This book is applicable to all credential subject areas.

 

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What is the purpose of the guide?

 

The purpose of this guide is to provide necessary information to successfully and easily complete the CalTPA Cycle. When putting this book together, the authors knew that the handbook, online resources, and teaching programs provide a lot of information that can be overwhelming and confusing. In writing this guide, the authors kept in mind the following to provide an effective book to complete the CalTPA Cycle 1:

 

• requirements to complete CalTPA Cycle 1
• best practices and strategies to easily and effectively complete CalTPA Cycle 1
• document information only relevant to completing the CalTPA Cycle 1
• maximizing points to pass the CalTPA Cycle 1

 

CalTPA is embedded in teaching preparation programs, and some programs provide a lot of information that can be relevant or irrelevant to completing the CalTPA. Other programs might not provide much good support at all. The main purpose of this book is to provide a clear, direct, and concise presentation on what needs to be done for successfully completing CalTPA Cycle 1.

 

How is this guide organized?

 

The official assessment handbook written by CalTPA is filled with many pages of excessive information. Students have expressed that the information presented is repetitive, confusing, and unclear. This guide provides a clear, concise, detailed, and complete presentation on how to achieve a passing score on the CalTPA Cycle 1. The information in the guide is presented in the following sequence:

 

Chapter 1 - Introduction to CalTPA®      

 

• Introduction to CalTPA  
• What are the CalTPA subject areas?        
• Overview of CalTPA Cycle           
• What is the purpose of the guide?          
• How is this guide organized?      
• Reviewing CalTPA® Glossary in the CalTPA Cycle 1 Handbook         

 

Chapter 2 - Overview of CalTPA Evidence To Submit     

 

Chapter 3 - Key Concepts and Topics    

 

• Standard English Learners vs. English Learners    
• Selecting Focus Students             
• Funds of Knowledge      
• Asset-Based Instructional Design             
• Higher-Order Thinking Skills       
• California English Language Development Standards
• English Language Arts/English Language Developmental Framework        
• Academic Language
• Instructional Strategies vs. Learning Activities     

 

Chapter 4 - CalTPA Lesson Plan Development  

 

• Universal Design for Learning (UDL)        
• Grouping Students         
• Learning Activities         
• Instructional Materials  
• Learning Goals and Standards    
• Video and Annotation Requirements      

 

Chapter 5 - Getting to Know Students     

 

Chapter 6 - Written Narrative Lesson Plan Rational Template       

      

Chapter 7 - Step 2 Teach and Assess Requirements       

 

• General Video/Annotation Requirements             
• Video Clip Descriptions and Best Practices           
• Explanation of Annotations        

 

Chapter 8 - Written Narrative: Reflection on What You Learned            

 

Chapter 9 - Narrative Application of What You Learned

 

Chapter 10 – Maximizing Scores – Understanding the Rubrics             

 

• Step 1 – Rubric 1.1 – See CalTPA Handbook for Essential Question Associated With This Rubric   
• Step 1 – Rubric 1.2 – See CalTPA Handbook for Essential Question Associated With This Rubric   
• Step 1 – Rubric 1.3 – See CalTPA Handbook for Essential Question Associated With This Rubric   
• Step 1 – Rubric 1.4 – See CalTPA Handbook for Essential Question Associated With This Rubric   
• Step 2 – Rubric 1.5 – See CalTPA Handbook for Essential Question Associated With This Rubric   
• Step 2 – Rubric 1.6 – See CalTPA Handbook for Essential Question Associated With This Rubric   
• Step 3 – Rubric 1.7 – See CalTPA Handbook for Essential Question Associated With This Rubric   
• Step 4 – Rubric 1.8 – See CalTPA Handbook for Essential Question Associated With This Rubric