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. instruction.
Using knowledge of learning needs.
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. needs. that ensure equitable further their learning that
access to the curriculum. are responsive to their
learning needs.
In addition to I look at students’ Students use graphic
assessments and data cumulative files in order organizers to plan
provided by the school, I to know whether or not writing, a variety of math
use a number of other they are in special strategies to solve
sources to learn about my programs or have an IEP. problems, and various
students. I use DIBELS to I use formative, online educational
assess my students’ summative, and pre- programs, such as ST
reading levels; “exit assessments to determine Math, Zearn, Newsela,
tickets” in math to assess student placement into and Moby Max. I lead
their day-to-day leveled small groups. I students in creating
understanding of the use exit tickets to visual and kinesthetic
lessons; and worksheets determine student representations of
in grammar, science, and understanding of academic language and
social studies to assess individual lessons and to concepts. (5/13/18)
Evidence their growing knowledge inform future instruction.
in those subjects. I am (5/13/18) I use exit tickets, pre- and
still learning how to post-assessments,
differentiate my lessons summative curriculum
based on this data. I assessments, and
mostly give my students assessments from online
the same lessons and educational program like
assignments. However, I Freckle and Newsela to
have more recently been make leveled small
able to differentiate by groups and general
placing them into leveled adjustments to
math and reading groups. instruction.
(10/2/17)
In addition to the above,
students use
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Emerging
Element 1.2
Develops awareness of
prior knowledge, culture,
backgrounds, life
experiences, and interests
represented among
Connecting learning students.
to students’ prior
knowledge,
backgrounds, life
experiences, and
interests Some students connect
learning activities to their
own lives.
technological resources
like Google Slides and
Padlet. (12/14/18)
Exploring Applying Integrating Innovating
Uses gathered Uses school resources and Integrates broad Develops and
information about family contacts to expand knowledge of students systematically uses
students’ prior understanding of and their communities to extensive information
knowledge, cultural students’ prior inform instruction. regarding students’
backgrounds, life knowledge, cultural cultural backgrounds,
experiences, and interest backgrounds, life prior knowledge, life
to support student experiences, and interests experiences, and
learning. to connect to student interests.
learning.
Students participate in Students make Students are actively Students can articulate
single lessons or connections between engaged in curriculum, the relevance and impact
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.
and experiences. backgrounds, life and interests within and
experiences, and across learning activities.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
interests.
I use literature and I assign news articles for
informational texts in students to read on
which my students’ ethnic Newsela.com that connect
and cultural backgrounds to their experiences and
are represented. interests. As many of my
students and their
In the beginning of the families have migrated to
school year, I sent home a the United States from
survey for parents to other countries, I have
complete that requested assigned articles
information about their about immigration and
children’s strengths and events and issues
interests, as well as any happening in the
religious or cultural countries from which my
sensitivities the families students' families come. I
might have to holidays, also assign articles on
among other information. topics that are of high
I draw upon these surveys interest to the age group I
when trying to connect teach, such as video
the content to students’ games, candy and junk
lives, and also when food, and others.
planning holiday (12/14/18)
Evidence celebrations in order to
be sensitive to all
students.

My fourth graders have

learned about California
history through the lens
of their ancestors’
immigration to California
and experiences living in
the state. They also read
historical fiction whose
main characters
represent their cultural
heritage. (10/2/17)

I change word problems

and other prompts to
reflect my students’
experiences and prior
knowledge, and thus
increase engagement. All
home-school
Standard 1 CSTP: Engaging and Supporting All Students in Learning
communication is written
in English and Spanish to
accommodate Spanish-
speaking parents. I hold
formal and informal
meetings in Spanish with
Spanish-speaking parents.
I support English learners
by teaching English-
Spanish cognates.

As part of a project-based
learning process focused
on the Gold Rush,
students connected
Californian immigration
to the immigration stories
of their families and
friends. (5/13/18)

No additions to the above

(12/14/18)

Emerging Exploring Applying Integrating Innovating

Element 1.3
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
contexts Some students relate Students make use of Students utilize real-life Students actively engage Students routinely
subject matter to real-life. real-life connections connections regularly to in making and using real- integrate subject matter
provided in single lessons develop understandings life connections to subject into their own thinking
or sequence of lessons to of subject matter. matter to extend their and make relevant
support understanding of understanding. applications of subject
subject matter. matter during learning
activities.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I give my students
opportunities to make
real-life connections in
single lessons or units,
but they do not do this on
a regular basis or in all
subject areas. They have
done this most often in
connection to ELA and
social studies content.
(10/2/17)
Students were able to
make real-life
connections in their
narrative essays, which
were required to take
place during the Gold
Rush. They were asked to
brainstorm “small
moments” from their own
lives and incorporate
them into their Gold Rush
Evidence narratives. When
teaching a vocabulary
word, I often ask students
to make a connection
with it to their own lives,
and to share that
connection with a
partner. (5/13/18)
I integrate connections by
giving my students texts that
are relevant to their
experiences, and at times,
asking them to perform
interviews with family
members. For example, I will
be teaching a unit on the
California gold rush this year
by guiding students in
making connections to their
families’ immigration
stories. My students will
interview their parents
about their or their
ancestors’ experiences
coming to California. Then,
they will write about what
they have learned, in
addition to a narrative
revolving around the
California gold rush, which
will be inspired by elements
of their families’ stories.
(10/2/17)
I taught a unit on the
Mendez vs. Westminster
court case, which ended
segregation in California
schools. Students were able
to make deep connections to
their history as Latino
Americans by learning about
the Mendez family’s fight to
end segregation. We read a
novel set during this time,
and students participated in
various research, writing,
and art activities to learn
about this court case and the
time period in which it took
place. (5/13/18)
My students are completing
a collaborative research
project on California Native
American tribes. Once
students have researched
and synthesized the
information they have
gathered into paragraphs,
I plan my lessons around
students’ interests. For
example, I asked my
students to write an opinion
essay on whether video
games were beneficial or
harmful to kids. I introduced
them to three different
sources to help them gather
evidence to support their
opinion. One source argued
that video games were bad
for kids, one argued that
video games were good for
kids, and another outlined
the positives and negatives
of gaming. My students were
very engaged in this lesson,
as it was related to a high-
interest activity.
Aligned to NBPTS
Proposition 1.1.
Because most of my students
speak Spanish, I often make
connections to Spanish by
teaching them cognates or
pointing out that certain
English words come from
the same Greek and Latin
roots as certain Spanish
words. Now, my students
often make those
connections on their own.
Aligned to NBPTS
Proposition 1.1.
(5/10/19)
Standard 1 CSTP: Engaging and Supporting All Students in Learning
students from each
group will post these
paragraphs onto
a Padlet page. Then, the class
will do a gallery walk of each
group's page. (12/14/18)

Emerging Exploring Applying Integrating Innovating

Element 1.4
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.
strategies, resources,
learning needs.
and technologies to
meet students’
Some students participate Students participate in Students participate in Students actively engage Students take
diverse learning
in instructional strategies, single lessons or instruction using in instruction and make responsibilities for using
needs
using resources and sequence of lessons strategies, resources, and use of a variety of a wide range of strategies,
technologies provided. related to their interests technologies matched to targeted strategies, resources, and
and experiences. their learning needs. resources, and technologies that
technologies to meet their successfully advance their
individual students learning.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I make daily use of our
one-to-one laptops and
the online educational
subscriptions my school
has provided, such as
Measuring Up, ST Math,
and Newsela. I have also
researched text-to-speech
and voice-to-text tools
and extensions for my
students with IEPs
(whose accommodations
allow for such tools). I am
in the process of
implementing other
educational websites,
such as Zearn, that allow
students to move through
math lessons at a pace
appropriate to their
understanding.
(10/2/17)
Evidence
needs.
Students use online
educational resources
that are leveled and
adapted to their
individual learning needs
on a daily basis. These
resources include
Measuring Up, ST Math,
and Newsela. (10/2/17)
To support all students,
but particularly English
learners, I provide
sentence stems during all
writing activities, teach
English-Spanish cognates,
provide explicit grammar
instruction, use visuals
and graphic organizers,
and ask students to make
kinesthetic
representations of the
concepts they are
learning, among other
strategies. I use online
resources, such as ST
Math, Zearn, Newsela,
and Moby Max to support
student learning. All of
these resources are
adaptive to individual
student learning.
Students are familiar with
strategies outlined on
displayed anchor charts,
and regularly refer to the
anchor charts in order to
support their own
learning. Students make
use of online dictionaries.
Students use graphic
organizers to plan their
writing.
(5/13/18)
Standard 1 CSTP: Engaging and Supporting All Students in Learning
In addition to the above
technologies, I also use
Freckle.com, an online
educational program that
provides practice in ELA,
math, social studies, and
science. Students who
have difficulty reading
use naturalreaders.com
and the Google Read and
Write app in my class,
which reads text on the
screen aloud to them.
(12/14/18)

Emerging Exploring Applying Integrating Innovating

Element 1.5
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.
Promoting critical
thinking through
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.
Guide students to think
critically through use of
questioning strategies,
posing/solving problems,
and reflection on issues in
content.
Students respond to
questions and problems
posed by the teacher and
begin to pose and solve
problems of their own
related to the content.
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
and construct questions answer a wide-range of
of their own to support complex questions and
inquiries into content. problems, reflect, and
communicate
understandings based on
in depth analysis of
content learning.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I ask students questions I use questions of various
requiring them to recall, DOK, or depth of
predict, infer, and think knowledge, levels to
critically about the texts guide students to think
and content they are critically. I guide students
engaging with - in giving verbal and
particularly within written feedback on their
literature. My students peers’ writing. I ask
are able to comprehend students to score sample
texts through various student writing
reading strategies I have responses, and then
taught them. However, I justify their scores. I ask
have not guided students students to analyze the
towards posing and way a math problem has
solving problems. been solved, and find and
(10/2/17) correct any mistakes.
(5/13/18)
Students provide
feedback on peers’ In the 2018-2019 school
writing. Students score year, I am planning to
Evidence sample student written have my students create
responses and justify the Powtoons alongside of
scores they gave. their narrative essays.
Students find and correct Once they have written
mistakes made in terms their essays, they will
of how math problems narrate and create images
have been solved. to represent them in a
(5/13/18) Powtoons video.

In a four-paragraph essay,
students answered the
question: What does it
mean to have a great
heart – literally and
figuratively? They had to
read texts dealing with
the literal and figurative
heart, and then
synthesize that
information into their
essays. (12/14/18)

Emerging Exploring Applying Integrating Innovating

Element 1.6
Standard 1 CSTP: Engaging and Supporting All Students in Learning
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
Monitoring student checks for understanding. challenge. concepts flexibly and
learning and effectively.
adjusting instruction
while teaching. Some students receive Students receive Students successfully Students are able to Students monitor their
individual assistance assistance individually or participate and stay articulate their level of progress in learning and
during instruction. in small groups during engaged in learning understanding and use provide information to
instruction. activities. teacher guidance to meet teacher that informs
their needs during adjustments in
instruction. instruction.
Some of the adjustments I I continually make I often use the I do, we do,
have made to my adjustments to my they do strategy in my
instruction have been instruction based on my teaching, particularly in
successful in maintaining students’ needs, math. After I model a
student engagement, and understanding, and level problem, and later guide
others have not, in which of engagement. For students in completing a
cases I have worked to example, I implemented similar problem with me,
change my approach. small group rotations and I have them solve another
peer teaching into my independently and/or
I have often grouped my math instruction after with peers. While they
students in math, reading, finding that my students are solving the problem
and general ELA small were unengaged with my independently, I walk
groups, in which they math lessons. (10/2/17) around the room and
receive individual and/or check for understanding. I
small group instruction, immediately address any
depending on the way misconceptions students
Evidence that I’ve grouped them have. If certain students
(homogenous or are moving at a faster
heteregenous) and the pace than others, I allow
particular students in the them to move on ahead of
group. (10/2/17) the group.

I use the Fist to Five

strategy to check for
understanding. I ask my
students, “How confident
are you in solving this
type of problem?” or
“How well do you
understand this concept?”
Students then know that
they need to hold up their
Standard 1 CSTP: Engaging and Supporting All Students in Learning
hands to represent their
level of understanding (a
fist, or zero fingers raised,
meaning no
understanding, and five
fingers meaning full
understanding).
(5/13/18)

I use Newsela and Freckle

to monitor student
learning. Newsela
provides reading
comprehension and
reading level data, and
Freckle provides data on
various standards and
skills. With Freckle in
particular, I can create an
assignment that targets a
particular standard, view
students' results, and
from there, create
different assignments for
different students
depending on their
individual strengths and
areas of needed
improvement.
(12/14/18)