# data[].attributes.body
Educators explicitly teach and model strategies for identifying and handling emotions that affect learning (stress, anger, frustration) and ask students to reflect and redirect their behavior when appropriate.

# data[].attributes.body
Differentiated learning ensures that students have multiple options for taking in information, making sense of ideas, and expressing what they learn.

The educator uses knowledge of students and the curriculum to anticipate the differences in students' readiness, interests, and learning profiles. As a result, the educator creates different learning paths so that students access and master grade level learning.

# data[].attributes.headline
Cornerstone 4: Equitable Learning Environments

# data[].attributes.subject
Cornerstone 4: Equitable Learning Environments

# data[].attributes.body
Equitable learning environments ensure that every student has access to the educational environment,  resources and rigor they need at the right moment in their education across race, gender, ethnicity, language, disability, sexual orientation, family background, and/or family income (Link)

# data[].attributes.body
Priority learning of the grade level occurs through well-designed activities, questions, and discussion.  (Danielson Clusters)

# data[].attributes.body
The lesson grade-level standards., is meaningful and relevant beyond the task at hand (e.g., relates to a broader purpose or context such as problem-solving, citizenship, etc.).

# data[].attributes.body
Instructional materials and tasks are appropriately challenging and supportive for all students, are aligned with the learning target and content area standards, and are culturally, and academically relevant.

The lesson materials and tasks are related to a larger unit and to the sequence and development of conceptual understanding over time.

# data[].attributes.body
Students participate in engagement strategies for communication and collaboration that encourage equitable and purposeful participation and ensure that all students have access to and are expected to participate in learning.

# data[].attributes.body
Students have a variety of options and opportunities for exhibiting their learning.

# data[].attributes.body
Students are engaged in learning via multiple approaches aligned to their learning styles.

# data[].attributes.body
Groups of students are engaged in lessons designed to align to their Zones of Proximal Development, building on student strengths and providing enough challenge and productive struggle to lead to learning.

# data[].attributes.body
Students and educators work in partnership to  cultivate/nurture a community of learners with an intellectually and socially safe environment for learning where all students feel seen, heard, and accepted.

# data[].attributes.body
Every student experiences caring and mutually respectful relationships with students and educators that support deep and engaged learning and fosters long-term interest and better academic outcomes for students.

Educator is a “warm demander,” holding high standards while offering emotional and instructional scaffolds to help every student access classroom curriculum.

# data[].attributes.body
Students are efficacious.  They work independently and as a group to reach individual and common goals. They challenge themselves with difficult tasks and are intrinsically motivated.

# data[].attributes.body
Students make topic choices within the unit content, process choices for how they will learn the content, and product choices for how they will exhibit their work and understanding of the content with others.

# data[].attributes.body
Students have a clear understanding of what they are learning, why they are learning it, and how to move their learning forward. Throughout the process, they consistently set goals and monitor their progress.

# data[].attributes.headline
Cornerstone 3: Standards Aligned Learning with Grade Level Expectations

# data[].attributes.subject
Cornerstone 3: Standards Aligned Learning with Grade Level Expectations

# data[].attributes.body
Grade level expectations inform planning, assessment, implementation of classroom structures, and feedback.  An educator holds grade level expectations for students, plans learning in a manner that provides scaffolds to support access, creates systems and structures to support reaching these expectations.

Standards Aligned Learning ensures that students have the opportunity to access, engage with, and master the content and skills outlined in the grade level state standards.

# data[].attributes.body
Students develop a sense of agency when they engage in learning experiences that are rigorous and relevant to learners, often self-initiated with appropriate guidance from teachers. Student voice and choice drives learning opportunities and helps to develop their identity and sense of belonging.

# data[].attributes.body
Educators and students promote positive behaviors by encouraging others when they display the established classroom norms (acknowledge positive actions or steps to improve) and connect those efforts to positive results.

# data[].attributes.body
Students are an active part of creating classroom rules, logical consequences and procedures and educator implements rules and consequences consistently

# data[].attributes.headline
Cornerstone 1: Social Emotional Learning

# data[].attributes.subject
Cornerstone 1: Social Emotional Learning

# data[].attributes.body
Defined:  SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions. (CASEL)

Students and adults

facilitate co-learning to critically examine root causes of inequity, and to develop collaborative solutions that lead to personal, community, and societal well-being.(CASEL)

# data[].attributes.body
To develop a clear understanding of the curriculum and instruction vision and cornerstones.

# data[].attributes.body
The C&I Vision:  All students are building agency to meet or exceed grade level expectations by engaging in differentiated, standards-aligned learning within equitable environments that attend to students’ social-emotional needs.