Spanish Classroom Vision

Directions: Use the FL Goal Guidance Document as a reference when completing the following tables. The document includes a
variety of suggested habits, mindsets and skills that you may want to incorporate into your goal. You don’t have to feel limited to the
suggestions provided in the document, but should check with your Program Director before including any habits, mindsets or skills
that are not suggested in the goal guidance document.

CM Name: Betsy Leach

Course: Spanish 1

Overall Course Vision

- Students will be able to identify organization & study skills in order to use them in other classes and in college
- Students will learn how to respect others and conduct themselves like professionals in order to get jobs in the future
- Students will understand that they are in control of their grades and their futures
- Students will learn literacy skills that will be translated into their native language as well
- Students will be knowledgeable about careers where Spanish is necessary or helpful
- Students will have a clear understanding of what colleges look for and how they can begin to prepare now
- Students will be able to relate course content to their own lives and gain an understanding of other cultures and traditions

Your Achievement Vision

What academic goals will you hold Ongoing basis for measurement (e.g., at Final basis for measurement
your students to? (e.g., “Students will the unit level)
master ____________ so that they
____________)
Content goals: Students will achieve an MC-aligned unit exams MC-aligned final exam
overall average of 80 % mastery of
essential structures (a.k.a. grammar
topics) that align with the MC scope and
sequence through at least Unit 6 as
measured by a final exam.

Students will master objectives that allow

them to communicate about themselves
and ask for basic information about
others in order to give them a sense that
they can already communicate about
meaningful topics after their first year of
Spanish. This will give students the
inspiration and sense of accomplishment
to continue with Spanish 2. Students will
be able to describe themselves, where
they are from, how they are doing,
they’re age, their families, and what they
like to do. In addition, conjugating
present tense regular verbs and
recognizing subject pronouns are
essential skills in order to be successful
in Spanish 2 and communicate at a
proficient level. Mastering Spanish 2 and
communicating proficiently is the level of
Spanish that both colleges and
employers value because it indicates
that students can communicate with
native speakers.
Skills goals: Students will achieve an MC-aligned unit exams & LSRW MC-aligned final exam
average of 80% mastery of LSRW skills comprehensive unit projects
as measured by an exam. Final LSRW project
Weekly Speaking Activities – (class
Students will be able to understand short conversations, pass la pelota, whip arounds,
conversations in Spanish between native etx) - Normative assessments
speakers. Students will be able to have a
1 minute conversation in Spanish. Weekly Listening Activities
Students will be able to code texts and
use cognates to comprehend short Reading & Writing Practice activities during
stories(1-2 paragraphs) in Spanish. each Unit
Students will be able to write a 100-word
essay in Spanish. These skills will be
part of students’ goals in order to use
their Spanish in a meaningful way that
will make them more competitive in the
college process and job market. The
skills of listening, speaking, reading, and
writing are what make their knowledge of
Spanish an asset in the future rather
than simply being able to fill out
worksheets.

Academic and Professional Empowerment Vision

What academic needs (not included
in professional standards) do you
want to prioritize into your Big Goal?
Organizing & Prioritizing – These skills
are vital for students to be successful in
every High School class, every college
class, and every job they hold in the
future. Organizing and prioritizing
ensure that students use their notes to
study more effectively and improve
academic mastery, turn in materials
such as homework and assignments
that will dramatically improve their
grades and mastery, and be
responsible, efficient, and productive
Ongoing basis for measurement Final basis for measurement
Daily binder & homework check – loss Homework turn-in rates
of participation point if binder is not
brought to class & “0” for incomplete Binder Quiz grades
homework
Final Binder Grade – turn in as “textbook”
Bimonthly Binder Quizzes – check for final project
page numbers in order, homework
section & whether they have been
writing assignments in their planner or
calendar
professionals in the future.

• SWBAT keep binder pages in order,

keep their homework section
separate, and fill out their
assignments in their monthly planner
daily.
• SWBAT demonstrate their organized
binder by bringing it to class every
single day. If they are keeping their
notes organized and complete, they
should be able to complete the
warm-up in the first 10 min of class
by using their previous notes to help
them.
Goal Investment – Articulate short & long-term goals CFUs in warm-ups about goals and plans to
through CFUs achieve them
• Students should exhibit a familiarity
with all class goals by articulating Reflections asking students to connect Surveys about personal goals and how to
what they are when asked and success in your class with short and achieve them (Egs: Which of our big goals
elaborating further on why we have long-term goal do you like best? Why? How does it
these class goals and how it will help connect to a personal goal you have?)
them in their future. Surveys asking students to explain
• Students should be able to look at what they need to do in order to realize PD observation
their class data (whether using test their short and long-term goals after
averages or class-wide behavior tracking their own tests and quizzes
trackers) to analyze where they are (Eg. Which objectives did you master?
succeeding and where they need to Which didn’t you master? Why? (list
improve still. options – absent & didn’t get notes, etc)
• Students should create their own
personal short-term goals (improving Reflect bimonthly on how they are
hw turn-in rates, warm-up progressing toward short and long-term
completion rates…) and reflect on goals
 them periodically.
Demonstrate curiosity & enthusiasm for
This will give them a structure for the content
creating personal goals and analyzing
the habits and actions that help them
reach them or prevent them from
reaching them in order to use these
skills in the future.
Studying – Employ an increasing number of study
strategies over time Student self-tracking worksheets through
Students will be able to demonstrate which students reflect on which objectives
and identify concrete study skills that Show on surveys that they follow they need to review further
they have developed in order to through on a good study routine
improve mastery on tests/quizzes. (Eg:How many minutes did you study Study Master assignment – as homework
These skills are transferable to other for this test? Did you make flashcards? students are asked to highlight or underline
classes and a necessary skill for Did you highlight key points? Etc) 3 key points on each page of notes and
success in college as well. circle one example problem or phrase for
Reflect on which objectives they have each key point in order to become a “Study
• Students will identify key points on not yet mastered before Unit Tests in Master”. Big Goal - All students will become
all pages of notes and examples that order to prioritize those objectives in study masters before the final exam.
support them. Students will create review
their own flashcards.
• Students will track their mastery of
daily objectives and mastery of
objectives on practice tests and real
tests in order to identify why they did
or did not master certain objectives.
This will help students to take
ownership of their academic
achievement by pinpointing how to
improve.
Literacy – In-class reading comprehension Reading & Writing components on final
activities – use of active reading exam in Spanish. Writing component on the
Reading comprehension skills are vital
in any class and especially in college.
In order to get in to college, students
will have to do well on literacy sections
of standardized tests, so this is a skill
that can be reinforced through Spanish
reading comprehension.
strategies observed by coding of text final exam in English about why it is
important to learn Spanish.
In class writing activities that ask
students to write paragraphs (in
Spanish and English) that contain a
topic sentence, supporting evidence,
and a closing sentence

• Students will employ skills such as

coding texts, using context clues,
learning new vocabulary, and using
cognates will help students with
English literacy as well.
• Students will write a well-organized
paragraph in Spanish required the
same skills as in English such as
using topic sentences, supporting
evidence, and a closing sentence.

Socio-emotional Empowerment Vision

What empowerment goals around general habits
and mindsets do you want to incorporate into
your Big Goal?
Professionalism –
While not all students will use Spanish in their
futures, all students need to be able to conduct
themselves as professionals in order to attain,
maintain and succeed in their jobs. Their ability to
work with other people, treat others with respect,
Ongoing basis for
measurement
Observation of student conduct
in class – heads up, sitting up
straight, professional language,
arriving prepared, respectful
toward each other and teacher,
arriving on time
Final basis for measurement
Students’ final 2 stamp charts (1
month’s worth of class) will
determine whether they earn a
professionalism certificate – 0
professionalism points lost
arrive on time and prepared, and use appropriate Records for each student on
language in appropriate settings can make the bimonthly stamp charts –
difference between being promoted or being fired. number of professionalism points
lost should show decreasing
Students will exhibit professional behavior by trend over time

• arriving on time and prepared

• using appropriate language
• being respectful and positive
• sitting up straight and tracking the speaker
• listening silently when others are talking.
• refraining from use of electronics in order to
maintain focus on the lesson and demonstrate
respect.
College-minded – Student reflection and survey Final “Going to College” survey
questions about their desire and (Eg: How does Spanish help you
Students will be able to articulate how Spanish will confidence about getting into get in to college? Name 2 things
help them get in to college, how the study skills, college that colleges look for in your
organization skills, and professional mindsets they application. How confident do
are acquiring will lead to their acceptance into Student responses to questions you feel that you can get in to
college. Students will be able to explain the about what colleges look for & college: Very/Kinda/Not
requirements that colleges have and the what they can do now to prepare very/Won’t)
characteristics that they look for in students in order for college
to feel a sense of control over their ability to get in to
college. Armed with what colleges look for and what
concrete steps they can take to make themselves
look good to colleges, students will exhibit a college-
oriented mind-set.

Goal Statements:
- At the end of the year, I want to have class averages of 80% on the final exam.
- At the end of the year, students will be able to carry on a 1 min conversation in Spanish
- At the end of the year, students will be able to write a 100-word paragraph in Spanish
- At the end of the year, 100% of students will earn a professionalism certificate (realistic?)
- At the end of the year, 100% of students will become “Study Masters”