Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.1 Emerging Exploring
Learns about students Gathers additional data to
through data provided by learn about individual
the school and/or students. 9.20.18
assessments.
Using knowledge of
students to engage
them in learning Some students may Students engage in single
engage in learning using lessons or sequence of
instructional strategies lessons that include some
focused on the class as a adjustments based on
whole. assessments.
I gather information and
data from their student
records, if available. I also
talk to their preschool
teacher if they went to
the school to gain more of
an understanding of the
student and their
experience in the
classroom. I also talk
early on with the parents
during Septemeber
conferences to hear out
Evidence the parent insight on
their child and how they
feel their child likes to
learn, the topics that
interest them, and results
they see at home
academically. Specific
students whom need
more one on one
attention from me I pull
aside to guide in closer
instruction. 9.20.18
Applying
Uses data from a variety
of formal and informal
sources to learn about
students and guide
selection of instructional
strategies to meet diverse
learning needs. 5.5.19
Student engage in
learning through the use
of adjustments in
instruction to meet their
needs. 9.20.18
Multiple days a week we
do small group centers
that provide
differentiated group
activities. Group activites
are geared towards
different learning styles
such as games, art,
booklets, worksheets,
and a multitude of other
hands on activities.
Centers are also geared
towards the different
academic levels, such as
approaching level, on
level, and beyond. 9.20.18
Integrating
Uses data from multiple
measures to make
adjustments to
instruction and meet
individual identified
learning needs.
Students actively utilize a
variety of instructional
strategies and
technologies in learning
that ensure equitable
access to the curriculum.
I have begun creating
lists throughout the days
lessons and noting down
the students that need
more help in specific
areas, rather than relying
on my memory. I pull
them for one on one
learning later on. 10.3.19
Innovating
Uses comprehensive
knowledge of students to
make ongoing
adjustments and
accommodations in
instruction.
Students take ownership
of their learning by
choosing from a wide
range of methods to
further their learning that
are responsive to their
learning needs.4.4.20
When creating lessons
and activities I take into
consideration student
interests, backgrounds,
and academic levels in
order to create engaging
learning experiences that
they can do
independently and feel a
sense of success or a
challenge where students
push themselves to
achieve higher order
learning.
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.9.20.18
Connecting learning
to students’ prior
knowledge,
backgrounds, life
experiences, and
Some students connect
interests
learning activities to their
own lives.
In lessons specifically
Science and Math I am
able to draw out
connections to material
that students may already
know such as senses,
weather, and plants. Then
using those small bits
through discussion,
pictures, and videos, we
explain and develop the
information they do know
Evidence and build upon it. 9.20.18
Exploring Applying Integrating Innovating
Uses gathered Uses school resources Integrates broad Develops and
information about and family contacts to knowledge of students systematically uses
students’ prior expand 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.5.5.19
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.4.4.20
and experiences. backgrounds, life and interests within and
experiences, and across learning activities.
interests. 9.20.18
Students always raise With our IB program we I have worked diligently
their hand, shout out, or have been able to create to create lessons that
share with a friend the lessons that touch heavily appeal to students
connection or similar into student background background, and their
experience they have had. and knowledge of how we common knowledge for
Through buddy think- are all similar and better student
pair-share they are often different in many way. engagement. We have
able to share their They send me pictures of increased our reflection
connection to lessons. We what they do over the period after lessons in
do hands on experiments weekend and as I get to order to assess student
in the classroom that know them I am able to connection and learning,
build upon familiar topics make references and usually in a discussion or
for them. 9.20.18 examples to their real activity form.
ives. 10.3.19
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging Exploring
Uses real-life connections Explore using additional
during instruction as real-life connections to
identified to curriculum. subject matter in single
lessons or sequence of
lessons to support
understanding. 9.24.18
Connecting subject
matter to
meaningful, real-life
contexts Some students relate Students make use of
subject matter to real-life. real-life connections
provided in single lessons
or sequence of lessons to
support understanding of
subject matter.
Reading literature to the
students to teach them
important lessons inside
and outside of the
classroom. Books on
kindness, blurting, rules
on the playground,
tattling, etc. Students are
able to connect with
these books by seeing
what the consequences
are of those actions and
Evidence how it makes others feel.
Relating math problems
in a context that intrigues
them, using their name,
favorite toys, changing
the words of a problem to
engage them in what they
can connect with. 9.24.18
Element 1.4 Emerging Exploring
Applying Integrating Innovating
Integrates connections Integrates connections to Engages student in
from subject matter to meaningful, real-life actively making
meaningful, real-life contexts in planning connections to relevant,
contexts, including those subject matter meaningful, and real-life
specific to students’ instruction and is contexts throughout
family and community. responsive during subject matter
instruction to engage instruction.
students in relating to
subject matter.
Students utilize real-life Students routinely
connections regularly to Students actively engage integrate subject matter
develop understandings in making and using real- into their own thinking
of subject matter. 9.24.18 life connections to and make relevant
subject matter to extend applications of subject
their understanding. matter during learning
activities.
Naturally many kinder With young ones, this
students make any type of connection is
connection they can in their first tool when
the classroom. Stories learning. I very naturally
they identify with the have been able to adapt
characters and where my teaching to their level
they have been, how they of building connections
are acting etc. building with their interests. Even
their comprehension of a behaviorly I have been
story. Students go outside able to connect learning
and reconnect ideas they expectations to things
learned in a science or they love by a simple
math lesson and share it phone call to their
with you out on a favorite book or cartoon
playground. Ex. Weather, character sharing the
students notice it’s great news of someone.
cooling down, leaves are 10.3.19
turning more brown, they
connect with the seasons
and share that “it’s like
Fall!” 5.5.19
Applying Integrating Innovating
Standard 1 CSTP: Engaging and Supporting All Students in Learning
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 meet students’ diverse learning needs.
strategies, resources, needs.9/25/18 learning needs.
and technologies to
meet students’ Some students Students participate in Students actively engage Students take
diverse learning participate in Students participate in instruction using in instruction and make responsibilities for using
needs instructional strategies, single lessons or strategies, resources, and use of a variety of a wide range of
using resources and sequence of lessons technologies matched to targeted strategies, strategies, resources, and
technologies provided. related to their interests their learning resources, and technologies that
and experiences. needs.9/25/18 technologies to meet successfully advance
their individual students their learning.
needs.
Within the classroom I Students engage in a When I notice my class is
use a variety of different variety of learning struggling with a lesson,
learning strategies such strategies. They have typically its math, I try to
as small group centers, individualized small finish up the lesson as
whole group lecture, and groups where they work best as possible, but note
modeling. Language arts with classmates at their it for the next day that
centers are leveled academic level. We role that strategy did not
according to their play different social work for them. From
reading and phonics. This studies situations in the there I find different
allows me to create classroom. Daily we read unique ways to teach that
specific instruction to chorally as a group to same objective but in a
help our students. When I practice our decodable way that would spark
Evidence teach whole group readers. Students also interest and help them
lessons I try to bring have a writing journal learn. Throughout the
students up to interact that they are able to use year we have noticed our
and lead in the discussion at any time to encourage students learn the best
so I can see if they have their creativity and when we break from the
an understanding of what writing in the classroom. book to create remedial
is being taught. 5.5.19 lessons for the objectives.
10.3.19

Element 1.5 Emerging Exploring Applying Integrating Innovating

Standard 1 CSTP: Engaging and Supporting All Students in Learning
Asks questions that focus Includes questions in Guide students to think
on factual knowledge and single lessons or a critically through use of
comprehension. sequence of lessons that questioning strategies,
require students to recall, posing/solving problems,
interpret, and think and reflection on issues
critically. in content.9/25/18
Promoting critical
thinking though
inquiry, problem
Some students respond Students respond to Students respond to
solving, and
to questions regarding varied questions or tasks questions and problems
reflection
facts and comprehension. designed to promote posed by the teacher and
comprehension and begin to pose and solve
critical thinking in single problems of their own
lessons or a sequence of related to the
lessons. content.9/25/18
In kindergarten we are
working to build our
critical thinking skills
each day. We use KWL
charts to help them
visually see these steps. I
pose questions with
lessons and asking them
what they already know,
and what they want to
know. Then we will do a
hands on experiment
where they get to
investigate the topics and
Evidence
come up with their own
conclusions. After then I
complete discussions and
help them to put all of
their observations
together. As a class we
also have the students
pick a goal that they want
to work on each week.
With these brag tags they
get assessed and earn a
new tag if they
accomplish their goals.
9/25/18
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.
Promote critical thinking In kindergarten
daily in our class academically we often try
meetings. Students are in to promote critical
charge of facilitating the thinking and problem
conversation between solving to see how they
their peers. If they need naturally would try to
the extra assistance then solve a problem, and we
a teacher will step in to go on from there. A big
help coach them through focus we also work on is
the problem solving the problem solving skills
process. 5.5.19 when it comes to social
and behavior matters on
the playground. We have
class meeting every day
after lunch where one
student is in charge of
leading the class through
the problems they had
out on the playground
and teaching them the
steps they should take
next time when in that
situation. 10.3.19
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.6 Emerging Exploring Applying
Implements lessons Seeks to clarify Makes ongoing
following curriculum instruction and learning adjustments to
guidelines. activities to support instruction based on
student understanding. observation of student
engagement and regular
Monitoring student checks for
learning and understanding.9/25/18
adjusting instruction
while teaching. Some students receive Students receive
individual assistance assistance individually or Students successfully
during instruction. in small groups during participate and stay
instruction. engaged in learning
activities.9/25/18
In the classroom we try to
make all lessons as
engaging and interactive
for all students. Math is
the subject that we
mostly use as whole
group. During this
instruction I teach, then
we practice it as a group,
then I have students
come up to demonstrate
to their classmates how
Evidence to do it. This allows me to
gage who is grasping the
concept and who needs
more practice.
Integrating
Adjusts strategies during
instruction based on the
ongoing monitoring of
individual student needs
for assistance, support, or
challenge.
Students are able to
articulate their level of
understanding and use
teacher guidance to meet
their needs during
instruction.
Innovating
Makes adjustments to
extend learning
opportunities and
provide assistance to
students in mastering the
concepts flexibly and
effectively.
Students monitor their
progress in learning and
provide information to
teacher that informs
adjustments in
instruction.
During a more difficult
lesson when I notice
there is less participation
I ask the students to rate
how they feel about this
activity. Could they help
teach a friend, they have
it but want more practice,
or I need help form the
teacher. This helps me
gauge where they are at
and if I need to keep
working through the
objective or change my
direction with it. From
there I write down the
names of students that
need extra help and at a
later time in the week I
pull them for one on one
instruction and practice.
5.5.19/10.3.19