Transcription
All right, let's go ahead and start. Uh, my name is Dr. Saginda. This is a single subject CalTPA cycle 2 workshop. Um, you guys are all cycled to I'm sorry. You guys are all single subject candidates, right?
Yes.
No. Oh, Ma, you're a multiple subject. Okay. Yeah, you're in the wrong workshop. This is a Yeah, there's a recording for the literacy. Did you attend the literacy cycle workshop?
No, I tried to and it said that there were too many people on it, so it just kicked me off. So, I was like, okay. And then I was able to find some stuff over on like Stan's website that supplemented.
You can request a recording. Really? It didn't let you in because there's too many people.
Yeah, it said for like the Zoom posting there was too many. So, I don't know if it's something on my end or maybe on the school's end. I wasn't really sure, but I was like, "Oh, okay. Makes sense to me." And then I just
Weird. I didn't know there was no limit, but thanks for letting me know. I'll check that out. But you can request a recording on the Stan State LTP website.
Okay. Multiple subject one. It was just posted there. Yeah.
Okay, perfect. Thank you so much. Have a lovely day.
You too. Um, okay. Everyone else is single subject and we'll go ahead and start. I'm the CATPA coordinator by the way for Stan State. So, um, okay.
Um, if you have any questions, since there's only a couple of you, feel free to, um, put your question in the chat. You can raise your hand virtually or on camera. You can just unmute your microphone if you have questions. I'll stop periodically to see if you have any questions. Also, um, yeah, we'll start off with some logistics and some policies related to the Cal TPA, go over some of the candidate resources. Um, then we'll do a deep dive into cycle 2. Before we talk about it, um, did any of you take cycle one yet? Or are you in the middle of taking cycle one?
Carrot? Okay, great. All right. Did you already submit or you did?
Yeah.
Okay, great. All right. Um, but I'm going to just cuz I know that you guys, it sounds like most of you already did cycle one. I'm just going to start at the beginning cuz there might be some people watching the recording who know nothing about the Cal TPA. So, in terms of logistics, I'm not going to talk about cycle one, but I'm going talk about the Cal TPA in general and then we'll do the deep dive. Okay.
Um, and just to be just out of curiosity, did you guys use the annotated guidance for the first cycle?
Yes.
Yes, I did.
Okay, great. All right.
Um, okay. So, um, as a reminder, there are two cycles that you must pass to earn your teaching credential in the state of California for the single subject credential program. The first one is um called CalTPA cycle one. The second one is called CalTPA cycle 2. And you must pass them, you must pass each of them to earn your credential. Um, you don't have, you can take them out of order. So if you did not take cycle one, you're welcome to take cycle 2 first, which is what we're going to talk about today. Um, you don't have to wait to get your scores back from cycle one before you start taking cycle two. So don't worry about that. You can take them out of order. When you, uh, in order to register for the cow TPA, I have a uh link hyperlinked in the slideshow. Um, let me put the slideshow in the chat just so that you all have it in case you need it. All right, there's a slideshow and then for those of you watching the recording, here's a QR code. You can pause the recording right now and get that QR code and get access to the slideshow if you want. Um, but yeah, so the way that you register for the TPA is you click on the hyperlink here, create an account in the CTC Pearson website. Once you're here, you scroll all the way to the bottom and that's your register for the CalTPA. One other thing that's important on this uh website is the reporting dates. If you click on this link for submission and reporting dates, you'll see that on the right column, these are um submission cutoffs. So, in other words, if you submit by, let's just say, April 9th, which I think you'll be able to if you work on it every day for a little bit, cuz it takes about 4 weeks to complete one cycle. If you submit by 11:59 p.m. on April 9th, you get your scores back by April 30th. Um, if you miss that date, then you automatically fall into the next submission date, which is April 23rd. You get your scores on May 14th after that. So, these dates are just there for you. Um, yeah.
Need to request access for the slides, huh? Oh, yeah. All right. Hang on one second. Let me deal with that right real quick. All right. Just refresh the page and you'll be able to access the slideshow. Thanks for letting me know.
Um, do the single subject program has um sort of like cohort models usually. So um the due dates are um I think they're just suggested due dates for a single subject. Um they are listed. It just says to contact advisor. Yeah, that's when you're you have to contact your advisor to find out when they recommend that it be due, but realistically you can submit the CalTPA whenever you want. Just know that you can't earn your credential until you pass both cycles. Um, and it costs $150 to um to pay for the CalTPA per cycle. Once you um log into the Pearson CalTPA website for single subject candidates, um don't get confused with multiple subject stuff. Look for all the single subject stuff. Find your content area and then that's where you're going to register for cycle one or cycle two. Looks like this. In order to pass the CalTPA, um you need to um you need to get a total score of 16 across eight different rubrics. The rubrics look like Oh no, some things aren't updated. Let me fix this. This here. One second. Sorry about that, everyone. Okay. One second. Cycle two. We're using bricks. The rub bricks are so these are the rubrics. Um, you'll notice like there are eight of them. So rub 2.1, 2.2, two all the way down to rub 2.8. And each rubric has a scale from 1 to 5, five being the highest. And what happens when you submit your TPA to Pearson is an assessor will go through and score you on every rubric and then add up all the scores. And in order for you to pass, you need a total score of 16 in order to pass. Okay? If you do fail the TPA, Stan State offers a remediation process. It's not required, but it's recommended. Costs about $200 and you'll be able to meet with a faculty member and they'll walk you through some of the reasons why you didn't fail, uh, why you didn't pass and um, give you some ideas as what you need to do moving forward. Um, hyperlink on this slide are some additional resources like um, some materials that Pearson provides about like the e-portfolio system, which is where you upload all your templates and your video clips and everything. So if you want to preview that before you purchase the CalTPA, you can do that. If you need guidance, you do have to upload video clips of yourself teaching, but if you need guidance on how to format your video clips, there's some stuff um on the Pearson website relating to that as well. Um, if you're in a bilingual or dual immersion school, um, single subject, uh, you're going to have to email me and we're going to have to talk because there are some special rules that, um, are unique depending on the language of instruction. Um, and if you need parent consent forms for the video clips when you do record yourself teaching in front of students, um, we do have sample video recording consent forms here. Um, they're just samples. Just know that they're not required. Like parent consent forms are not required for video recording. Stan State does not require them. I don't require them. So, please don't send us your video consent forms. The only time you would need to do it is if the school that you're teaching at, the administrator requires a parent consent forms. Um, so ask your administrator if they want parent consent forms. And then there's an FAQ um hyperlink on this slide if you want to view it. Some of the more common questions related to GPA are here. Um, you can peruse through that if you come across any questions. Um, all of the resources that we have at Stan State of the CalTPA including a request form where you can um obtain a recording for this workshop can be found on the Stan State CalTPA website. So you click on this link, it'll take you to the Stan State CalTPA website. This is where you can also sign up for any future workshops. For example, there's a um Q&A for this cycle that's happening on April 14th. You're welcome to join that. And the way that you sign up for it is you um once you're on that website, you go to the um request form, you go to the um sign up form and then that's how you'll be able to get it. Um, there's also lots of other resources here including um annotated guidance request forms um and information about a TPA preparation course that we offer through CAPE, which I'll talk about a little bit later. Um, assessment guides. These links work. Yeah, I knew they weren't going to work. Um, assessment guides are here. The assessment guide is here, which is really just a set of directions related to the accounting game. Um, but I'm going over all the directions right now. So, you can only, you can peruse through this if you want to, but I think that these workshops are probably more helpful than having you read through that whole document. Probably the most helpful thing for you will be to complete this um annotated guidance request form for cycle 2. Um, I'm going to put this in the chat. And um, here is the QR code while I'm doing that. Let me put it in the chat. Then you guys can fill it out. Oops, it's not. Sorry. One second. There we go. Go ahead and fill out the that request form right now. That way you'll get access to the cycle 2 annotated guidance and I'll show you how best to use that in a second um after you get that email that has all the information. So fill out that form real quick. Give you like a 30 seconds or a minute to do that and check your email to make sure that you get access to the folder that has all the annotated guidance.
Did you guys get the email yet?
Got it. Okay. So, it works. All right. And if you didn't get the email, um, check your spam folder. Um, and if it's not there, then it could be that you, um, didn't put the current email address. That could be the issue. Um, so now when you're looking at the annotated guidance, you'll notice that see what you get through rid of some of this stuff. Um, it looks like this. Um, so you have world language stuff if you're a world language candidate. You have um the um that's overviews and rubrics. For all the other candidates, you have overviews and rubrics as well if you're in a different content area. And then for both world languages and other content areas, you'll notice that you have annotated um the annotated templates and then the blank practice templates. Um, the blank templates um we don't share them anymore with candidates. You have to get the blank templates directly from Pearson. So when you click on the link, you'll notice that it tells you just to um obtain the templates directly from Pearson. So just be aware of that. Um, if you register for the Keltpa and you can't find the blank templates, I have a tutorial set up here that will walk you through how to obtain the templates. So, you're welcome to use the tutorial. Um, but the annotated guidance is really what you need to make sure that um, this one, this folder that has annotated templates and video clip guidance, this is what you'll be using to get yourself through all the different templates. So, when you're looking at the different blank templates that exist on this cycle, um, for example, what we're looking at right now is the very first template that you're going to be completing. This is a called um template A or part A A. It's a contextual information template. It's the very first one. Um, you'll notice it's just a regular template. You have to download it as a word document first and then when you open it as word, um, uh, you just type in these little brackets. Okay, but let's say that you're coming across a prompt like student assets. That question is asking you to talk about your whole class um that you're teaching your unit of instruction to and it's asking what your students assets or cultural linguistic assets and or their interests are. So, what are your students cultural and or linguistic assets and or interests? And so, you come across this prompt and you have no idea how to respond to. You don't know how much to write. You don't know what to include. You don't know anything. That's where the annotated guidance comes in. Because if you click on the annotated guidance and you look for that same template, they're out of order because for whatever reason, Google just puts them whatever order they want. Let me see actually. Oh, there you go. Um, part A, contextual information. Part A, contextual information. Right. So, it's the same template. Click on that. You'll notice that what I have in yellow and red are um guidance. I tell you exactly how to frame each response for every single prompt on every single template. So, let's say you come across that same question on the template, right? That's the same one that you had trouble with, the the student assets question, this one, right? I tell you to write three paragraphs. In the first paragraph, you talk about your student's cultural backgrounds. In the second paragraph, you talk about your student's linguistic assets. In your third paragraph, you talk about your student's interests, which include hobbies, interests, and aspirations. And for many of the responses, I give you a sample response of what it should look like. I've done that for every single prompt on every single template. So, what people like to do generally is they'll have the um the blank template open, sorry, on one side of the screen and then they have the um so let's say you're working on this question, student assets, and then you have this open on the other side of the screen so that when you get, when you get to like whatever if you're looking at this question down here, learning needs for your focus student, you just scroll down, you go to your focus student, you go to learning needs here, assets, content specific knowledge, knowledge. Hold on. So, here's assets, content, specific knowledge, and then learning needs. So, you have them side by side. Um, that's how most people like to use it. Okay. Um, the conte, the annotated guidance is the most important document that you need to use if you want to pass a TPA. Um, at Stan State, we have a pretty high pass rate. Overall, it's like 97%. Um, the rest of the state, the average pass rate is 70%. Um, and the reason why we have such a high pass rate is because people use the annotated guidance. So if you talk to people who have taken the TPA and you ask them what helped them get through it, it's the annotated guidance. And if you ask for the people who failed the TPA whether they use the annotated guidance, the chances are they probably didn't. So I want to just reiterate the importance of using the annotated guidance as you go through and complete each template. Um, very, very important. Now, in addition to the annotated guidance, at Stan State, we do offer a course through the Office of Continuing and Professional Education or CAPE. Um, EDUC6790 prepares candidates for the first cycle, cycle one, and EDUC6791 helps candidates prepare for cycle two. Um, if you feel like you need more structure and you want to meet with an instructor every week to go through different elements of the TPA and you want to submit drafts of your responses and get feedback, then I suggest that you register for the course. The um 6791 course, the one that helps with cycle 2, um starts on March 28th, so about um 18 days away from now. The class meets every Saturday from 8:30 to 10:00 on Zoom. Um, the class does cost money, $500 to register, uh, tuition, but you do get three units of extension units if you um take the class, which can be used um for higher pay. Um, so, um, it's not required that you take the class, but it's more or less if you want just some structure while you're completing the TPA. Um, like I said, every week we go through, I'm the one who teaches it. We go through one section of the TPA. We'll talk about the section on Saturday. You'll work on it. You'll submit a draft of it. You'll get feedback on it. And then we work on the next section the following week. So, if you're interested in that, there's a registration link here, but it's also on the CalTPA um website. Um, just make sure to if you are interested to register at least a couple days before the class starts, like four or five days because it does take about four or five days for the registration to process. Okay, that was a lot of information really fast. I try to speed through it since a lot of you have taken cycle one already. Any questions so far about anything before we actually start talking about um this cycle?
Questions.
No questions. Okay.
Um, so let me just give you the super brief overview of it real quick and then we'll look at the slides. Okay. Um, so in cycle one, um, you had three focused students and you only had to plan for one lesson, right? Uh, in this cycle, you only have one focus student, just one, but you have to plan for a unit of instruction called a learning segment. And that unit of instruction um has to be at least three lessons, three to five lessons, but I recommend three lessons. Okay? So, in step one, you're going to get to know your students. Just like in cycle one, you're going to talk about one focus student instead of three. You're going to plan for that unit of instruction, those three lessons. Um, you're going to talk about, there's another template where you talk about specific assessments that you're using in the um in the cycle. Okay? A formative and a summative assessment. And then that's all of step one. After you do all that planning, you then um video record um all three lessons, okay, from beginning to end. And then you're going to pull um four video clips. I recommend four video clips. Um, we'll talk about what those four video clips are in a second. Each video clip is 5 minutes long. After you up, um, pull your five-minute video clips, you have to do a video clip commentary where you talk about what's happening in the video clips. And then you move to step three, which is a reflection template where you reflect on how your class did on the summative assessment and how your focus student did. And then after that, you go to the very last step, which is apply, which is where you specifically do a follow-up lesson just for your focus student. So, you have to plan for that lesson, you have to teach that lesson, and then you have to record it, and then you have to pull one 5-minute video clip of it. So, there's actually five video clips that you have to upload in cycle 2. Four video clips in step two that relate to the learning segment and one video clip that happens at the end during the follow-up lesson. Okay, so let's go back.
Um, so um step one, first thing you're going to do, very similar to the first cycle, is um you're going to get some contextual information about your class, such as their student assets, content, knowledge, background, number of English learners, students with special needs. You're going to talk about just one focus student. And this could really just be anyone. Now, it could be, if you wanted to, but it doesn't have to. It could be an English learner. It could be a student who has a disability, but it also could just be someone who struggles in your class with the content. So, it's really just anyone who's struggling. Okay, that's your focus student. For the focus student, you also have to gather information about their assets, their learning needs, their content knowledge background, um their EL background. Um, after you get and you know some of this information, um, like your classes, cultural linguistic background, and their interests, some of that can be actually be pulled from the cycle one if you still have it and it's the same exact class. Um, you can borrow some of that language if you want. Um, so just be, just know that, just just be aware of that. Okay. After you um gather all this information about your class, you're then going to complete a learning segment that looks like this. Um, so you know how in cycle one I asked you to do the lesson plan that I created to complete that cycle. Um, in this cycle um you have to use a template that Pearson provides. This is the annotated one. Okay. Um, it starts off with a general overview about how these three to five lessons fit into the larger unit of instruction. Then it goes into how these um lessons that you're planning for build on what students already know that you've learned about them based on previous assessments. Okay? Then it talks about how these lessons align with each other. So that's the larger unit overview. And then you get to each lesson. For for lesson one, you talk about grade level topic, state standards, state content learning goals, EL standards. You have to include EL standards. Even if you do not have an English learner, you are required to teach and address the ELD standards. So, be aware of that. EL goals. Talk about how this first lesson aligns to your and leverages to your students cultural linguistic resources and or assets. Summarize a lesson and all of its activities. Um, summarize the formative assessments that are part of this first lesson. Talk about how you're going to address the ELD goals in the lesson and then talk about any adaptations that you're going to make for students who might need additional support. And then you do lesson two, kind of the exact same thing. And then you get to lesson three after that. Lesson three. The only difference with lesson three is that you have to plan for a summative assessment. Okay. Summative assessment. So the summative assessment is an assessment that happens at the end of the unit, like the formal assessment. Okay. Um, and you have to plan for that and it has to be in the very last lesson. So that's a learning segment. Okay. Um, in addition to that, you have to for the summative assessment, you have to create a rubric um that will be used to evaluate your students on the summative assessment. And when I say rubric, I mean something that looks exactly like this. Okay. Something that has a rating scale from like 1 to 3 or 1 to 4, 1 to 5. It has criteria in the first column and then it has, these are called indicators in the middle. So you need everything filled out. Do not leave the middle blank. You actually need indicators that highlight what the expectation is at each level of the rating scale filled out. Um, so I have this slideshow here in case you want more information about what a good um rubric looks like. I also have a template for the summative assessment here. Um, I'm sorry, the rubric if you want to use it. It's not required, but it's good. It's a good idea to use this rubric. Um, you just have to fill it out. You'll notice that on the rubric, very, very important. Um, that hang on that I have um a separate area for EL goals. Just make sure that in addition to the content goals, that you're also assessing and evaluating the EL goals. Okay, in the rubric and in the summative assessment. Um, you also, in addition to the, uh, contextual information template and the learning segment template, you have to upload a description or a blank copy of the summative assessment. So, if it's a worksheet, you would just upload the worksheet for the summative assessment. But if it's something that's more comprehensive, you could just upload a word document that includes a description of the summative assessment. That's fine, too. It could be a product. The summative assessment could be a product, a process, or a performance. A product would be like an essay, a test, a book report. A process could be something like if you're evaluating, um, if it's a science lesson and you're evaluating the, um, the scientific method, like the steps the students took to complete a lab, right? That's a whole process you're evaluating. Could be that or it could be a performance like if you're watching students play volleyball and you're wanting to make sure that they use and understand all three movements of volleyball, then it would be, that would be a performance. Or if someone's giving a presentation, that would be a performance. So your summative assessment could be any of those things. You also have to upload the blank rubric that will be used to evaluate the summative assessment and you just need to make sure that everything is aligned to the goals of the summative assessment. There's another template here called the description of assessments. It's just describe one of the formative assessments in your cycle, just one, and then provide a more thorough description of the summative assessment as well. But that's everything in um step one. Okay. So um the contextual information template, the learning segment, the upload of the summative assessment plus rubric, and then an upload of the um assessment descriptions template. Any questions about anything in step one? We're going to talk about the video clips next. Any questions about the focus student or anything like that?
No questions. Okay.
Um, okay. So then um you're going to, and I suggest um that, you know, you being in high school or junior high, that middle school, that you stick with one class. Okay? Like when you talk about your students, don't talk about all students in all five periods or four periods or however many you teach. It should really just be one class that you're focusing on. Okay. Um, in the contextual information template, so now that you've planned for the three lessons, you're then going to record the lessons from beginning to end. You're going to make sure that you're seen as a teacher teaching um the lesson in each video clip. You have to be seen in each video clip. Your audio should be clear in the video clip. Your students. At least three students have to be seen in every video clip. At least three. Okay. So, theoretically, you could teach the unit to a small group of students if you want to cuz only three have to be seen in the video clip, but one of them has to be your focus student. Um, your students' audio does not have to be perfectly clear. It could be muffled. That's fine. But you as a teacher, your audio has to be clear. Okay. So, after you're done filming your video clips, I'm sorry, after you're done filming your videos, you're then going to upload four video clips. Okay. The um first video clip should include deep learning of content, which is another word for higher order thinking. So it would be your students engaged in any activity that supports higher order thinking that falls at the analyze, evaluate, or create levels of Bloom's Taxonomy. That's the first video clip. Second video clip is um a video clip where you are purposefully addressing the EL standards and goals in one of the lessons. The third video clip is probably the most difficult one to get. It is you monitoring for student understanding in the clip and then adjusting instruction in real time. So you had to do this in the first cycle as well, right? Where you had to like do an in-the-moment decision, but it's basically a video clip where you are assessing your students informally or formatively. And while you're assessing them, you realize, for example, that 25% of your class doesn't understand a concept that you just went over. So, it's sort of you pivoting or adjusting instruction in the moment, making a decision, and being like, "Okay, everyone, let's hold on for a second. It seems like some of you don't remember this step that we just talked about. Let me explain it again." So, that is making an in-the-moment teaching decision. Okay, that has to be in your third clip. So, be cognizant of that that at some point in one of the videos, you have to be seen making an in-the-moment teaching decision, okay? Where you adjust instruction in real time based on how your students are performing. So that's a third video clip. And then the fourth video clip is you giving actionable feedback to students. That would be any moment where you're giving feedback to the whole class or perhaps one student where um you follow this formula of what was done well, where were their errors, and most importantly, what has to be done next. So actionable feedback is the what has to happen next part. Okay. Um, and like I said, you can be giving feedback to the whole class or a group of students or one student. You just have to be seen in the video clip doing that. So video clip one, higher order thinking. Video clip two, EL. Clip three, adjusting instruction in real time. Clip four, actionable feedback. Each clip is five minutes long, no more than five minutes. Okay. After you upload the video clips, you have to do what's called a video clip commentary, which is where you explain what is happening in each clip with respect to different prompts. The prompts are, you know, where are you engaging your students in deep learning or higher order thinking? That's probably going to happen in clip one. So, you're going to talk about that. Where are you integrating EL? That's probably going to be in clip two. So, you're going to explain what you're doing in that clip and how it supports the EL goals. Where are you leveraging your students' assets and or interests? That could be in any clip, right? Because um you could theoretically be leveraging your students' assets and or interests in any video clip. Where are you um monitoring your students um for their understanding of content? That could be any clip as well. Probably clips three and four. Since you're doing adjusting instruction in real time, you're giving feedback in those clips. Where are you making in-the-moment adjustments to your lesson? That's going to probably happen in clip three since I told you that in clip three, that's where I want you to put it. And where are you giving actionable feedback? That's probably going to happen in the fourth clip. All of this is outlined in the annotated guidance. So, just know that, you know, um all this is explained there in more detail and how I want you to frame it. Um, so when you're looking at the annotated guidance, if you just go to step two commentary, you'll see that I have guidance for, you know, what these different responses um should look like, including examples. Okay. Um, and that's step two. Step three and four are easier, but do you have any questions about step two video clips or the video clip commentary?
No questions. You guys have had zero questions the whole time. Okay, you guys are experts, huh? You guys feel once you get through cycle one, you probably understand how to, you have a better handle on everything, right? Is that? Yeah. Okay. Right.
Um, okay. Let's talk about step three and four. So, now that you've um taught your three lessons, you've given your students a summative assessment, now you're going to reflect on, and then you, you've taken the summative assessment and you've scored it with that rubric that you created. You're now going to um talk about how students performed on the summative assessment rubric. Um, and for the whole class, you're going to talk about, you know, what were they good at? What were their gaps in knowledge? What were their misconceptions? You're going to reflect on that. And then you're going to do the same thing for your focus student. How did your focus student perform on the summative assessment? What was that student's understandings, gaps in knowledge, misconceptions? You're going to talk about the feedback that you're giving to the student and how the feedback will help the student move towards the content and EL goals. And then you also have to upload a copy of your focus student's response and their scored rubric. Okay? So a copy of their summative response and scored rubric. Now, if it's a recording, like a presentation, you just upload the recording, okay, of them completing the summative assessment, but you also have to upload their scored rubric that shows how you scored them. And then you also have to upload a um, uh, the feedback that you gave them, whether it's oral feedback or written feedback, you just have to upload or a description of the feedback. Any of those things will work. Um, you just have to describe the exact feedback that you gave to your focus student. You have to upload that. And then that's all of step three. And then step four, which is apply. Now you have to plan for that follow-up lesson that I mentioned earlier. The follow-up lesson is either um you're going to reteach something to the focus student. So, it's only towards your focus student. It could be a lesson that reteaches something to your focus student because they didn't get it the first time you taught it. Or it could be an extension lesson where you need to go deeper because your student did really well. You're going to describe, you're going to describe that lesson. Talk about the aligned content goals and EL goals for that lesson. You're going to summarize the activity for that follow-up lesson for your focus student. Talk about how that lesson will leverage your focus student's assets and/or interests. Talk about any adaptations you need to make in that lesson for your focus student. And then talk about your rationale that explains why you decided to reteach or extend um something um based on how this focus student performed in the unit of instruction that you just taught. Um, so that's the template. Okay, you just describe the lesson and you talk about, you know, your planning of the lesson, keeping in mind that this um follow-up lesson is just for your focus student. You're then going to record that lesson from beginning to end. You're going to upload one 5-minute clip of that lesson. All you need is proof that you taught it. So it could just be anything, any part of that video recording. Five, any five-minute clip. There's no guidance on what has to be there. And then there's a commentary where you just explain what's happening in the clip. But that's it. That's everything in the entire cycle. Any questions about step three or step four or anything I went over really today?
Um, actually, for I have one question.
Yeah.
Or video four, you, um, you were saying there were three steps. I think it was what was done well, I forgot, I didn't get the middle one, and then what happens next.
So, when you give feedback to students, um, actionable feedback is what was done well, where were their errors, and what has to be done next, sort of like the formula you should use whenever you give feedback to your students, verbal feedback at least.
Thank you.
Any other questions? Mad on my end. Okay. Leslie, Carelli, Joanna, you okay?
Um, I was going to ask you for the first video. This is for the cycle too. Um, for the first video, you're like introducing, like for me, I'm going to do like, um, syllables because I'm in first grade, so I'm doing funny.
Okay. Wait, Joanna. Joanna.
This is the single subject.
Oh, my bad. Sorry.
I'm in the wrong one.
Yeah. You're going to get confused yourself if you um listen to anything I just went over.
Okay. Thank God. There's a Do you know how to get? Did you attend? Did you attend the literacy cycle workshop?
I did.
Okay. Yeah. So, this is No, this is for single subject only. Yeah.
Okay. Okay.
Yeah. Yeah.
Thank you.
Yeah. Bye.
Yeah. Bye. Um, okay. Um, all right. Well, last chance for questions.
No.
Could I have a question?
Yeah. So, when you said that for their summative assessment, the student summative assessment, when we submit their response, so I'm going to have them do an essay response, I would submit the focus student's whole essay response.
Yeah.
Okay.
And then um like maybe your feedback written on it if you want and then a score rubric.
Yeah. And then a summary of the feedback that you give the student as well.
Okay. Thank you.
Yeah. All right. Well, if you do have any questions that pop up, um, you know, I always ask students to first review this recording again before you have, before you reach out to me. You can also look at the annotated guidance to see if your answer is found there. And if you still don't find your answers to any of those questions, feel free to email me, contact me. Um, my email address is on the CalTPA website. Um, other than that, uh, there's a Q&A that you can sign up for that's happening in April. Um, which is a couple days before the deadline, the next, the deadline in April, the 23rd, I think the deadline, not the deadline, but a cutoff date. Um, so feel free to come to that if you have any questions you want to ask. Um, other than that, good luck and I'll talk to you guys later. Okay. All right. Thank you. Bye.
Thank you. Bye. Bye.