Classroom Environment Alignment

TPE 2: Creating and Maintaining Effective Environments for Young Children’s Development and Learning

• Element 2.h: Describe elements of potentially effective, developmentally-appropriate learning environments (physical space, routines, materials, activities, equipment, classroom management, health, safety, and nutrition) that promote young children’s development and learning 

TPE 3: Understanding and Organizing Content Knowledge for Young Children’s Development and Learning

• Element 3.m: Use and adapt learning resources, learning materials, and a range of technology, including assistive technology, to facilitate children’s equitable access to the curriculum, in collaboration as appropriate with other educators in the early childhood setting 

TPE 4: Planning Instruction and Designing Developmental and Learning Experiences for all Young Children

• Element 4.g: Plan, design, implement and monitor instruction, making effective use of available time to maximize learning opportunities and provide access to the curriculum for all children by removing barriers and providing access through learning strategies that include:
  • appropriate use of instructional technology, including assistive technology
  • use of developmentally, linguistically, and culturally appropriate learning experiences
  • learning materials, and learning resources for all children, including first- and dual-language learners
  • appropriate modifications for children with disabilities • opportunities for children to support each other in learning
  • use of community resources and services as applicable

TPE 2: Creating and Maintaining Effective Environments for Young Children’s Development and Learning

• Element 2.u: Describe elements of effective, developmentally-appropriate learning environments (physical space, routines, materials, activities, equipment, classroom management, health, safety, and nutrition) that promote young children’s development and learning

TPE 3: Understanding and Organizing Content Knowledge for Young Children’s Development and Learning

• Element 3.j: Use and adapt, as guided and/or as directed by the Teacher and/or the Master Teacher, learning resources, learning materials, and a range of technology, including assistive technology, to help facilitate children’s equitable access to the curriculum and learning experiences 

TPE 4: Planning Instruction and Designing Developmental and Learning Experiences for all Young Children

• Element 4.g: Implement and help monitor and document learning experiences for children, making effective use of available time to maximize learning opportunities and provide access to learning experiences for all children by removing barriers and providing access through learning strategies that include:
  • Appropriate use of technology, including assistive technology
  • Use of developmentally-, linguistically-, and culturally-appropriate learning experiences
  • Learning materials, and learning resources for all children, including first- and dual language learners
  • Appropriate modifications for children with disabilities and/or advanced abilities (i.e., gifted and talented)
  • Opportunities for children to support each other in learning
  • Use of community resources and services as guided and/or directed by the Teacher and/or the Master Teacher

TPE 2: Creating and Maintaining Effective Environments for Student Learning

• Element 2.2: Create learning environments (i.e., traditional, blended, and online) that promote productive student learning, encourage positive interactions among students, reflect diversity and multiple perspectives, and are culturally responsive 

TPE 3: Understanding and Organizing Content Knowledge for Student Learning

• Element 3.6: Use and adapt resources, standards-aligned instructional materials, and a range of technology, including assistive technology, to facilitate students’ equitable access to the curriculum. 

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

• Element 4.4: Plan, design, implement and monitor instruction, making effective use of instructional time to maximize learning opportunities and provide access to the curriculum for all students by removing barriers and providing access through instructional strategies that include:
  • appropriate use of instructional technology, including assistive technology;
  • applying principles of UDL and MTSS;
  • use of developmentally, linguistically, and culturally appropriate learning activities, instructional materials, and resources for all students, including the full range of English learners;
  • appropriate modifications for students with disabilities in the general education classroom;
  • opportunities for students to support each other in learning; and
  • use of community resources and services as applicable

Standard 1: Engaging and Supporting All Students in Learning

• Element 1.4: Using a variety of instructional strategies, resources, and technologies to meet students’ diverse learning needs

Standard 2: Creating and Maintaining Effective Environments for Student Learning

• Element 2.2: Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students 

Standard 3: Understanding and Organizing Subject Matter for Student Learning

• Element 3.5: Using and adapting resources, technologies, and standards-aligned instructional materials, including adopted materials, to make subject matter accessible to all students
• Element 3.6: Addressing the needs of English learners and students with special needs to provide equitable access to the content

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

• Element 4.4: Planning instruction that incorporates appropriate strategies to meet the learning needs of all students

ELR Principle 1: Assets-Oriented and Needs-Responsive Schools 

• Element 1.A. Language and Culture as Assets. The languages and cultures English learners bring to their education are assets for their own learning and are important contributions to learning communities. These assets are valued and built upon in culturally responsive curriculum and instruction and in programs that support, wherever possible, the development of proficiency in multiple languages.

ELR Principle 2: Intellectual Quality of Instruction and Meaningful Access 

• Element 2.D. Access to the Full Curriculum. English learners are provided access to the full curriculum along with the provision of appropriate English learner (EL) supports and services.
• Element 2.E. Use of Students’ Home Languages. Students’ home language is understood as a means to access subject matter content, as a foundation for developing English, and, where possible, is developed to high levels of literacy and proficiency along with English.

Element 2.F. Rigorous Instructional Material. Rigorous instructional materials support high levels of intellectual engagement. Explicit scaffolding enables meaningful participation by English learners at different levels of English language proficiency. Integrated language development, content learning, and opportunities for bilingual/biliterate development are appropriate according to the program model.