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Teacher Assignment Monitoring Outcome Video Series

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Teacher Assignment Monitoring Outcome Video Series

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Video episodes for the Teacher Assignment Monitoring Outcome (TAMO) Data and Reports by the California Department of Education.

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Teacher Assignment Monitoring Outcome Data Webinar Presentations 

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Teacher Assignment Monitoring Outcome Data Webinar Presentations 

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Explore various teaching strategies and tools for a successful TK classroom

The term "a gift of time" is frequently used to describe Transitional Kindergarten (TK) and it tells us something important about the power of the grade. Families and educators attest to the tremendous impact the gift of the TK year has on children's school readiness. A growing body of evidence from TK classrooms across California over the last several years suggests that there are common themes that make this gift of time successful. Designed specifically for the unique needs of our youngest Kindergarteners, successful TK includes integrated, differentiated, and culturally responsive instruction, and includes strong family engagement.

Classroom Management

Developmentally Appropriate Practice

TK instruction is...

Integrated

In the early years, children learn through hands-on experience and benefit from many opportunities for practice. They strive to make connections between all the new ideas and information they are learning. The most successful teachers make a deliberate effort to reinforce connections by explicitly relating topics and incorporating rich themes into their lesson plans. Throughout each day, TK teachers integrate math, language and literacy development, social-emotional skills, and English language development.

For example, TK teachers plan lessons that allow young children to:

Absorb new vocabulary while they explore math concepts.

Practice turn-taking and cooperation while they persist through a sorting activity.

Rhyme and learn alliteration in songs and chants involving science.

Learn new academic English through meaningful play, explicit instruction, and contextualized personalized learning.

Individualized and Differentiated

In a successful TK classroom, teachers continually use observation and formative assessment to determine children's progress along the continuum of skill development and tailor their instruction to help every child flourish. They use small groups, pairs, and individual activities to personalize their classroom program and build on whole-group experiences. To maximize learning for Dual Language Learners (DLLs), TK teachers skillfully employ English Language Development (ELD) instructional strategies. Additionally, this differentiated approach to instruction facilitates the successful inclusion of children with special needs in the TK classroom.

A vibrant TK classroom is busy with activities and conversations and filled with the excitement of small groups composed of children building similar skills together. The TK teacher purposefully designs the classroom to include accessible learning centers that cultivate curiosity and reflect the beauty, strength, and capacity of all children. The teacher also thoughtfully constructs activities so that each child is challenged at the right level to build success, persist through difficulty with little frustration, and get to the next level of skill.

For example, a successful TK teacher might ask all children to find pebbles on the playground. At the same time, in carefully composed small groups, they support one group of children to sort by color while another group adds and estimates. Meanwhile, they are helping build vocabulary, comprehension, and foster cooperation. In one group they might ask for children's opinions about how to estimate with open-ended questions, and in another, they may ask children to share and describe pebbles.

The TK teacher skillfully integrates children's play into daily learning activities to support healthy cognitive, physical, social-emotional development.
"Play is important to healthy brain development. It is through play that children at a very early age engage and interact in the world around them." -The American Academy of Pediatrics, 2007

TK classrooms are...

Culturally and Linguistically Responsive

Successful TK classrooms support DLLs and are culturally and linguistically responsive to children from many cultures. Students thrive when teachers create a rich environment and support meaningful relationships that honor culture, ability, and home language.

Teachers should recognize that TK students who speak a language in addition to English and/or who are learning English are contributing positively to their own development and enriching the TK experience for other students. It is important for teachers to understand that DLL children demonstrate their knowledge in the language they are most comfortable in and might not have developed sufficient English language skills to feel confident to respond or fully participate.

Creating opportunities for children to participate through a variety of modes will help ensure knowledge remains accessible and the curriculum is responsive to all learners. Children's responses should be valued and respected, regardless of the language they use when responding.

Teachers should work collaboratively with parents to develop specific plans and strategies that value and support the ongoing acquisition of skills and knowledge in English and the child's home language. TK teachers can enhance this practice through systematic support of their students' use of home language to learn English. The successful teacher will build strong relationships with and between children and provide positive learning experiences that maximize their success, build on their strengths and assets, and minimize the challenges and frustration some may experience during this time. Additionally, when children are provided with multiple opportunities to express opinions and describe their lives, each child feels valued for their unique contributions to the classroom community.

For additional resources and strategies for supporting DLLs in the classroom, please visit the Multilingual Learning Toolkit, an online hub for research-based key principles, instructional strategies, and associated, free, practical, and easy-to-use resources that are geared towards educators who teach PreK-3rd Multilingual Learners.

Stay connected! Sign up for the Early Edge California newsletter.

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The term "a gift of time" is frequently used to describe Transitional Kindergarten (TK) and it tells us something important about the power of the grade. Families and educators attest to the tremendous impact the gift of the TK year has on children's school readiness.

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A guide for administrators as they conduct walk-throughs and teachers as they plan for developmentally appropriate TK instructional practices.

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A lifesaver! great guidance and information here- it is updated regularly so check back often.

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Frequently asked questions (FAQs) regarding California state law relating to Universal Prekindergarten (UPK) and Transitional Kindergarten (TK).

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Information about the Teaching AMO Report - Accessing Educational Data (CA Dept of Education)

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Overview of the Teaching Assignment Monitoring Outcome (AMO) by Full-Time Equivalency (FTE) data, including data sources, DataQuest reports, downloadable files, definitions, and a description of the methodology for processing the data.

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Promoting Equitable Access to Teachers (CDE)

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Promoting Equitable Access to Teachers (CDE)

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Program Overview

Access to a fully-prepared and stable teacher workforce is essential to educational opportunity. Research has shown higher levels of teacher preparedness has positive impacts on student achievement.

The Every Student Succeeds Act (ESSA) Section 1112(b)(2) requires each local educational agency (LEA) receiving ESSA funds to submit a plan to the state educational agency that describes how it will identify and address any disparities that result in low-income and minority students being taught at higher rates than other students by ineffective, inexperienced, or out-of-field teachers; also referred to as equity gaps.

The California Department of Education (CDE) has developed the Promoting Equitable Access to Teachers (PEAT) Program to assist LEAs to identify and address local disparities, or equity gaps. A key element of the PEAT Program is a suite of equity tools designed to guide LEAs as they collect and analyze the appropriate data, conduct data analyses to identify potential equity gaps, conduct a root cause analysis and consider various strategies to address disparities, while engaging stakeholders throughout the process. For an overview of the PEAT Program, see Video 1 of this seven-part series. Current guidance regarding requirements for educator assignment monitoring under ESSA is available in this January 2021 letter.

PEAT Equity Tools
PEAT Overview and Tools Video Series Updated Teacher Equity Definitions Diversifying the Teacher Workforce Teacher Recruitment Strategies Teacher Retention Strategies PEAT Training Webinars Educator Equity Data Instructions (DOCX) Equity Data Analysis Tools Equitable Access Root Cause Analysis
Resources for Teacher Assignment Monitoring Outcome Reports
Recorded Training PowerPoints
These recorded PowerPoints presentations address common questions that the CDE has received about the Teacher Assignment Monitoring Outcome (TAMO) Reports

Frequently Asked Questions about the TAMO Report (Coming Soon)

Resources for Assignment Monitoring from the Commission on Teacher Credentialing

Overview Training Presentation for the California State Assignment and Accountability System (CalSAAS)
This one-hour training is a multimedia presentation. It provides a succinct introduction to CalSAAS for users as well as for those who need to collaborate with CalSAAS users as part of the annual assignment monitoring process.

Collection of Resources for CalSAAS
This is a password-protected list of the Commission on Teacher Credentialing (CTC) CalSAAS resources, including the overview training presentation, a user manual, Frequently Asked Questions, and more; username is cig2011 and password is ctcguide.

Collection of Resources for Assignment Monitoring
This is a list of CTC resources for monitoring educator assignments, including resources by topic area, the administrator's assignment manual, and more.

Local Control and Accountability Plan Federal Addendum

Educator Equity: Local Control Accountability Plan (LCAP) Addendum Criteria & Guidance
Criteria, guidance, and resources for LEAs to meet the provisions of the LCAP Federal Addendum Title I, Part A-Educator Equity section.

Educator Equity: LCAP Addendum Reviewer Criteria
Reviewer criteria to meet the provisions of the LCAP Federal Addendum Title I, Part A-Educator Equity section.

Notifications for Title I Programs

Below you will find templates for parent and family notifications as well as a chart to assist in determining whether a "Teacher Requirements Four-Week Notice" is required. The two templates for parent notifications, as required by Title I, Part A, may be modified by schools for communications with local parents.
Available translations of the Parents' Right to Know Letter Regarding Teacher Qualifications Available translations of the Teacher Requirements Four-Week Notice
Four-Week Letter Notification Determinations

Status

Descriptions/Certifications/Permits

4-Week Notice Trigger (Y or N)

Ineffective

An individual whose assignment is legally authorized by an emergency permit that does not require possession of a full teaching license; or

A teacher who holds a teaching credential but does not possess a permit or authorization that temporarily allows them to teach outside of their credentialed area (misassigned); or

An individual who holds no credential, permit, or authorization to teach in California.

Provisional Internship Permits

Short-Term Staff Permits

Variable Term Waivers

Substitute permits or Teaching Permits for Statutory Leave (TPSL) holders serving as the teacher of record

Out-of-Field Teacher

General Education Limited Assignment Permit (GELAP)

Special Education Limited Assignment Permit (SELAP)

Short-Term Waivers

Emergency English Learner or Bilingual Authorization Permits

Local Assignment Options (except for those made pursuant to the California Code of Regulations, Title 5, Section 80005[b])

Emergency Substitute Documents

TSLP

Emergency 30-Day Substitute Teaching Permit

Emergency Substitute Teaching Permit for Prospective Teachers

Emergency Career Substitute Permit

California State Equity Plans

A history of California's most recent state equity plans.

Questions: Teacher and Leader Policy Office | TLPO@cde.ca.gov | 916-445-7331

Last Reviewed: Tuesday, August 16, 2022

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Access to a fully-prepared and stable teacher workforce is essential to educational opportunity. Research has shown higher levels of teacher preparedness has positive impacts on student achievement.

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Appropriate Credentials for CALPADS Course Codes

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Appropriate Credentials for CALPADS Course Codes

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Receive Coded Correspondence, Newsletters, E-News, Press Releases, Reports and Workshop Information.

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To verify a document held for an educator, the Commission offers an official "Confirmation of Licensure". We cannot complete forms from other states. The Confirmation of Licensure form includes: educator's name, last four digits of the social security number, date of birth, document(s) held by the educator, document number(s), authorization, and validity period. The Division of Professional Practices finalizes the form and signs the Confirmation of Licensure. The form is then mailed to the address listed on your educator profile in 2 to 4 weeks. Your information must be current in the Commission database for us to process a "Confirmation of Licensure" form. For detailed instructions on updating your address please visit the CTC Online - Your Educator Account page.

Once your address has been updated, please email credentials@ctc.ca.gov with "Confirmation of Licensure" in the subject line. The email should contain the following information:

Your full legal name

Your date of birth

The document(s) you held with the Commission

The Commission can not verify exam scores. For exam score information, please visit the Get Results page.

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To verify a document held for an educator, the Commission offers an official "Confirmation of Licensure". We cannot complete forms from other states. The Confirmation of Licensure form includes: educator's name, last four digits of the social security number, date of birth, document(s) held by the educator, document number(s), authorization, and validity period.

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The system documents on this page assist in using the California Longitudinal Pupil Achievement Data System (CALPADS).

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An excused absence is when a student misses school with a valid excuse per Education Code Section 48260(c).

48260(c)

For purposes of this article, a valid excuse includes, but is not limited to, the reasons for which a pupil shall be excused from school pursuant to Education Code sections 48205 and 48225.5 and may include other reasons that are within the discretion of school administrators and, based on the facts of the pupil's circumstances, are deemed to constitute a valid excuse.

(a) Notwithstanding Section 48200, a pupil shall be excused from school when the absence is:

(1) Due to the pupil's illness.

(2) Due to quarantine under the direction of a county or city health officer.

(3) For the purpose of having medical, dental, optometrical, or chiropractic services rendered.

(4) For the purpose of attending the funeral services of a member of the pupil's immediate family, so long as the absence is not more than one day if the service is conducted in California and not more than three days if the service is conducted outside California.

(5) For the purpose of jury duty in the manner provided for by law.

(6) Due to the illness or medical appointment during school hours of a child of whom the pupil is the custodial parent.

(7) For justifiable personal reasons, including, but not limited to, an appearance in court, attendance at a funeral service, observance of a holiday or ceremony of the pupil's religion, attendance at religious retreats, attendance at an employment conference, or attendance at an educational conference on the legislative or judicial process offered by a nonprofit organization when the pupil's absence is requested in writing by the parent or guardian and approved by the principal or a designated representative pursuant to uniform standards established by the governing board.

(8) For the purpose of serving as a member of a precinct board for an election pursuant to Section 12302 of the Elections Code.

(9) For the purpose of spending time with a member of the pupil's immediate family, who is an active duty member of the uniformed services, as defined in Section 49701, and has been called to duty for, is on leave from, or has immediately returned from, deployment to a combat zone or combat support position. Absences granted pursuant to this paragraph shall be granted for a period of time to be determined at the discretion of the superintendent of the school district.

(10) For the purpose of attending the pupil's naturalization ceremony to become a United States citizen.

(b) A pupil absent from school under this section shall be allowed to complete all assignments and tests missed during the absence that can be reasonably provided and, upon satisfactory completion within a reasonable period of time, shall be given full credit therefor. The teacher of the class from which a pupil is absent shall determine which tests and assignments shall be reasonably equivalent to, but not necessarily identical to, the tests and assignments that the pupil missed during the absence.

(c) For purposes of this section, attendance at religious retreats shall not exceed four hours per semester.

(d) Absences pursuant to this section are deemed to be absences in computing average daily attendance and shall not generate state apportionment payments.

(e) "Immediate family," as used in this section, has the same meaning as set forth in Section 45194, except that references therein to "employee" shall be deemed to be references to "pupil."

(Amended by Stats. 2016, Ch. 92, Sec. 1. Effective January 1, 2017.)

(Amended by Stats. 2012, Ch. 432, Sec. 1. Effective January 1, 2013.)

48225.5.

(a) (1) Notwithstanding Section 48200, a pupil who holds a work permit to work for a period of not more than five consecutive days in the entertainment or allied industries shall be excused from school during the period that the pupil is working in the entertainment or allied industry for a maximum of up to five absences per school year.

(2) Notwithstanding Section 48200, a pupil shall be excused from school in order to participate with a not-for-profit performing arts organization in a performance for a public school pupil audience for a maximum of up to five days per school year provided the pupil's parent or guardian provides a written note to the school authorities explaining the reason for the pupil's absence.

(b) A pupil absent from school under this section shall be permitted to complete all assignments and tests missed during the absence that can be reasonably provided and, upon satisfactory completion, shall be given full credit therefor. The teacher of any class from which a pupil is absent shall determine, pursuant to the regulations of the governing board of the school district, or the county board of education, what assignments the pupil shall make up and in what period of time the pupil shall complete those assignments. The tests and assignments shall be reasonably equivalent to, but not necessarily identical to, the tests and assignments that the pupil missed during the absence.

(c) A pupil absent pursuant to paragraph (1) of subdivision (a) shall receive instruction during the period of the absence from a studio teacher certified by the Labor Commissioner holding credentials as defined in Section 11755 of Title 8 of the California Code of Regulations. The instruction shall be offered between 7 a.m. and 4 p.m. for pupils in kindergarten and grades 1 to 6, inclusive, and between 7 a.m. and 7 p.m. for pupils in grades 7 to 12, inclusive. The school district or county superintendent of schools shall accept the work done by the pupil and the grades given to the pupil on that work and shall provide the pupil with credit for the instruction the pupil received from that teacher.

(d) At the request of a pupil excused from school pursuant to paragraph (1) of subdivision (a), the pupil may be permitted to enroll in a work experience program of the school district and shall receive appropriate academic credit for that work experience.

(e) This section shall apply to all pupils, whether a pupil is enrolled in regular classes or special education classes, a regional occupational program or center, or a program of independent study, or any other program of the school district or county superintendent of schools.

(Added by Stats. 1997, Ch. 879, Sec. 1. Effective January 1, 1998.)

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List of frequently asked questions for CALPADS.

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Quick Links:

CALPADS Home
Calendar
Communications
Contact
Fixed and Active Known Issues
Frequently Asked Questions (FAQs)
Hours of Operation
Listservs (this page)
Release Updates
System Documentation
Training

CALPADS Listservs

The California Longitudinal Pupil Achievement Data System (CALPADS) listservs listed below provide one-way communication from the California Department of Education (CDE) to local educational agencies (LEAs), Student Information System (SIS) vendors, and LEAs utilizing custom-designed Student Information Systems. LEAs and entities subscribing to given listservs will receive information via email relevant to the development and implementation of CALPADS. The CDE strongly recommends that LEAs and SIS vendors maintain active subscriptions to the appropriate CALPADS listservs, as these listservs serve as a vital means of communicating important information about CALPADS. Additional information pertaining to CALPADS can also be obtained on the CDE CALPADS Web page. Here you will find current updates, links to various communications, system documentation, and relevant CALPADS information. If you have any questions, please submit them via e-mail to calpads@cde.ca.gov.

CALPADS Listservs

CALPADS-LEA

The CALPADS-LEA listserv is a private listserv restricted to LEAs. All requests for membership will be reviewed before approval is granted. Subscribers must use their LEA assigned email in order to join.

CALPADS-VENDORS

The CALPADS-VENDORS listserv provides information relevant to the development and implementation of CALPADS and is limited to Student Information System (SIS) vendors and LEAs utilizing their own custom-designed SISs. All requests for membership will be reviewed before approval is granted, and all email domains will be verified as belonging to either a vendor or custom-designed SIS LEA.

CASEMIS-TO-CALPADS

The CASEMIS-TO-CALPADS listserv disseminates information to LEAs regarding the transition from the California Special Education Management Information System (CASEMIS) to CALPADS. This listserv is an open listserv with no membership restrictions.

How to subscribe to a listserv

To subscribe to a listserv, send a blank e-mail message by clicking on a "subscribe to..." link for the appropriate listserv listed above. A confirmation e-mail will be sent to the e-mail address associated with the given listserv subscription. The subscriber must reply to the confirming e-mail message in order for the listserv membership to be activated.

If any of the above subscribe links do not work with your default e-mail client, please submit an e-mail (with no message) to:
subscribe-[LISTNAME]@mlist.cde.ca.gov (e.g., subscribe-calpads-lea@mlist.cde.ca.gov).

How to unsubscribe from a listserv

To unsubscribe from a listserv, send a blank e-mail message by clicking on an "unsubscribe to..." link for the appropriate listserv above. A confirmation e-mail will be sent to the e-mail address associated with the given listserv subscription. The subscriber must then reply to the confirming e-mail in order for the listserv membership to be deactivated.

If any of the above unsubscribe links do not work with your default e-mail client, please submit an e-mail (with no message) to:
unsubscribe-[LISTNAME]@mlist.cde.ca.gov (e.g., unsubscribe-calpads-sis-vendors@mlist.cde.ca.gov).

NOTE: The CALPADS listservs are not discussion forums, and listserv members cannot post comments or otherwise communicate with other members through these listservs. The CALPADS listservs are not intended to replace any of the California School Information Services (CSIS) listservs.

Last Reviewed: Thursday, May 12, 2022

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CALPADS Home Calendar Communications Contact Fixed and Active Known Issues Frequently Asked Questions (FAQs) Hours of Operation Listservs (this page) Release Updates System Documentation Training The California Longitudinal Pupil Achievement Data System (CALPADS) listservs listed below provide one-way communication from the California Department of Education (CDE) to local educational agencies (LEAs), Student Information System (SIS) vendors, and LEAs utilizing custom-designed Student Information Systems. LEAs and entities subscribing to given listservs will receive information via email relevant to the development and implementation of CALPADS.

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Jan 2023 LEA Comp Checklist_DRAFT (2).docx

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Jan 2023 School Checklist_DRAFT (2).docx