program over a two-year	NOTE: PEP Applications can be
period.	obtained from Program Director
Pairing Participating Teacher	OR
and trained Mentor work
together during one-hour	 • Required for Participating weekly meetings to improve the	 Teachers with less than two Participating Teacher's	 years of teaching experience educational practice aligned	 who already hold a clear with the CSTP's over a two-year	 multiple or single subject period. "Just in Time" focused	credential or an education mentoring is provided	 specialist credential.
throughout the Induction
period as needed.	• Pairing- Mentor meets ,vith Participating Teacher a
Participating Teacher	 minimum of twice each month identifies areas of professional	 for a one-year period (which growth aligned with the CSTP's	 may be extended) to share based on a Self-Assessment	expertise and resources and to leading to the development of	 improve instructional practice.
Individualized Lesson Plans
with goals and actions for	 • Participating Teacher impacting instructional	 identifies areas of focus for practice. Action research along	support and determines the with observation and feedback	 agendas for meetings.
further supports the
Participating Teacher's	• A log of meetings is kept by progress on ILP focus	 the Mentor noting the date,
standards.	what was discussed, new ideas
tried in the classroom, and
results on student achievement and Participating Teacher development.

No record of participation is placed in the Participating Teacher's Human Resources Personnel file.	Administrative Referral for tenured Participating Teachers who have taught at least two years in the district and have received one or more No's in the Overall Rating section of the Certificated Participating Teacher Performance Appraisal.

NOTE: PAR Applications can be obtained from Program Director

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

Triad - Participating Teacher, Mentor, and Administrator meet together at least 3 times during the year to discuss Participating Teacher's progress and set new goals, if necessary.

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

Participation is documented in Participating Teacher's Human Resources confidential Personnel file.	

*Note: A Mentoring Plan is required by HR when a non-credentialed teacher is hired. A site mentor must be designated by the site administrator. Site mentors are NOT part of the CUSD Induction Program.

PARTICIPATING TEACHER MEMORANDUM OF UNDERSTANDING

I understand that participation in the CUSD Induction Program is intended to build upon university course work and previous teaching experience. For eligible participating teachers, the CUSD Induction Program will lead to a Clear Credential. An individualized support system will be used to guide professional development. Work in this program will not be used for evaluation or employment purposes.
In order to successfully complete the program, I must:
	Understand that the CUSD Induction Program consists of an individualized system of support in which I determine the focus area(s), along with Mentor support and guidance, to meet professional goals.

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

Understand the reasons I qualify as a Participating Teacher (PT) in the CUSD Induction Program, as noted on the Notice of Participation form.

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

	Understand, if applicable, that I must complete all requirements related to EO-N-66-20, including passing the Reading Instruction Competence Assessment and/or the Teaching Performance Assessment, and successfully completing the Induction Program to be recommended for a Clear Credential.

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

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

Meet with my Mentor within two weeks of being paired.

Meet individually, face to face with my Mentor, a minimum of one hour per week during prep or outside of the school day to satisfactorily complete all program requirements.

Respond to all Induction communication in a timely manner (emails, event/calendar invitations, etc.).

Complete and submit work via the New Teacher Center (NTC) Kiano portfolio platform following the timelines on the CUSD Induction Program Pacing Guide which are reviewed at the Induction Orientation. I understand that progress will be monitored throughout the Induction period. I will receive feedback from Portfolio Reviewers and/ or Program Leaders and understand that I must revise and resubmit work that does not meet CUSD Induction Program standards.

PARTICIPATING TEACHER MEMORANDUM OF UNDERSTANDING
Select and attend professional development workshops/seminars sponsored by the CUSD Induction Program, Special Education Department, or district that support professional growth in chosen area(s) of focus.

Attend all required CUSD Induction Program meetings, including synchronous Induction Professional Development sessions and participate in asynchronous Professional Development learning.

Understand that I will receive release days to observe exemplary teachers during the school year.

Complete district, state, and program surveys and evaluations.

Understand that special assistance is available should I request it.

	Notify CUSD Induction Program Director immediately if I am dissatisfied at any time with the support my Mentor is offering.

Notify CUSD Induction Program Director within five days of any change in teaching status/ assignment including leave of absence, extended jury duty, etc.

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

	Participate in an in-depth reflective conversation with my Mentor at the end of the induction period on the professional growth I've made through the CUSD Induction Program. I will prepare a brief culminating experience presentation for the end-of-program celebration that includes artifacts/evidence that best reflect and demonstrate my professional growth (Year 2 and ECO PTs only).

Conclude my induction into the teaching profession by participating in an Induction Culmination Presentation to Site/District Administrators and District Mentors. I understand that the purpose of the Culmination Presentation is to allow me the opportunity to articulate the professional growth I've made and how I will apply this knowledge to support my professional goals in the future and maximize student achievement (Year 2 and ECO PTs only).

	Understand the program's Grievance Policy: In the unlikely event a candidate's submitted body of evidence is deemed lacking in any area of the CSTPs; a plan for remediation and completion will be developed and shared with the candidate. If the candidate disagrees with the decision made and / or the plan for remediation, the candidate is required to submit a formal letter of appeal to the Assistant Superintendent of Curriculum, Instruction, and Accountability.

	Understand that in the event of program closure or suspension a teach-out plan will be developed. Program staff will provide an Individualized Transfer Plan (ITP) to another CTC approved program to ensure successful, timely completion and recommendation of a Clear Credential for all candidates enrolled at the time of closure or suspension. After program closure, past candidates may request records from the Assistant Superintendent of Curriculum, Instruction, & Accountability.

PARTICIPATING TEACHER
MEMORANDUM OF UNDERSTANDING

Signature Page
My signature below indicates that I have read and understand the Participating Teacher Memorandum of Understanding (MOU) and agree to comply with the Clovis Unified School District Induction Program requirements as outlined in this MOU.

Participating Teacher Signature	Date

Please Print your Frist and Last Names Legibly

School	Grade/ Content Area/ SpEd Program

July 2023	
Su	M	Tu	W	Th	F	Sa	
						1	
2	3	4	5	6	7	8	
9	10	11	12	13	14	15	
16	17	18	19	20	21	22	
23	24	25	26	27	28	29	
30	31						
Auirust 2023	
Su	M	Tu	W	Th	F	Sa	

 !	!	
ww.-1--2;;.;;.5---+_26'--I	
September 2023		
Su	M	Tu	W	Th	F	Sa	
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3	4	5	6	7	8	9	

	January	2024		
Su	M	Tu	W	Th	F	Sa	
	1	2	3	4	5	6	
7	8	9	10	11	12	13	
14	15	16	17	18	19	20	
21	22	23	24	25	26	27	
28	29	30	31				
							
February 2024	
Su	M	Tu	W	Th	F	Sa	
				1	2	3	
4	5	6	7	8	9	10	
11	12	13	14	15	16	17	
18	19	20	21	22	23	24	
25	26	27	28	29			
March 2024
Su  M	Tu	W	Th	F	Sa

3
t--  10-+-1-1- '--!=-15---1--= '--6--1	
17	18	19	20	21	22	23	
24	25	26	27	28	29	30	
31							

Induction Program Participatirig Teacher Calendar 2023.2024

	October 2023	

22	23
29	30

24
31

25	26	27	28

l--s-t----1-- -1	+-s-t-

8	9	10	11	12	13	14	
15	16	17	18	19	20	21	

November 2023
Su	M	Tu	W	Th	F	Sa	
			1	2	3	4	
5	6	7	8	9	10	11	
12	13	14	15	16	17	18	
19	20	21	22	23	24	25	
26	27	28	29	30			
	December 2023	

All Meetings are held at the PLC	April 2024

Important Dates	
All Teachers Report/Pre-Institute Week August 14-18
School Starts August 21, 2023 School Ends June 7, 2024
Elementary Conference Day October 27, 2023
(No school for elementary students) Grading Period*
September 27, 2023
November 10, 2023
December 21, 2023
February 23, 2024
April 19, 2024
June 7, 2024
End of Quarter (elementary only) October 20,2023
January 19, 2024
April 12, 2024
June 7, 2024	
ALL PARTICIPATING TEACHERS	

Year 1 Orientation	Su	M	Tu	W	Th  F	Sa
8/8/23-  3:30-5:00	1	2	3	4	5	6
Year 2 PT Orientation & Kickoff
8/30/2023 4:00-6:00 (Mentors Attend)	7	8	9	10	11	12	13
Year 1 Kickoff (Mentors Attend)	14	15	16	17	18	19	20
8/31/2023-4:00-6:00	21	22	23	24	25	26	27
Fall Professional Development	28	29	30
Yr. 1 - 9/19/23 or 9/27/23 4:00-5:30	May 2024
Yr. 2 - 10/4/2023 or 10/5/2023 4:00-	Su	M	Tu	W	Th	F	Sa
5:30	l.2.......ll._J 3	4
Spring Semester Professional	t-=-5---t-6::---;-7=----'-l-0	1-l-l--1
Development	12	13	14	15	16	17	18
Yr.1-3/5/2024or3/6/20244:00-5:30
Yr. 2 - 3/13/2024 or 3/14/2024 4:00-	19	20	21	22	23	24	25	
5:30	26	27	28	29	30	31	
Asynchronous Professional	June 2024	

  Su	M	Tu	W	Th	F	Sa	Development	Su	M	Tu	W	Th	F	Sa

3	4	5	6	7	8	9	One Fall Semester/Two Spring Semester	2	3	4	5	6	7	8	
10	11	12	13	14	15	16	Year 2's/ECO's - Culmination	9	10	11	12	13	14	15	
17	18	19	20	21	22	23 l---'	----"'5/c...:8'-'-:/-=24...:....cc0r'--5"-'l....;;9.,_i/;;;;.24..;..._- ..:...3:c;;.3..:...o-....;;5.;.;;:3 ;;o		-'	16	17	18	19	20	21	22	

	1	2	Three one hour CSTP aligned courses	1
1--2-4---+-2-5-+-26-1--2-7---1-2-8-l----2-9--1-3-o-1	Portfolio Checks	f-----c-23,------+-2::-4,------,-2::-:5:--t--26-t--27=--t-::-28=--t-29,	,

31

Year 1 = Blue
Year 2 = Red

9/20/23 10/18/23 12/13/23 2/14/24 3/20/24 5/1/24	30

MENTOR MEMORANDUM OF UNDERSTANDING
Clovis Unified School District Induction Program

I understand that serving as a mentor in the CUSD Induction Program involves guiding Participating Teachers (PTs) to build upon university work and previous teaching experience in order to improve instructional practice and supporting them in earning their Clear Credential. I will use an individualized support system to guide a PT's professional development which will not be used for evaluative or employment purposes. I understand that I will be expected to give generously of my time and expertise to the PT(s) I am assigned.
To fulfill the role of Mentor I must:
	Understand my responsibilities in the CUSD Induction Program as explained to me during the Induction Mentor Orientation, as well as in the Induction Handbook, and on this MOU.

Meet with PT(s) within two weeks of being assigned my pairing(s).

Meet individually, face to face with PT(s), a minimum of one hour per week during prep or outside the school day to assist him/her in satisfactorily completing all program requirements.

	Provide guidance and mentoring to improve the PT's educational practice aligned with CSTPs and Just-In-Time support as needed to assigned PT(s).

Respond to all Induction communication in a timely manner. (Emails, event/calendar invitations, etc.)

Complete Kiano tools, weekly time logs, and required observation documentation to record all program related activities.

Guide and monitor my PT(s) in completing and submitting all required work in Kiano to ensure consistent documentation of all program requirements per timelines on the Induction Pacing Guide.

Understand that myparticipation in the program and my PT's Induction progress will be monitored multiple times throughout the year through portfolio reviews.

Understand that I am expected to support my PT's revision and resubmission of work that does not meet the CUSD Induction Program standards based on feedback from Portfolio Reviewers and/or Program Leaders.

Understand that if an Induction PT qualifies for the Early Completion Option, I will assist him/her in meeting specified program requirements within a shortened time frame.

Complete mandatory Mentor trainings, forums, professional development sessions, and meetings provided in partnership with the New Teacher Center and/or the CUSD Induction Program Team.

Continue to improve mentoring skills and set goals for improvement by completing an annual self­ assessment and Mentor Growth Plan.

Participate in In-Field Coaching focused on my mentoring skills with observation and feedback provided by Induction Program Leaders.

Understand that I will receive release days for observations of PT(s) during the 2023-2024 school year.

MENTOR
MEMORANDUM OF UNDERSTANDING

Conduct required classroom observations of assigned PT(s), providing feedback within one week.

Support assigned PT(s) with the opportunity for classroom observations of exemplary teachers.

Complete district, state, and program surveys and evaluations.

Understand that special assistance is available, should the PT request it.

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

Notify CUSD Induction Program Director within five days of any change in either my teaching status/assignment or that of my PT including leave of absence, extended jury duty, etc.

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

	Participate in an in-depth reflective conversation with my PT(s) at the end of his/her second year of Induction on the professional growth made though the Induction Program. I will assist him/her in preparing for the Induction Culmination Presentation that includes artifacts/ evidence that best reflect and demonstrate the PT's professional growth (Year 2 and ECO only).

Understand that upon evaluation and fulfillment of all Mentor Responsibilities in the CUSD Induction Program as explained to me during the Induction Mentor Orientation as well as in the Induction Handbook, and on this MOU, I will receive a stipend of $2,100 per PT.

MENTOR MEMORANDUM OF UNDERSTANDING

Signature Page

My signature below indicates that I have read and understand the Mentor Memorandum of Understanding (MOU) and agree to comply with the Clovis Unified School District Induction Program requirements as outlined in this MOU.

Mentor Teacher Signature	Date

Please Print Your First and Last Name Legibly

School	Grade/ Content Area/ SpEd Program

Induction Program Mentor Calendar 2023.2024

July 2023	
Su	M	Tu	w	Th	F	Sa	
						1	
2	3	4	5	6	7	8	
9	10	11	12	13	14	15	
16	17	18	19	20	21	22	
23	24	25	26	27	28	29	
30	31						
August 2023	
Su	M	Tu	w	Th	F	Sa	
		1	2	3	4	5	
6	7	8	9	10	11	12	
13	14	15	16	17	18	19	
20	21	22	23	24	25	26	
27	28	29	30	31			
September 2023	
Su	M	Tu	w	Th	F	Sa	
					1	2	
3	4	5	6	7	8	9	
10	11	12	13	14	15	16	
17	18	19	20	21	22	23	
24	25	26	27	28	29	30	
							
October 2023	
Su	M	Tu	w	Th	F	Sa	
1	2	3	4	5	6	7	
8	9	10	11	12	13	14	
15	16	17	18	19	20	21	
22	23	24	25	26	27	28	
29	30	31					
November 2023	
Su	M	Tu	w	Th	F	Sa	
			1	2	3	4	
5	6	7	8	9	10	11	
12	13	14	15	16	17	18	
19	20	21	22	23	24	25	
26	27	28	29	30			
December 2023	
Su	M	Tu	w	Th	F	Sa	
					1	2	
3	4	5	6	7	8	9	
10	11	12	13	14	15	16	
17	18	19	20	21	22	23	
24	25	26	27	28	29	30	
31							

January 2024	
Su	M	Tu	w	Th	F	Sa	
	1	2	3	4	5	6	
7	8	9	10	11	12	13	
14	15	16	17	18	19	20	
21	22	23	24	25	26	27	
28	29	30	31				
							
February 2024	
Su	M	Tu	w	Th	F	Sa	
				1	2	3	
4	5	6	7	8	9	10	
11	12	13	14	15	16	17	
18	19	20	21	22	23	24	
25	26	27	28	29			
March 2024	
Su	M	Tu	w	Th	F	Sa	
					1	2	
3	4	5	6	7	8	9	
10	11	12	13	14	15	16	
17	18	19	20	21	22	23	
24	25	26	27	28	29	30	
31							
April2024	
Su	M	Tu	w	Th	F	Sa	
	1	2	3	4	5	6	
7	8	9	10	11	12	13	
14	15	16	17	18	19	20	
21	22	23	24	25	26	27	
28	29	30					
May2024	
Su	M	Tu	w	Th	F	Sa	
			1	2	3	4	
5	6	7	8	9	10	11	
12	13	14	15	16	17	18	
19	20	21	22	23	24	25	
26	27	28	29	30	31		
June 2024	
Su	M	Tu	w	Th	F	Sa	
						1	
2	3	4	5	6	7	8	
9	10	11	12	13	14	15	
16	17	18	19	20	21	22	
23	24	25	26	27	28	29	
30							

Important Dates

All Teachers Report/Pre-Institute Week August 14-18
School Starts August 21, 2023 School Ends June 7, 2024

October 27, 2023

Elementary Conference Day
(No school for elementary students) Grading Period*
September 27, 2023
November 10, 2023
December 21, 2023
February 23, 2024
April 19, 2024
June 7, 2024

End of Quarter

(Elementary only)

October 20,2023
January 19, 2024
April 12, 2024
June 7, 2024

ALL Mentors
All Meetings are held at the PLC

Mentor Orientation
8/ 11/23- 8:30-11:30
Year 2 PT Orientation & Kickoff 8/30/2023 4:00-6:00 (Mentors Attend) Year 1 Kickoff (Mentors Attend) 8/31/2023-4:00-6:00
New Mentor Training
09/18, 9/19, 9/20 8:00a.m.-4:00p.m.
Mentor Forum #1
11/1/2023 - 4:00- 5:30

Mentor Forum #2

1/24/2024- 4:00-5:30
Mentor Forum #3
2/28/2024 - 4:00- 5:30
Mentor Forum #4
5/1/2024 - 4:00- 5:30

Site Administrator Roles and Responsibilities
MEMORANDUM OF UNDERSTANDING

In order to effectively support PT's and Mentors, I understand I must:
Understand that my role as a School Administrator in the CUSD Induction Program is to provide a positive climate and structure so that the Participating Teachers (PTs) at my school and their Mentors are able to successfully complete the program's comprehensive formative assessment activities to meet credential requirements. It is essential that I assist new teachers in building upon professional learning from their pre-service preparation so that they may become competent, knowledgeable educators.
Attend district scheduled administrative trainings and update meetings to become familiar with Induction Program components and completion requirements, the New Teacher Center Formative Assessment System, and the development of the Individual Learning Plan (ILP). The content of this training will include, but is not limited to:
Teacher preparation across the learning-to-teach continuum
Beginning teacher development
Identifying working conditions that optimize PT's success
Taking effective steps to ameliorate or overcome challenging aspects of teachers' work environments
Understanding the role of Mentors in the induction process
Respecting the relationship between the Mentor's and PTs

	Establish a culture of support within my school for the work to be done between PTs and Mentors. This includes, but is not limited to:
Introducing PTs to the staff and including them in the school's learning community.
	Year One PTs: Conducting a Triad of Support Conference by the end of the Participating Teachers' first month of school. Inform PTs of professional development planned at the site level and assist them in developing their ILP. When the Triad of Support Conference is completed, review each PT's Triad of Support document.
Year Two and ECO PTs: Conducting a Triad of Support Conference with the Year Two and Early Completion Option (ECO) PTs and their Mentors. Inform PTs of professional development planned at the site level and assist them in developing an ILP. When the conversation is completed, review the Triad of Support Document.
Helping to focus the learning community on the state-adopted academic content standards and performance levels for students as well as the California Standards for the Teaching Profession (CSTP), including Pedagogy and Universal Access: Equity for All Students.
	Ensuring that site-level professional development activities related to Induction occur on a consistent basis, including facilitating PTs' and Mentors' participation.
Participating in program evaluation.

Consider that the number of additional co-curricular assignments given to PTs and Mentors needs to be feasible to the extent that the individuals can effectively meet the expectations and demands of the CUSD Induction Program.

Site Administrator	Date

Induction Substitute Guidance 2023.2024

Prior Approval Required
Participating Teachers and Mentors are responsible for securing substitute coverage.

	Enter the sub time (3.5 hours) into the SmartFind Express online substitute system as "School Business" as early as possible.

Immediately contact your office manager to let them know your sub time is for an Induction Observation. They will send the substitute request to Donna Post for funding approval at least one week BEFORE the day a substitute is needed.

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

Please contact Donna Post at 327-0671 with any questions.

Year One Participating Teachers (PTs)	Mentors - Year One PTs

Fall Semester
Peer Observation #1 with mentor = ½ day
Spring Semester
Peer Observation #1 with mentor= ½ day

TOTAL= 1 day

Year Two Participating Teacher (PTs)
Fall Semester
Peer Observation #1 with mentor = ½ day

TOTAL= ½day

Fall Semester
Informal Observation #1 of PT= ½ day
Peer Observation with PT= ½ day
Formal Observation #1 of PT = ½ day

Spring Semester
Informal Observation #2 of PT = ½ day
Peer Observation #2 with PT = ½ day
Formal Observation #2 of PT= ½ day

TOTAL= 3 days
Mentors - Year Two PTs
Fall Semester
Informal Observation# 1 of PT= ½ day
Peer Observation with PT= ½ day
Formal Observation #1 of PT = ½ day

Spring Semester
Informal Observation #2 of PT = ½ day
Formal Observation #2 of PT = ½ day

TOTAL= 2 ½ days

*Please note: Observations may be completed in any order during each semester but must be completed by the portfolio review due date. Please refer to the pacing guide.

MANDATORY INDUCTION PROFESSIONAL DEVELOPMENT PARTICIPATING TEACHERS 2023-2024

Professional Development: Participating Teachers Only	
Title	Date	Time	Location	Who	
Year 2 PT Orientation / Kick-Off	8.30.2023	4:00-6:00 p.m.	PLC	Year 2 PTs	
Year 1 PT Kick-Off	8.31.2023	4:00-6:00 p.m.	PLC	Year 1 PTs	
Year 1 Synchronous Fall PD Option 1	9.19.2023	4:00-5:30 p.m.	PLC	Year 1 PTs	
Year 1 Synchronous Fall PD
Option 2	9.27.2023	4:00-5:30 p.m.	PLC	Year 1 PTs	
Year 2 Synchronous Fall PD Option 1	10.4.2023	4:00-5:30 p.m.	PLC	Year 2 PTs	
Year 2 Synchronous Fall PD Option 2	10.5.2023	4:00-5:30 p.m.	PLC	Year 2 PTs	
Year 1 Synchronous Spring PD Option 1	3.5.2024	4:00-5:30 p.m.	PLC	Year 1 PTs	
Year 1 Synchronous Spring PD
Option 2	3.6.2024	4:00-5:30 p.m.	PLC	Year 1 PTs	
Year 2 Synchronous Spring PD
Option 1	3.13.2024	4:00-5:30 p.m.	PLC	Year 2 PTs	
Year 2 Synchronous Spring PD
Option 2	3.14.2024	4:00-5:30 p.m.	PLC	Year 2 PTs	
Asynchronous Professional
Development	Three one-hour CSTP aligned action research oriented Professional Development courses. One Fall Semester Two Spring Semester	Fall Semester Due date: 12/13/2023

Spring Semester Due Date 5/1/2024	thinkific	ALLPTs	
End of Program Activities: Participating Teachers Year 2 and ECO only	
Induction Culmination
Presentation & Celebration	5.8.2024 or 5.9.2024	Individually
Scheduled 30 Minutes	PLC	Year2 &
ECO PTs	

Synchronous PD Sign-ups:
The Fall and Spring Professional Development offerings are available twice each semester. You will indicate your attendance on the spreadsheet provided to you in advance of the event. See corresponding Google Classroom for the link.

MANDATORY INDUCTION MENTOR EVENTS 2023-2024

Program Events: Requiring Mentor Attendance	

Mentor Orientation	
8.11.2023	
8:30 -11:00a.m.	
PLC	
ALL Mentors	
Year 2 Orientation/Kick-Off	
8.30.2023	
4:00 - 6:00p.m.	
PLC	
Mentors paired with Year 2 PTs	

Year 1 Kick-Off	
8.31.2023	
4:00 - 6:00p.m.	
PLC	
Mentors paired with Year 1 PTs	

New Mentor Training	
9.18.2023
9.19.2023
9.20.2023	
8:00a.m. - 4:00p.m.	
PLC	
New Mentors,
Partially Trained, Refreshing Mentors	
Mentor Forum #1	
11.1.2023	
4:00-5:30p.m.	
PLC	
ALL Mentors	

Mentor Forum #2	
1.24.2024	
4:00-5:30p.m	
PLC	
ALL Mentors	

Mentor Forum #3	
2.28.2024	
4:00-5:30p.m	
PLC	
ALL Mentors	

Mentor Forum #4	
5.1.2024	
4:00-5:30p.m	
PLC	
ALL Mentors	

Mentor Individual Learning Plan (ILP)	
Initial ILP	Will be completed at Mentor Forum#1 11.1.2023	
Mid-Year Update	Draft due by Mentor Forum #3 2.28.2024	
End-of-Year Update	Draft due by Mentor Forum #4 5.1.2024	
Mentor In-Field Coaching	
In-Field Coaching is a mentor formative assessment and support system based on your Mentor ILP Goal.
This practice is a one-on-one, job embedded observation and feedback for program leaders and mentors, both part time and full time designed to facilitate reflections and
improvement of mentoring practice.	
Required Components	
Pre-Observation Reflections - Completed and submitted through the Mentor Google Classroom.
Coaching Conversation Observation - Recorded conversations submitted digitally.
Post-Observation Feedback and Reflections - Scheduled following the recorded conversation submission.	

YEAR ONE INDUCTION  PACING GUIDE 2023-2024

r.41	Program Requirements	Tools	Completed by

Induction Program Orientation & MOU CSTP Self-Assessment
Individual Learning Plan #1 lnitial Class Profile
Minimum Number of Weekly Minutes (180) Triad of Support Conference
Informal Observation #1 Analyzing Student Learning
Individual Learning Plan #1 Mid-Semester Uodate
Minimum Number of Weekly Minutes (420)
Formal Observation #1

Peer Observation #1

Individual Learning Plan #1 End-of-Semester Update
Minimum Number of Weekly Minutes (840) Thinkific -Asynchronous PD
Individual Learning Plan #2 Initial Informal Observation #2
Inquiry- Pre-Instruction Student Data Analysis
Inquiry Research and Analysis
Minimum Number of Weekly Minutes (1,260) Formal Observation #2

Peer Observation #2
Individual Learning Plan #2 Mid-Semester Uodate
Minimum Number of Minutes (1,560)
Inquiry- Post-Instruction Student Data Analysis
Inquiry Research and Analysis

Individual Learning Plan #2 End-of-Semester Update
CSTP Self-Assessment End-of-Year Update Minimum Number of Minutes (1,800) Thinkific - Asynchronous PD

Google Classroom Google Classroom Individual Learning Plan Google Classroom
Time Logs - Interactions Google Classroom Collaborative Assessment Log Analyzing Student Learning Individual Learning plan
Select Mid-Year Update
Time Logs - Interactions Observation Cycle
(Add tools: Pre-Observation, Observation, and Post-Observation)
Focused Teacher Observation

Individual Leaming Plan Select End-Of-Year and Update Time Logs - Interactions One Course of your Choosing Individual Learning Plan
Collaborative Assessment Log
Analyzing Student Leaming
*Begin Coaching Cycle
Inquiry Research & Analysis
Complete Part 1
Time Logs - Interactions Observation Cycle Include in Coaching Cycle
(Add tools: Pre-Observation, Observation, and Post-Observation)
Focused Teacher Observation Individual Learning Plan
Select Mid-Year and Update
Time Logs - Interactions Analyzing Student Learning Include in Coaching Cycle
Inquiry Research and Analysis
Complete Part 2
Co-Assessment Summary: ILP #2
Select End-of-Year Update
Google Classroom Time Logs - Interactions
Two Courses of your Choosing

August September

Portfolio Check September 20, 2023

October

Portfolio Check October 18, 2023

November December

Portfolio Check December 13,2023

January February

Portfolio Check February 14, 2024

March

Portfolio Check March 20, 2024

April

Portfolio Check May 1, 2024

YEAR TWO INDUCTION PACING GUIDE 2023-2024

..  ,_,	
	Induction Program Orientation & MOU	Google Classroom	August	
	CSTP Self-Assessment	Google Classroom	September

Portfolio Check September 20, 2023	
	Individual Leaming Plan #1 Initial	Individual Learning Plan		
	Informal Observation #1	Collaborative Assessment Log		
	Minimum Number of Weekly Minutes (180)	Time Logs - Interactions		
	Triad of Support Conference	Google Classroom	October

Portfolio Check October 18, 2023	
	Inquiry #1 Pre-Instruction Student Data
Analysis	Analyzing Student Learning
*BEGIN Coaching Cycle#1		
	Inquiry #1 Research and Analysis	Inquiry Research and Analysis
Complete Part 1		
	Individual Learning Plan #1 Mid-Semester Update	Individual Learning Plan
Select Mid·Year Update		
	Minimum Number of Weekly Minutes (420)	Time Logs - Interactions		
	Formal Observation #1	Observation Cycle
Include in Coaching Cycle #1
(Add tools: Pre·Observation, Observation, and Post•Observationl	November December

Portfolio Check December 13,2023	
	Peer Observation #1	Focused Teacher Observation		
	Inquiry #1 Post-Instruction Student Data
Analysis	Analyzing Student Learning
Include in Coaching Cycle #1		
	Inquiry #1 Research and Analysis	Inquiry Research & Analysis
Complete Part 2		
	Individual Learning Plan #1 End-of-Semester Update	Individual Learning Plan
Select End·Of·Year and Update		
	Minimum Number of Weekly Minutes (840)	Time Logs - Interactions		
	Thinkific - Asynchronous PD	One Course of your Choosing		
	Individual Learning Plan #2 Initial	Individual Learning Plan	January February

Portfolio Check February 14, 2024	
	Informal Observation #2	Collaborative Assessment Log		
	Inquiry #2 Pre-Instruction Student Data
Analysis	Analyzing Student Learning
*BEGIN Coaching Cycle #2		
	Inquiry #2 Research & Analysis	Inquiry Research and Analysis
Complete Part 1		
	Minimum Number of Weekly Minutes (1,260)	Time Logs - Interactions		
	Formal Observation	Observation Cycle
Include in Coaching Cycle #2
Add Tools: Pre•Observation, Observation,
& Post·Observation	March

Portfolio Check March 20, 2024	
	Collaboration Conversation	Focused Teacher Observation		
	Individual Leaming Plan #2 Mid-Semester Update	Individual Learning Plan
Select Mid-Year Update		
	Minimum Number of Weekly Minutes (1,560)	Time Logs - Interactions		
	Inquiry #2 Post-Instruction Student Data Analysis	Analyzing Student Learning
Include in Coaching Cycle #2	April

Portfolio Check May 1, 2024	
	Inquiry #2 Research and Analysis	Inquiry Research and Analysis
Complete Part 2		
	Individual Leaming Plan #2 End-of-Semester
Update	Individual Learning Plan
Select End•of•Year Update		
	CSTP Self-Assessment End-of-Year Update	Google Classroom		
	Minimum Number of Minutes (1,800)	Time Logs Interactions		
	Thinkific - Asynchronous PD	Two Courses of your Choosing		

Request for Reassignment

This request for reassignment should be submitted to the CUSD Induction Office. You may also call 327-
0671 or email your request to donnapost.@cusd.com Date:	 _
Name:.	Participating Teacher D Mentor D
School Site:		Work Phone:	 _

Grade/Subject/Program:

Current Pairing Name:
School Site:

Grade/Subject/Program:

Reason(s) for Requesting Reassignment:

Signature	Date

Follow up Contact: (within four weeks)

Signature of Induction Program Director: 	 Date: 	 _

Initial action taken:

Signature of Induction Program Director: 	 Date: 	

REQUEST FOR SPECIAL ASSISTANCE
Participation in the Clovis Unified Induction Program carries with it certain commitments and responsibilities. The CUSD Induction Program will assist you in successfully completing all requirements.
If at any time you would like to request special assistance, please complete this form, and return it to the CUSD Induction Program Office.

Participating Teacher: 			 Date:	 _ Grade/Subject/Program:	 School/Area:		 _ Mentor:		 _
Assistance Needed:

Steps taken to remedy this situation:

I would like to request:
	A phone conversation with the Induction Program Director
	 _;A formal meeting with Induction Program Director
	Other:	

PT Signature: 	Date: 	 _ Mentor Signature: 	  Date: 		 _

ActionTaken:

Signature of Induction Program Director:	 Date: 	 _

REQUEST FOR PROGRAM EXTENSION
It is the goal of the Clovis Unified Induction Program that all Participating Teachers complete program requirements within two years. If PTs do not complete program requirements with the two-year period a request for program extension may be submitted to the Induction Office.

Participating Teacher: 		 Date:	 _ Grade/Subject/Program:	School/Area:		 _ Mentor:			
Site Administrator:	

The CUSD Induction Program Director reviews all submitted requests to determine if an extension is warranted. If an extension is granted for approved reasons, there is no additional cost to the PT. Acceptable circumstances for program extension include:
Pregnancy
Medical leave of absence
Personal leave without pay
Bereavement leave exceeding 60 work days
Other conditions approved by the Associate Superintendent of Human Resources
Any other reason for program extension will incur a financial cost of up to $3,300.00 per year to the Participating Teacher.
Please state the reason you are requesting a program extension and obtain appropriate signatures before submitting this form to the CUSD Induction Office.
Reason for Program Extension:	 _

PT Signature: 		 .Date: 	 _ Mentor Signature: 		 Date: 		  _ Site Administrator Signature: 	 Date: 		 _

	Action Taken: 			

	
Signature of Induction Program Director: 	 Date: 		
_	

,

CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION

1: ENGAGING AND SUPPORTING ALL STUDENTS STUDENTS IN LEARNING

Using knowledge of students toengage them in learning

Connecting learningtostudents' prior knowledge, backgrounds, life experiences, and Interests

Connecting subject matter to meaningful, rea life contexts

	Usinga varietyof instructionalstrategies, resources, and technologies to meet students' diverse learning needs

Promoting critical thinkingthrough inquiry, problem solving,and reflection.

Monitoringstudent learning and adjusting instruction while teaching	2: CREATING AND MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING

Promoting socialdevelopment and responsibilitywithin a caring communitywhereeach student is treated fairlyand respectfully

Creating physical or virtuallearning environments that promote student

learning, reflect diversity, and encourage constructive and productive Interactions among students.

Establishing and maintaininglearning environments that are physically, intellectually, and emotionally safe

	Creatinga rigorous learning environment with highexpectations and appropriate support or all students.

Developing, communicating,and maintaininghighstandards for Individualand group behavior

Employingclassroom routines, procedures, norms, and supports for positive behavior to ensurea climate In which allstudentscan learn

Using instructional time tooptimize learning	
3: UNDERSTANDING AND ORGANIZING SUBJECT MATTER FOR STUDENT LEARNING

Demonstrating knowledge of subject matter, academic content standards, and curriculum framework

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

Organizing curriculum to facilitate student understanding of the subject matter

Utilizing instructional strategies that are appropriate to the subject matter

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

Addressing the needs of English Learners and students with special needs to provide equitable access to the content	4: PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES FOR ALL STUDENTS

4,1		Using knowledge of students' academic readiness, language proficiency, cultural background, and individual development to plan instruction

Establishing and articulating goals for student learning

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

Planning instruction that incorporates appropriate strategies to meet the learning needs of all students
Adapting instructional plans and curricular materials to meet the assessed learning needs of all students	
5: ASSESSING STUDENTS FOR LEARNING

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

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

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

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

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

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

Using assessment information to share timely and comprehensible feedback with students and their families	6: DEVELOPING AS A PROFESSIONAL EDUCATOR

	Reflecting on teaching practice in support of student learning

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

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

Working with families to support student learning

Engaging local communities in support of the instructional program

Managing professional responsibilitiesto maintain motivation and commitment to all students

	Demonstrating professional responsibility, integrity, and ethical conduct	

Formative Assessment Rubric

**Standard Not Met Yet	

Standard Met	

Standard Exceeded	
Completion

	Portions of the tool are incomplete or missing

	Responses do not address all specific prompts/questions
within each section as applicable

Evidence

	Examples of current teaching practices and student learning are limited or
missing

	Fails to demonstrate successful or appropriate connection to and
applications of the California Standards for the Teaching Profession (CSTP)

Reflections

	Specific examples of genuine experiences are limited or missing

	Analysis of student achievement data may be incomplete or lacking details

	Demonstrates minimal analysis of professional growth toward the California
Standards for the Teaching Profession (CSTP)

**Action Required	Completion

	All portions of the tool are completed thoroughly as required

	Responses sufficiently address all specific
prompts/ questions within each section as applicable

Evidence

	Multiple examples thoroughly detail current teaching practices and student learning

	Demonstrates successful and appropriate connections to and applications of the
California Standards for the Teaching Profession (CSTP)

Reflections

	Specific examples of genuine experiences are adequately explained to support responses

Thorough analysis of student achievement data is clear and detailed

	Demonstrates thoughtful analysis of professional growth toward the California
Standards for the Teaching Profession (CSTP)	Completion

	All portions of the tool are completed thoroughly as required

	Responses meticulously address all specific
prompts/ questions within each section as applicable

Evidence

	Multiple examples insightfully detail current teaching
practices and student learning

	Demonstrates comprehensive connections to and applications of the California
Standards for the Teaching Profession. (CSTP)

Reflections

	Specific examples of genuine experience are insightfully explained to support responses

	Extensive analysis of student achievement data is evident

	Clearly exceeds what is required to demonstrate thoughtful analysis of professional growth toward the California Standards for Teaching Profession (CSTP)	

SMART Goal Planning Sheet

Individual Learning Plan (ILP) goals must be teacher-centered SMART goals.
Use the planning sheet below to formulate your ILP goals:

S = SPECIFIC
When formulating your goal, be specific about what you want to achieve. Most importantly, be clear about what you will do to ensure students are successful.
What exactly do you want to achieve?

M = MEASURABLE
Define the measures you will use to determine if the goal has been met or progress has been made.
How  will youmonitor your progress?

A= ATTAINABLE
Ensure that your goal is attainable. Your goal should be challenging but possible to achieve. The goal must be realistic and within your reach.
Can you  reasonably provide the supports/ instruction you have planned?

R = RELEVANT
Write goals that are relevant to your teaching and to what you want to accomplish.
Does your goal directly relate to your content area?
Does your goal relate to the CSTP elements you've selected?

T = TIME-BOUND
You must specify an end date or time frame as to when you anticipate meeting the goal.
How often will youprovide planned supports/ instruction?
How  often will youmonitor your progress?
Within what timeframe will youcomplete your goal?