Anaheim City School District
Human Resources
Year 1
Module C – Inquiry #1
Module C Overview
Step
Purpose
Evidence
Individual Induction Plan (C-1)
Determine the Focus of the Inquiry
This IIP will be started at a BTSA Induction Meeting.
Please wait to continue until after that meeting.

Cell 1 – Based on findings from the Self-Assessments
(E-2), determine an area of focus (i.e, assessment,
classroom management, equity, etc.)

Cell 2 – Developing a focus question should be based
on desired areas for growth.

Cell 3 – Determine the CSTP element(s) that are
relevant to your focus question.

Cell 4 – What are the anticipated, measurable
outcomes for student learning?
1

Email IIP Cells 1-4 to the BTSA Office. Wait for
confirmation before moving further in the Inquiry.
Developing the Action Plan

Cell 5 – Record dates for each action taken to support
the focus question.

Cell 6 – Describe resources such as talking with
colleagues, observing others, reading of research,
attending workshops, analyzing data, Internet
research, etc.

Cell 7 – Describe the learning that was applied in the
classroom. In what ways was new knowledge
implemented in the classroom?

Cell 8 – After implementation in the classroom,
describe evidence of the impact on student
achievement and the impact on your teaching.
IIP cells 5-8 are updated throughout this module, while
cells 9 and 10 serve as the culminating reflection.
Individual Induction
Plan
Cells 1-4
(C-1)
Email IIP to
BTSA Office
Individual Induction
Plan
Cells 5-8
(C-1)
Preparing for Instruction
2

With your Support Provider, complete the Essential
Components for Instruction (C-2), to ensure that all
components are included in your series of lessons.
This lesson series should last over a period of time of
at least 6-8 weeks.

Administer your entry-level assessment and complete
Parts 1 and 2 of Form (C-3).

Attach a copy of the scoring guide and the
assessments for your 3 focus students.

Using the Entry-Level Assessment Data, identify
three students that represent different instructional
needs in the classroom. Using the Focus Student
Selection (C-4), select a student from each of the
following areas:
1. English language learner
2. Special Populations
3. Teacher’s Choice
Essential
Components for
Instruction
(C-2)
Entry-Level
Assessment
Parts1&2
(C-3)
Assessment Copies (3)
& Scoring Guide
Focus Student
Selection
(C-4)
Date
Completed
PT
Initials
SP
Initials
Anaheim City School District
Human Resources
Year 1
Module C – Inquiry #1
Module C Overview
Step
Purpose
Evidence
The Lesson Series
Planning the Lesson

Using the Essential Components for Instruction (C-2),
begin teaching the lesson series. Complete the Lesson
Plan Template for observation (C-5) for the lesson
which will be observed by your Support Provider.
Make sure that technology is part of the observed
lesson and is noted on (C-5). This lesson plan
template or one similar must be completed and given
to your Support Provider PRIOR to the observation.
3
Lesson Plan
Template for
Observation
(C-5)
Pre-Conference

With your Support Provider, review all documents
completed thus far in this Inquiry.

Provide your Support Provider with a seating chart,
listing all students and highlighting your focus
students.

Complete the top portion of the Observation Record,
(C-6) prior to your observation.
Observation Record
Parts1&2
(C-6)
Observation

Your Support Provider will gather evidence from
ONE lesson within the series using the Observation
Record (C-6) and your classroom seating chart.
Seating Chart with
SP notes
Post-Observation Conference

After the observation, work with your Support
Provider to review evidence collected from the
Observation Record (C-6).

Together, complete the Analysis of Student Work
(C-7) using student work collected during the
observed lesson. Make sure to attach graded work
samples from the three focus students.

Go back to IIP cells 5-8 (C-1) and record how the
implemented changes impacted your classroom
instruction.
Analysis of Student
Work
(C-7)
Focus Student Work
(3)
Summative Assessment
4

Administer the summative assessment at the end of
the lesson series. Complete the Summative
Assessment, Parts 1&2 (C-8).

Attach a copy of the scoring guide and the
assessments for your 3 focus students.
Summative
Assessment,
Parts 1&2
(C-8)
Assessment Copies (3)
& Scoring Guide
Date
Completed
PT
Initials
SP
Initials
Anaheim City School District
Human Resources
Year 1
Module C – Inquiry #1
Module C Overview
Step
Purpose
Evidence
End of Inquiry Self-Assessment
Continuum of Teaching Practice

Read and mark the descriptors for each level
on the Continuum of Teaching Practice (E-1).
Based on the evidence gathered, discuss
examples of your practice in relation to the
criteria.
CSTP Self Assessment

With your Support Provider, and after the
Continuum of Teaching Practice has been
marked, mark each element in the Module C
column on the CSTP Self-Assessment, using
the appropriate evidence code(s) located at the
bottom of the assessment.
5
Self Assessment of Induction Program Standards
 Review each Induction Program Standard.
Based on prior experience and evidence
gathered during all FACT Modules discuss,
with your Support Provider, how you are
applying each standard in your classroom
practice. In the Module C section for each
standard, record how your teaching practice
relates to that standard.
Individual Induction Plan

On the Individual Induction Plan, (C-1),
complete cells 9 and 10.

Send a copy of your completed IIP to the
BTSA Induction Office.
Continuum of Teaching
Practice
(E-1)
CSTP Self-Assessment
(E-2.1)
Self-Assessment
Pedagogy (E-2.5)
Self-Assessment
UA: Equity (E-2.6)
Self-Assessment
UA: ELL (E-2.6a)
Self-Assessment
UA: Special Pops (E-2.6b)
Individual Induction
Plan Cells 9&10
(C-1)
IIP Turned into
BTSA Office
Date
Completed
PT
Initials
SP
Initials