Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element
Emerging Exploring Applying Integrating Innovating
1.1
Learns about students Gathers additional data to Uses data from a variety of formal and Uses data from multiple Uses comprehensive
through data provided learn about individual informal sources to learn about measures to make knowledge of students to
by the school and/or students. students and guide selection of adjustments to make ongoing
assessments. instructional strategies to meet diverse instruction and meet adjustments and
learning needs.9/25/2018 individual identified accommodations in
Using
5/6/2019 learning needs. instruction.
knowledge
of students
Student engage in learning through the
to engage
Some students may Students engage in single use of adjustments in instruction to Students actively utilize a Students take ownership
them in
engage in learning lessons or sequence of meet their needs.5/6/2019 variety of instructional of their learning by
learning
using instructional lessons that include some strategies and choosing from a wide
strategies focused on adjustments based on technologies in learning range of methods to
the class as a whole. assessments.9/25/2018 that ensure equitable further their learning that
access to the curriculum. are responsive to their
learning needs.
I use grouping based on I have used data from pre-assessments
reading assessments and in math, reading, phonics, spelling, and
each student has two writing to group students. I also use
sessions of small group knowledge of their learning style and
20 minute guided reading personality in my grouping.. These
each week.9/25/2018 groups are adjusted on an as-needed
basis throughout the term.9/25/2018

I have been able to be more thoughtful

and adjust my instruction based on
Evidnce
assessments due to the fact that I work
at a school with no scope and sequence.
I am able to teach at the rate that is best
for my students. I have not been able to
explore different methods of
asseessment.5/6/2019
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.9/25/2018
Through conversations
and observations I have
figured out what my
students find
interesting, and I use
that information when
teaching to increase
engagement. For
example, they all love
soccer and especially
Evidence
Vietnamese teams, so I
create math stories
about the points
different teams have
scored.9/25/2018
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.5/6/2019
The second Unit of
inquiry we taught
involved interviewing a
family member to explore
their family histories.
Students were able to
write a biography of a
family member as well as
a figure in popular culture
or sports that they were
interested in. 5/6/2019
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.5/6/2019
Students make
connections between
curriculum, and their
prior knowledge,
backgrounds, life
experiences, and
interests.
The school employees
gave their own life stories
as an example to the
students as to how to tell
a life history. 5/6/2019
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.
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.
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.9/25/201 family and community. instruction to engage subject matter
8 5/6/2019 students in relating to instruction.
Connecting subject
subject matter.
matter to
meaningful, real-life
Some students relate Students actively engage Students routinely
contexts
subject matter to real-life. Students make use of Students utilize real-life in making and using real- integrate subject matter
real-life connections connections regularly to life connections to subject into their own thinking
provided in single lessons develop understandings matter to extend their and make relevant
or sequence of lessons to of subject matter. understanding. applications of subject
support understanding of 5/6/2019 matter during learning
subject activities.
matter.9/25/2018
The PYP unit is all about As in the previous strand, I
exploring relationships, was able to integrate their
and we have created a personal and familial
histories into the “Where we
large document to relate
are in Place and Time” UofI.
the concepts of I also use their personal
relationships to their stories to encourage them to
lives. Each student is write freely about what
writing about their own interests them. The students
responsibilities in their enjoy using their interests to
relationships and generate real life math
exploring the concept of problems. 5/6/2019
relationships in science
Evidence and math.9/25/2018
Standard 1 CSTP: Engaging and Supporting All Students in Learning
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
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.5/6/2019
strategies, resources, learning
and technologies to needs.9/25/2018
meet students’ Some students participate Students participate in Students actively engage Students take
diverse learning in instructional strategies, single lessons or Students participate in in instruction and make responsibilities for using
needs using resources and sequence of lessons instruction using use of a variety of a wide range of strategies,
technologies provided. related to their interests strategies, resources, and targeted strategies, resources, and
and technologies matched to resources, and technologies that
experiences.9/25/2018 their learning needs. technologies to meet their successfully advance their
individual students learning.
needs. 5/6/2019
The students have used I use the smartboard, I have worked with
brainpop jr and pebblego manipulatives, flexible grouping and
to direct their own notebooks, anchor charts, strategically partnered
learning, by choosing graphic organizers, turn students in order to
questions and trying to and talk, think pair share, benefit the learning of
find the student computer time, everyone. I always
answers.9/25/2018 dances and songs, and provide graphic
other strategies to ensure organizers. Students also
I address all learner know they can look at the
needs.9/25/2018 anchor charts the we co-
create in order to get
help. 5/6/2019
Evidence
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.5 Emerging Exploring
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.9/25/2018
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.
I always ask questions of
the students, and I am
still exploring their
language ability in their
answers, seeing as
Vietnamese students are
very reluctant to give an
answer if they feel they
might be incorrect.
Students are creating an
online portfolio where
they can document their
Evidence progress and reflect on
their thinking.9/25/2018
Applying
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.9/25/2018
Students always practice
asking their own
questions in reading,
during reading
instruction as well as
science. I have the
students create their own
questions in
math.9/25/2018
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.
perspectives.5/6/2019
Students pose problems Students pose and
and construct questions answer a wide-range of
of their own to support complex questions and
inquiries into problems, reflect, and
content.5/6/2019 communicate
understandings based on
in depth analysis of
content learning.
The students will be
creating questions about
earthquakes and then
using various books
and/or articles to answer
the questions on their
own with guidance,
especially in wording the
questions. Students write
their own word problems
in math. 5/6/2019
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.6 Emerging Exploring Applying Integrating Innovating
Implements lessons Seeks to clarify Makes ongoing adjustments to Adjusts strategies during Makes adjustments to
following curriculum instruction and learning instruction based on instruction based on the extend learning
guidelines. activities to support observation of student ongoing monitoring of opportunities and
student understanding. engagement and regular individual student needs provide assistance to
checks for for assistance, support, or students in mastering the
Monitoring student understanding.9/25/20185/6 challenge. concepts flexibly and
learning and /2019 effectively.
adjusting instruction
while teaching. Some students Students receive Students are able to Students monitor their
receive individual assistance individually or Students successfully articulate their level of progress in learning and
assistance during in small groups during participate and stay engaged in understanding and use provide information to
instruction. instruction.9/25/2018 learning activities.5/6/2019 teacher guidance to meet teacher that informs
their needs during adjustments in
instruction. instruction.
Most of my students are I frequently change my plan
engaged in learning, and based on what I learn in a
completing the learning formative assessment. I am
task. They are able to always aware of the students
come to me or the TA for who have lowest english
assistance, and we ability and I ask them
regularly circulate and clarifying questions to be sure
check in on students that they are following the
we know are struggling. lesson..9/25/2018
9/25/2018
I am aware of the nonverbal
cues of the EAL students that I
teach and I can slow down the
Evidence
lesson or ask for a translation.
I have begun to learn
Vietnamese and trying to
speak it to them is very
engaging and exciting for
them. 5/6/2019