Dr Soojinda

All right. So, hey everyone. How's it going? Um, my name is Dr. Sajinda. I'm the uh LTPA coordinator at Stan State. Uh, today we're going to talk about the uh CalTPAS in general, like give you a little general overview um about what the CalTPA is all about.

But we're going to spend most of our time today talking about the very first cycle, which uh for multiple subject candidates um that would be called the math cycle. And then for single subject candidates, that would be called uh CalTPA cycle one. Um, these are brand new versions of the CalTPA, like brand brand new. Um, even though the Cal TPA has been around since 2006. Um, and then it was uh they re redid it in 2015. Um, this is another version of it that is pretty different from the old versions. And um, it's also a transition year. So, you know, they're transitioning from last year's version to this year's version. And it's kind of a messy transition um because they the commission, the California Commission on Teacher Credentiing, um released this version that we're going to talk about today literally like 3 weeks ago. Um, and so everyone sort of had to rush, including myself, including faculty at Stan State uh to make sure that we can update everything um uh so that you guys will be more prepared um right now, which is when the school year just began.

Um, so you know, um, I've created a lot of materials to, uh, support you, um, with, uh, the current version of the TPA. Um, but you might find some things that are, um, a little bit off um, because maybe I made a mistake, you know, um, because I was sort of in a rush to make sure I do everything cuz, like I said, everything was just released. Um, so if you see something that looks funny, um, maybe a link's broken or something like that, just let me know. Send me an email and I'll try to fix it as soon as I can. Um, it also might be a little bit confusing for many of you um, who are um, in this transition year um, in trying to figure out which version of the CalTPA you have to take, especially if um, this isn't your first semester in the credential program. Um, so we'll talk about that and clarify some of the questions may I have. Okay.

Uh, this being recorded when I show you how to get this the recording afterwards. Um, so don't feel like like taking um particularly thing I'm talking about. Um, and this is the time I'm doing the workshop with this version. So I have no idea how long it's going to take. Um, so this uh Okay. If you have questions um during the workshop, you can uh virtually raise your hand um or just unmute. I'll pause at certain parts um during the workshop to see if people have questions. You can also put questions in the chat. I'm going to share my screen here and then I'm also going to give you a link to the presentation here.

All right. Um, so you're welcome to um I even though you have a so what you should do is probably bookmark um the slideshow on your computer um just so that you have it. um you can't download it or make a copy or anything, but you can uh bookmark it so that you can come back to this or email the link to yourself um because it does contain a lot of important information um and hyperlinks that you're going to use. Um, but um try to look at my screen, the screen that I'm sharing, so that um you can see exactly what I'm looking at. We'll start off with some um CalTPA logistics and policies um that we have in Staten State and then we'll go into some of the resources that we offer. Then we'll go into a um an overview of the first cycle. Um, which you know is called like I said the math cycle for multiple subject and cycle one for the single subject. Um, I'm probably going to get confused with the language cuz for the past like 20 years it was called cycle one and cycle 2. Um, and then they just changed the name to math cycle and literacy cycle for multiple subjects. So I might like get confused and say cycle one. So um, yeah, hopefully you can follow along.

Okay, so this is an important like so before we even talk about the TPAs um and what they're all about, I want to talk about um the different versions um that we have to uh sort of look at and make sure everyone's going to take the correct version. So there are currently four versions of the TPA that are available to multiple subject candidates. the old year 7 version. So whenever I say or you hear anyone talk about the old version of the TPA, that's the year 7 version. Okay. So for multiple subject candidates, there's the old year 7 version of cycle 1, the old year version, the old year 7 version of cycle 2, and then there's the new CalTPA literacy cycle and the new CalTPA math cycle. So there's four versions and um for the single subject candidates there's a old year 7 version of cycle one old year seven version of cycle 2 and then the new version of cycle one and cycle 2 the new version that just started this right now this fall is called version one. I also refer to it as 2025 version one and 2025 um cycle one and then 2025 version one cycle two. Okay, just so that people know that it's this year um that it's it's the first cycle of cycle of these cycles. Okay, so these are the versions available for single subject candidates.

So which version of the CalTPA should you take? Well, if you ever if you've taken or registered for any CalTPA cycle before June 30th of this year, so if you took a CalTPA cycle, whether you passed or didn't pass, it doesn't matter. Even if you registered for it and you did not take it, okay? Even if you registered for it and you didn't take it, you can take either the old version of cycle one or you can take the new ver the new um the new cycles. Okay? So, you can either take the old versions or the new versions. It's up to you if you registered or took any version of the CalTPA before June 30th.

Now, if you're a multiple subject candidate and if you still need to pass the RA, then um and you're one of these people who registered for the old version um before June 30th, then you should probably just take the new versions, okay? Because the new um literacy cycle for multiple subject candidates has the RA embedded in it. So, you do not have to take the RA if you take the new version of the literacy cycle, the new literacy cycle. Okay? If you um already passed the RA, if you're a multiple subject candidate and you already passed the RA and you registered or took the CalTPA before June 30th, any version of it, then um you can still take the old version if you want or the new version. That's up to you. Okay. Um, if you have not registered for or submitted um, any version of the CalTP, so this is if this is the first time you've ever really like heard about the CalTPA, you've never registered for it, you never took it, then you're going to have to take the the cycles that we're talking about now, the new versions, okay? Don't even worry about the old ones.

Now, if you um are one of those people who registered for the old cycle um before June 30th um and you want to switch after today's workshop, if you want to switch to the new versions um then you can um you just have to call Pearson or email them like on that page where you um registered for the CalTPA. I'll show you where that is. you just have to contact them and then ask them if you can switch to the new version and then you can switch.

Single subject candidates. Um, if you're one of those people who registered before June 30th for the old or new version and you're like, well, which version should I take? Um, in my opinion, um, I kind of think that the new versions, um, I'm just talking about single subject, especially cycle two. Um, uh, I think they're a little bit easier. Um and I think that um so the passing score um just so everyone knows um the passing score for the new versions is actually lower than the old versions. So for example in cycle 2 for single subject um the passing score in cycle 2 is used to be it used to be 21 but now it's only 16 for the new version. So, you know, that's why I think it's also a little bit easier to pass because it's a lower passing score. Um, so it's up to you, you know, if you're one of those people that took it before June 30th and you're trying to decide. But, um, but yeah, so before we get into anything else, um, does anyone have any questions about that, which version should you take of the Cal TPA?

Uh, Jim Mulan, sorry, Jim. It's okay. It's Jessica. Sorry, my work doesn't let me change my name, but um so I know you said that um the score is lower for the single subject. Um is anything changing like that for the multi-ubject?

>> Yeah, it's also lower for the multiple subject. But um cycle because cycle the second cycle, the literacy cycle is so different than the old cycle too and it and it has a RA embedded. Um, I wouldn't necessarily say it's easier.

>> So, even though the passing score is lower, there's a lot more stuff in it that you have to do because the RA is in it. That's why I don't think it's it's not easier, you know, easier. But that's why um but uh and then for cycle for the math cycle the um it's the math cycle is pretty similar to cycle one um the old version but the um and the passing score is low. It is 16. So okay

>> the passing score on all versions of the new counta are 16. Cycle one cycle 2 m cycle literacy cycle you need 16 to pass um which is lower than the old versions.

Uh Vanessa Okay. My question is I know on the slide it said like so you have to no matter what the circumstances are you have to be you had to sign up for the rec um not the RA the old TPA

>> old versions

>> cuz I passed all my RAS but did not apply for the old TPA cycle. So I still have to take the new one.

>> Yes. because you did not um register or take um the the commission says that it's only for PE you can only take the old cycles if you took any version of it before June 30th or you registered for it.

>> Okay, thank you.

>> Yeah. Um anyone else have a question? Wow. Okay. All right. I thought it was going to be more confusing for people, so that's good. All right, let's go back to the slideshow, then.

Um, all right, let me just Okay. Um so in order to earn your credential in the state of California um you have to take and pass two different cycles of the TPA. Right? So you hopefully know that there's the first cycle which I said is the math cycle for multiple subject candidates and then cycle one um the 2025 version for single subject candidates. The second cycle is called the literacy cycle for multiple subject candidates. And then for single subject candidates, it's called the 2025 version one CLTP cycle 2.

The other thing that's crazy is that you cannot actually register for the TPA, the new version until September 23rd. That's the other um crinkle in all of this. the commission will not let anyone register for it um until September 23rd. Uh, which now um could have meant that you would have had a very shortened timeline this semester to finish both cycles. So theoretically, you're supposed to finish both cycles of the TPA in one semester. you you should be able to because student teaching only lasts one semester, 16 weeks and um and you know with it being um and I always say it takes about four weeks to complete one cycle roughly. If you work on it every day for like 20 minutes, you should be able to finish one cycle in about 4 weeks. Um, and so theoretically if you wait till September 23rd then that means you'll have till November 23rd right um to do the first um September October 23rd to do the first cycle and then November 23rd you could have finished the second cycle. So there's you know but it's it is a little bit of a tight timeline right?

Um, uh, but what I've done is I have access to the questions, okay? Um that are on the TPA um the new versions. So what I've done is I've spent the last 3 weeks creating like these fake not fake these they're called practice blank templates, okay, that you can work on right now. Um, and they're the same questions that will be on the um version that you're going to see once you register. So, you what you'll be able to do is work on these blank practice templates that I created. You'll be able to work on them and then you're going to have to transfer everything over to the official templates after you register for the CaltePa. Okay? So, that that way you don't feel as rushed. Um, but just know that no one will be able to register for the um new version until September 23rd. There might be some small changes. That's what the commission says between what we're talking about today and what we're looking at today and the version that you'll see. Um, I haven't even seen the official ones that are coming out on the 23rd. They won't let us see it. Um, so, uh, but I think it'll be like 95% the same. So, um, okay.

Um, so, someone's asking for the slideshow. There it is again. Ying, do they change the due date? Um, you know, we have like soft due dates at Stannis loss recommended due dates as to like when things are due. So um, there is no official due dates ying as to when things um have the cow TPA has to be submitted. So you can sort of create your own timeline if you want. Um, yeah.

Okay. So, uh, you don't you don't have to necessarily wait to take the first cycle before you take the second cycle. Um, you can actually take them out of order if you want. So, if you know you submit the first cycle um like by October 3rd or something, uh, you don't have to wait to get your results before you take the second cycle. So, um, so just be aware that registration for the CalTPA can be done on the CalTP website. I'll put a link in the chat for this. There it is. So, it says right here on the registration page, right, September 23rd, registration will open. But in order to register for the TPA, you just scroll all the way to the bottom and you go to register. That's where you register for the right now. If you are one of those people who um already took or registered for the old version of the TPA, you can um register for the old version if you want. If you're one of those people, I think like the system will recognize you if you log in and then it'll give you the option to register for the old one. Um, it's called cycle one and cycle two. Um, it'll it probably says like year 7 version or something like that. Cycle one, cycle 2. You can register for it, but the new versions won't be on there until September 23rd. If you're one of those people that wants to change your um, you know, from the old version to the new version, just go right here where it says contact us and then that's where you like can get the um right here. You go to CalTPA and then you go to like here and then you can get like phone numbers and you have like email address. You could contact them to change.

Um, one other thing um to mention on this site is um, so it does cost $150 per cycle. Um, so $300 total for both cycles is the results link. So right here where it says results reporting dates. Um, this just means that uh, like on this side, these are dates. If you submit your cycle by these dates, you'll get your scores by this date. Okay? So, I told you that the um the new version won't be available till September 23rd, which means that your first opportunity to submit the new cycle is October 9th. October 9th. And you'll get your scores October 30th. Um, so, just be aware of that. Um, yeah.

Okay. Um, we have like these rough due dates for different programs mostly the multiple subject program. Um, we said roughly try to get the first cycle in by um the math cycle by 11:4 and then try to get the literacy cycle in by 121 if you're a multiple subject candidate. And these again are just you know suggested um due dates. They're not required. You can submit whenever you want. You submit earlier or later. They're just recommended by the program. And if you're a single subject candidate, I think it's based on your cohort. So, you should contact whoever your advisor is as to like when you're supposed to submit the TPA.

So, like I said, um, in order to pass any cycle, cycle one, cycle two, math cycle, literacy cycle, you need a score of 16. 16 across eight different rubrics. So, for example, this is what the math cycle scoring rubrics look like. So, you'll see that this is rubric 1.1, rubric 1.2 right here, three, all the way down to rubric 1.8. And you'll see that it's that there's a scale from one to five. So, what happens is once you submit the TPA to Pearson for scoring, uh, someone's going to score it and then they're going to give you a uh, a score on every one of these rubrics from one to five. So they might be like, "Okay, this candidate got a got a score level three on rubric 1.1 and here they got a two and here they got a three and here and then they're going to add up all the scores. And if your score is 16 or higher, then you will pass.

If you fail the TPA, um, you have the option to go through something called remediation, which is offered through CAPE. Um, uh, the cost is about $200 and, um, you will meet with a faculty member, probably me, um, and I'll walk you through, you know, why you didn't pass and what are some of the things, um, that you uh, might have to do to fix it before you resubmit.

There are some um materials on the Pearson website that you can use for preparation of the CalTPA. Honestly, these aren't the most helpful materials. Um, I'll give you some really helpful ones, but these ones provided by Pearson aren't on this um page. It's mostly stuff about how to format your video um and how to export it. Um, like because you need you do need to submit video clips of yourself teaching for the Cal TPA. And so this is mostly like how to like actually video record and format your video and and submit it to the e portfolio system. There's also a walkthrough of the e portfolio system which is where you will send all of your CalTPA documents. Um, so the CalTPA is a series of um templates that you'll fill out plus video clips that you'll upload um to Pearson. Um, so you do the CalTPA at home. You don't go to a testing site and then you upload these templates into the e portfolio system and your video clips and then that's how you actually submit it.

If you're in a dual immersion or bilingual school um so if you're at a dual immersion or bilingual school um this cycle so multiple subject candidates and single subject candidates if you're in a dual immersion or bilingual school this if you're going to do the cycle we're talking about today which is the math cycle for multiple or cycle one for single you can do do this entire cycle in another language. So, if you're in dual immersion or bilingual Spanish language school, you can do the whole thing in Spanish if you want. Okay? Like the whole lesson. Um, you still have to address the math content standards. Okay? Um, you do not have to address the EL standards in the cycle that we're talking about today if you don't want to. It's just math content standards for multiple subject. Um, and you can do it in another language. The rules are different if you're a multiple subject candidate and you're doing the literacy cycle. Um, I don't want to talk about that today, but just know that you're probably going to have to do that cycle even if you're in a classroom where another language is taught. Um, you have to do it in English. Okay? But we'll talk more about that when we get to cycle to the literacy cycle which is like in a month or so. But just be aware of that. But the math cycle, the one we're talking about today, you can do it in like Spanish or whatever language your classroom is in.

Um, like I said, there are video recordings that you have to do um for um both cycles of the TPA. Um, if you're in a classroom where your principal requires parent permission slips so that their kids can be recorded, um, I have a sample parent permission forms that you can like download and edit for yourself, um, and get signed. Just know that, um, at Stan State um, we don't require parent permission forms. Um, I don't require them. No one requires them. It's only if your principal at your school wants parent permission forms that you have to do these. And they're also these forms. I think there we have some in Spanish as well.

Candidate resources. So the most helpful place to turn to any of your questions relating to TPA is the StanState Cal TPA website. So, I'm going to put this in the chat so that you have access to it. You know what I've forgotten to do is um if you're watching the recording for this um at times um whenever I share things in the chat I'll give you the QR code so that you can um point your phone to this and um you know get it get the link and then save it or whatever it is you want to do. But here's the QR code for the Stanate Cal TPA website. Here you can um this is where you like sign up for all the different workshops that we offer. Um right here if you want access to some of the resources. I'm going to talk about the annotated overviews in a second. Um, you can see that um you make those requests on our CalTP website. So always turn to the CalTP website if you have any questions. You can just Google search it too. Just Google search Danate CalTPA. That'll take you to this website.

Um, now if you want to um request um this recording the recording that you're watching right now um what um for the workshop you're watching right now um you have to make a request. So you go here um this is the request form that you fill out. Once you fill out this request form, here's a QR code for that. Once you fill out this request form for um the recording and resources, you'll get access to um document that looks like this. Um and you'll see here 2025 version CalTPA recorded workshops. And then this is our workshop that we're doing right now. Once this recording is once this workshop is done, I'll post the recording here, a link to it. If you need to see, okay, everyone listen, if you're going to take the old version of the TPA for whatever reason, I do have all the old workshops here, too. Cycle one and cycle two. So, you can um you can um watch the recording if you want access to the old um workshops here as well.

Um, if you're um want the um directions to um the cycles, I'm going to go through the you know each cycle um the first cycle in detail today in the workshop. But if you want to refer to the actual directions provided by the commission, they do have draft versions of the directions. You'll notice that it says draft all over it because like I said, these aren't the finalized versions, right? Finalized versions will come out September 23rd. Um, but you can read all the directions here um for each or what we're talking about today. Um, and there's um multiple subject math cycle, the single subject cycle one, and then the world world language cycle in there available to you.

Um, so let me just give you um I should have shared this earlier. If you're watching the recording, um, this is a QR code for this slideshow. Okay? Um, if you're watching the recording or you just you're not at a computer right now, um, this is the QR code for the slideshow and I have all the hyperlinks here. So, you can this is where you can, you know, through the slideshow you'll be able to make a request for the annotated guidance or the overviews. Um, that's where you can get everything for the person in the chat who's asking for it. Okay, you just come back and pause it at this um screen and then you can get the overview if you go to slide six.

Okay. Um annotated guidance. So everyone listen super super important. Here are here are request forms for the annotated guidance. In fact, what you should do is here um go to slide six on the slideshow here. I'll put a direct link to it in the chat. Oh, I'm not even sharing my screen right now. Oh, yeah. Okay, hold on. Uh, I'm going to give you a direct link to this slide and then here's the QR code to this specific slide, slide six. And you'll see request form for multiple subject and request form for single subject. So everyone um I'm going to talk about what these are in a second, but um everyone um fill out the request form for annotated guidance here. I'll put it Yeah. So everyone just just do that. Fill out the request form for annotated guidance. It'll take you a second. There's one for single subject and one for multiple subject. So, everyone fill it out and then um what'll happen is you'll get an email right away with a link to the annotated guidance. And I'm going to go over that what that is in a second, but I want everyone to do this right now so that you have it in your inbox. Fill out the request form for the annotated guidance. Everyone, I'll give you 30 seconds to do this.

Was that for the literacy cycle for the multiple subject or is that for the uh math cycle?

>> Oh, sorry. Math cycle. Wait, this is for the math cycle. Yeah, sorry. I had a I put the wrong thing. It should be I hope I didn't mess up. See

>> in my email it says that it's the cycle one.

>> Oh, it does.

>> Yeah.

>> Okay. That's for a single subject, right?

>> Um, I did it for multi- subject.

>> It says cycle one or does it say math cycle.

>> It says math. So it's the right one. Math. Okay. Right here. Yeah. So, it should look like this. Oh, right here it says CalTP second one. And this is correct. This is the um crap. Hang on. Here it says request form for the math cycle. But when you click on the link, it's taking you to the single subject cycle one. Hang on one second everyone. Let me just fix this. All right. For the multiple subject candidates, does it say at the top when you're looking at it, like does it say single subject? Like um click on the click on the assessment guide. Multiple subject candidates, click on the assessment guide.

>> Um,

>> it is a single subject when you click on

>> a single.

>> Okay. All right. Hang on. I'm gonna fix this right now. And you're going to have multiple subject people are going to have to fill out the form again. Um, hang on. TPA, right? Why did I um Why did it do that? assessment guide and then single sub single subject candidates. Does yours say cycle one? Can someone tell me?

>> Yes.

>> Okay. You're a single subject, right? You're just cycle one, right?

>> SP cycle one.

>> Okay, great. All right. Um, hang on. You need this one. It says math cycle. Okay. So, then let me go here. Don't fill out that form yet. Let me just fix this. Um, let me try this again. Let me test it before you do it. math cycle math assessment math. Okay, now uh multiple subject people. Um, I'm going to just put the link in the chat. So, multiple subject MSCP, fill out that form one more time, everyone. Multiple sub just multiple subject people fill out the form one more time and then you're going to get an email with the correct link. So, I'll give you a minute to do that. It's in the chat. Thanks for letting me know. I'm looking at the chat at the questions. So, Crystal, um, what happens if you don't finish both cycles in one semester?

Um, so Crystal, uh, you can, like I said, finish both cycles whenever you want. Um, but you cannot earn your credential until you pass both cycles. The challenging thing about student teaching is for multiple subject candidates, most of you in a traditional credential program. If you're in the traditional one, you're um you only have one semester student teach, right? So, if you're student teaching right now, you're done in December. And let's just say you don't finish or you don't pass one of the cycles or both cycles. Um, you can retake them, right? Whenever January or whatever, but um, you need to be in front of students for your video clips. So you're going to have to somehow get back into the classroom to re-record the lesson. Um, uh, so yeah. you know, so that's why it becomes challenging um if you, you know, aren't able to pass after student teaching is getting back into the classroom. A lot of people just ask their cooperating or their mentor teacher if they can go back, you know, in the spring and um, you know, teach a lesson. Um, and that's fine. Usually they don't have a problem with that. So, and then um for single subject um I think your program does you do one cal I feel like you guys student teach for a year over a year instead of one semester and so you am I right? I think so. I think that's am I correct? Single subject candidates. Yes. Yeah. So you can I think they have you take one cycle one semester and the other cycle the other semester.

Um, Yasmin um, we'll talk about there is no specific standard but you have to do a math standard if you're a multiple subject. Um, yeah.

Okay. So, did everyone get the correct versions of the annotated guidance? Yes. Okay. Yay. Okay. Let me talk about what they are and why they're so important. So you probably got a folder. I'll just use multiple subject as an example that looks like this. Um, it'll look like this, right? And then or for some of you it might look like this. So like if it looks like this just on the upper right corner go to the little hamburger symbol, click on that. It'll look like this. So the um here you have you know assessment guide you might have rubrics but the rubrics are also in the assessment guide. Um, but the more important stuff is the blank templates right and then the um annotated guidance.

So the blank templates remember how I told you like you can't register for it until right September 23rd you won't get access to anything. What I've done is I've taken the questions that are in the um in the TPA and I've created like these blank templates. So this is like a a practice template, right? It says at the top it's a practice template only, right? And what you can do is you can start working on this with the templates that I have here. So this is a Google doc. So all you do is you go to file and then download as a word document. and you could download as a word document and start working on it. Um, so you know, you have like this is a prompt in the gray and then you type your response here. Type response here, right? So this is, you know, basically the prompts that are going to be in the version that you're going to see after you register for it. Um, and then just remember what you're going to have to do is after you register for the CalTPA um in September, you're going to then have to like copy paste your responses here into the official version. Okay? You don't submit these practice templates. Do not submit the practice templates to Pearson. You'll just copy and paste from here into the the templates that you get. Okay?

Now, annotated guidance. So, you know, let's say that you're looking at this and you're working on this template here and you get to this question about, I don't know, student assets. The second question and you're like so this question is saying you know get to know your students first in your class and talk about at the whole class level talk about their assets with respect to their cultural and linguistic assets andor interests related to the math content you plan to teach. So let's say you're reading this prompt and you're like what exactly do they want? Like what am I supposed to put as a response here? What you do is you go to the annotated guidance. So right here, one of the options you have is annotated guidance, right? Annotated templates and video clip guidance. You click on that and then you go to the um same template, right? So this is um so this is template A, right? Contextual information, the blank one. And so you look for the annotated guidance annotated template a contextual information. And what I've done is I've taken every single question, right? I've taken every single question and given you guidance, a framework for how to respond. So everything in red and brown, I guess it's brown, red and brown is my guidance to you. And you can see that I have very very detailed guidance. Everyone pay attention. This is the most important thing to pass a TPA is this is the guidance. So I tell you like sometimes I'm very specific. I say write two to three paragraphs and then I tell you exactly what to do. Right? So going back to that question, okay, what do I put in this? What do they want for student assets? What what are what's the expectation? Go to the annotated guidance. Go to that question and then I tell you write three paragraphs. First paragraph talk about your students rich cultural experiences with respect to their ethnic and racial identity. And then I even tell you to talk about um if you want to here's a hyperlink that'll take you to something called funds of knowledge where you can get to know your students funds of knowledge and you can download this and fill it out and about your class and then that'll help you talk about your response here. For the second paragraph, talk about your students linguistic assets, particularly for your English learners. Talk about their linguistic background. Um, and think about how these different assets, these cultural linguistic assets can be used to plan your lesson. In the third paragraph, talk about your students interests, which are like their hobbies, their um interests, and their aspirations. I even have for many of the questions I have um an example response that will give you more guidance on to what your response should look like. So I have all this guidance for how you should that unpacks every single prompt on every single template. I have this for you. Okay, if you want look at me everyone. Everyone look at me. If you want to pass the TPA, you use the annotated guidance. Okay? I help you get to remember the rubric how there's like five different score levels, right? I help you the um annotated guidance helps you get to level three on every single rubric. Level three. Because if there's eight rubrics and you get a three on every rubric, that's a score of 24 and you only need 16 to pass. So you'd be like well beyond passing if you follow the annotated guidance.

Um, so just I don't know if I talked about like my background, right? But I've been a professor um at Stan State for 15 years and then I've been this is my 15th year right now. And then before that I was a professor at the University of Washington DC for five years. Um, but I've been involved with the CalTPA since um 2006. So for 19 years um I've been involved with this test or some version of it. I'm also I've also been part of the redesign team, not for this version but the 2015 version. So, I helped create the TPA back in 2015 um or recreate it. Um, there was only like 23 people on that team across the state. So, I was one of the people that did that. And then I'm also currently a lead assessor for the state of California. So, I train the assessors that score the TPA. Um, so I know a lot about the TPA. The average pass rate for the old version of the TPA was across the state roughly 70%. 70% pass rate for people who took it for the first time. At Stan State, our pass rate was 98%. Roughly um and it's because of the annotated guidance. So if you want to pass, you use the annotated guidance. Okay. Um, it's sort of like your your map, your guide book. It's your your weapon to like pass this test and not have to worry about worry about less, right? So that you can just follow it and pass it. The number one reason why people fail the TPA stand is because they don't use the annotated guidance. So use it. Okay, everyone. Very very very important that you do it. Um, so, uh, um, so make sure that you do that. Um, I'm looking at the chat. Oh, that's nice. Thanks for calling me the greatest of all time. I appreciate that. Um, and then the very last question from Railene. Uh, I don't want I don't really want to talk about cycle 2 really but you can um use different you can use the same students for cycle one and cycle two that's fine. Yes.

Um, okay so how do you use it? How do you you how should you set it up on your computer so that this works for you? What I always tell candidates is um you on one side of your computer, what you should do is you should um like do this like you have it open, right? So you should have this open on like the left side. And then I always tell people have this open on the other side of half your screen. Something like this. And that way when you're like, you know, you're going down here and you're looking at for your identified English learners. Um, say you get to that question, right? and you're like, um, focus students, student one, math knowledge. You're like, you're at this question right here, math knowledge for focus student one, right? That way, you know, as you're typing your response here, blah, blah, blah. Right? You're typing your response. You can just look at this and be like, math knowledge. Okay. Yeah, this is what I'm supposed to do. So, you know, have them open side to side. That's probably the easiest way to use the annotated guidance. Okay. All right. So, that's the guidance. Um, I also have on the annotated guidance, just so you know, um, guidance for what the video clip should look like. So, just be aware of that. I'll talk about that a little bit later. Just be aware that that's there in the same area. Okay.

So, we talked about the annotated guidance. Um, now um at Stanstate you have two options for support for the CaltePa. You have these workshops which are totally free. Well, they're included in your tuition, right? Um, I hold these workshops. There's like an overview for cycle one which we're going to do in the next few minutes. And then there's going to be one for cycle two. There's also Q&A sessions, right? There's a Q&A session for the first cycle which is going to happen in about 3 weeks and then there's a Q&A for for the second cycle where if you have questions like you'll be able to ask me questions. Um, so that's your first option is these workshops. The second option is we actually have a class through offered through CAPE which is the office of extended education. Um, we have a class that you can actually take which I teach um called EDU6790 for the first cycle and educ 6791 for the second cycle. So the these classes are virtual. So basically I teach the classes every Saturday we meet from Saturday from 8:30 to 10. It's virtual. It's a three-unit class. So, you do get three units post postback which you could be used to increase your pay on the pay scale when you get your first job, right? Um, but basically um it's um a class where I walk through every single element of the TPA week by week. So, we work on it together week by week, piece by piece. um it's like a fiveweek class and um you're able to submit drafts to me in that class and sort of get general feedback. So you'll meet with me every week, you'll submit drafts and then you'll get general feedback. Um, so right now we're in the mi we just started the first cycle the I'm sorry educ 6790 that just started like last week. It's a first class. um you're still able to register for it if you want. Um, that class is um I'll just put a link to the chat in the chat which talks about the classes. So here let me just put this in the chat. Uh, this is where you if you want to register for any of these classes um EDC6790 which is for the first cycle or 6791 for the second cycle you just go to you have to you don't register like how you normally register for classes. You have to do it through the CAPE registration website. Um, the last day to register is September 17th. So just make sure that you register for it. All of the meetings are recorded. So even the first meeting that we had like in the first week is recorded. So you can go back and watch the recording. Um, and of course you can submit work late if you decide that you want to join the class. The class does cost money. So it cost $500 to take the first cycle and then $500 to take the second cycle. Um, that's the tuition that Kate requires to take these classes. But if you feel like you need a little bit more support, um, that's the class for you. Okay. Um, so just be aware of that. Um, I think if you're an intern, it might be required to take the class, but yeah.

Um, okay. So, next we're going to start talk actually talking about the first cycle and breaking it down. But any questions about anything I talked about so far? Anything? I'm going to talk about what's in the first cycle in a second. So, I don't not I don't want questions about what's in it or like the video clips or anything because we're going to talk about that. But any questions about the logistics of the TPA in general, the annotated overview, the EDU6790 class, any questions about anything?

>> I do have a question. Would financial aid cover the class or it's out of your pocket?

>> Uh, that's a good question. Um, I think you might have to call the Cape call the Cape office. So, on that link I put in the chat, there's you can probably find a way to contact them and then ask them that question if

>> Okay.

>> Yeah. If Yeah. I don't I've never had anyone ask that question. So, yeah.

>> Um, Valeria.

>> Yeah. I just have a quick question. It's about the course. Um, so let's say like we were to register for this first one. You were you would um take us kind of through the rubric and like feedback with cycle one, right?

>> Correct.

>> And then um the second one, does that start like at a later date or does it overlap?

>> Yeah, that's the question.

>> Yeah. So the second one

>> So say because we have to register for two separate ones for each cycle, right?

>> Yeah. So the second class for the second cycle starts uh October 18th.

>> Oh, okay. So it does start like at a later date for the second

>> and that registration

>> you can register for that later. It doesn't end until um

>> November

>> November 3rd. Yeah.

>> Okay. Thank you. I hadn't seen that part.

>> Um, yeah. and like uh this first like the the first cycle class like it's actually

The second week of the class, but we didn't meet this week, this past Saturday. And that's because I'm thinking of, um, having the class run, this, the first one, run a little bit longer, like two more weeks. Because, you know, this is the first time I'm teaching the class, and so the first, the old ones, five weeks was good enough, but I'm thinking maybe it might take a little bit longer for this one. So, the dates might change a little bit in terms of how long each class lasts. Like, it might be an additional two weeks. Um, 'cause I want people to spend a little bit more time, like, with certain templates. So, so yeah, just be aware of that. But you can still register for the first one and, um, you can watch the video from the first meeting and submit work late and still get feedback and stuff. Yeah.

Okay. Thank you.

Yeah. Any other questions? Monzerat says that she doesn't think that the extended education or CAPE courses are covered by financial aid. Yeah, I'm not, I'm not sure. Um, if you're taking the class, can we share our cycle one response? Yes, you do. If you take the class, um, you can, you actually submit work and then you get feedback, weekly feedback on it. General feedback. Yes. Um, they will be available in the spring, Stephanie. Yes, they're also going to be available in the spring. Um, is anyone here, just so I can get an idea, is there anyone here who's planning to register for it, like thinking about it? Can you, like, virtually raise your hand, just so I can get, like, sort of a number?

Okay. Oh, so there's like a decent amount of people. Okay. Oh, did you guys not know about this class? Like, did no one share it with you?

Um, I personally, I knew about it. I was just waiting to get, like, my first paycheck so I could sign up for it.

Oh, okay.

Um, like for the second one, I'm teaching, I'm teaching ELA through my science class, 'cause I'm teaching a core class for middle school. So, I'm teaching math and that one I could do with the class, but then since I'm teaching science, I'm going to teach, like, ELA through science. So they recommended that I take it.

Yeah.

You're single subject or I'm sorry. So you're single or multiple?

Multiple.

And you're going to do ELA through science for the literacy cycle?

Yeah. Dr. McFarland like planned out, like, um, a map with me. But, um, I have a flex period too. So, like, if needed, on my contract, it states, like, I could go into one of the other classrooms and, um, like co-teach.

But yeah. I just don't think that you should do. I don't really like the, um, just so you know, I don't love the, um, thematic units where they do ELA with something else because they're very hard to navigate, like they're very hard to.

As long as it's like mostly EL literacy and.

Not really much science. Um, yeah, it has to be literacy and you'll see when we go over that later, like in a different workshop, the literacy cycle, you'll see why it has to be mostly literacy. So, just be careful with that. Yeah.

Yeah. So, yeah, but he did state, like, I could go into another class during, like, flex and teach. So, it's kind of up to me, but, um, that's why I'm going to take the course. I'm going to take both the first cycle one and the second cycle one.

Okay, good.

Thank you.

Um, and for those of you who are not aware of it, I'm really sorry. I'm not, uh, did you, how did you learn about this workshop? Like, did people tell you about this workshop or do you just, like, randomly go onto the website and then see it?

For me, um, it was Professor or Dr. Risby that told us about it. So, we had our first classroom management and she just basically gave us, like, the link and then, like, her agenda also had, like, all the time frames and stuff like that. But was, um, the class itself was never shared with us.

And she sent out an update, um, last week, I believe, to just remind us to register for this workshop and then also she was saying that she got in contact with somebody and then that we weren't allowed to register until September 23rd for the CAPTCHA.

Oh, that was confusing for the class. Yeah. Um, I'm sorry. I mean, I, I told them to tell candidates about this workshop and about the class and maybe it just didn't for some people. I know residents, like, yeah, you probably know a little bit more about it than the student teachers, but the student teachers, yeah, I think, um, maybe we should have been more clear. The program should have been more clear about the class 'cause there's usually, like, 60 people, 70 people registered for that class, but right now there's only 20. And so I'm like, I think there's more people who are gonna for it and then they're gonna do it.

Minute. Not only that, so, you know, everyone, uh, if you're registered for the class, just be prepared for a little bit of stress because CAPE is like really behind on registration. So, like, when you fill out that registration link, the CAPE website, it, it's like, it might take like five to seven business days before you actually see the class pop up in your, um, account so that you can, like, start on it. Now, if you register for it, like, today, I think you should, if you're going to take it, you should go online to that link and register for it today. Um, I think that if you do not get, uh, Zoom, if you don't get access to the Canvas class by, like, Thursday night, send me an email and then I'll give you the Zoom link. Okay? Tell me that you registered and I'll send you the Zoom link for the meeting that we're having next Saturday. Okay?

All right.

I have a quick question. So, the, um, EDU6790, there's like a Google form. Is that what we're using to register?

That's what you use to register.

That's what. Does it, um, go into our Canvas so we wouldn't have to, like, create a different.

Correct. It'll go, once you register for, once they add you to the class, you'll, it'll show up in your regular, the class will show up in your regular Canvas thing.

Okay.

Yeah. Um, Kelio, I don't know, that, I don't know the answer to that question. Sorry. Um, you'd have to talk to the, maybe the credentials office will know. Um, okay. And thanks everyone for letting me know about whether you were or were not aware of the class or the workshop. But I think maybe we need to do a better job of telling people about it. That's not my job. That's someone else's job. But I just teach a class and do the workshop. Um, but I'll talk to them. So, sorry.

Um, okay. Any, any other questions about anything else before we start talking? We only have an hour, like, 47 minutes or whatever left before to talk about the cycle.

I had one question.

Yeah.

Um, so if we sign up for the class, will we get, like, a confirmation or something that says, "Hey, this is our the Zoom link for the for the thing or how does that work?"

Yeah, I think you'll get confirmation, but that's where the stressful part comes in because it might take five to seven days. So.

Okay. So, if we don't get anything by, like, Thursday, say I signed up today or tomorrow, if I don't get anything by Thursday or Friday, just email you.

Yeah, email me.

Okay, perfect. Sounds good. Thank you.

People have also had issues, like, registering if they have holds on their account because they have, like, a past due balance in the past, and they haven't been able to register. Like, that's caused problems too. Um, like, if you, like, so this is what happens. If you register today and then you don't hear anything by Thursday, the first thing to do would be to contact CAPE, find out what's going on, and then also let me know. Um, and then, um, I'll give you a Zoom link for the first, for that meeting.

Okay. Thank you.

Yeah. Mhm. And then payment, Stephanie, will show up in your account. Yeah, I think it shows up normally. I think that's how it works. Okay. We ready to talk about that going?

I have a good question.

Yeah. Uh-huh. You also brought up, um, that we could also use this class, you said, as well, um, after we get our credential with teaching as well. Is that something regards? I heard something like that. I was.

Yeah. So, like, you know, when you look at pay scales for teaching jobs, it, it, like, um, your pay is determined by post-baccalaureate units, like how many units you take after your bachelor's degree, like that's how your pay is determined or if you have a master's degree. Um, this, the class that you take through CAPE is three units. So that will count towards post-baccalaureate, which could increase your pay, um, if you meet that, a certain level of units. You know what I'm saying? So that's what I meant.

Yes. Thank you so much. And we could also use that for the second course, like, if we took the cycle class, that would also as well. Okay. Thank you.

Yeah. Mhm.

Yeah. Okay. So, um, so, uh, let me summarize S, uh, cycle one or the math cycle. Let me summarize it first and then we'll go, like, into it. And by the way, okay, so we have single subject and multiple subject in the same room right now. The tests are exactly the same. The only difference is that, um, multiple subject, you have to do math. Okay? And then, uh, single subject, you do whatever content area you are getting your credential in. So, if you're doing, getting your credential in single subject science, you do it in science. If you read history, you do history, right? You do the content area that you focus on. So, for the sake of not being confusing, I'm just going to go over the, um, I'm just going to do the multiple subject when I talk about this first cycle. I'm going to do the math cycle. The multiple subject math cycle, since it is the same, it's just if you're a single subject person, anytime you hear the word math or math practice, just ignore it and then replace it with whatever content area you're in. Okay? All right. So, just let's just do that. Okay? And hopefully that works. It's not confusing. Okay. Um, all right. So, quick, like, summary, right, about what cycle one is and then we'll go into it. Um, the first cycle is a, um, you plan for one lesson of an of instruction. So, just one lesson, but that lesson has to be, um, anchored in the assets, the cultural and linguistic assets of your students or their interests, um, and their learning needs. So, first and foremost, you have to think of, you have to get to know your students, who they are, and then you have to plan a lesson that is builds upon their cultural and linguistic assets. Um, when you get to know your students, you also have to identify three focus students. I'll talk about who those are later. And then for those three focus students, after you plan your lesson, you need to make adaptations for those three focus students in your lesson. So that again, your lesson, through those adaptations, builds upon those students' assets, cultural, linguistic assets, or interests, and their learning needs. After you plan all that, the lesson, the adaptations, you then teach the lesson to your class. You record it from beginning to end, and then you're going to pull out video clips. Okay? We'll talk about what needs to be in those video clips later. After you pull out the video clip, you then, um, do what's called a commentary, which is where you outline some of the elements in that video clip that the commission wants to see. And then that's all of step two. So, step one is getting to know your students, planning the lesson. Step two is video clips and the commentary. And then after you've taught it, you then do step three, which is reflect, which is where you reflect on the lesson that you just taught. You talk about how your students did with respect to, um, the assessments that you gave them. And then you go to step four, which is the apply, which is what are you going to do next? Do you have to reteach something because they didn't get it the first time? That's the apply step. And then that's it. That's all of the first cycle. Okay.

So, in more detail, four steps, right? Planning. Step one, which is getting to know your students and planning that lesson and making adaptations for three focus students in that lesson. Step two is teaching the lesson and recording it and writing the commentary for the video clips. Step three is reflecting on the lesson now that you've taught it. And then step four is apply. What are you going to do next? Like I said earlier, it's a series of templates that you have to fill out, um, and then video clips of you, uh, of you teaching, um, live students. Okay. There are one, two, three, four, five, six templates that you're going to have to complete. Okay. Um, I showed you what those templates look like. They're just like Word documents. You just fill them out. And then you have the option of one to three video clips. I recommend that you do three video clips, but we'll talk about what those video clips are in a second. So, in the very first step, in the contextual information template, it's actually called contextual information. Um, you have to get to know your students at the whole class level. It's going to ask you questions about, like, what are your students' cultural and linguistic assets, interests, um, their interests, their background knowledge with whatever content knowledge area you're teaching, your ELs, and their language background, and then your students' learning needs. This cultural and linguistic assets is like, um, sort of a new thing. Okay. Uh, in the credential program, you may have heard about, like, culturally responsive pedagogy or culturally sustainable pedagogy, right? Um, but that, you know, it was never a requirement in the state of California that teachers really know how to plan lessons that do this, but now it is. Now it's a requirement in the state. Um, which I think is great, especially with the government's push to erase people's identities. Um, it's great to think about how you can plan lessons that sort of are anchored in the cultural and linguistic assets of your students. So, what that means is you're really going to have to get to know who your students are, their cultural backgrounds, their racial identities, their ethnic identities, but also, like, in addition to ethnic and racial identities, like, what happens at their homes, what are the things that they do on the weekend, um, that impact how they see the world and live their life. Um, you know, what holidays do they celebrate? Um, uh, what types of resources do they have in their community? You're going to really have to get to know your students on these different levels and then plan a lesson that builds upon who they are. Okay. So, I would say right now, at the beginning of the semester, is the best time to get to know your students so that you can start gathering this data about them and then planning a lesson because you're going to have to plan a lesson that builds upon those, their different attributes. If you don't do that, you're not going to pass. So, it is required that you do this. Okay? Um, so just make sure that you do that. So, you do that at the whole class level, and then you have to identify three focus students. The first focus student is a student who struggles with academic language. Academic language is like academic vocabulary, right? That's the first student is just someone who struggles with academic language. Now, this will probably be, or it might be a good idea to choose an English learner because they typically struggle with academic language, but it doesn't have to be. The second focus student is someone that just requires additional support in the content area. So, a student who's struggling with whatever it is you're teaching, math, science, history, just someone who struggles. I think it's a good idea to choose someone who has a special need, because sometimes students who have special needs struggle with the content that you're trying to teach. You don't have to choose a student with special needs, but it might be a good idea. It could be any student who struggles with additional support, uh, with the content that you're teaching. And then the third focus student is, um, a student who has a challenging life experience. A student with a challenging life experience could be someone who is, for example, part of the foster care system, someone that lives in a group home, someone that, um, is housing insecure, like homeless. It could be an undocumented student. It could be a student who is part of the LGBTQ+ community, but is bullied by other students. It could be a student who was abused by their parents in the past. It could be anyone who has some type of, a student who suffers from depression. Just any student that has some type of challenging life experience. Okay? That's your third focus student. Often times, candidates choose, um, students who are part of the foster care system because usually they have like one or two students that live in foster situations in their class. So, they, I've seen a lot of candidates choose that for their, um, third, uh, focus student. And then for each of these focus students, you, um, have to talk about their cultural and linguistic assets and their interests. For the English learner, you have to talk about their background with respect to reading, writing, listening, speaking in English and in their native language. And then their specific needs with English, um, with, uh, academic language. For the second focus student, you need to talk about their, you know, their what they need with respect to the content that you're teaching them. Um, and then for the third focus student, you, of course, need to talk about, like, what are their life experiences and, you know, what makes them feel safe. So, you get to know your focus students and then you plan for a lesson. Now, in the Cal TPA, when you read the directions, technically, you have the option to use for your lesson any lesson plan template you want. You can use any lesson plan template. And Pearson actually gives you one. It's called the optional lesson plan template. Optional. Um, if you want to pass the TPA, you should use the one that is, um, in the annotated guidance. So, when you're looking at the annotated guidance, you'll see one called suggested lesson plan template right here. I also have it linked here in this slide and slide 12, but it looks like this. So, this is a lesson plan template that I think you should use. I created this, um, lesson plan template. Same thing. It has prompts and it has guidance, right, that tell you like exactly how you should respond to each of these boxes because the, um, this template just contains all the information you need to give to the assessor who's scoring your task, like, so that you could score a three, right? So, it's just, it's a sort of an overly detailed lesson plan. Okay. Um, it is, you know, kind of a typical lesson plan. You know, it starts off with standards, um, and then it goes into, like, materials, anticipatory set, connections to prior knowledge, teaching academic language. The only things that are different between, like, a traditional lesson plan template and this one, I'll say, is this. Uh, for multiple subject candidates only, multiple subject, you are going to have to identify a math content standard that anchors the lesson and a math practice standard. I don't know if you, um, if you're when you took your math methods class in the multiple subject credential program, hopefully they talked about the math practice standards, but if they didn't, I have a hyperlink here that will take you to the math practice standards. So, basically, you just need to make sure that you know your lesson is anchored in the math content standard and math practice standard. If you're a multiple subject candidate and you're in a TK, transitional kindergarten classroom, you're required to anchor your lesson in the preschool transitional kindergarten learning foundation standards. That document looks like this here. There are standards for math that are specifically for TK students. So, just be aware of that. Do not use the kindergarten standards if you're in a TK classroom. Use this. Everyone else is going to use the regular California content standards. Okay. Um, single subject, in your, um, in your lesson plan template, I just have a link to the, um, the California Department of Ed standard. So, it depends on whatever standard your subject area is in. And then it, you know, so that's one difference. The other difference is is that in the template, you have, um, you have to create an academic language goal. Um, ALD is academic language development. So, you know, create a goal, a learning goal for the academic vocabulary that your students are, are going to be taught. So, just be aware of that. And then the only other thing that's different on the lesson plan is, um, towards the bottom of it, you have a section that says, how are you going to create and sustain a safe and positive learning environment for your students? So, you have to talk about that in this lesson plan. And then also, how does this explain in this lesson plan how your, um, lesson will leverage your students' cultural linguistic assets and or their interests. So, those are the only two things that you, you know, that are in this lesson plan that you might not see in a traditional lesson plan. In this lesson plan, you'll, you know, it's not, there's all this language in it, right? My guidance. Um, so you can't download it or copy it. It says it right here in the directions. To get a blank version of it, there's a link right here. Says, click on this link and you'll get a blank version. So, it's here. Here you'll get the, the same template, but you're able to download it as a Microsoft Word document. Okay? So, just be aware of that. Um, let me see. Let me look at the chat real quick. Um, um, Sherry, is this new with the focus students? I thought in the past. So, the, yeah. So, the focus student requirement of who they are is new, Sherry. Um, in the past, it was sort of required that they be an identified English learner or student with special needs. But now, it's still recommended that the focus students be an English learner or student with special needs. But, um, focus student one could just be anyone who struggles with academic language, and focus student number two could be, um, anyone who's struggling with the content. So, that's the, the change. There's, it's more options. Mike. Um, um, the, the lesson plan templates, Mike, um, also work for PE. So, um, I mean, there's lots in term, I'm not sure, are you asking Mike about, like, I'm not sure what you're asking, like, how to plan a lesson for PE that's anchored in the cultural linguistic assets of your students. Do you want to unmute Mike and ask your question or I'm just not sure what you mean by you want to unmute or no? Okay. Okay. Um, Libeth, if you're a dual language Spanish, do we need to complete in Spanish? You could do it in Spanish or in English, Libeth. It's up to you. You can choose. Um, and then Dylan, do the focus students all need to be in the same class period? Um, I generally recommend that the focus students be in the same class period because, so, one of the things that you have to do, Dylan, is you have to, like, when you talk about the whole class, you have to look for patterns of, like, their content knowledge background, their cultural linguistic assets. And I think looking for those patterns is easier to do if you're doing it with 30 students rather than, like, 150 students, you know. So, I generally think you should do it with one class. Um, but, like, no one's going to know if you're pulling focus students from different classes, right? No one's, like, going into your classroom and checking. So, but I recommend it be one class. Okay. Um, so that's the lesson plan. So, use the recommended lesson plan template that I create. This template is new for this version. Okay. Didn't exist in the old version. It's called lesson adaptations. So, you have to make, um, there is a template where you have to make adaptations, uh, where you talk about the adaptations in more detail for your three focus students. So, you have to talk about for each of the focus students, what adaptations are you going to make for focus student one, two, and three, and how to engage with whatever content it is that you're teaching. Um, how are you going to make sure that the adaptations, um, are building upon what you already know about your students with respect to their content knowledge, that you've been able to observe in different assessments that they've taken. Um, how does the ad, how do the adaptations that you're making build upon and leverage your students' cultural linguistic assets? You have to talk about that. And then also, how do your adaptations address your students' learning needs with respect to, like, focus student one's learning needs and academic language, focus student number two's learning needs with respect to whatever content area that they're learning. And then focus student number three, how will your adaptations help their needs with respect to, um, their well-being and or behavior in the classroom? So, there's a template there. Again, I have annotated guidance for that for each of those questions. Um, and then that's all of step one. So, in step one, you have the contextual information template where you get to know your students. You have the lesson plan. Then you have the lesson plan adaptations. And then you also upload or, um, make a list of any resources or materials for the lesson. Any questions about that first step? I know there's a lot of stuff in it. Any questions about that first step, lesson plan, getting to know your students?

Jud Jamole.

Yes, sorry. Um, so I teach kindergarten, so I've kind of already had, like, a plan for all my focus students. I'm kind of struggling with my focus student number three on, like, what, 'cause I don't have, like, any students who are in foster care or who are homeless. So, I was just wondering, could I use a student that has just a lot of behaviors?

Yeah, that's fine. Yeah. Could be anyone who just struggles more. Yeah.

Okay. Thank you.

Any other questions? Kelsey.

Um, for the names inputted for your focus students and for confidentiality purposes, is it expected that you put their first names in representation of them or do you need to put alias names?

You could put fake names or you could just call them focus student one, two, and three. That's up to you.

Yeah.

And then for focus student three, could it be someone with divorced parents? So, experience has talked about that. Okay.

Yeah. Yeah. Yeah. I would just call them focus student one, two, and three. Yeah. And you can use, yeah, someone whose, um, parents are going through, like, divorce. Yeah. Mhm. Anything else?

All right. Um, you know, in terms of, like, and I don't want to spend a lot of time on this because I know it opens a whole another can of worms. We'll spend, like, a minute or so at the end talking about AI, especially if you remind me, or how to use ChatGPT because you all know you have ChatGPT access to, like, professional accounts, right? But, like, I don't know, I kind of think, um, let me just show you, like, um, anyone want to be my volunteer real quick? Like, tell me, anyone who knows your class really well. Anyone, like, want to be a volunteer? I can't. Here, let me look at you.

I can do it.

Kelsey. Okay, Kelsey. Um, let's say that you're a candidate and you're like, gosh, how do I get, like, what do I, how can I plan a lesson that gets, that that is anchored in my students' cultural linguistic assets? Right? This is where I think ChatGPT, um, can really help you, help give you ideas. Okay. So, um, this is the first time I'm doing this, so it could be a mess. We'll see. Kelsey, uh, what grade are you teaching? Help me.

Sixth grade. Get ideas about a lesson in sixth grade that I can teach for my students. Tell me about their demographics, like, what are they ethnically and racially? Are, um, ethnically, there is, I want to say about 40% white. Um, there is, I want to say another 20% Hispanic. There is one student who is Asian, and the rest, um, are Assyrian or of a different Middle Eastern descent.

Um, what's your one Asian student? What kind of Asian? Do you know?

Chinese. A Chinese student. How many, um, what percentage of English learners do you have? Roughly?

We have two English learners out of 30.

Any other languages?

Um, yes. Um, Oru.

They're both, they both are.

Oh my god. I don't even know how to spell that. Can I spell that? I don't know. It's like, ur, um.

D I. Somebody can correct me too, but I think it's U R D.

Yeah.

Urdu. Okay. Um, oh, that's cool. That's interesting. Okay. Um, uh, and then where are the school located?

And where?

Sherlock.

Sherlock. Okay. Um, anything else interesting about your class? Oh, um, uh, generally, what are your students interested in, like hobbies?

A lot of them like basketball. Um, there is a high percentage that also likes Pokemon. There is a lot of percentage who, um, likes baseball, and there's a lot who likes to watch different series and, um, movies.

And then, um, what, um, what is a lesson? Tell me something you're going to teach, like, roughly, like a math, I don't know, fractions or something, or.

Yeah. So, if we were talking right now, we are dividing fractions. So, we're focusing on that.

Dividing, um, or give me ideas, not help me, give me ideas, lesson about the writing. Um, I want the lesson to build upon my students' cultural and linguistic assets, especially for my English learners who speak Urdu. I want a lesson that that helps them, that helps, uh, use their language as an asset. Okay.

So, you know, to get ideas, I think, um, this is where I think you can ask ChatGPT and it'll give you sort of a really good, like, I think it's very good about doing things like this. So, this is saying, um, engage in real-world problems where they divide portions of culturally meaningful items like food or trading cards using fraction division. It incorporates trains languaging, peer collaboration, blah, blah. It gives you an example of basketball because, you know, your students like basketball, right? Um, or an example where your students, um, are preparing a traditional meal at home, like biryani or dolma or tacos. Um, and then you have two-thirds of the tray left and blah, blah, blah. So, it's trying to incorporate your students' like, you know, sort of cultural or traditional food into, um, into the lesson. Might be a little bit stereotypical, but it's trying. Um, and then it gives you, you know, more examples about how you can do this. So, I think that, in other words, um, ChatGPT is good for, like, if you're going to use it, because I know some of you are going to use it. Um, that's how you use it, right? Is to get ideas for things like this. Okay? Especially if you're a little bit lost on how to actually, um, 'cause I know that historically teachers don't look at their English learners and think about, um, how do I use their language as an asset in the lesson that I'm teaching. Historically in this country, we look at English learners as though their first language is a problem. And that's terrible, but that's how it's been forever. But now the state of California is saying we need to look at English learners and thinking of their first language as an asset and how do we help utilize that and leverage that asset in the classroom.

Diana, you have your hand raised.

Yeah, I just have a quick question. Um, because I am in a Spanish classroom, how would I like come upon working with the English learners in a Spanish class?

Um, you can use, uh, heritage learners. Heritage English learners.

You can choose that. Yeah. Mhm.

Yeah. It's English learners or heritage learners. Yeah.

Heritage.

Yeah. Mhm. Um, yeah. And Dylan has some ideas. Yeah. But, um, but yeah, so I just wanted to sort of show you, like, you know, the ways in which, like, ChatGPT can actually work to your benefit to, like, hopefully that's helpful. Did you find that helpful? That exercise? Was that give you ideas? Okay.

Um, okay. So, let's talk about the video clips. So, in cycle, in this cycle, um, you, and this is different than the old cycle, you have the option to submit one to three video clips. So, you record the whole lesson that you plan for from beginning to end. Record the whole thing, and then you have the option to, um, upload from that lesson one to three video clips. The total amount of minutes that, of, of video clips that you can have is 15 between the three video clips. So, either one video clip that's 15 minutes long, or like two video clips that are seven and a half minutes long, or three video clips that are five minutes long each. Right? The total has to be 15. I recommend, okay, I recommend that you do three video clips. And the video clips should be, the first video clip should be your students engaged in an activity that supports higher order thinking in a safe and positive learning environment. So, the first video clip is about safe and positive learning environment and higher order thinking. Okay. So, how do you create and sustain a safe and positive learning environment while your students are engaged in an activity that supports higher order thinking? That's the first video clip. Second video clip is, um, academic language. So, your students participating in an activity or you teaching academic language, academic vocabulary. Third video clip is, this is what I think is going to be the hardest video clip, to be honest. It's not even that hard, but I think it's a little bit hard. Um, checking for understanding, monitoring for student learning. That's a third. So, like, informally assessing your students, basically, in the video clip, but then adjusting instruction in real time. Adjusting instruction in real time. So, in that third video clip, I'm going to give you an example. You're going to be like, in the video clip, you're going to be seeing like, "Okay, everyone. Um, I'm going to put you in groups and we're going to talk about, um, I'm going to give you one problem where you have to divide fractions. Okay? So, in that group, I'm going to put you in a group of three and then you're going to solve one problem that follows all the steps we just went over about how to divide fractions." So, then you put them in a group, you give them the problem, right, to work on. And then, um, you're now walking around the room in the video clip and you're looking to see, you're checking for understanding. You're seeing who gets it, who doesn't get it. And then you're like, "Oh, okay, everyone. You know what? I, I'm seeing that a lot of people are forgetting a step. I'm seeing that a lot of people. So, let's, let's stop what we're doing and let's, let's go back and go over the steps again because I feel like some of you are forgetting to do the, uh, to take, some of you are just multiplying across instead of taking the reciprocal of the second fraction and then multiplying." That's how you solve problems, right? That's how you, I think that's how you solve the problems, right? You take the reciprocal of one and then you, yeah. And then she, so, you, you know, you're adjusting instruction in real time. So, that's what the third video clip is. So, be cognizant of that when you're recording, right? Be open to, like, checking for understanding and then adjusting instruction in the moment 'cause that needs to be captured in that third video clip. Okay. Um, so, then, yeah. So, first video clip, higher order thinking, safe positive learning environment. Second video clip, academic language. Third video clip, adjusting instruction while you're checking for understanding. After you do the three video clips, you then do what's called a video clip commentary. So, it used to be that you have to, like, annotate the clips. You don't do that anymore. Now, you just basically, you complete a, um, like a template, um, called a video clip commentary, um, that maybe it looks like kind of like this, right? Just asks questions and you just answer it, like, where in the video clips are you creating and sustaining a safe and positive learning environment? Where in the video clips are you utilizing UDL to support higher order thinking? Where are you using UDL to support academic language? Where are you checking for understanding? And then where are you making, um, adjusting instruction in real time? So, you just answer these questions and then you would, like, make, um, connections directly to, like, things that are happening in the video clip. So, you see, like, "Oh, in video clip two, at moment 3:44, I'm sustaining a safe and positive learning environment by doing X, Y, and Z." So, that's the video clip, uh, commentary. Okay? That's basically what you need to do in that part. And that's all of step two. So, in step two, you have the video clips, one to three. I recommend you do three. And then you have the video clip commentary. Any questions about step two?

Uh, Naomi, you have your hand raised.

I have a good question. So, when you say 15 minutes in total, is that like combined the three clips together? Is it?

Yeah. Okay, sounds good. Thank you.

Yeah. Also, in the video clips, you have to be seen. The teacher, you have to be seen as the teacher. And then three or more students have to be seen. At least three or more students have to be seen in every clip. Audio has to be clear from you. It's okay if your students are like muffled or whatever, right? Talking over each other. That's fine. But you have to be, your audio should be pretty clear.

Uh, David, you have a hand raised.

Are we required to have our focus students in the video clip or it could be any six students or our focus student?

No. So, it's like, you need to plan for your focus students in step one. Assume that they're going to be there, but if they don't show up the day that you're recording, no big deal. They don't have to be in the clips. Yeah.

Uh, Jim.

Um, so, like, let's say something happens and you end up not getting what you're supposed to be getting within that video that you record. Could you record another lesson and use stuff from that lesson?

Oh, no. I mean, it has to be the lesson that you outline in the lesson plan. Okay.

You can, you can re-record the same lesson.

Yeah. Just like, do it again.

Do it again. But.

Okay.

Mhm. Yeah.

Yeah. And then everyone, you know, like, um, everyone gets caught up in the TPA. Like, they worry about classroom management. Like, they're like, "Oh, I recorded a lesson and my kids were like, off the wall and like a fight broke out in the middle of the recording or like, I don't know, someone cursed." Um, I mean, first off, just don't include that as part of your clip, right? And secondly, the assessors notice how none of the, nothing that I said, so in the video clips focuses on classroom management, right? All they care about is you're doing something that attempts to create a safe and positive learning environment. Okay? You're at least trying to create and sustain it. All they care about is whether you're purposefully teaching academic language, and all they care about is whether you're, um, checking for understanding and making adjustments in real time. That's all they care about. If your kids are like screaming at each other and it's out of control, like, it's fine, right? They're not evaluated. They're not allowed, the assessors are not allowed to evaluate you on that. Okay. So, just be aware of that.

Reene.

So, uh, that at least three students have to be in the video. Do we have to show their faces or can we just show their.

The back of their heads is fine.

Yeah. Uh, Ying, you have your hand raised.

Yes. I have a question. Uh, uh, first question. Uh, I have a rule that the students put the phone in the backpack by the wall. Is that considered a a measure to safe and a positive learning environment because they don't have their phone near them?

I mean, I don't, uh, I don't want to get into, like, specific pedagogical questions in the workshop, but for that one, I'll just say, you know, you should talk to your supervisor, mentor teacher about that, those types of questions, but I think that you could justify something like that or whatever it is you're doing in the classroom that would help create and safe positive learning environment. It just depends on how you argue and make the argument that it does. Right? You could say that putting phones away creates a positive learning environment because the kids aren't on their phones and they're able to, you know, work with each other and, um, and not be distracted by their phones. So, it creates a positive learning environment that way. It's all about how you defend it.

Yeah.

Okay.

Um, Jazelle.

Jazelle, you disappeared. Was it not working?

Oh, now it is. Yeah.

Oh, cool. Okay. Sorry about that. Um, I've had a classmate who they recorded, like, just one short 15-minute lesson. Would you recommend recording, like, the whole, like, let's pretend we have, like, a 30-minute block, recording that whole block or doing what that classmate did and just like record?

Yeah, you should. I think you should do the whole lesson like that is outlined in your lesson plan from beginning to end and then choose clips from within what you record because if you only record 15 minutes, it's like you're going to have to choose clips from that 15 minutes and the evidence that you're trying to find might not be there. Right? Same thing with people who try to do like, three, like, they'll just record a five-minute clip and then another five-minute clip and then they'll record another five-minute clip. I don't think you should do that either. There. I think you should just record the whole thing.

Mhm.

And then clip out things from it.

Okay.

Yeah.

Thank you.

Um, yeah. Uh, Hannah.

Hi. Um, my coordinating teacher wanted me to ask if she's allowed to, like, help classroom manage while we teach. Like, we're the main teacher.

I mean, there's something where you can get what's called a condition code, which is automatic fail, if they see that someone has taken over the lesson, so someone besides you. So, if it ever comes across as though you're a cooperating teacher took over the lesson, then you could get a condition code. So, I would, you know, try to not have them help.

Okay. Yeah.

Okay. Sounds good.

Yeah. Kelsey.

And then just to be clear, to any of students in the videos, they have to go through that parent consent form to have them.

There's no requirement that they have to from us, from Stan State. It's only if your principal requires it.

Okay.

So, talk to your principal and see if they require it. Yeah.

Um, yeah. So, people are talking about the focus students. Yeah. They don't have to be in the videos. So, if they don't, they don't, if they're not, they don't show up. Don't worry about it. Um, uh, you know, I like six students in each clip, but the requirement is three or more. Okay. I, I, I like six students. And so, I've said that before. That's maybe why your professor said that. Oh,

Yeah. Going back to Kelsey's question about the kids, um, being in the video, I also thought that too, 'cause my supervisor had mentioned that we need to send the parent consent form for TPA so we can just be covered by TPA or cover.

Yeah, you don't, I don't want your parent permission form.

Okay. That's, yeah, thank you. And then someone asked, um, if the lesson doesn't go as well, don't re-record. Um, just go to step four and then talk about it. I would say that, like, let's.

Say you planned for a lesson and then you did nothing to create a safe and positive learning environment, or you did nothing around academic language, like you didn't focus on academic language. I would re-record because you're supposed to do that. So, like, if you, I would only re-record. Yeah. If you forgot an important element, right? Which is the things that we already talked about. Okay. But don't re-record if it's like classroom management issues, or you, like, you stumble on your words, or you're nervous, you know, like, don't worry about that stuff.

You would re-record if you taught something incorrectly. You wouldn't believe how many times I've seen submissions where the candidate teaches something inaccurate, right? Like that's just wrong. Um, because you don't know the content. You don't want to do that. Then you re-record, right? Um, but yeah, and then I need to move on, um, because it's already 10:53. But, uh, Ying, you have a last question before I go to step three and four. Those steps are fast.

>> Okay. The first, uh, the question quick is that, uh, three students in the video. Do they have to talk? Like, um, they have to reset, or you just want to see three students, or they have to have a conversation or something like that?

>> I think they should be heard. Yeah, they should talk. It shouldn't, uh, it shouldn't just be like they're just quiet or sleeping or something.

>> Okay. So, you, and also you mentioned that the video cannot be edited before, but this year, isn't that like they said you can edit it? You never talk about anything about that.

>> Um, there's no rules around editing. You can edit, but I just don't say it because, uh, it's a whole thing. If you feel like you're going to need to edit your video clips, like, it's going to take, you know, the minute I say it's fine to edit, you're going to spend like hours and hours and hours trying to make your videos look perfect and polished, and I just don't think you need to do that. That's why I don't really talk about editing. Yeah.

>> Um, okay. I didn't get what I needed last semester, which is why I'm here. Additionally, I wanted to identify the main difference in editing. Okay, hopefully, I answered your question really, but if not, then let me know. Step three and four. All right. Um, these are easy last steps. Step three is a template. You just answer some questions about how effective do you think your asset-based lesson was for your students towards meeting the content and practice goals. Multiple subject candidates answer a lot of questions around content and practice goals. So, just make sure that you talk about both the math content and the math practice goals whenever you see something like that. How effective was your lesson in terms of the academic language goal? Um, how effective were your adaptations for your three focus students? How, um, do you think you did with respect to creating and sustaining a safe and positive learning environment? And how did knowing about your students and the contextual information template really inform your lesson at the end of the day? And then lastly, how did your adjustments in real time when you taught the lesson? How did that go? That's a reflection template. That's step three.

And then the very last step, now that you've taught the lesson and reflected on it, um, do you need to re-teach something? Explain why or why not. How will you continue to use UDL to make sure that your students can, um, understand the content? How will you continue to support higher-order thinking? How will you continue to support academic language? And how will you continue in the future to support your students' assets, cultural linguistic assets? For both step three and step four, the key thing is, and this is in the annotated guidance, is that you, whenever you provide a response to those questions, you make a connection to something that happened in steps one, two, or three. So when it says, um, like, uh, when it says how effective was your lesson towards students meeting the academic language goal, you can say, well, if you recall in the lesson plan, I stated that the academic learning goal was this. In the, in the video clip, in video clip three, you can see that students are struggling with academic language because they're getting the terms numerator and denominator confused. Um, so you just make reference, clear references when you're reflecting or when you're applying to something that you said or did earlier. That's key. Okay. Um, but other than that, that's it. That's all of the first cycle. Okay. Any last, I know that we're really close to the end, um, and we've been here for two hours. Uh, any questions about anything? Questions?

>> I, sorry. Can I go? I know she raised her hand, but.

>> Hey, um, so I'm in the residency program, but I see that this is just like one recording.

>> But in the residency program, we're required to do like six observations. So, and I don't know, like, that's a little confusing how this is one recording, but the other one is like six recordings.

>> I mean,

>> that's a question for you. You're doing recordings in the residency program for, um, your supervisor, not for the TPA. You can use one of those recordings for the TPA if you want, um, if that's the lesson that you outline in this cycle, um, but that's different than the TPA. The TPA is just it's a test you have to take to get your credential. The residency has their own requirements for recordings for your supervisor so that your supervisor can observe you and then evaluate you, which is different than the TPA. Totally different thing.

>> Oh, okay. Okay. Thank you.

>> Does that make sense though?

>> Yes, it does. Cuz I was a little confused. I'm like, why one here and six there? Okay. Thank you.

>> Uh-huh. Laura.

>> When, um, teaching my lesson, is it okay instead of planning for a whole class lesson, can I plan for like, for a small group?

>> Yeah, like, I'd say six or more students. That's fine. Yeah. Anything else? There's a lot, huh, for this workshop? Spent like an hour just talking about the logistics.

>> For, like, the videos. Um, when we do like our lesson, I know you mentioned like doing three different like videos, but like, when we record it, did you just, do you recommend doing like one or like doing three?

>> No, you do one. You just record the whole lesson from beginning to end, and then you pull three video clips.

>> Gotcha. Okay. So, like, if, so we record it for like 15 minutes, whatever, and then like, for the first video, we could do like five minutes, five, and then five for the other three, like, is that what you mean?

>> I mean, your lessons are usually more than 15 minutes, right?

>> Yeah. Or however long it is. Yeah.

>> If it's like an hour-long lesson, say it's an hour-long lesson, which is probably for most of you, you're going to record the lesson is going to be about an hour. Um, then you would pull three clips from that hour-long recording. Um, and the video clips could be, yeah, like five-minute long video. Three five-minute video clips from that recording.

>> Okay. Thank you.

>> Mhm. Real.

>> Oh, I just wanted to make a suggestion that it would be easier just to record the whole lesson because you could often get caught up with, uh, whatever is happening. So, if you're like positioning and like moving your camera around and whatnot, it could, um, take some time away from it. So, it's just easier just to record the whole lesson and just pull out those certain sections according to the, uh, the clip that you need.

>> Yeah. Yeah. Exactly. And if you don't know how to pull clips from, uh, from your recording, just just Google search how to do that. There's lots of resources online that tell you how to like use iMovie on your iPhone and then pull video clips from it. Um, it's pretty easy. It is 11:00. So, um, uh, I'll end the meeting right now and then people can jump off if they want to, and then I'll stay on for just a few minutes if people have additional questions. Okay. So, for people that are jumping off, um, thank you for being here. Hopefully, you found this helpful. Let me know. I really like it when people tell me if they find the annotated guidance helpful or, you know, um, after you're using it, I like it when people tell me that they passed. Like they email me because it makes me happy. So, you know, I welcome those emails. Um, there's a Q&A session that's going to happen in about three weeks. You know, usually, um, uh, it's already scheduled on that on our website, so you can like sign up for it. And that's really just for people that are working on the, on the version and they still have questions about certain things. Um, you can also email me if you have questions. But before you email me with your questions, everyone, before you email me with your questions, please, uh, look at the annotated guidance first, or look at this recording for this workshop again because most questions can be answered there, and then if you still have questions, you can answer, um, ask me, okay, by email. Um, other than that, um, it was great seeing you. Enjoy the rest of your Sunday, and then maybe I'll see some of you in about three weeks for the Q&A. Okay. Thanks. Bye. And then I'll stay on if people have additional questions.

>> I just have a quick one. Are you going to send a video of today's, uh, this workshop, um, to us?

>> It'll be, it'll be posted on that, um, you just have to make a request for that recording on our CalPA website, and then it'll be posted probably by tomorrow.

>> Okay. Thanks.

>> Uh,

>> Okay. So, the old version, um, I saw that you could register it, um, for the 26th of August. Um, is there like a time limit that we have to request to do the old version? Because I had registered, but I never submitted anything. But from what you said in the beginning is that as long as you registered for it, we could still take that old version.

>> Yeah, you can just go online. You can go to the Pearson website right now and and take it since you already registered for it.

>> I was just wanting to see the templates when they released for September. I mean, September 23rd. Was that correct to register?

>> What do you mean the templates?

>> Um, the, the difference for the templates between the old version and the new version.

>> Oh, so I, I, I'm not allowed to give you like actual templates. Pearson, Pearson.

>> But there's annotated guidance and all that. Like, if you just go to our CaltePa website, um, you can see that.

>> Yeah, I do have those already, actually. I just, like, as far as I just wanted to know the official template as far as.

>> Yeah, the official templates for the old version, you have to get from Pearson. So after you register for it, right? Um, and you go online, you'll, you'll see the official templates there. I, I'm not allowed to give people official templates.

>> Okay. Yeah, I, I have the official for the old version. I was just wanting to see the new ones now, but I was.

>> Yeah, the new ones won't be available till September 23rd after you register for it.

>> Okay. Sounds good. Thank you very much.

>> Uh-huh. Yeah. Other questions? Um, I have a question. Just something really simple for the parent permission slips. Um, I know I found another one, like another version on Stan State page. Um, it's a little different. Does it matter which one we use?

>> They're just samples. You any version you want.

>> Okay. All right. Thank you.

>> Create your own if you want, you know. So, um, anything else? David, you have a question? No, you're just sticking around. Okay. Matthew, Tracy, Cathia, you good?

>> Yeah, I was sticking around to see. Okay. All right. No other questions. I'm going to end it. Three, two, one. All right. See you guys.