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. 9/28/17 sources to learn about adjustments to make ongoing
assessments. 9/28/17 students and guide instruction and meet adjustments and
selection of instructional individual identified accommodations in
strategies to meet diverse learning needs. 11/10/18 instruction. 4/26/18
learning needs. 9/28/17 3/25/19
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 of their learning by
instructional strategies lessons that include some of adjustments in Students actively utilize a choosing from a wide
focused on the class as a adjustments based on instruction to meet their variety of instructional range of methods to
whole. 9/28/17 assessments. 9/28/17 needs. 9/28/17 strategies and further their learning that
technologies in learning are responsive to their
that ensure equitable learning needs.11/10/18
access to the curriculum. 3/25/19
4/26/18
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I look at my student’s
previous STAR
assessments and speak
with their previous
teacher to learn more
about my incoming
students and their
academic abilities.
9/28/17
I try to help all my
students engage in their
learning by utilizing the
strategies I present. Most
of the time this works. If I
Evidence
have students not
participating or engaging
I’ll see if they need help
or redirection. 9/28/17
The first week of school I I use the STAR
have my new students fill assessment reports,
out a student data particularly the Student
questionnaire. It has all Instructional Planning
kinds of information from report. I also speak with
their favorite subject in the previous teacher and
school, how they feel they the student’s parents
did the last year in the (when needed) to better
different subject areas, understand their abilities
what their goals are for and learning needs.
the new school. 9/28/17 9/28/17
I sometimes make little, When I make adjustments
slight adjustments to my to instruction to better
lessons if I feel my meet their learning ability
students might need it. my students engage much
9/28/17 better with the material.
9/28/17
Based on their STAR
assessment and their
performance in the
classroom, classwork and
homework is tailored to
individual learning needs.
For example, students
who are above grade level
in reading will get harder
reading passages while
students below grade
level will get a lower
leveled passage.
11/10/18
3/25/19
Students have access to
all math manipulatives
every day. They can get
whatever they need to
help them with their
work. Also, students can
submit their formative
assessment via the app
Seesaw in any form
(written, drawn, voice
recording) that best fits
their ability to show their
knowledge. 4/26/18
As the school year
progresses, I’m constantly
working on
differentiating classwork
and reading homework
for students based on
their needs and learning
abilities. I utilize
formative assessment
data, STAR testing data,
homework and classwork,
and class participation to
adjust individual student
instruction. 4/26/18
When there is free time,
students can further their
skills and learning by
using their issues iPad to
access specific learning
apps such as IXL,
SpellingCity, Sushi
Monster, etc. They pick
the app that best suits
their individual learning
needs.11/10/18
3/25/19
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. 9/28/17
Connecting learning
to students’ prior
knowledge,
backgrounds, life
experiences, and Some students connect
interests learning activities to their
own lives. 9/28/17
Evidence When I speak with the
previous teacher before
the new school year
begins I also touch base
on their prior knowledge,
experiences, and any
background information
that might be relevant or
affect a student’s
academics or behavior. At
Back to School Night I
have the parents fill out a
student information page
that helps provide more
information about their
background. so I can
better meet my students
where they are at.
9/28/17
I enjoy when my students
provide examples or
comments on their own
that connect what they
know to what we’re
Exploring Applying
Uses gathered Uses school resources and
information about family contacts to expand
students’ prior understanding of
knowledge, cultural students’ prior
backgrounds, life knowledge, cultural
experiences, and interest backgrounds, life
to support student experiences, and interests
learning. to connect to student
learning. 9/28/17
Students participate in Students make
single lessons or connections between
sequences of lessons curriculum, and their
related to their interests prior knowledge,
and experiences. 9/28/17 backgrounds, life
experiences, and
interests. 9/28/17
I try to relate what their If I notice a student is
interested in to what having a particularly hard
we’re learning. I feel it time with a subject, I will
helps them not only speak with them, previous
engage better in the teachers or
lesson but also remember administrators who know
it. For example, my them well, or contact their
students love Minecraft so parents. This oftentimes
I use it to help them helps me better
understand area and understand what’s
perimeter in Math class happening in their lives
later in the year. 9/28/17 that is affecting their
ability to connect to the
learning. 9/28/17
I encourage students to
offer comments based on
what we’re currently
learning. This allows them
to tap into their prior
knowledge. This can also
help another student
perhaps struggling to
grasp the lesson make
connections and better
Integrating
Integrates broad
knowledge of students
and their communities to
inform instruction.
9/28/17
Students are actively
engaged in curriculum,
which relates their prior
knowledge, experiences,
and interests within and
across learning activities.
9/28/17
When applicable, I’ll try to
make what we’re learning
relevant to their lives,
background,
communality, etc. I
provide modern day
examples or reframe
information in a more
modern setting for them
to better understand
based on their
background. 9/28/17
I strive to provide
multiple opportunities a
day that engage student in
their learning by using
relevant examples that
tap into their own
experiences. For example,
last week we were
comparing and
contrasting. They were so
bored by the examples in
the book. Instead we
Innovating
Develops and
systematically uses
extensive information
regarding students’
cultural backgrounds,
prior knowledge, life
experiences, and interests.
4/26/18 11/10/18
3/25/19
Students can articulate
the relevance and impact
of lessons on their lives
and society4/26/18
11/10/18
3/25/19
Students and parents fill
out two papers, which
provide me with
information regarding
their family background,
student information
(likes, dislikes, abilities,
etc.), and any previous
experiences (learning and
nonlearning related) that
could potential influence
the student’s learning in
my classroom. I utilize
both to get to know my
students on a much
deeper level, which
enables me to provide
educational experiences
that are tailored to my
student’s individual
backgrounds.
4/26/18
11/10/18
3/25/19
Standard 1 CSTP: Engaging and Supporting All Students in Learning
learning. 9/28/17
understand. 9/28/17 compared and contrasted
Disney characters since At the beginning of each
they all know the main lesson I make it a point to
ones. Every student lit up always emphasis not only
and engaged in the that lesson’s objective, but
activity because I took also it’s relevance and
something they’re importance to my
interested in and applied students’ lives.
it to our lesson. 9/28/17 Throughout the lesson I
demonstrate both so that
by the end of the day my
students can articulate
both effectively to show
that they learned the
lesson objective and are
able to relate it to their
own lives. 4/26/18
11/10/18
3/25/19
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging
Uses real-life connections
during instruction as
identified to curriculum.
9/28/17
Connecting subject
matter to
meaningful, real-life
contexts
Some students relate
subject matter to real-life.
9/28/17
Evidence I love to utilize media
(YouTube videos, catchy
songs, etc.) and example
why it’s important for
them to learn this in
school to help students
make real-life
connections. Even though
they’re only 8 and 9 year
olds, it’s never too late to
talk about why we do
what we do so when we
get to high school, college,
or become an adult we’re
ready for life. 9/28/17
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. 9/28/17 family and community. instruction to engage subject matter
4/26/18 students in relating to instruction.3/25/19
subject matter. 11/10/18
Students make use of Students actively engage
real-life connections Students utilize real-life in making and using real- Students routinely
provided in single lessons connections regularly to life connections to subject integrate subject matter
or sequence of lessons to develop understandings matter to extend their into their own thinking
support understanding of of subject matter. understanding. 11/10/18 and make relevant
subject matter. 9/28/17 5/46/18 3/25/19 applications of subject
matter during learning
activities.
I try to place real-life When we talk about A great way to relate the When we learn about the
connections to the subject world issues, I try to subject matter to my American Revolution and
matter in each lesson. I bring that issue closer to students’ lives is to utilize how the colonists
feel it helps students home like in Religion or field trips to local places. protested the unfair taxes,
better connect to the Social Studies. It makes I’ve done this with field specifically with the
material, and they’re the issue more real when trips to Native American Boston Tea Party, I engage
more likely to remember they can think of how that museums and California the students by having
the real-life example than issue affects them in their history places such as the them make their own
the “boring” textbook small community. It’s Olivas Adobe House, both mini protest signs that a
example that is two easier for them to get lost of which are things we colonist might have used.
decades out of date. when we try to think “big learn about in Social After this art/social
9/28/17 picture” only. 4/26/18 Studies. 11/10/18 studies lesson, we
connect it to today and
what people are
My students actively protesting currently. We
engage with questions discuss why these issues
and comments in our matter, what freedom
class discussions. An guarantees our right to
example of this was when protect peacefully (1st
we learned about Amendment), and how
community heroes of protesting can help. My
California specifically students get very excited
rescue dogs. Through our and deeply engaged. Our
discussion of rescue dogs, discussion usually last
my students began to longer than I anticipate
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.
9/28/17
Using a variety of
instructional
strategies, resources,
and technologies to
meet students’
diverse learning
Some students participate
needs
in instructional strategies,
using resources and
technologies provided.
9/28/17
relate this to seeing eye because they are
dogs. They began asking passionate about issues
questions about their and want to learn more
training and they are about them and what they
similar/different to as a student can do to
rescue dog training, what help until they become 18
happens to dogs who and can vote.
don’t pass the training, 3/25/19
what happens to the dogs
when they get older, how
are they trained, etc. This
provided a great way for
me to connect our subject
matter to something the
students were passionate
about. We worked
together to research
seeing eye dogs to answer
these questions.
11/10/18
3/25/19
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. 3/25/19
4/26/18 learning needs. 11/10/18
Students actively engage Students take
Students participate in in instruction and make responsibilities for using
Students participate in instruction using use of a variety of a wide range of strategies,
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. 4/16/18 11/10/183/25/19 individual students needs. learning.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I try to take full advantage
of all the resources
provided to me by my
school. We don’t have
very much since we are a
small, private school, but I
try use what I can
including iPads (I have to
share with second grade),
Apple TV for projecting
(oftentimes needs fixing),
and our reading specialist
teacher (who only sees
students if they are a
certain level below their
grade level and this year I
have no students that
Evidence match that criteria).
When we utilize the iPads
students participate by
engaging in certain
educational apps based
on what we’re learning
for example in math class.
9/28/17
Element 1.5 Emerging
Promoting critical Asks questions that focus
thinking though on factual knowledge and
inquiry, problem comprehension. 9/28/17
solving, and
reflection
I tend to have students
mostly at or above grade
level at our school. For
the few students below
grade level or who have
learning difficulties and
have an IEP (few and far
between), I will work
with the previous teacher
and the administration to
make sure these students
are receiving what they
need to succeed. For
example, student below
grade level get slightly
less math homework than
the other students as it
will usually take them
longer to do fewer
problems than a student
with more problems who
is at grade level. I try not
to have them loose
interest by assigning too
much work. 4/16/18
Exploring
Includes questions in
single lessons or a
sequence of lessons that
require students to recall,
interpret, and think
critically. 9/28/17
I try to implement a
variety of strategies to
help my students since
they all have diverse
learning needs. I’ve begun
using the app Seesaw
daily and in multiple
lessons since it enables
students to submit their
responses in whatever
form best suits their
diverse learning needs.
They can write, draw, or
record their response.
They know they can
submit their response in
any way that best shows
their learning ability.
11/10/183/25/19
My students show daily
that they can use
strategies, resources, and
technologies taught to
them by myself in our
lessons and practice. They
know I welcome their use
of any and all strategies,
manipulatives, etc. that
may help their learning.
11/10/183/25/19
Applying
Guide students to think
critically through use of
questioning strategies,
posing/solving problems,
and reflection on issues in
content. 4/26/18
This year in particular
I’ve had to create, adapt,
and integrate more
strategies than previous
years because I have a
student with autism in my
class. I’ve had to work
closely with the parents
to utilize different
strategies and
technologies to make sure
this student feels
comfortable with the
information, and is
successful. For example,
I’ve had to change up how
I do spelling and spelling
tests for this student. In
the beginning of the year
instead of getting 20
spelling words we started
with just 5, and as the
year has progressed she’s
worked her way up to 12.
We’re hoping by the end
of the year she’ll be at 20,
but our realistic goal is
15. I’ve also utilized
technologies to help.
Different spelling apps
and games that reinforce
the words, as well as
letting her type her
spelling tests. 3/25/19
Integrating Innovating
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.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
perspectives.
11/10/183/25/19
Some students respond to Students respond to Students respond to Students pose and answer
questions regarding facts varied questions or tasks questions and problems Students pose problems a wide-range of complex
and comprehension. designed to promote posed by the teacher and and construct questions questions and problems,
9/28/17 comprehension and begin to pose and solve of their own to support reflect, and communicate
critical thinking in single problems of their own inquiries into content. understandings based on
lessons or a sequence of related to the content. 11/10/18 in depth analysis of
lessons. 9/28/17 4/26/18 content learning. 3/25/19
I utilize the questions in At the end of each science The class I have currently I encourage my students I constantly reference
my teacher manual and social studies lesson doesn’t like to think to constantly think Bloom’s Taxonomy when
textbooks as well as my the student will answer, critically or try multiple critically. I teach my lesson planning and
own based on how the on average, 3 questions solutions to problem students early on how to writing the daily
students are engaging in a that asks them to either solve. We’re working on raise their hand if they objectives so I can ensure
particular lesson. This recall information just looking at the problem have a comment to add to that my students are
oftentimes results in discussed in that lesson from every angle to make our discussion (they raise exposed to a wide-range
students providing their or to think critically by sure we find the best their hand in the letter C of problems, reflection
own comments because apply a concept to their solution. Oftentimes I will in sign language). Often opportunities, questions,
something we’re learning lives or their community. give subtle hints that times one student’s etc. This helps them
reminded them of 9/28/17 don’t give the answer comment leads to another create a deep
something they away, but help the student student’s comment or understanding and
previously learned or saw with their thinking question. This sparks analysis of the
in their own experience. process when I see a wonderful reflection with information they are
Evidence 9/28/17 student having a difficult multiple perspectives. learning. 3/25/19
time. 4/26/18 11/10/18 3/25/19

My students constantly
ask questions in our class
discussions. I encourage
any and all questions and
comments as these can
provide a wealth of
knowledge, tap into their
prior knowledge, explore
new information, and
deepen our class
discussions. 11/10/18

Element 1.6 Emerging Exploring Applying Integrating Innovating

Monitoring student Implements lessons Seeks to clarify Makes ongoing Adjusts strategies during Makes adjustments to
learning and following curriculum instruction and learning adjustments to instruction based on the extend learning
adjusting instruction guidelines. 9/28/17 activities to support instruction based on ongoing monitoring of opportunities and provide
while teaching. student understanding. observation of student individual student needs assistance to students in
Standard 1 CSTP: Engaging and Supporting All Students in Learning
9/28/17 engagement and regular for assistance, support, or mastering the concepts
checks for understanding. challenge. flexibly and effectively.
4/26/18 11/10/183/25/19
Students monitor their
Some students receive Students are able to progress in learning and
individual assistance Students receive Students successfully articulate their level of provide information to
during instruction. assistance individually or participate and stay understanding and use teacher that informs
9/28/17 in small groups during engaged in learning teacher guidance to meet adjustments in
instruction. 9/28/17 activities. 4/26/18 their needs during instruction.
instruction.
11/10/183/25/19
I have copies of all my Sometimes I’ll pull a small As we’re learning I’m I constantly monitor my
curriculum standards group of students to work constantly checking for students’ progress
with me either on my with. This could be a engagement and throughout our lessons. If
computer or a paper copy. below level group that understanding. If I feel I see a student struggling,
I reference each time I needs more one-on-one the entire class is behind or if a student informs me
create a lesson plan to instruction or or simply not engaging that they are struggling I
ensure that whatever we opportunities to ask well in the lesson, we will will stop and make
are learning applies to at questions (they usually either stop the lesson and adjustments either just
least one standard. I don’t because they don’t try picking it back up for them such as having
oftentimes will try to want the “smarter” kids later in the day to give our them work one-on-one
make a lesson cross- to think their questions is minds a break, or I will with the aide, or for the
curricular as well so dumb), or an above level try teaching from a whole class such as
students see how we group that needs more different angle, using stopping the lessons to
we’re learning in science challenging. 9/28/17 different examples and stem any further
Evidence applies to math or social different words. I’ll even misconceptions and begin
studies. 9/28/17 ask the students what a new way of teaching
they need from me to until all misconceptions
Some of my students make them successful. have been addressed.
receive individual 4/26/18 11/10/183/25/19
assistance from my
instructional assistant or My students are always
me. This helps them able at the end of the
either stay focused on lesson to articulate in
what is being taught or their own words the
helps them apply what lesson objective, which
they learned to the shows their level of
assignment. 9/28/17 understanding.
11/10/183/25/19