Standard

1 CSTP: Engaging and Supporting All Students in Learning

Element 1.1 Emerging Exploring Applying Integrating Innovating
Learns about students Gathers additional data to Uses data from a variety Uses data from multiple Uses comprehensive
through data provided by learn about individual of formal and informal measures to make knowledge of students to
the school and/or students. sources to learn about adjustments to make ongoing
assessments. students and guide instruction and meet adjustments and
selection of instructional individual identified accommodations in
strategies to meet diverse learning needs. 5/1/18 instruction. 5/1/19
Using knowledge of learning needs. 9/21/17 11/1/18
students to engage
them in learning Some students may Students engage in single Student engage in Students actively utilize a Students take ownership
engage in learning using lessons or sequence of learning through the use variety of instructional of their learning by
instructional strategies lessons that include some of adjustments in strategies and choosing from a wide
focused on the class as a adjustments based on instruction to meet their technologies in learning range of methods to
whole. assessments. 9/21/17 needs. 5/1/18 that ensure equitable further their learning that
access to the curriculum. are responsive to their
11/1/18 learning needs.5/1/19
I do individual Before the school year In the beginning of the I continually make
assessments of my starts, I ask my principal year I assess students adjustments and
students early on so that I for each student’s using number and letter accommodations based
can make adjustments on kindergarten testing recognition. I use this as a on what I know about my
what and how I need to scores that they take starting point to create students. For example,
teach. I also create before school starts. If a instruction that meets half way through the year
seating charts based on student attended the students where they are I noticed that two of my
students’ behavior and preschool, I will ask their and will help each students needed a
ability. For example, I previous teacher how student grow. challenge on their
placed a student who was they did academically. I Throughout the year I do spelling tests so I created
good at printing next to a also do testing in the additional assessments to new spelling lists for
student who struggled. beginning of the year to see whether students are them. 5/1/19
9/21/17 test their knowledge of understanding and which
letters and numbers. modalities they learn best
Evidence
9/21/17 in. 5/1/18
One thing I have started
Students are engaged by incorporating with my
the different adjustments students is using
that I provide them. If we technology. I still do my
do an addition lesson, I initial assessments but
may challenge a student then with that
who is higher, while knowledge, I allow
supporting a student who students to use different
may need extra applications on our
assistance. 5/1/18 Kindles to give them
different strategies to
learn the curriculum.
11/1/18
Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.2 Emerging Exploring Applying Integrating Innovating
Develops awareness of Uses gathered Uses school resources and Integrates broad Develops and
prior knowledge, culture, information about family contacts to expand knowledge of students systematically uses
backgrounds, life students’ prior understanding of and their communities to extensive information
experiences, and interests knowledge, cultural students’ prior inform instruction. regarding students’
represented among backgrounds, life knowledge, cultural 5/1/18 11/1/18 cultural backgrounds,
students. experiences, and interest backgrounds, life prior knowledge, life
Connecting learning
to support student experiences, and interests experiences, and
to students’ prior
learning. to connect to student interests. 5/1/19
knowledge,
learning. 9/21/17
backgrounds, life

experiences, and
Some students connect Students participate in Students make Students are actively Students can articulate
interests
learning activities to their single lessons or connections between engaged in curriculum, the relevance and impact
own lives. sequences of lessons curriculum, and their which relates their prior of lessons on their lives
related to their interests prior knowledge, knowledge, experiences, and society. 5/1/19
and experiences. 9/21/17 backgrounds, life and interests within and
experiences, and across learning activities.
interests. 5/1/18 11/1/18
I have students write Before the school year I have been working on For my social studies unit,
journals. In the beginning starts, we meet with our getting to know students I access students’ prior
of the year, students principal and she goes interests through knowledge before each
mostly write one word over with us student’s discussions with them so lesson. This gives me a
about things they enjoy, backgrounds and any that I can connect it to good starting point and
but by the end of the knowledge she has on their learning. I use real- then I can teach them the
school year they are them. I also ask previous life examples to teach lesson. During the lesson I
writing sentences of teachers who have had them the lessons. When also try to bring up
things they like or things the student if they know teaching math, I’ll relate it students interests so that
they have done. 9/21/17 any of their interests that to sports they like. This is they can connect the
I can connect to student a way that the students lesson to their lives.
learning. In October we stay involved in the 5/1/19
Evidence have parent-teacher lessons because it is
conferences and I ask connected to their
parents about their child’s interests. 5/1/18
interests. 9/21/17 In the beginning of the
school year I sent home a
parent survey to get more
information from my
student’s parents about
their family, the child’s
interests, and how I can
best help their child this
year. 11/1/18

Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.3 Emerging Exploring Applying Integrating Innovating
Uses real-life connections Explore using additional Integrates connections Integrates connections to Engages student in
during instruction as real-life connections to from subject matter to meaningful, real-life actively making
identified to curriculum. subject matter in single meaningful, real-life contexts in planning connections to relevant,
lessons or sequence of contexts, including those subject matter instruction meaningful, and real-life
lessons to support specific to students’ and is responsive during contexts throughout
understanding. 9/21/17 family and community. instruction to engage subject matter
Connecting subject 5/1/18 students in relating to instruction. 5/1/19
matter to subject matter. 11/1/18
meaningful, real-life
contexts Some students relate Students make use of Students actively engage Students routinely
subject matter to real-life. real-life connections Students utilize real-life in making and using real- integrate subject matter
provided in single lessons connections regularly to life connections to subject into their own thinking
or sequence of lessons to develop understandings matter to extend their and make relevant
support understanding of of subject matter. 5/1/18 understanding. 11/1/18 applications of subject
subject matter. 9/21/17 matter during learning
activities. 5/1/19
I try to add an example in When I teach science When we learn about In my class we watch a lot
lessons for things lessons, I use real-life Thanksgiving, I took my of YouTube videos that
students can relate to. For examples so that the students on a virtual field correspond what we are
example, I bring up sports students can understand trip so they could see learning so that my
a lot so that students can the subject matter. When what the Mayflower was students can better
relate and understand we learn about animals, like. We also used Google understand the subject.
better. In math, I teach we watch YouTube clips Earth to show where we For example, when
math concepts using farm regarding the animal. live in relation to where learning about cultures
references so the When we learn about the Pilgrims traveled. we watched about
students can put a picture plants, each student 11/1/18 different cultures through
to the math ideas. In planted a seed and we YouTube videos. 5/1/19
reading, I ask the watched it grow. That
Evidence students questions way students are able to
throughout the story to leave the classroom and
make sure they relate to the outside
understand and are world. 5/1/18
critically thinking.
9/21/17

Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.4 Emerging Exploring Applying Integrating Innovating
Uses instructional Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of
strategies, resources, and instructional strategies, strategies including integrates a broad range an extensive repertoire of
technologies as provided resources, and culturally responsive of strategies, resources, strategies, resources, and
by school and/or district. technologies in single pedagogy, resources, and and technologies into technologies to meet
lessons or sequence of technologies during instruction designed to students’ diverse learning
Using a variety of lessons to meet students’ ongoing instruction to meet students’ diverse needs.
instructional diverse learning needs. meet students’ diverse learning needs. 5/1/19
strategies, resources, 9/21/17 learning needs. 5/1/18
and technologies to 11/1/18
meet students’ Some students participate Students actively engage Students take
diverse learning in instructional strategies, Students participate in in instruction and make responsibilities for using
needs using resources and Students participate in instruction using use of a variety of a wide range of strategies,
technologies provided. single lessons or strategies, resources, and targeted strategies, resources, and
sequence of lessons technologies matched to resources, and technologies that
related to their interests their learning needs. technologies to meet their successfully advance their
and experiences. 9/21/17 5/1/18 11/1/18 individual students learning.
needs. 5/1/19
In addition to the I use different graphic During one of our reading
curriculum we are given, I organizers to help centers, students use
add supplemental students understand technology to practice
activities to give the things in different ways. their reading. At this
student’s extra practice. For example, after we point in the school year, I
When possible, I’ll play read a story, we will have started giving
YouTube videos that also complete a graphic students the option of
give a visual to the lesson organizer so that students what game they want to
I’m teaching. 9/21/17 can understand the play because I know that
characters, setting, and they need choice in their
the sequence of the story. education. 5/1/19
5/1/18
Evidence
I have Kindles where I
allow students to play
Teach Your Monster to
Read to help them with
their reading skills. They
learn different sounds,
blends, and how to create
words. It gives them a
different means of
learning during our day.
11/1/18

Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.5 Emerging Exploring Applying Integrating Innovating
Asks questions that focus Includes questions in Guide students to think Supports students to Facilitates systematic
on factual knowledge and single lessons or a critically through use of initiate critical thinking opportunities for student
comprehension. sequence of lessons that questioning strategies, through independently to apply critical thinking
require students to recall, posing/solving problems, developing questions, by designing structured
interpret, and think and reflection on issues in posing problems and inquiries into complex
critically. content. 9/21/17 5/1/18 reflecting on multiple problems.
Promoting critical 11/1/18 perspectives. 5/1/19
thinking though
inquiry, problem Some students respond to Students respond to Students pose problems Students pose and
solving, and questions regarding facts varied questions or tasks and construct questions answer a wide-range of
reflection and comprehension. designed to promote Students respond to of their own to support complex questions and
comprehension and questions and problems inquiries into content. problems, reflect, and
critical thinking in single posed by the teacher and 5/1/19 communicate
lessons or a sequence of begin to pose and solve understandings based on
lessons. 9/21/17 problems of their own in depth analysis of
related to the content. content learning.
5/1/18 11/1/18
Especially in Language In math, I guide students I teach my students how
Arts, I’ll cold call on on how to begin thinking to ask questions about
students to answer critically. For example, things in general. In
questions throughout the when we were learning science when we do
story to make sure they numbers 0-5, I put the dot experiments, we ask
comprehend what I read pattern for 3 up and questions and then we
and are critically asked students if I reflect on the experiment
thinking. 9/21/17 wanted to make 4 how after. 5/1/19
many dots would I have
to add? It allowed them to
critically think and then
realize how 4 is 1 more
Evidence than 3. 9/21/17
In Language Arts, I will
pose questions to the
students regarding
stories we read and many
of the questions are
critical thinking. I give
students time to
contemplate and will
guide them to show them
how to critically think. I
also encourage students
to ask questions. 5/1/8
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I continue to try to teach
my students to think
critically. I encourage
them to solve problems
on their own in the
classroom and in their
friendships. 11/1/18

Element 1.6 Emerging Exploring Applying Integrating Innovating
Implements lessons Seeks to clarify Makes ongoing Adjusts strategies during Makes adjustments to
following curriculum instruction and learning adjustments to instruction based on the extend learning
guidelines. activities to support instruction based on ongoing monitoring of opportunities and
student understanding. observation of student individual student needs provide assistance to
engagement and regular for assistance, support, or students in mastering the
checks for understanding. challenge. 9/21/17 concepts flexibly and
Monitoring student effectively. 5/1/18
learning and 11/1/18 5/1/19
adjusting instruction Some students receive Students receive Students successfully
while teaching. individual assistance assistance individually or participate and stay Students are able to Students monitor their
during instruction. in small groups during engaged in learning articulate their level of progress in learning and
instruction. activities. 9/21/17 understanding and use provide information to
teacher guidance to meet teacher that informs
their needs during adjustments in
instruction. 5/1/18 instruction. 5/1/19
11/1/18
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Students listen and stay I watch students and I I do progress monitoring
engaged through whole modify my instruction assessments to see how
group lessons and then based off that. If multiple students are improving,
when we do centers, students are struggling but if I notice little to no
students stay focused in with a concept, I try to improvement, I take time
their groups. 9/21/17 explain myself a different to pull students aside and
way or use a different help them 1-on-1 or in a
strategy so students small group. 5/1/18
understand. I’ll also give If I notice a few students
follow-up worksheets so I do not understand, I will
can be certain that re-teach the lesson using
students understand different strategies. For
before I move on to a example, students were
different lesson. 9/21/17 struggling with
completing before and
I have my students show after in math, so I re-
Evidence me their understanding taught the lesson using
by putting up a finger. technology so students
They hold up a 1 if they could visually see what I
don’t understand, a 2 if was explaining. 11/1/18
they sort of understand I let my students know
but need more guidance, that they can always let
or a 3 if they fully me know if they don’t
understand it. 5/1/18 understand something. If
they don’t understand I
During instruction, I let will help guide them in
students decide whether different ways to best
or not they need help or help them. 5/1/19
not. If they need help, I
will meet with them later
to help them understand.
11/1/18