Cstpinitialassessment

Standard'1'CSTP:'Engaging'and'Supporting'All'Students'in'Learning''
!
Element'1.1' Emerging! Exploring! Applying! Integrating! Innovating!
Learns!about!students! Gathers!additional!data!to! Uses!data!from!a!variety! Uses!data!from!multiple! Uses!comprehensive!
through!data!provided!by! learn!about!individual! of!formal!and!informal! measures!to!make! knowledge!of!students!to!
the!school!and/or! students.! sources!to!learn!about! adjustments!to! make!ongoing!
assessments.! ! students!and!guide! instruction!and!meet! adjustments!and!
! ! selection!of!instructional! individual!identified! accommodations!in!
! ! strategies!to!meet!diverse! learning!needs.! instruction.!
Using'knowledge'of' ! ! learning!needs.! ! !
students'to'engage' ! ! ! ! !
them'in'learning' Some!students!may! Students!engage!in!single! Student!engage!in! Students!actively!utilize!a! Students!take!ownership!
engage!in!learning!using! lessons!or!sequence!of! learning!through!the!use! variety!of!instructional! of!their!learning!by!
instructional!strategies! lessons!that!include!some! of!adjustments!in! strategies!and! choosing!from!a!wide!
focused!on!the!class!as!a! adjustments!based!on! instruction!to!meet!their! technologies!in!learning! range!of!methods!to!
whole.! assessments.!10/1/17! needs.! that!ensure!equitable! further!their!learning!that!
access!to!the!curriculum.! are!responsive!to!their!
learning!needs.!
! Teacher!does!a!variety!of! ! ! !
getting!to!know!you!
activities!at!the!start!of!
the!school!year.!
!
Teacher!revisits!concepts!
as!necessary!based!on!
student!assessments!
!
10/1/17!
Evidence!
!
Develops!awareness!of! Uses!gathered! Uses!school!resources!and! Integrates!broad! Develops!and!
prior!knowledge,!culture,! information!about! family!contacts!to!expand! knowledge!of!students! systematically!uses!
backgrounds,!life! students!prior! understanding!of! and!their!communities!to! extensive!information!
experiences,!and!interests! knowledge,!cultural! students!prior! inform!instruction.! regarding!students!
represented!among! backgrounds,!life! knowledge,!cultural! ! cultural!backgrounds,!
students.! experiences,!and!interest! backgrounds,!life! ! prior!knowledge,!life!
Connecting'learning'
! to!support!student! experiences,!and!interests! ! experiences,!and!
to'students'prior'
! learning.! to!connect!to!student! ! interests.!
knowledge,'
! ! learning.! ! !
backgrounds,'life'
! ! ! ! !
experiences,'and'
Some!students!connect! Students!participate!in! Students!make! Students!are!actively! Students!can!articulate!
interests'
learning!activities!to!their! single!lessons!or! connections!between! engaged!in!curriculum,! the!relevance!and!impact!
own!lives.!! sequences!of!lessons! curriculum,!and!their! which!relates!their!prior! of!lessons!on!their!lives!
related!to!their!interests! prior!knowledge,! knowledge,!experiences,! and!society.!
and!experiences.!10/1/17! backgrounds,!life! and!interests!within!and!
experiences,!and! across!learning!activities.!
interests.!
! After!learning!about! ! ! !
student!backgrounds,!
teacher!constantly!
researches!similarities!
between!target!language!
culture!and!students!own!
cultures,!and!invites!
conversations!about!these!
similarities!when!they!
come!up.!
!
Teacher!welcomes!
Evidence ' opportunities!for!students!
to!share!similarities!and!
differences!between!their!
own!culture!and!the!
target!language!culture!
10/1/17!
!
!
Uses!realNlife!connections! Explore!using!additional! Integrates!connections! Integrates!connections!to! Engages!student!in!
during!instruction!as! realNlife!connections!to! from!subject!matter!to! meaningful,!realNlife! actively!making!
identified!to!curriculum.! subject!matter!in!single! meaningful,!realNlife! contexts!in!planning! connections!to!relevant,!
! lessons!or!sequence!of! contexts,!including!those! subject!matter!instruction! meaningful,!and!realNlife!
! lessons!to!support! specific!to!students! and!is!responsive!during! contexts!throughout!
! understanding.! family!and!community.! instruction!to!engage! subject!matter!
Connecting'subject' ! ! ! students!in!relating!to! instruction.!
matter'to' ! ! ! subject!matter.! !
meaningful,'realHlife' ! ! ! ! !
contexts' Some!students!relate! Students!make!use!of! Students!utilize!realNlife! Students!actively!engage! Students!routinely!
subject!matter!to!realNlife.! realNlife!connections! connections!regularly!to! in!making!and!using!realN integrate!subject!matter!
provided!in!single!lessons! develop!understandings! life!connections!to!subject! into!their!own!thinking!
or!sequence!of!lessons!to! of!subject!matter.! matter!to!extend!their! and!make!relevant!
support!understanding!of! understanding.! applications!of!subject!
subject!matter.!10/1/17! matter!during!learning!
activities.!
! Teacher!designs! ! ! !
assessments!based!
on!realNworld!
situations!to!assess!
students!knowledge!
of!concepts!(ex.!A!
speaking!assessment!
in!which!the!student!
must!ask!and!answer!
questions!to!
Evidence ' introduce!themselves!
to!me,!or!a!
presentation!where!a!
group!of!students!
roleNplay!ordering!
food!at!a!restaurant)!
10/1/17!
!
!
Uses!instructional! Explores!additional! Utilizes!a!variety!of! Creates,!adapts,!and! Refines!the!flexible!use!of!
strategies,!resources,!and! instructional!strategies,! strategies!including! integrates!a!broad!range! an!extensive!repertoire!of!
technologies!as!provided! resources,!and! culturally!responsive! of!strategies,!resources,! strategies,!resources,!and!
by!school!and/or!district.! technologies!in!single! pedagogy,!resources,!and! and!technologies!into! technologies!to!meet!
! lessons!or!sequence!of! technologies!during! instruction!designed!to! students!diverse!learning!
Using'a'variety'of' ! lessons!to!meet!students! ongoing!instruction!to! meet!students!diverse! needs.!
instructional' ! diverse!learning!needs.! meet!students!diverse! learning!needs.! !
strategies,'resources,' ! ! learning!needs.! ! !
and'technologies'to' ! ! ! ! !
meet'students' Some!students!participate! Students!participate!in! Students!participate!in! Students!actively!engage! Students!take!
diverse'learning' in!instructional!strategies,! single!lessons!or! instruction!using! in!instruction!and!make! responsibilities!for!using!
needs' using!resources!and! sequence!of!lessons! strategies,!resources,!and! use!of!a!variety!of! a!wide!range!of!strategies,!
technologies!provided.! related!to!their!interests! technologies!matched!to! targeted!strategies,! resources,!and!
and!experiences.! their!learning!needs.! resources,!and! technologies!that!
10/1/17! technologies!to!meet!their! successfully!advance!their!
individual!students! learning.!
needs.!
! ! Teacher!creates! ! !
lessons!centered!
around!the!textbook,!
different!
chromebook!apps,!
learned!songs,!and!
games!to!ensure!that!
a!variety!of!different!
learning!needs!are!
being!met.!10/1/17!
Evidence '
!
!
Asks!questions!that!focus! Includes!questions!in! Guide!students!to!think! Supports!students!to! Facilitates!systematic!
on!factual!knowledge!and! single!lessons!or!a! critically!through!use!of! initiate!critical!thinking! opportunities!for!student!
comprehension.! sequence!of!lessons!that! questioning!strategies,! through!independently! to!apply!critical!thinking!
! require!students!to!recall,! posing/solving!problems,! developing!questions,! by!designing!structured!
! interpret,!and!think! and!reflection!on!issues!in! posing!problems!and! inquiries!into!complex!
! critically.! content.! reflecting!on!multiple! problems.!
Promoting'critical'
! ! ! perspectives.! !
thinking'though'
! ! ! ! !
inquiry,'problem'
Some!students!respond!to! Students!respond!to! Students!respond!to! Students!pose!problems! Students!pose!and!
solving,'and'
questions!regarding!facts! varied!questions!or!tasks! questions!and!problems! and!construct!questions! answer!a!wideNrange!of!
reflection'
and!comprehension.! designed!to!promote! posed!by!the!teacher!and! of!their!own!to!support! complex!questions!and!
comprehension!and! begin!to!pose!and!solve! inquiries!into!content.! problems,!reflect,!and!
critical!thinking!in!single! problems!of!their!own! communicate!
lessons!or!a!sequence!of! related!to!the!content.! understandings!based!on!
lessons.!10/1/17! in!depth!analysis!of!
content!learning.!
! Teacher!starts! ! ! !
lessons!off!with!a!
warmNup!activity!that!
requires!them!to!
recall!previous!
information.!InNclass!
work!often!requires!
critical!thinking!of!
students!and!for!
them!to!solve!their!
Evidence ' own!problems.!
10/1/17!
!
!
Implements!lessons! Seeks!to!clarify! Makes!ongoing! Adjusts!strategies!during! Makes!adjustments!to!
following!curriculum! instruction!and!learning! adjustments!to! instruction!based!on!the! extend!learning!
guidelines.! activities!to!support! instruction!based!on! ongoing!monitoring!of! opportunities!and!
! student!understanding.! observation!of!student! individual!student!needs! provide!assistance!to!
! ! engagement!and!regular! for!assistance,!support,!or! students!in!mastering!the!
Monitoring'student' ! ! checks!for!understanding.! challenge.! concepts!flexibly!and!
learning'and' ! ! ! ! effectively.!
adjusting'instruction' ! ! ! ! !
while'teaching.' Some!students!receive! Students!receive! Students!successfully! Students!are!able!to! Students!monitor!their!
individual!assistance! assistance!individually!or! participate!and!stay! articulate!their!level!of! progress!in!learning!and!
during!instruction.! in!small!groups!during! engaged!in!learning! understanding!and!use! provide!information!to!
instruction.! activities.! teacher!guidance!to!meet! teacher!that!informs!
their!needs!during! adjustments!in!
instruction.!10/1/17! instruction.!
! ! ! Teacher!is!willing!to! !
change!the!entire!
lesson!at!the!drop!of!
a!hat!if!students!
express!a!different!
need,!and!has!
frequently!done!so.!
For!example,!during!a!
French!2!class,!what!
was!supposed!to!be!a!
Evidence ' lesson!on!adjective!
placement!turned!
into!a!lesson!on!
possessive!pronouns!
because!students!
began!asking!
questions!when!I!
wrote!one!on!the!
board.!10/1/17!
!
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element 2.1 Emerging Exploring Applying Integrating Innovating
Models and Models fair and respectful Reinforces positive, Develops shared Facilitates student self-
communicates behavior. Demonstrates responsible, and responsibility with reflection and ongoing
expectations for fair and commitment to fairness respectful student students for resolving improvement of the
respectful behavior to and respect in interactions. Assists conflict and creating and caring community based
support social communications with students to resolve maintaining a caring on respect, fairness, and
development. students about language conflicts. classroom community. the value of all members.
and behavior. Incorporates cultural Supports students in
Promoting social Seeks to understand awareness to develop a taking leadership in
Development and cultural perceptions of positive classroom developing a caring
responsibility within caring community. climate. community that is Students take leadership
a caring community responsive to the diverse in resolving conflict and
where each student Some students share in Students participate in Students demonstrate cultural norms of creating a fair and
is treated fairly and responsibility for the occasional community efforts to be positive, identities of all students. respectful classroom
respectfully classroom community. building activities, accepting, and respectful community where
designed to promote of differences.10/1/17 Students take students home culture is
caring, fairness, and responsibility resolving included and valued.
respect. conflicts and maintaining Students communicate
a caring classroom with empathy and
community. Students understanding in
promote respect and interactions with one
appreciation for another.
differences.

Evidence

Is aware of the Experiments with and/or Develops physical Maintains physical Adapts physical and/or
importance of the virtual learning environments that reflect environments that reflect environments flexibly to
physical and/or virtual environments that student diversity and student diversity and facilitate access to a wide
learning environments support student learning. provide a range of provides a broad range of range of resources that
that support student resources for learning. resources, displays, and engage students in
learning. artifacts that are current learning. Ensures that
Structures for interaction Utilizes a variety of and integral to environments enhance
Is aware that structured are taught in single structures for interaction instruction. learning and reflect
interaction between lessons or sequence of during learning activities diversity within and
Creating physical or
students can support lessons to support that ensures a focus on Integrates a variety of beyond the classroom.
virtual learning
learning. student learning. and completion of structures for interaction
environments that
learning tasks. that engage students Selects from a repertoire
promote student
constructively and of structures for
learning, reflect
productively in learning. interaction to ensure
diversity, and
accelerated learning for
encourage
the full range of students.
constructive and
Some students use Students use resources Students use a variety of Students routinely use a
productive
available resources in provided in learning resources in learning range of resources in Students participate in
interactions among
learning environments environments and environments and learning environments monitoring and changing
students
during instruction. interact with each other interact in ways that that relate to and enhance the design of learning

to understand and deepen their instruction and reflect environments and
complete learning tasks in understanding of the their diversity. structures for
single lessons or content and develop Students share in interactions.
sequence of lessons constructive social and monitoring and
10/1/17. academic interactions. assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.
Students frequently
work in partners or
groups to interact
and have
conversations about
Evidence their learning.

Resources are
displayed around the
room to help keep
students in the target
language 10/1/17


Adheres to policies and Recognizes and addresses Anticipates and reduces Integrates support for Shares responsibility with
laws regarding safety that safety issues regarding risks to physical, students to take risks and the students for the
are required by the site, materials, student intellectual, and offer respectful opinions establishment and
district, and state. interactions, and the emotional safety using about divergent maintenance of a safe
Responds to behaviors organization of the multiple strategies that viewpoints. physical, intellectual, and
that impact student safety learning environments. include examining biases emotional environment
as they arise. in the learning focused on high quality
environment and and rigorous learning.
curriculum. Engages in reflection on
Establishing and
Explores strategies to their own language and
maintaining learning
establish intellectual and Models and provides behavior that contributes
environments that
emotional safety in the instruction on skills that to intellectual and
are physically,
classroom. develop resiliency and emotional safety in the
intellectually, and
support intellectual and classroom.
emotionally safe
emotional safety. Students demonstrate

Students are aware of resiliency in
required safety Students follow teacher Students develop and perseverance for
procedures and the guidance regarding Students take risks, offer practice resiliency skills academic achievement.
school and classroom potential safety issues for opinions, and share and strategies to strive Students maintain
rational for maintaining self or others. alternative perspectives for academic intellectual and emotional
safety. achievement, and safety for themselves and
establish intellectual and others in the classroom.
emotional safety in the
classroom.
Teacher encourages
all students to take
risks and teacher as
well as other
students reward
behavior that gets a
student out of
Evidence his/her comfort zone.

Teacher encourages
students to reflect
before they speak
and reinforces the
notion that the
classroom is a safe
environment for
students to express
themselves.

Students are told that
fail stands for first
attempt in learning
and are never
punished or
scrutinized for an
incorrect response.
Corrections are made
gently and with an
emphasis on the fact
that it is a learning
opportunity for the
whole class.
10/1/17

Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor Facilitates a rigorous
learning environment on learning environment learning environment throughout the learning learning environment in
accuracy of answers and that includes accuracy, that includes accuracy, environment that values which students take
completion of learning understanding, and the analysis, problem solving, accuracy, analysis, and leadership in learning.
tasks. importance of meeting and appropriate levels of critical reading, writing Fosters extended studies,
Is aware of the targeted learning goals. challenge. and thinking. research, analysis and
Creating a rigorous
importance of Works to maintain high Holds high expectations Integrates strategic purposeful use of
learning
maintaining high expectations for students for students. Has an scaffolds and learning.
environment with
expectations for students. while becoming aware of understanding of technologies throughout Supports students to
high expectations
achievement patterns for achievement patterns, instruction that support utilize an extensive
and appropriate
individuals and groups of and uses scaffolds to the full range of learners repertoire of
support for all
students. address achievement in meeting high differentiated strategies
students
gaps. expectations for to meet high

achievement. expectations.
Some students ask for Some individuals and Students engage in a
teacher support to groups of students work variety of differentiated Students actively use Students take
understand or complete with the teacher to supports and challenges supports and challenges responsibility to fully
learning tasks. support accuracy and in ways that promote to complete critical utilize teacher and peer
comprehension in their their accuracy, analysis, reading, writing, higher support, to achieve
learning. 10/1/17 and problem solving in order thinking, and consistently high levels of
learning. problem solving across factual and analytical
subject matter. learning.

Teacher has high
expectations and
works with students
who request help.
Teacher can grow in
this area by using
more scaffolding and
Evidence addressing more
students needs
10/1/17

Establishes expectations, Develops expectations Uses multiple strategies Integrates equitable Facilitates a positive
rules, and consequences with some student including culturally expectations, positive environment using
for individual and group involvement. responsive instruction to supports, and systems that ensure
behavior. Communicates, models develop and maintain consequences for students take an active
and explains expectations high standards for individual and group role in monitoring and
for individual and group individual and group behavior within and maintaining high
Developing, behavior. behavior. across learning activities. standards for individual
communicating, and and group behaviors.
maintaining Refers to standards for Reviews standards for Utilizes routine Guides and supports
high standards for behavior and applies behavior with students in references to standards students to self-assess,
individual and group consequences as needed. single lessons or for behavior prior and monitor, and set goals for
behavior sequence of lessons in during individual and individual and group
anticipation of need for group work. behavior and
reinforcement. participation.

Students are aware of Students know Students follow behavior Students respond to Students demonstrate
classroom rules and expectations for behavior expectations, accept individual and group positive behavior,
consequences. and consequences and consequences and behaviors and encourage consistent participation
respond to guidance in increase positive and support each other to and are valued for their
following them. behaviors. 10/1/17 make improvements. unique identities.

Teacher has an
established set of
behavior procedures.
Students understand
the classroom
guidelines and are
accepting of
consequences when
Evidence
rules are not
followed. 10/1/17

Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
routines or norms for procedures, and norms in routines and procedures monitoring and reflecting participating in
single lessons to support single lessons or that are culturally on routines, procedures, developing, monitoring,
student learning. sequence of lessons with responsive and engage and norms in ways that and adjusting routines
some student students in the are culturally responsive. and procedures focuses
involvement. development and Maintains a quality on maximizing learning.
Employing classroom monitoring of norms. learning climate that Classroom climate
routines, procedures, builds on student integrates school
norms, and supports strengths. standards and culturally
for positive behavior Seeks to promote positive Provides positive relevant norms.
to ensure a climate in Responds to disruptive behaviors and responds behavior supports. Promotes positive
which all students behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
can learn to behaviors in ways that consistently prevents or behaviors and establishes
lessen disruptions to the refocuses behaviors preventions and a
learning climate. disruptive to the learning positive classroom
Students participate in climate. climate that eliminate
routines, procedures, and most disruptive behavior.
norms and receive
reinforcement for
Students are aware of Students receive positive behaviors.
procedures, routines, and correction for behavior Students are involved in Students share
classroom norms. that interferes with Students receive timely assessment and responsibility with
learning, and positive and effective feedback monitoring of routines, teacher for managing and
reinforcement in and consequences for procedures, and norms in maintaining a positive
following routines, behaviors that interfere ways that improve the classroom climate that
procedures, and norms. with learning. learning climate. promotes learning.

Teacher uses
strategies learned in
Love and Logic
training to keep a
positive classroom
atmosphere and keep
disruptions to a
Evidence minimum. Positive
behaviors are
rewarded, while
negative behaviors
have swift and fair
consequences that
students are well
aware of. 10/1/17

Paces instruction based Paces instruction with Paces instruction with Paces instruction to Paces, adjusts, and fluidly
on curriculum guidelines. some consideration of students to provide include ongoing facilitates instruction and
Develops awareness of lesson type, adjustments adequate time for assessment of student daily activities.
how transitions and for sufficient student instruction, checking for learning. Supports
classroom management work time and transitions understanding, students in the
impact pacing and to optimize learning. completion of learning monitoring of
Using instructional lessons. activities and closure. instructional time.
time to optimize
learning Some students complete Students complete Students participate in Students use their Students monitor their
learning activities in time learning activities and, as and complete a variety of instructional time to own time, are engaged in
allotted. needed, may receive learning activities in the engage in and complete accomplishing learning
some adjustments of time time allotted with options learning activities and are goals, and participate in
allotted for tasks or for extension and review. prepared for the next reflection, self-
expectations for sequence of instruction. assessment, and goal
completion.10/1/17 setting.

Teacher can improve
pacing. Students
often need more time
than anticipated to
work on assignments
in class, whereas
other activities may
take less time than
anticipated. One-day
Evidence lessons often become
two-day lessons.
10/1/17

CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
Has a foundational Examines concepts in Understands and explains Uses broad knowledge of Uses extensive
knowledge of subject subject matter and the relationship between inter-relationships of knowledge of subject
matter, related academic academic language to essential subject matter concepts, academic matter concepts, current
3.1 Demonstrating language, and academic identify connections concepts, academic content standards, and issues, academic
knowledge of subject content standards. between academic language, and academic academic language in language, and research to
matter academic content standards and content ways that ensure clear make relevant
content standards instruction. standards.10/1/17 connections and connections to standards
relevance to students. during instruction and
extend student learning.

Teacher often explains
connections between the
target language and key
vocabulary in other
subjects (English, science,
etc.).

Teacher often discusses
current discussions or
changes to the French
language/culture (re-
zoning of the regions of
France, discussion of
whether or not to remove
the circumflex accent)
10/1/17

Has basic knowledge of Expands knowledge of Adapts instruction in Integrates knowledge of Utilizes comprehensive
student stages of student development and response to knowledge of range of students knowledge of students to
development while implements learning student development and development into guide all students to
becoming aware of activities in single lessons proficiencies to meet instructional decisions to develop proficiencies,
differences in students or sequence of lessons students diverse learning ensure student understand subject
understanding of subject that addresses students needs. Ensures understanding of the matter including related
matter. proficiencies and support understanding of subject subject matter including academic language.
understanding of subject matter including related related academic
Teaches subject-specific matter including related academic language. language. Engages student at all
3.2 Applying vocabulary following academic levels of vocabulary,
knowledge of curriculum guidelines. language.10/1/17 Provides explicit teaching Provides explicit teaching academic language, and
student development of essential vocabulary, of specific academic proficiencies in self-
and proficiencies to Provides explicit teaching idioms, key words with language, text structures, directed goal setting,
ensure student of essential content multiple meanings, and grammatical, and stylistic monitoring, and
understanding of vocabulary and academic language in language features to improvement. Guides all
subject matter associated academic ways that engage ensure equitable access students in using analysis
language in single lessons students in accessing to subject matter strategies that provides
or sequence of lessons. subject matter text or understanding for the equitable access and deep
Explains academic learning range of student language understanding of subject
language, formats, and activities.10/1/17 levels and abilities. matter.
vocabulary to support
student access to subject
matter when confusions
are identified.

Teacher will often re- Teacher is very clear in
teach concepts if explaining how words are
necessary, and ensures used in the target
that students understand language and if there are
academic language (i.e. multiple meanings.
parts of speech) before Teacher also explains
continuing a lesson. idioms frequently and
10/1/17 encourages students to

use them in the classroom
10/1/17

Follows organization of Examines organization of Uses knowledge of Integrates knowledge of Uses extensive
curriculum as provided curriculum and considers curriculum and student curriculum and resources knowledge of curriculum
by site and district to adjustments in single readiness to organize and to organize and adjust and related resources to
support student lessons or sequence of adjust the curriculum to instruction within and flexibly and effectively
3.3 Organizing understanding of the lessons to support ensure student across subject matter to organize and adjust
curriculum to subject matter. understanding of subject understanding. extend student instruction.
facilitate student matter.10/1/17 understanding.
understanding of the Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand.
Teacher will often change
up lesson or unit
sequences to put lessons
in an order that is more
logical and flows
naturally so that students
have an easier time of
understanding subject
matter. 10/1/17


Uses instructional Gathers and uses Selects and adapts a Integrates instructional Uses an extensive
strategies that are additional instructional variety of instructional strategies appropriate to repertoire of
provided in the strategies in single strategies to ensure subject matter to meet instructional strategies to
3.4 Utilizing curriculum. lessons or sequence of student understanding of students diverse develop enthusiasm,
instructional lessons to increase academic language learning, to ensure meta-cognitive abilities,
strategies that are student understanding of appropriate to subject student understanding of and support and
appropriate to the academic language matter and that academic language, and challenge the full range of
subject matter appropriate to subject addresses students guide student in student towards a deep
matter. diverse learning understanding knowledge of subject
needs.10/1/17 connections within and matter.
across subject matter.
Teacher uses a variety of
strategies such as songs,
games, online activities,
and textbook activities to
ensure that all students
diverse learning needs
are met. 10/1/17


Uses available Explores additional Selects, adapts, and Integrates a wide range of Engages students in
instructional materials, instructional materials, utilizes appropriate adapted resources, identifying and adapting
resources, and resources, and instructional materials, technologies, and resources, technologies,
technologies for specific technologies to make resources, and instructional materials to and standards-aligned
3.5 Using and
lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
adapting resources,
matter accessible to to students. and skill development in needs and make subject extend student
technologies, and
students. subject matter. Resources matter accessible to understanding and
standards-aligned
Explores how to make reflect the diversity of the students. critical thinking about
instructional
Identifies technological technological resources classroom and support subject matter.
materials including
resource needs. available to all differentiated learning of Assists student with
adopted materials, to
students.10/1/17 subject matter. equitable access to Ensures that student are
make subject matter
materials, resources, and able to obtain equitable
accessible to all
Guides students to use technologies. Seeks access to a wide range of
students
available print, electronic, outside resources and technologies through
and online subject matter support. ongoing links to outside
resources based on resources and support.
individual needs.
Teacher often procures
additional materials and
uses technology in the
classroom, however with
such a vast amount of
material out there, it can
be overwhelming for the
teacher to pick out and
consistently use new
materials.

Teacher understands that
not all students have
access to wifi at home,
and is brainstorming how
to make online
homework doable for
everyone 10/1/17

Is aware of students Seeks additional information Identifies language Integrates knowledge of Engages English learners in
primary language and describing elements of proficiencies and English English language assessment of their progress
English language culture and language learner strengths in the development, English in English language
proficiencies based on proficiencies in listening, study of language and learners strengths and development and in meeting
available assessment data. speaking, reading, and content. Differentiates assessed needs into English content standards. Supports
writing. Uses multiple instruction using one or language and content students to establish and
measures for assessing more components of English instruction. monitor language and
3.6 Addressing the English learners language development to content goals.
needs of English performance to identify gaps support English learners.
learners and student in English language
with special needs to Provides adapted materials development. Creates and implements Develops and adapts Is resourceful and flexible in
provide equitable to help English learners scaffolds to support instruction to provide a wide the design, adjustment, and
access to the content access content. Attempts to scaffold content standards-based instruction range of scaffolded support elimination of scaffolds
using visuals, models, and using literacy strategies, for language and content for based on English learners
graphic organizers. SDAIE, and content level the range of English proficiencies, knowledge,
English language learners. and skills in the content.
development in order for 10/1/17
students to improve
language proficiencies and
understand content.
Teacher is unsure of how
to address this area, as I
am teaching a new
language. Therefore, all of
my instruction is teaching
language learners
because all of my
students are learning a
new language. However,
they are French learners,
not English learners. This
area is basically my entire
curriculum 10/1/17

Has an awareness of the full Seeks additional information Utilizes information on the Integrates accommodations, Guides and support the full
range of students identified on the full range of students full range of students adaptations, and extensions range of student with special
with special needs through identified with special needs identified with special needs to instruction for the full needs to actively engage in
data provided by the school. to address challenges or to assess strengths and range of students with the assessment and monitor
supports in single lessons or competencies to provide special needs to ensure their own strengths,
sequence of lessons. appropriate challenge and adequate support and learning needs, and
accommodations in challenge. achievement in accessing
instruction. content.
Attends required meeting Cooperates with resource Communicates and
3.6 Addressing the with resource personnel and personnel, para-educators, Communicates regularly collaborates with colleagues, Communicates and
needs of English families. and families during with resource personnel, support staff, and families to collaborates with resource
meetings and activities in para-educators, and families ensure consistent personnel, para-educators,
learners and student
support of learning plans to ensure that student instruction. Supports families, leadership, and
with special needs to and goals. services are provided and families in positive students in creating a
provide equitable progress is made in engagement with school. coordinated program to
access to the content accessing appropriate optimize success of the full
content. Initiates and monitors range of students with
Learns about referral referral processes and special needs.
processes for students with Seeks additional information Refers students as needed in follow-up meeting to ensure
special needs. on struggling learners and a timely and appropriate that students receive Takes leadership at the
advanced learners to manner supported with support and/or extended site/district and collaborates
determine appropriateness documented data over time, learning that is integrated with resource personnel to
for referral. including interventions tried into the core curriculum. ensure the smooth and
previous to referral.10/1/17 effective implementations of
referral processes.
Teacher thoroughly reads
all IEPs and 504 plans
and attends all scheduled
meetings with resource
personnel and families of
these students to discuss
their strengths and
weaknesses and what
supports they are
receiving in the
classroom. Teacher also
follows procedures to
recommend students for
a SIT meeting when
necessary to get them the
accommodations they
may need. 10/1/17

CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Plans daily lessons using Plans single lessons or Plans differentiated Plans differentiated Plans differentiated
available curriculum and sequence of lessons using instruction based on instruction, which is instruction that provides
information from district additional assessment knowledge of students based on broad systematic opportunities
and state required information on student academic readiness, knowledge of students. for supporting and
assessments. academic readiness, academic language, Matches resources and extending student
language, cultural diverse cultural specific strategies to learning based on
4.1 Using knowledge background, and backgrounds, and students diverse learning comprehensive
of students academic individual development. individual cognitive, needs and cultural information on students.
readiness, language social, emotional, and backgrounds.
proficiency, cultural physical development to
background, and meet their individual
individual needs.
development to plan Is aware of impact of bias Becomes aware of Planning addresses bias, Engages students in the
instruction. on learning. potential areas of bias Examines potential stereotyping, and analysis of bias,
and seeks to learn about sources of bias and assumptions about stereotyping, and
culturally responsive stereotyping when cultures an members of assumptions.
pedagogy.10/1/17 planning lessons. Uses cultures.
culturally responsive
pedagogy in planning.

Teacher is still
developing planning
skills. Teacher can
improve on
differentiating instruction
and cultural awareness.
10/1/17


Communicates learning Establishes and shares Establishes and Establishes and Establishes and
objectives for a single learning goals for skill communicates to articulates learning goals articulates
lesson to students based development with students clear learning to students that integrate comprehensive short-
4.2 Establishing and on content standards and students in single lessons goals for content that are content standards with term and long-term
articulating goals for available curriculum. and sequence of lessons. accessible, challenging, students strengths, learning goals for
student learning and differentiated to interests, and learning students. Assists students
address students diverse needs. to articulate and monitor
learning needs. 10/1/17 learning goals.

Daily objectives are
written on the board each
day, as well as overall
unit objectives. Objectives
are clearly communicated
to students as well as
how they will know when
that objective is met.
10/1/17


Uses available curriculum Begins to plan curriculum Establishes short- and Refines sequence of long- Utilizes extensive
for daily, short- and long- units that include a series long-term curriculum term plans to reflect knowledge of curriculum,
4.3 Developing and term plans. of connected lessons and plans for subject matter integrations of content standards, and
sequencing long- are linked to long-term concepts and essential curriculum guidelines, assess learning needs to
term and short-term planning to support related academic frameworks, and design cohesive and
instructional plans to student learning. language and formats assessed instructional comprehensive long- and
support student that support student needs to ensure student short-term instructional
learning learning.10/1/17 learning. plans that ensure high
levels of learning.

Teacher plans based on a
backward-planning
model and always has
long-term unit goals in
mind when planning
short-term curriculum.
10/1/17


Plans instruction that Selects strategies for Incorporates Plans instruction using a Plans instruction
incorporates strategies single lessons or differentiated wide range of strategies incorporating a
suggested by curriculum sequence of lessons that instructional strategies to address learning styles repertoire of strategies
guidelines. respond to students into ongoing planning and meet students specifically meet
diverse learning needs. that addresses culturally assessed language and students diverse
4.4 Planning responsive pedagogy, learning needs. Provides language and learning
instruction that students diverse appropriate support and needs and styles to
incorporates language, and learning challenges for students. advance learning for all.
appropriate Is aware of student Seeks to learn about needs and styles.
strategies to meet content, learning, and students diverse learning Integrates results from a Facilitates opportunities
the learning needs of language needs through and language needs Uses assessments of broad range of for students to reflect on
all students data provided by the site beyond basic data. students learning and assessments into their learning and the
and district. language needs to inform planning to meet impact of instructional
planning differentiated students diverse learning strategies to meet their
instruction. and language needs. learning and language
10/1/17 needs.

strategies such as
written activities,
speaking activities, songs,
games, and use of
technology such as
chromebook apps to
support all learning styles
and needs.

Teacher assesses using a
mix of traditional pencil
and paper testing,
individual and group
projects, and
presentations. 10/1/17

Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for
uses materials from materials in single adaptations to adjustments to a wide range of
curriculum provided. lessons or sequences of differentiate instructional instructional plans and adaptations to lessons
lessons to address plans. Uses culturally uses a variety of based on in depth
4.5 Adapting
students learning needs. responsive pedagogy and materials as the analysis of individual
instructional plans
additional materials to instructional needs arises student needs.
and curricular
support students diverse to support student
materials to meet the
learning needs. learning.10/1/17 Engages with students to
assessed learning
identify types of
needs of all students.
adjustments in
instruction that best meet
their learning goals.

Teacher is ready to adjust
a lesson at a moments
notice, and will change
materials used in the next
days lesson if the
strategy used that day
does not effectively
support student learning.
10/1/17

CSTP 5: Assessing Students for Learning

Is aware of the purposes Explores the use of Decides on the purpose Develops and adapts the Demonstrates purposeful
and characteristics of different types of pre- for assessment and skills range of appropriate use of a wide range of
formative and summative assessment, formative to be assessed to select assessments to address assessments to support
assessments. and summative appropriately matches questions about students differentiated student
5.1 Applying assessments. pre-, formative and learning needs and learning needs and reflect
knowledge of the summative assessments. progress. progress.
purposes, Begins to identify specific
characteristics, and characteristics of Selects assessments Integrates a variety of Draws flexibility from a
uses of different assessments that yield based on clear characteristics into repertoire of appropriate
types of assessments different types of understanding of the assessments to allow assessment options and
information about purposes and students with a ranges of characteristics to
student preparedness, characteristics of learning needs to maximize student
progress, and proficiency. assessments to support demonstrate what they demonstration of
student learning.10/1/17 know. knowledge.
types of assessments
depending on the
concepts being assessed
(ex. Speaking
assessments for concepts
like introducing oneself,
paper assessments for
grammatical concepts,
project based assessment
for cultural concepts)
10/1/17


Use data from required Explores collecting Collects a variety of Designs and integrates an Infuses assessments
assessments to assess additional data using formal and informal assessment plan that strategically and
student learning. supplemental assessment data on provides formal and systematically
assessments. student learning. informal assessment data throughout instruction to
5.2 Collecting and Follows required on student learning. collect ongoing
analyzing processes for data Make adjustments in Uses analysis of a variety assessment data
assessment data analysis and draws planning for single of data to inform Uses data analysis of a appropriate for the range
from a variety of conclusions about lessons or sequence of planning and broad range of of learner needs.
sources to inform student learning lessons based on analysis differentiation of assessments to provide
instruction. of assessment instruction. comprehensive Uses results of ongoing
data.10/1/17 information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. success.
Teacher does informal
supplemental assessment
in class and makes
adjustments of lessons
based on that data.
10/1/17


Reviews and monitors Reviews and monitors Reviews and monitors a Reviews and monitors a Facilitates collaborative
5.3 Reviewing data, available assessment data additional assessment variety of data on student broad range of data work and fosters
both individually and as required by site and data individually and learning individually and individually and with colleagues ability to
with colleagues, to district processes. with colleagues and with colleagues to colleagues to analyze identify and address
monitor student identifies learning needs identify trends and student thinking and causes for achievement
learning of individual patterns among groups of identify underlying patterns and trends.
students.10/1/17 students. causes for trends.
Teacher sometimes has

conversations with
colleagues who also
interact with students
who may be struggling to
identify new strategies
and learning needs.
Teacher can improve in
this area by
communicating more
with colleagues and
applying the knowledge
gained from these
conversations. 10/1/17


Uses data from Uses data from available Uses a variety of Uses a broad range of Reflects on data
assessments provided by assessments to establish assessment data to set data to set learning goals continuously to make
site and district to set content-based learning student learning goals for for content and academic ongoing refinements to
learning goals for the goals for class and content and academic language that are learning goals for content
class. individual students in language. integrated across content and academic language
5.4 Using assessment single lessons or standards for individuals for the fill range of
data to establish sequences of lessons. and groups. students.
learning goals and to Plans instruction using Plans differentiated
plan, differentiate, available curriculum Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
and modify guidelines. instruction to address to instruction to meet instruction targeted to to refine planning,
instruction learning needs of students diverse learning meet individual and differentiate instruction,
individual students. needs. group learning needs. and make ongoing
10/1/17 adjustments to match the
Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal assessments.
Teacher updates learning
goals as students
progress through unit.
Teacher adjusts
instruction based on
assessment results, re-
teaching as necessary.
10/1/17


Informs students about Begins to encourage Models and scaffolds Implements structures Provides systematic
learning objectives, students to establish student self-assessment for students to self-assess opportunities for student
outcomes, and learning goals through and goal setting and set learning goals self-assessment, goal
summative assessment single lessons or processes for learning related to content, setting, and progress
results. Recognizes the sequence of lessons that content and academic academic language, and monitoring.
5.5 Involving all
need for individual include goal setting language development. individual skills.
students in self-
learning goals. exercises. Develops students meta-
assessment, goal-
Guides students to Integrates student self- cognitive skills for
setting, and progress
Monitors progress using Provides students with monitor and reflect on assessment, goal setting, analyzing progress and
monitoring
available tools for opportunities in single progress on a regular and progress monitoring refining goals towards
recording. lessons or sequence of basis.10/1/17 across the curriculum. high levels of academic
lessons to monitor their achievement.
own progress toward
class or individual goals.
Teacher has students self-
assess, especially at the
French 3 and 4 level,
where they are at in their
learning. Teacher gives
specific guidelines for
students to follow to
assess their own work
and reflect on where they
can improve. 10/1/17


Uses available Explores use of additional Uses technology to design Integrates a variety of Use a wide range of
technologies to record technologies to and implement technologies into the technologies to design,
assessments, determine implement individual assessments, record and development, implement, and analyze
proficiency levels, and assessments, record analyze results, and implementation, analysis assessments and
5.6 Using available
make required results, and communicate communicate about of assessments, and provides for an in depth
technologies to assist
communications about with administration, student learning with communication of and ongoing
in assessment,
student learning. colleagues, and families administration, student learning to all communication regarding
analysis, and
about student learning. colleagues, families, and audiences. student learning to all
communication of
students. Ensure that audiences.
student learning
communications are
received by those who
lack access to technology.
Teacher has already had

several assessments done
using chromebooks and
Google Forms, and uses
the analysis provided by
forms to help inform
further instruction.
Students are given access
to the data as well.
Results are discussed in
class where everyone has
access to the same
technology. 10/1/17


Provides students with Provides students with Provides students with Integrates the ongoing Facilitates students
feedback through additional feedback clear and timely sharing of leadership in seeking and
assessed work and based on formative information about comprehensible feedback using ongoing
required summative assessments from single strengths, needs, and to students from formal comprehensible
assessments. lessons or sequence of strategies for improving and informal assessments communications about
5.7 Using assessment lessons. Seeks to provide academic achievement. in ways that support individual student
information to share Notifies families of feedback in ways that increased learning. progress and ways to
timely and student proficiencies, students understand. Provides opportunities provide and monitor
comprehensible challenges, and behavior for comprehensible and Communicates regularly support.
feedback with issues through school Communicates with timely two-way with families to share a
students and their mandated procedures. families about student communications with range of assessment
families progress, strengths, and families to share student information that is
needs at reporting assessments, progress, comprehensible and
periods. Contacts families raise issues and/or responsive to individual
as needs arise regarding concerns, and guide student and family needs.
struggling students or family support.
behavior issues.
Teacher does not always
provide feedback in the
most timely manner, and
does not provide as
specific of feedback as
she would like.
Parent/family
communication is only
provided when
necessary. 10/1/17

CSTP 6: Developing as a Professional Educator

Is aware of the need to Begins to engage in Engages in reflection Reflects individually Maintains ongoing
reflect on teaching reflection on teaching individually and with and with colleagues on reflective practice and
practice to support practice individually colleagues on the refinements in action research in
student learning. and with colleagues relationship between teaching practice and supporting student
Reflects individually or that is focused on making adjustments in connections among the learning and raising
with colleagues on methods to support teaching practice and elements of the CSTP the level of academic
immediate student the full range of impact on the full to positively impact achievement.
learning needs. learners. range of learners. the full range of
learners. Engages in and fosters
reflection among
colleagues for school
wide impact on
student learning.
Teacher constantly has
conversations with
colleagues about teaching
6.1 Reflecting on
practice and where we
teaching practice in can make adjustments
support of student and improvements.
learning These conversations
occur in and out of
department meetings.
10/1/17

Develops goals Sets goals connected to Sets goals connected to Sets and modifies Sets and modifies a
connected to the CSTP the CSTP that take into the CSTP that are authentic goals broad range of
through required account self- authentic, challenging, connected to the CSTP professional goals
processes and local assessment of teaching and based on self- that are intellectually connected to the CSTP
protocols. practice. assessment. challenging and based to improve
on self-assessment and instructional practice
Attends required Expands knowledge Aligns personal goals feedback from a and impact student
professional and skills individually with school and variety of sources. learning within and
development. and with colleagues district goals, and beyond the classroom.
through available focuses on improving Engages in and
professional student contributes to Engages in ongoing
development. learning.10/1/17 professional inquiry into teacher
development targeted practice for
Selects and engages in on student professional
6.2 Establishing professional achievement. Pursues development.
professional goals development based on a variety of additional
and engaging in needs identified in opportunities to learn Contributes to
continuous and professional goals. professionally.10/1/17 professional
purposeful organizations, and
professional growth development
and development opportunities to
extend own teaching

practice.
Teacher sets goals for Teacher has already been
herself that are realistic a presenter at a
and challenging, based on professional
reflection (ex. Timely development event, and
grading, more parent has sought out and
communication, more engaged in every
student-centered lessons, professional
more feedback). These development opportunity
goals are aligned with the possible. 10/1/17
schools goals and always
have the student at the
center. 10/1/17

Attends staff, grade Consults with Collaborates with Collaborates with Facilitates
level, department, and colleagues to consider colleagues to improve colleagues to expand collaboration with
other required how best to support student learning and impact on teacher and colleagues.
meetings and teacher and student reflect on teaching student learning
collaborations. learning. practice at the within grade or Works to ensure the
classroom level. department and school broadest positive
Identifies student and Begins to identify how and district levels. impact possible on
teacher resources at to access student and Interacts with instructional practice
the school and district teacher resources in members of the Engages with members and student
level. the broader broader professional of the broader achievement at school
professional community to access professional and district levels and
community. resources that support community to access for the profession.
teacher effectiveness resources and a wide
and student range of supports for Initiates and develops
6.3 Collaborating learning10/1/17 teaching the full range professional learning
with colleagues and of learners. opportunities with the
the broader broader professional
professional community focused on
community to student achievement.
support teacher Teacher constantly finds
opportunities to
and student collaborate with
learning colleagues and reflect on
teaching. Teacher has
collaborated with both
German and Spanish
teachers to discuss world
language teaching
strategies.

Teacher interacts with
other French teachers
from around the world
through ACTFL and a
Facebook group for
French teachers where
we come together to
share ideas, lesson plans,
and new strategies.

10/1/17
Is aware of the role of Acknowledges the Supports families to Provides opportunities Structures a wide
the family in student importance of the contribute to the and support for range of opportunities
learning and the need familys role in student classroom and school. families to actively for families to
for interactions with learning. Seeks Adjusts participate in the contribute to the
6.4 Working with families. information about communication to classroom and school. classroom and school
families to support cultural norms of families based on community. Supports a
student learning families represented in awareness of cultural Communicates to school/district
the school. Welcomes norms and wide range families in ways which environment in which
family involvement at of experiences with show understanding of families take
classroom/ school schools. and respect for cultural leadership to improve
events.10/1/17 norms. student learning.

Teacher can improve
in making
connections with
parents and families
of students. Teacher
welcomes parent
involvement at big
events such as Paris
Night and during
large-scale projects.
10/1/17
Develops awareness Seeks available Uses a variety of Uses a broad range of Collaborates with
about local neighborhood and neighborhood and neighborhood and community members
neighborhoods and community resources. community resources community resources to increase
communities to support the to support the instructional and
6.5 Engaging local surrounding the school. Includes references or curriculum. instructional program, learning opportunities
communities in connections to students, and families. for students.
support of the Uses available communities in single Includes knowledge of
instructional neighborhood and lessons or sequence of communities when Draws from Engages students in
program community resources lessons. designing and understanding of leadership and service
in single implementing community to improve in the community.
lessons.10/1/17 instruction and enrich the Incorporates
instructional program. community members
into the school
learning community.

Teacher is still developing
awareness about the
community and
neighborhoods
surrounding the school.

Teacher is brainstorming
ideas for how
neighborhood and
community resources
could be used in lessons.
10/1/17
Develops an Maintains professional Anticipates Integrates the full Models

understanding of responsibilities in professional range of professional professionalism and
professional timely ways and seeks responsibilities and responsibilities into supports colleagues in
6.6 Managing responsibilities. support as needed. manages time and advanced planning and meeting and exceeding
professional effort required to meet prepares for situations professional
responsibilities to Seeks to meet required Demonstrates expectations. that may be Responsibilities
maintain commitments to commitment by challenging. effectively.
motivation and students. exploring ways to Pursues ways to
commitment to all address individual support students Maintains continual Supports colleagues to
students student needs. diverse learning needs effort to seek, develop, maintain the
and maintains belief in and refine new and motivation, resiliency,
students capacity for creative methods to and energy to ensure
achievement. ensure individual that all students
student learning. achieve.

Teacher can use Teacher always
more work in believes in every
maintaining students ability to
responsibilities in a achieve. Teacher is
timely way. Time constantly looking
management has for new strategies
been an issue. that can be applied in
10/1/17 the classroom.
10/1/17
Follows all state education codes, legal requirements, district and site Maintains a high standard of personal integrity
policies, contractual agreements, and ethical responsibilities.* and commitment to student learning and the
profession in all circumstances.
* As follows:
Take responsibility for student academic learning outcomes. Contributes to building professional community
6.7 Demonstrating
Is aware of own personal values and biases and recognizes ways in which and holding peers accountable to norms of
professional respectful treatment and communication.
these values and biases affect the teaching and learning of students.
responsibility,
Adheres to legal and ethical obligations in teaching the full ranges of
integrity, and learners, including English learners and students with special needs. Contributes to fostering a school culture with a
ethical conduct Reports suspected cases of child abuse and/or neglect as outlined in the high degree of resilience, professional integrity,
California Abuse and Neglect Reporting Act. and ethical conduct.
Maintains a non-hostile classroom environment and carries out laws and
district guidelines for reporting cases of sexual harassment.
Understands and implements school and district policies and state and
federal law in responding to inappropriate or violent student behavior.

Complies with legal and professional obligations to protect the privacy,
health, and safety of students, families, and other school professionals.
Models appropriate behavior for students, colleagues, and the profession.
Acts in accordance with ethical considerations for students.
Maintains professional conduct and integrity in the classroom and school
community.10/1/17
Teacher maintains a professional demeanor, follows all codes, and has a good
rapport with students and other teachers. 10/1/17

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