Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.1 Emerging Exploring Applying
Learns about students Gathers additional data to Uses data from a variety
through data provided by learn about individual of formal and informal
the school and/or students. sources to learn about
assessments. students and guide
selection of instructional
strategies to meet diverse
Using knowledge of learning needs.
students to engage
them in learning Some students may Students engage in single Students engage in
engage in learning using lessons or sequence of learning through the use
instructional strategies lessons that include some of adjustments in
focused on the class as a adjustments based on instruction to meet their
whole. assessments. needs.9/28/17
During a lesson, I may ask
students to use their
individual wipe boards to
show answers to both
assess and to have them
doing something other
than just sitting there
listening to me. I also do
a lot of think-pair-share
to not only listen to their
conversations, but to
engage them in listening
to others and social
Evidence
activity. I also pick sticks
or non-volunteers to
assess where I need to
tweek my instruction.
9/28/17
Integrating
Uses data from multiple
measures to make
adjustments to
instruction and meet
individual identified
learning needs.
Students actively utilize a
variety of instructional
strategies and
technologies in learning
that ensure equitable
access to the curriculum.
5/18 , 12/18
In addition to what I
stated previously, I have
now incorporated pre and
post-tests to determine
what students’ needs are,
and then gear my
instruction towards those
needs in small group
instruction. Now my
students will pick up
math or sight word flash
cards and practice with a
friend and know how to
determine whether they
need more practice on a
word or math fact, or do
they know it well and can
move on to one they need
more help. The students
want to do better and I
very rarely have behavior
problems. They are also
very encouraging of each
other. 5/18
12/18 5/19
Innovating
Uses comprehensive
knowledge of students to
make ongoing
adjustments and
accommodations in
instruction.
Students take ownership
of their learning by
choosing from a wide
range of methods to
further their learning that
are responsive to their
learning needs.
With my experience
growing and more of my
instinct developed, I feel I
have a better
understanding of what
students need and when
they are in need. I have
developed spelling tests
with supports to help
those students who need
visual support. I give
frequent breaks when I
see that the students are
starting to wiggle on the
rug or in their seats.
Supports and
accommodations are
coming to me more
naturally than when
I began teaching. 5/19
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.2 Emerging
Develops awareness of
prior knowledge, culture,
backgrounds, life
experiences, and interests
represented among
students.
Connecting learning
to students’ prior
knowledge,
backgrounds, life
experiences, and
Some students connect
interests
learning activities to their
own lives.
Evidence
Exploring
Uses gathered
information about
students’ prior
knowledge, cultural
backgrounds, life
experiences, and interest
to support student
learning.
Students participate in
single lessons or
sequences of lessons
related to their interests
and experiences. 9/28/17
I try to pick stories to read
that include diverse
characters who may share
the same customs or
ideologies as my students
and their families.
I also think animals are a
universal love of kids so I
try to incorporate animals
in my lessons as much as
possible.
Applying
Uses school resources and
family contacts to expand
understanding of
students’ prior
knowledge, cultural
backgrounds, life
experiences, and interests
to connect to student
learning.
Students make
connections between
curriculum, and their
prior knowledge,
backgrounds, life
experiences, and
interests. 5/18
On top of what I
previously wrote, I just
feel like I appreciate more
where these kids come
from and their home lives.
I teach in Pacoima, which
is a lower income,
predominately Hispanic
neighborhood in the
northeast San Fernando
Valley. Since my first
assessment, I have
enriched my classroom
library with more diverse
books. These books
discuss Dia de los
Muertos, Mexican culture,
and/or include items that
students may have in
their homes. I bought a
book about shapes to
begin our shapes math
unit called, Round is the
Tortilla and the kids loved
it and had lots to
contribute. 5/18
Integrating
Integrates broad
knowledge of students
and their communities to
inform instruction.
Students are actively
engaged in curriculum,
which relates their prior
knowledge, experiences,
and interests within and
across learning activities.
12/18
Going beyond what I
wrote in May, I feel like I
am even more aware that
my students often come
from challenging home
situations and don’t
recognize the amazing
opportunities education
can provide. I try to make
a connection between
what they know already
and what I want them to
see and learn in every
lesson I teach. Before, I
would try to incorporate
diverse stories every now
and then but now I strive
to provide examples for
my students that they can
relate to in our everyday
conversations. 12/18
Innovating
Develops and
systematically uses
extensive information
regarding students’
cultural backgrounds,
prior knowledge, life
experiences, and interests.
Students can articulate
the relevance and impact
of lessons on their lives
and society. 5/19
I feel I make it a point to
incorporate concepts into
my students’ interests and
daily lives and vice versa.
Most of my students are
Hispanic so I reference
holidays and customs, as
well as ask the students
questions related to their
families, lives, and
traditions. I really didn’t
do this my first year but
with experience comes
knowledge and
awareness. 5/19
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.4 Emerging Exploring Applying
Uses instructional Explores additional Utilizes a variety of
strategies, resources, and instructional strategies, strategies including
technologies as provided resources, and culturally responsive
by school and/or district. technologies in single pedagogy, resources, and
Using a variety of
lessons or sequence of technologies during
instructional
lessons to meet students’ ongoing instruction to
strategies, resources,
diverse learning needs. meet students’ diverse
and technologies to
learning needs.
meet students’
diverse learning
Some students participate Students participate in Students participate in
needs
in instructional strategies, single lessons or instruction using
using resources and sequence of lessons strategies, resources, and
technologies provided. related to their interests technologies matched to
and experiences. their learning needs.
9/28/17
Evidence In my first grade
classroom, I have kids
who can’t sit still, who
zone out, who listen
attentively, etc. I am
always trying to
incorporate different
teaching strategies that
adhere to the different
learning modalities. I use
role play, charts, thinking
maps, partner reading, I
read-you read, play
instructional videos from
Brain Pop Jr. , computers,
etc… in hopes that the
material will reach all
students. I think I can be
more consistent, but I do
feel I use a number of
culturally diverse
resources and strategies.
If the kids have never
seen something I try to
Integrating Innovating
Creates, adapts, and Refines the flexible use of
integrates a broad range an extensive repertoire of
of strategies, resources, strategies, resources, and
and technologies into technologies to meet
instruction designed to students’ diverse learning
meet students’ diverse needs. 12/18 5/19
learning needs.
Students actively engage Students take
in instruction and make responsibilities for using
use of a variety of a wide range of strategies,
targeted strategies, resources, and
resources, and technologies that
technologies to meet their successfully advance their
individual students’ learning. 5/19
needs.5/18, 12/18
Beyond what I stated in I feel like I have more
September, I recently instinct when it comes to
introduced new strategies using different strategies,
and resources that really resources, and
helped improve my technologies with
students’ fluency. I students. Before it was a
researched these ‘go by the book’ and it has
approaches and came up progressed to me using
with Reader’s Theatre, my experience and
word sorts, and sight instincts to guide my
word games done lesson and not having to
regularly in small group hang on to every word of
instruction. the teaching manual. I
Differentiating my small look for resources to use
groups really helped my beforehand and am better
lower performing reading prepared to use various
group and they were strategies and resources
excited about engaging in appropriately. Knowing
the activities! 5/18 when to get the kids
moving, using their
hands, when to use
visuals, who needs more
visuals, when to use
manipulatives…it all feels
Standard 1 CSTP: Engaging and Supporting All Students in Learning
show them using my lap more natural now. 12/18
top and the document I consistently remind my
camera and smart board. students to use the
strategies they’ve learned
both in reading and in
math to where they get to
the point that they now
tell me what strategy they
used to read a word or
solve a math problem. It
feels really good to know
my students can be self-
sufficient and use the
tools they have been
taught all year. 5/19
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. family and community. instruction to engage subject matter
Connecting subject
students in relating to instruction.
matter to
subject matter.
meaningful, real-life
Students routinely
contexts
Some students relate Students make use of Students utilize real-life Students actively engage integrate subject matter
subject matter to real-life. real-life connections connections regularly to in making and using real- into their own thinking
provided in single lessons develop understandings life connections to subject and make relevant
or sequence of lessons to of subject matter.9/28/17 matter to extend their applications of subject
support understanding of understanding. 5/18 matter during learning
subject matter. activities. 5/19
Evidence As previously stated, “I I feel what I stated above I consistently remind my
try to pick stories to read also pertains to this students to use the
that include diverse element: On top of what I strategies they’ve learned
characters who may share previously wrote, I just both in reading and in
the same customs or feel like I appreciate more math to where they get to
ideologies as my students where these kids come the point that they now
and their families. from and their home lives. tell me what strategy they
I teach in Pacoima, which used to read a word or
I also think animals are a is a lower income, solve a math problem. It
universal love of kids so I predominately Hispanic feels really good to know
try to incorporate animals neighborhood in the my students can be self-
in my lessons as much as northeast San Fernando sufficient and use the
possible. “ Valley. Since my first tools they have been
assessment, I have taught all year. 5/19
enriched my classroom
library with more diverse
books. These books
discuss Dia de los
Muertos, Mexican culture,
and/or include items that
students may have in
their homes. I bought a
book about shapes to
begin our shapes math
unit called, Round is the
Tortilla and the kids loved
it and had lots to
contribute. 5/18 Going
Standard 1 CSTP: Engaging and Supporting All Students in Learning
beyond what I wrote in
May, I feel like I am even
more aware that my
students often come from
challenging home
situations and don’t
recognize the amazing
opportunities education
can provide. I try to make
a connection between
what they know already
and what I want them to
see and learn in every
lesson I teach. Before, I
would try to incorporate
diverse stories every now
and then but now I strive
to provide examples for
my students that they can
relate to in our everyday
conversations. 12/18

Element 1.5 Emerging Exploring Applying Integrating Innovating

Promoting critical Asks questions that focus Includes questions in
thinking through on factual knowledge and single lessons or a
inquiry, problem comprehension. sequence of lessons that
solving, and require students to recall,
reflection interpret, and think
critically.
Students respond to
Some students respond to varied questions or tasks
questions regarding facts designed to promote
and comprehension. comprehension and
critical thinking in single
lessons or a sequence of
lessons.
Guide students to think
critically through use of
questioning strategies,
posing/solving problems,
and reflection on issues in
content. 9/28/17 & 5/18
12/18
Students respond to
questions and problems
posed by the teacher and
begin to pose and solve
Supports students to Facilitates systematic
initiate critical thinking opportunities for student
through independently to apply critical thinking
developing questions, by designing structured
posing problems and inquiries into complex
reflecting on multiple problems.
perspectives.
Students pose problems Students pose and answer
and construct questions a wide-range of complex
of their own to support questions and problems,
inquiries into content. reflect, and communicate
5/19 understandings based on
in depth analysis of
Standard 1 CSTP: Engaging and Supporting All Students in Learning
problems of their own content learning.
related to the
content.5/18
Evidence My students are very I feel I do a pretty good Beyond asking more
young and some can job of asking students analytical questions, I
analyze the content more open ended questions
than others. Some about characters and do a lot more pair-
students I am still details in the content we sharing as well so
working with on naming are reading or learning. Ithey can hear each
characters and sequence ask them to think-pair- other’s perspectives.
of events, whereas others, share to listen to their I ask them questions
I can reach further and peers and get their
ask more thought perspective. 9/28/17 & that make them think
provoking questions. I 5/18 about what they
am still learning how to would do if they were
get the lower students to I think because my in other people’s
look at the content more students are a little but shoes, like characters
deeply. older and more mature, in stories we read.
they are better able to 5/19
respond to questions
relating to the subject
matter more
thoughtfully. I now get
questions from
students that go
beyond the point about
which we are
talking.5/18
I am now using more
resources that ask
students more
analytical questions
relating to a text. For
example, we recently
read The City Mouse
and the Country Mouse
and instead of just
discussing story
elements, I introduced
the concept of
character perspective
and how to compare
Standard 1 CSTP: Engaging and Supporting All Students in Learning
and contrast. I used a
resource that had a pair
of glasses with the
name of a character in
each lense. They had to
draw the characters
and then wrote a
sentence to describe
each character’s
perspective below the
glasses. The students
loved the resource and
were engaged in the
discussion, which felt
good. 12/18

Element 1.6 Emerging Exploring Applying Integrating Innovating

Implements lessons Seeks to clarify Makes ongoing Adjusts strategies Makes adjustments to
following curriculum instruction and learning adjustments to during instruction based extend learning
guidelines. activities to support instruction based on on the ongoing opportunities and
student understanding. observation of student monitoring of individual provide assistance to
engagement and regular student needs for students in mastering
checks for assistance, support, or the concepts flexibly and
Monitoring student
understanding. challenge. effectively.
learning and
9/28/17
adjusting instruction
while teaching.
Some students receive Students receive Students monitor their
individual assistance assistance individually Students successfully Students are able to progress in learning and
during instruction. or in small groups participate and stay articulate their level of provide information to
during instruction. engaged in learning understanding and use teacher that informs
activities. teacher guidance to adjustments in
meet their needs during instruction. 5/19
instruction. 5/18 12/18
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I frequently have My students would I am now able to extend
students use their wipe rarely raise their hand learning opportunities
boards during lessons to and say they didn’t to further challenge the
check for understanding understand something higher achieving
whole group. I also call in the middle of a lesson. students. I will ask them
on non-volunteers by I wonder if they were to respond further, write
using sticks with the shy, scared, or they more in depth, etc. I
students’ names that I weren’t sure how to have students now
pull from a cup. I check phrase that they didn’t telling me they do not
for understanding by understand something. I understand and are able
asking questions now monitor and check to articulate what
throughout the lesson. for understanding more exactly they do not get.
Evidence Think-pair-share is also than I did in the Before, for whatever
a handy tool. beginning of the year reason, student would
and I now model how to not tell me when they
ask for help. Students didn’t understand so I
were very receptive to would continue going
that and raise their forward with students
hands much more to who were lost. I still
share when they aren’t have a few, but the
understanding number has decreased.
something. 5/18 12/18 5/19