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 the first week of school
I send home parent
surveys to give parents a
chance to let me know
anything they think I may
need to know about their
child. I also do in class
student surveys where
students let me know
what they think I need to
know about them. I also
have questions like “how
do you feel about (enter
Evidence subject here)?
Throughout every lesson I
do “EXIT tickets” that also
include a thumbs up,
down and to the side to
show me how they felt
about the lesson. I also
ask them to show me with
their hands after almost
every lesson.
8/13/19
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 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 interests.
learning. to connect to student
learning.
Students can articulate
Students participate in Students make Students are actively the relevance and impact
single lessons or connections between engaged in curriculum, of lessons on their lives
sequences of lessons curriculum, and their which relates their prior and society.
related to their interests prior knowledge, knowledge, experiences,
and experiences. backgrounds, life and interests within and
experiences, and across learning activities.
interests.
Using the parent and
student surveys and some
informal observations, I
know what students have
and haven’t had any
experience with. I bring
out books, corresponding
videos and if possible
manipulatives, to give
every child some prior
background knowledge of
new material. For
example, many of my
students thought
camouflage only applied
to chameleons and in our
ELA/Science animal
adaptations are discussed
for a variety of animals. I
brought in books about
different animals that
camouflage or hide and
even found a video of a
mimic octopus (also
mentioned in our ELA
text) in action for the
Standard 1 CSTP: Engaging and Supporting All Students in Learning
students to see. 9/25/19
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging
Uses real-life connections
during instruction as
identified to curriculum.
Connecting subject
matter to
meaningful, real-life
contexts Some students relate
subject matter to real-life.
Exploring Applying Integrating Innovating
Explore using additional Integrates connections Integrates connections to Engages student in
real-life connections to from subject matter to meaningful, real-life actively making
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
students in relating to instruction.
subject matter.
Students make use of Students utilize real-life Students actively engage Students routinely
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.
The ELA curriculum
(Reach for Reading) is
tied to science and filled
with a lot of realistic
fiction plus non fiction
texts. These texts, plus
videos and discussions
presented by me help my
students make
connections to what they
see everyday. 8/12/19

Evidence
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.4 Emerging
Uses instructional
strategies, resources, and
technologies as provided
by school and/or district.
Using a variety of
instructional
strategies, resources,
and technologies to
meet students’
Some students participate
diverse learning
in instructional strategies,
needs
using resources and
technologies provided.
Exploring Applying Integrating Innovating
Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of
instructional strategies, strategies including integrates a broad range an extensive repertoire of
resources, and culturally responsive of strategies, resources, strategies, resources, and
technologies in single pedagogy, resources, and and technologies into technologies to meet
lessons or sequence of technologies during instruction designed to students’ diverse learning
lessons to meet students’ ongoing instruction to meet students’ diverse needs.
diverse learning needs. meet students’ diverse learning needs.
learning needs.
Students participate in Students participate in Students actively engage Students take
single lessons or instruction using in instruction and make responsibilities for using
sequence of lessons strategies, resources, and use of a variety of a wide range of strategies,
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 needs. learning.
For every subject I teach
there is a reading, writing,
hands on and technology
component to it. For
example, in math we do
our lesson in the book, a
math journal entry, exit
ticket and ST Math.
9/2/19

Evidence
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
Promoting critical critically. content. reflecting on multiple problems.
thinking though perspectives.
inquiry, problem
solving, and Some students respond to Students respond to Students respond to Students pose problems Students pose and answer
reflection questions regarding facts varied questions or tasks questions and problems and construct questions a wide-range of complex
and comprehension. designed to promote posed by the teacher and of their own to support questions and problems,
comprehension and begin to pose and solve inquiries into content. reflect, and communicate
critical thinking in single problems of their own understandings based on
lessons or a sequence of related to the content. in depth analysis of
lessons. content learning.
We have an essential
question we have to
answer for math every
day. However, it’s the only
subject I do that in. I need
to promote more critical
thinking in my classroom
for every subject. I will
begin having an essential
question for each subject
area and set aside time in
the day to discuss these
Evidence questions. 9/27/19

Element 1.6 Emerging Exploring Applying Integrating Innovating

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 provide
student understanding. observation of student individual student needs assistance to students in
engagement and regular for assistance, support, or mastering the concepts
Monitoring student checks for understanding. challenge. flexibly and effectively.
learning and
adjusting instruction Students monitor their
while teaching. Some students receive Students receive Students successfully Students are able to progress in learning and
individual assistance assistance individually or participate and stay articulate their level of provide information to
during instruction. in small groups during engaged in learning understanding and use teacher that informs
instruction. activities. teacher guidance to meet adjustments in
their needs during instruction.
instruction.
Students still have not I constantly monitor
mastered the ability to student learning whether
accurately articulate their it be with formal or
level of understanding. informal assessments. I
They are still very use these observations
dependent on me telling and assessments to adjust
them their level of my lessons in order to
understanding. I have to go give assistance to my
into more depth about what struggling students and
it means to be at a certain extended learning
level of understanding. For opportunities for my
example, show them what a advanced students.
level 1 understanding looks
8/12/19
Evidence like, a level 2 and so on and
so forth. 9/27/19