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. 5/2/18 instruction.
learning needs. 9/20/17 12/3/18
Using knowledge of
students to engage
Some students may Students engage in single Student engage in Students take ownership
them in learning
engage in learning using lessons or sequence of learning through the use Students actively utilize a of their learning by
instructional strategies lessons that include some of adjustments in variety of instructional choosing from a wide
focused on the class as a adjustments based on instruction to meet their strategies and range of methods to
whole. assessments. needs. 9/27/17 technologies in learning further their learning that
that ensure equitable are responsive to their
access to the curriculum. learning needs.
5/4/18 12/3/18
I use data provided by Throughout the year I use
our AERIES portal as well data from multiple
as information I gather measures to make
from parents during adjustments to my
Parent Orientation Day to instruction in order to
select instructional meet the individual
strategies that meet the learning needs of my
needs of my students. students. Some of the
9/20/17 data is gathered through:
• Anecdotal
In my classroom I use observations
leveled groups that are • Student samples
constantly changing • Informal
Evidence based on the students’ assessments
progress. I meet with my • Formal assessments
groups on a daily basis • Diagnostic
and make any needed assessments
adjustments to my plans. • CUME File
For example, my low 5/2/18
group this year is
struggling with writing Students are taught using
their name so during our a variety of instructional
small group instruction I strategies that they can
often use white boards utilize to learn new
and we practice proper concepts. These
letter formation. 9/27/17 strategies are designed to
Standard 1 CSTP: Engaging and Supporting All Students in Learning
meet the different
learning styles that our
classroom is composed of.
5/7/18

When introducing a new

topic/area of emphasis, I
like to start a unit with a
diagnostic assessment.
This allows me to identify
strengths and
weaknesses, I can then
use the information I
gathered to plan my
instruction. After the
diagnostic assessment, I
do progress monitoring
throughout the unit to
check for understanding
and finally at the end of a
unit I do a summative test
that allows me to see
overall growth or need
for reteach.
After getting to know my
students better, I’ve
learned that they have
different learning styles
which is why in my
classroom I approach
each lesson with a variety
of strategies that students
can utilize to ensure
equitable access to the
curriculum.
9/27/18
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. 9/20/17
Students participate in
single lessons or
sequences of lessons
related to their interests
and experiences. 9/20/17
On the first day of school
we always have Parent
Orientation Day and I
have parents fill out a
survey about their child.
The survey allows parents
to share any interests
their child may have.
Another source where I
can gather information is
our Aeries portal that has
all of their registration
data. 9/20/17
Using the information I
collect about each child’s
interests and background,
I try to create lessons that
are engaging and are
relevant to their interests.
This year we found that a
lot of our students had a
teddy bear or a stuffed
animal that they
treasured so we invited
them to bring them to
Applying Integrating Innovating
Uses school resources and Integrates broad Develops and
family contacts to expand knowledge of students systematically uses
understanding of and their communities to extensive information
students’ prior inform instruction. regarding students’
knowledge, cultural cultural backgrounds,
backgrounds, life prior knowledge, life
experiences, and interests experiences, and
to connect to student interests.
learning. 5/4/18 Students are actively
12/3/18 engaged in curriculum,
which relates their prior Students can articulate
Students make knowledge, experiences, the relevance and impact
connections between and interests within and of lessons on their lives
curriculum, and their across learning activities. and society. 4/27/19
prior knowledge, 5/4/18
backgrounds, life 12/3/18
experiences, and
interests.
As I introduce each lesson Students are actively Differentiated BINGO
I explain the purpose of engaged in learning cards used for Teacher
what we are learning and activities that are within Leader Project
how this lesson connects their zone of proximal When planning the tasks
and builds upon prior development (ZPD). Each that students would be
knowledge, background, lesson is planned so it asked to complete as part
or experiences, and builds on prior of our Reading BINGO
interests. For example, I knowledge and competition, I took into
recently introduced the experience. Students are account students ability
concept of subtraction allowed choices, on a levels, interests, and
using a game that weekly basis, that reflect background to create
included dice. To make their interests. 5/7/18 differentiated BINGO
this lesson relevant to cards that would be
students I asked them to Our curriculum is appropriate for TK/K, 1st
think of a time when designed to specifically - 3rd grade, and 4th- 6th
they’ve used dice before. reflect prior knowledge. grade.
Many students could As I mentioned above, This evidence also
relate to the idea of before each new topic fulfilled NBPTS
playing a game using dice students are given a Proposition 1: Teachers
and became excited with diagnostic assessment to are committed to students
the idea of using them for determine areas of and their learning. 1.
learning. 5/4/18 strength and weaknesses Teacher recognize
which gives us a individual differences in
During a recent lesson, comprehensive picture of their students and adjust
called “Introducing the students’ prior their practice accordingly.
knowledge. With this 3/4/19.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
school and then we taught Rekenerek,” I explicitly information, I can then
our bears the rules of our introduced a new math plan activities/lessons
classroom. 9/20/17 tool, called the rekenrek that encourages students
(or Number Rack). I to be actively engaged in
begun the lesson by curriculum which relates
sharing a video read- to their prior knowledge.
aloud of the book The 11/15/18
Sleepover, which
connects the rekenreks'
two rows of beads to
bunk beds. Before I
modeled how to use the
rekenrek we talked about
how the rekenrek
resembled a bunk bed,
which the majority of my
students were familiar
with. 10/26/18
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging Exploring Applying
Uses real-life connections Explore using additional Integrates connections
during instruction as real-life connections to from subject matter to
identified to curriculum. subject matter in single meaningful, real-life
lessons or sequence of contexts, including those
lessons to support specific to students’
understanding. family and community.
Connecting subject 9/20/17
matter to
meaningful, real-life
contexts Some students relate Students make use of
subject matter to real-life. real-life connections Students utilize real-life
provided in single lessons connections regularly to
or sequence of lessons to develop understandings
support understanding of of subject matter.
subject matter. 9/27/17
I teach TK and my little 4
and 5 year olds have a
hard time thinking
abstractly so I always try
to give real-life examples
that are relevant to their
lives in order to make
connections to the subject
matter presented.
9/20/17
Last year, I learned that a
large percentage of my
students were interested
Evidence in soccer. When it was
time to focus on word
problems I created a set
that specifically
addressed this interest.
This allowed students to
make real life connections
between math and
something that was
relevant to them.
9/27/17
Integrating Innovating
Integrates connections to Engages student in
meaningful, real-life actively making
contexts in planning connections to relevant,
subject matter instruction meaningful, and real-life
and is responsive during contexts throughout
instruction to engage subject matter
students in relating to instruction.
subject matter. 5/4/18
12/3/18
Students routinely
Students actively engage integrate subject matter
in making and using real- into their own thinking
life connections to subject and make relevant
matter to extend their applications of subject
understanding. 5/4/18 matter during learning
12/3/18 activities.
I try to connect each
lesson to a real-life, past
experience. For example,
our current unit is about
farm animals so when we
talked about cows, I
reminded them of when
the Dairy Council of
California visited our
school and brought a cow
and a calf. We also
discussed visiting the LA
County Fair in September.
5/7/18
In my classroom we start
each day with Circle Time
activities. During this
time, we review our focus
concepts for the week.
We also apply these
concepts to solve real-
world problems. For
example, in the last
couple of weeks we have
been learning addition so
each day we try to solve a
number story. Students
Standard 1 CSTP: Engaging and Supporting All Students in Learning
are also given the
opportunity to produce
their own number stories
with the numbers given.
5/7/18

During the “Introducing

the Rekenrek” lesson,
students watched the
read-aloud, The
Sleepover, which
connects the rekenreks'
two rows of beads to
bunk beds. In order to
further the student's
understanding, students
act out the story and
arrange themselves in
different ways on "bunk
beds," created with tape
on the carpet. Later
during the same lesson,
we use a virtual
manipulative, in
conjunction with our
hands-on rekenrek, and
talk about how to use the
rekenreks. 10/26/18.

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
Using a variety of
technologies as provided resources, and culturally responsive of strategies, resources, strategies, resources, and
instructional
by school and/or district. technologies in single pedagogy, resources, and and technologies into technologies to meet
strategies, resources,
lessons or sequence of technologies during instruction designed to students’ diverse learning
and technologies to
lessons to meet students’ ongoing instruction to meet students’ diverse needs.
meet students’
diverse learning needs. meet students’ diverse learning needs. 5/7/18
diverse learning
learning needs. 9/20/17 12/3/18
needs
Some students participate Students participate in Students participate in Students take
Standard 1 CSTP: Engaging and Supporting All Students in Learning
in instructional strategies,
using resources and
technologies provided.
Evidence
single lessons or instruction using
sequence of lessons strategies, resources, and
related to their interests technologies matched to
and experiences. their learning needs.
9/27/17
In order to keep my 4 and
5 year olds focused, I
have to utilize a variety of
resources and
technologies during
instruction. My students
have short attention
spans so I like to use a lot
of visuals and different
modes of technology to
meet their learning needs.
9/20/17
During our weekly
computer lab time,
students use a
developmentally
appropriate online
program called Starfall to
review concepts that we
are learning in our
classroom. Also, during
our small group time
students participate in
instruction where I use
strategies that are
specifically matched to
meet their needs. For
example, we are currently
working on one to one
correspondence with
counting and one of my
groups is struggling so I
practice counting with
them using different
Students actively engage responsibilities for using
in instruction and make a wide range of strategies,
use of a variety of resources, and
targeted strategies, technologies that
resources, and successfully advance their
technologies to meet their learning.
individual students
needs. 5/4/18
12/3/18
As a teacher, I am always
looking for new
instructional strategies
that might meet the
diverse learning needs of
my students. One of the
more recent strategies
that I’ve introduced in my
class is called Number/
Dot Talks. Dot Talks are
short, daily exercises
aimed at building number
sense. During our Dot
Talks students are asked
to solve simple problems
using mental math as well
as explain how they
arrived at the solution.
5/4/18
One of the reasons I was
attracted to Dot Talks and
decided to introduce it in
my classroom is because
it introduces a variety of
strategies that students
can use to solve math
problems. Also, students
learn from each other
since they are encouraged
to share the strategy they
used to solve a problem.
5/4/18
On a daily basis, I work
Standard 1 CSTP: Engaging and Supporting All Students in Learning
manipulatives on a daily
basis. 9/27/17
with students in a small
group setting. At this
time, I can identify
individual needs and with
differentiation can
provide one-on-one
assistance. These small
groups are flexible and
I'm constantly
reassessing their assigned
grouping based on data
results from our online
testing software, ESGI. As
mentioned above, I
approach each lesson
using a variety of
strategies that students
can utilize to ensure
equitable access to the
curriculum. Some of these
strategies include but are
not limited to visual aids,
modeling, 9/01/18.

Element 1.5 Emerging Exploring Applying Integrating Innovating

Asks questions that focus Includes questions in
on factual knowledge and single lessons or a
comprehension. sequence of lessons that
require students to recall,
interpret, and think
critically. 9/20/17
Promoting critical
thinking though
inquiry, problem
Some students respond to Students respond to
solving, and
questions regarding facts varied questions or tasks
reflection
and comprehension. designed to promote
comprehension and
critical thinking in single
lessons or a sequence of
lessons. 9/27/17
Guide students to think
critically through use of
questioning strategies,
posing/solving problems,
and reflection on issues in
content. 5/4/18
Students respond to
questions and problems
posed by the teacher and
begin to pose and solve
problems of their own
related to the content.
5/4/18
Supports students to
initiate critical thinking
through independently
developing questions,
posing problems and
reflecting on multiple
perspectives. 12/3/18
Students pose problems
and construct questions
of their own to support
inquiries into content.
12/3/18
Facilitates systematic
opportunities for student
to apply critical thinking
by designing structured
inquiries into complex
problems.
Students pose and
answer a wide-range of
complex questions and
problems, reflect, and
communicate
understandings based on
in depth analysis of
content learning.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
In my classroom I expect
active participation from
my students. As a result I
provide my students with
plenty of opportunities to
respond to questions that
are intended to promote
comprehension and
critical thinking. One way
we do this is during story
time when I ask students
to recall the story we just
read and tell me what
happened in the
beginning, middle and
Evidence end of the story. 9/20/17
Our curriculum includes a
weekly story that we read
multiple times during the
week. Each time we read
it we focus on a different
area; one day we talk
about vocabulary,
another we retell the
story, and then we
predict what would
happen next. All this is
meant to increase
comprehension and
critical thinking. 9/27/17
Element 1.6 Emerging Exploring
Implements lessons Seeks to clarify
following curriculum instruction and learning
guidelines. activities to support
Monitoring student student understanding.
learning and
adjusting instruction
while teaching.
Some students receive Students receive
individual assistance assistance individually or
Since Dot Talks are
intended to strengthen a
student’s ability to use
mental math to solve
problems there has to be
some procedures in place
to encourage students to
verbally explain their
mental process. This
entails building their use
of academic vocabulary
as well as their critical
thinking skills. 5/4/18
One way I promote
critical thinking skills is
simply by asking open
ended questions. These
require higher order
thinking skills that force
students to problem
solve, organize, identity
patterns, define
relationships and create
new ideas. 5/4/18
Applying
Makes ongoing
adjustments to
instruction based on
observation of student
engagement and regular
checks for understanding.
9/20/17
Students successfully
During our computation
thinking lesson, called
“How to Disguise a
Turkey,” students had to
use a specific design
process (ask, imagine,
plan, create, reflect,
discuss) that forced them
to use critical thinking
skills to answer the
question I posed (How
can you disguise your
turkey so he/she doesn’t
get eaten for
Thanksgiving?).
During the guided
process, I was the
facilitator, but the
students were
responsible for their own
learning. During the
reflection stage of the
design process they
began to pose their own
questions. 11/16/18
Integrating Innovating
Adjusts strategies during Makes adjustments to
instruction based on the extend learning
ongoing monitoring of opportunities and
individual student needs provide assistance to
for assistance, support, or students in mastering the
challenge. 5/4/18 concepts flexibly and
12/3/18 effectively.
Students monitor their
Students are able to progress in learning and
Standard 1 CSTP: Engaging and Supporting All Students in Learning
during instruction. in small groups during participate and stay
instruction. engaged in learning
activities. 9/20/17
Since my students have a
very short attention span,
I am constantly checking
for understanding. I like
to do this a lot when I am
giving directions, I have
my students show me a
thumbs up or down if
they understand the step
and if they do then I move
on, if not then I repeat or
rephrase my directions.
9/20/17
It can be difficult to keep
my students engaged for
long periods of time. But I
try to break up
instruction with much
Evidence needed movement
activities that allow us to
get out of our seat and
stretch, dance, or play for
a few minutes then we
can go back and focus on
what we were doing.
After doing this, I find
that participation is
higher and students seem
much more engaged in
our learning activities.
9/27/17
articulate their level of provide information to
understanding and use teacher that informs
teacher guidance to meet adjustments in
their needs during instruction.
instruction. 5/4/18
12/3/18
In order to monitor
student learning I assess
my students frequently
and once I analyze the
data I’ve gathered I adjust
my instructional plans
accordingly. 5/4/18
EL students, as well as
most TK students, need a
lot of support when it
comes to their language
skills since at this young
age these are still
developing. For my
students to articulate
their level of
understanding, I’ve
implemented a variety of
instructional strategies to
support them in this.
Some of these include
using non-verbal hand
signals. As well as,
sentence frames that
organize their thoughts
so that they can
efficiently express their
opinions. 5/5/18
I recently updated the
way I test my students on
their sight word lists. I
now use our one-on-one
online software program
(ESGI) to test them using
an assessment I designed;
this allows me to easily
collect data. I can then
Standard 1 CSTP: Engaging and Supporting All Students in Learning
use that data to help me
monitor my students'
learning and adjust our
instruction during
Centers. It also allowed
me to easily provide
instant feedback to
students by showing
them a pie chart after
each time we take a test,
which students then
internalize and know
what they need to do to
reach 100% the next time

This evidence also fulfills

ISTE 7b. Use technology
to design and implement
a variety of formative and
summative assessments
that accommodate
learner needs, provide
timely feedback to
students and inform
instruction.9/18/18.