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Emily
Lila
Nikki
Amanda
Justine
Deanna
Dana
Malika

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Hector, George, Liberty, Sandy, Sylvia, Maria  & Victor

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Hector, George, Liberty, Sandy, Sylvia, Maria  & Victor

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Marianne V.
Jacqueline R.
Yadira B.
Guillermo D.
Erik L.
Maeli M.
Anthony Z.

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Candice Smith

Agnes Lewis

Patricia Jimenez

Glenda Tamay

Jenny Peterson

Mireya Gonzalez

Adalid Sanchez-Rodriguez
Lawrence Ramos

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Pamela Enriquez, Edna Medinilla, Roger Enriquez, Liliana Amezcua, & Amparo Martin 

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Pamela Enriquez, Edna Medinilla, Roger Enriquez, Liliana Amezcua, & Amparo Martin 

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CSTP 3 is addressing the IMPACT our teachers' instruction is making in supporting student learning. The shift is heading to incorporate a growth mindset and bridge the gap across content areas.

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I like the addition of language demands.  Before it  did address ELLs and SPED needs but the broad approach to language demands as a consideration is a nice touch

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I like the addition of language demands.  Before it  did address ELLs and SPED needs but the broad approach to language demands as a consideration is a nice touch

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The new CSTP includes specific language addressing “equitable” and “culturally relevant curriculum” whereas the current CSTP 3 does not in the opening description.

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The new CSTP includes specific language addressing “equitable” and “culturally relevant curriculum” whereas the current CSTP 3 does not in the opening description.

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Gives students a voice in sharing their perspective. Transformative teaching and learning is what comes to mind.

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Gives students a voice in sharing their perspective. Transformative teaching and learning is what comes to mind.

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New CSTP does not really explicitly address exceptional learners and English langauage learners

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Moving to more of a UDL approach and inclusive practices.

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More inclusive language, addresses access

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This element is very specific and I feel allows the teacher to have greater ownership in their level of access, pedagogy, and overall how the information is shared with their students. Clear and explicit.

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This element is very specific and I feel allows the teacher to have greater ownership in their level of access, pedagogy, and overall how the information is shared with their students. Clear and explicit.

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Identity and building agency is more evident.

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Identity and building agency is more evident.

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Incorporation of MLG. Connecting the skill-based instruction of the CCS with the content being taught. Giving students the opportunity to connect instructional connect from multiple perspectives and with differentiated opportunities to demonstrate growth over time.

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- less wordy.
-The words used are more "active." For example, implement, address, develop, provide, arrange, Vs. continue, maintain.
-

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Natural progression that seems to build unit to unit.

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Project-based activities.  Student voice.

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Project-based activities.  Student voice.

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One that really stood out to me is how organizing curriculum (3.3) is evident/interspersed among the sub-domains of the new CSTP 3, namely 3A-1, 3A-4, and 3A-6, that makes a big statement on the importance of organizing curriculum to make sure that they are tied to universal themes and have multidisciplinary connections.

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Language appears to favor cross curricular thematic approach.

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Language appears to favor cross curricular thematic approach.

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- Unique does a great job in presenting a big picture (monthly theme) while breaking it down into smaller parts while providing information about standards, assessments, and providing multiple pathways for students to access (the different levels).

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How do lessons align with learning targets and standards? Really hone in on Standard 1 (engagement). Take a multi-dimensional approach to teaching and learning. Get students involved in the process of assessment. If students are not progressing, how do we reassess and provide additional opportunities to demonstrate growth?

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An approach that the educator utilizes the content with the end in mind.

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Sonia Guizar, Dr. Rene Gaudet, Chevon, Lesli Black, Adrian Irvine, Celia Gomez, Beverly Nunez, Juan Catalan

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Sonia Guizar, Dr. Rene Gaudet, Chevon, Lesli Black, Adrian Irvine, Celia Gomez, Beverly Nunez, Juan Catalan

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This addreses the current element 4 with planning and the current element 5 with assessments,all in 1 "indicator"
. A LOT is packed in here!

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More specific. Must explicitly address subject matter content. 3 A2

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More specific. Must explicitly address subject matter content. 3 A2

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The verbs/adj are more specific (i.e. explicitly address vs. demonstrate)

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The verbs/adj are more specific (i.e. explicitly address vs. demonstrate)

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Daily review of the 5 CORE subjects.

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New CSTP is more reflective and questions based.  This would support more individualized teacher reflection on what they are doing in the classroom and why.
Narrows the scope and makes it more explicit.
It allows for indepth coaching conversation opportunities across subject areas.

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Asking students to communicate the objective and share to what degree it was achieved during a lesson. Don't forget to model for students. Provide opportunities for teachers and new teachers to see "best practices" in action. Teaching for understanding.

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Making connections across subject matter concepts. Using academic language to expand and show learning of academic content or standards.

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Making connections across subject matter concepts. Using academic language to expand and show learning of academic content or standards.

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This strategy is when the student is presenting their learning in a Parent Conferences with their parent.

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Master key ideas of the subject matter - differentiation. Student voice and choice. Give students the opportunity to set goals for themselves and reassess as needed. Make sure mentees are being explicit in the ways they are providing this level of engagement for students. Ensure all students have an opportunity to engage.

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- Previously, the wording of the indicators focused more on what the teacher needed to do.
- Now, the wording focuses more on what is needed to best serve the STUDENT.