The plan will demonstrate the student’s ability to:	Location in Curriculum Unit (page #'s)	Comments
Select appropriate EALRs, district and classroom goals.
Construct learning targets that are central to the disciplines of study; meaningful, important, accurate; and incorporate a multicultural perspective
Select appropriate learning strategies that support continuous intellectual, social, and emotional growth.
Address students’ prior knowledge and skills appropriate to the learning targets and incorporate content relevant to students’ experiences and developmental levels.
Design strategies that engage low-status/historically marginalized students.
Provide evidence of how lessons will develop critical thinking and problem solving skills of students, including those considered low-status, historically marginalized.

The plan will demonstrate the student’s ability to:	Location in Plan, page #’s	Comments
Use multiple approaches to learning including those that are culturally responsive.
Describe appropriate accommodations for the specific learning needs of students in the classroom.
Create interdisciplinary connections with other subject areas. Provide evidence of a multicultural perspective.
Create learning opportunities for students to work individually and in different group arrangements, including heterogeneous groups that build and recognize academic competence for low status/historically marginalized students.
Use strategies to create an inclusive, supportive learning community.
Outline clear behavioral expectations that involve students in becoming intrinsically motivated and engaged in their own learning.

The plan will demonstrate the student’s ability to:	Location in Curriculum Unit (page #'s)	Comments
Use technology to support and enhance instruction and student learning.
Align assessment strategies with learning target(s).
Include formal and informal assessment strategies, including opportunities for self-assessment
Create appropriate assessment criteria and describe how assessment information will be communicated to students.
Explain how pre- and post-assessment data will be used to design instruction and document a positive impact on student learning.
Describe procedures for handling materials and supplies.
Provide a clear outline of management tasks and methods of monitoring students that are democratic and caring.
Outline clear behavioral expectations that involve students in becoming intrinsically motivated and engaged in their own learning

The plan will demonstrate the student’s ability to:	Location in Curriculum Unit (page #'s)	Comments
Outline steps for assuring an inclusive, supportive learning community.
Describe how instructional methods, curriculum, and assessment incorporate a multicultural perspective and are culturally responsive to students of color, immigrant children, and students from lower socioeconomic families.
Include transformative, multicultural academic knowledge (rather than only additive content).
Describe how first language and English acquisition are both supported and taught when appropriate.
Describe how knowledge of students and students’ community are used as frameworks and supports for activities, resources, and learning strategies
Create a plan for collaboration with families to support student learning that uses personal contact, e.g., telephone, home visit, and/or written message.