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.
I learned about the
students progress and I found that students I use a check for I am aware of my
background by looking on were having difficulty understanding form that I students’ strengths and
the illuminate website with a math lesson so I complete and mark off all weaknesses. I am also
that was provide by the had to break apart the the students that were aware of where my
school. Some of my math lesson into two days successful during students are and what
students continue to stay to help support the independent work. This their interest is. Parent -
engaged throughout the students in my class. form is a data sheet with Teacher conference has
lessons. 9/17/2018 Towards the end of each names on one column and helped me learn about y
lesson, I let the students a check mark or x mark students’ home life.
who were successful at on the other column Students also take
understanding the math along with comments. ownership of their
lesson complete This helps me measure learning by knowing how
Evidence questions independently and see the data on how to challenge themselves.
and then I pulled a small many students and which My students know that I
group of those students students were successful expect them to challenge
who needed more in the lesson and who themselves. I divide my
support. needed extra. I also look students into high,
5/5/2018 at the students CUM files medium, and low. My
to see if there is any students already know
useful data in previous which group they are in.
grade/ semester’s report My high group knows
cards that can help that I have higher
provide data for my expectations for them
students. 12/1/2019 without me having to
remind them. 4/4/2020
Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.2 Emerging Exploring Applying Integrating Innovating
Develops awareness of Uses gathered Uses school resources and Integrates broad Develops and
prior knowledge, culture, information about family contacts to expand knowledge of students systematically uses
backgrounds, life students’ prior understanding of and their communities to extensive information
experiences, and interests knowledge, cultural students’ prior inform instruction. regarding students’
represented among backgrounds, life knowledge, cultural cultural backgrounds,
students. experiences, and interest backgrounds, life prior knowledge, life
Connecting learning
to support student experiences, and interests experiences, and
to students’ prior
learning. to connect to student interests.
knowledge,
learning.
backgrounds, life

experiences, and
Some students connect Students participate in Students make Students are actively Students can articulate
interests
learning activities to their single lessons or connections between engaged in curriculum, the relevance and impact
own lives. 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.
interests.
I connected student with Students in my class I gather information I understand how students
their prior knowledge by participate in lessons about students’ prior develop and learn.
asking students questions based on the curriculum knowledge by referring The Piaget stages of
about what they learned and what they need to back to previous units. I cognitive development lays
in 2nd grade and if they master all the standards also ask students out a great model of the
have heard about the before CAASP testing questions in the stages of cognitive
topic we are learning in begins. I also cater to beginning of each lesson development for kids. I like
today’s ELA lesson. I students’ learning needs to test prior knowledge.
referring to this model
constantly look back at and interests so that 5/5/2019
because it breaks down the
the common core state many of the students are
stages of cognitive
standards to see what actively engaged in the
development based on the
students have learned in lesson. Students are making
2nd grade. I also try to 5/5/2019 connections between age range of kids. This year,
Evidence relate cultural aspects of prior knowledge and I am teaching students that
their lives to the ELA what we are going to be are between the ages of 4
lesson/reading we are learning in class that day. and 6. Based on the Piaget
going to be reading for Students are asked to stages of cognitive
today. Today’s topic was share their interest’s and development, my students
about famous landmarks knowledge before the are at a preoperational
so students contributed to start of each lesson. I stage. Referring to this
a circle map with some gravitate to pick articles chart and researching
landmarks that students and reading from topics information about the
had heard of and visited that spark interests in a preoperational stage has
before. 9/17/2018 majority of the students helped me in planning
in my class. 12/1/2019 activities that are
developmentally
Standard 1 CSTP: Engaging and Supporting All Students in Learning
appropriate for the kids in
my classroom. I also create
developmentally
appropriate and engaging
activities for the students
to participate in. 4/4/2020

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. 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 connected today’s lesson I have students write I know that my students
because we went over down text annotations all reside in the same city.
informational text on whenever they are I try to look for
landmarks. We talke handed a reading. These references from my
about the different annotations consists of students’ background to
landmarks we know and statements that represent help inform instruction.
have been to or seen. a text to text, text to self, For example, we would
9/18/2018 or text to world. talk about a lot of
5/5/2019 Hispanic cultures and
food in our classroom
Students write discussion. Students are
annotations when they engaged in curriculum by
are presented with text being introduced to
Students make “Text to that have a text to self engaging games and
Self” connections when I connection. Students are activities. 4/4/2020
instruct them to annotate engaged in the reading
their text. The “Text to this way.
elf” connections they 5/5/2019
made was visiting famous
landmarks with their During one of my ELA
family. 9/18/2018 lessons, I previewed the
Evidence
story ahead of time and
learned that they will be
reading a story about
shapes. I showed my
students images of
different scenarios. Before
beginning the lesson, I had
students share what kinds
of shapes that they saw in
the images. Students
enjoyed this activity
because they were able to
recall information from
prior knowledge. Students
were also able to relate to
the images being shown on
the screen. 12/1/2019

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.
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.
needs.
To be completely honest, I use additional strategies started using math centers I collaborate with my grade
most of my lessons have that I find either from to pull small group. I level team on a daily basis.
been focused on the other teachers or usually pull a small group I also collaborate with my
district curriculum resources online to of students after a majority Professional Learning
(textbooks). Students implement with my of students have met the Community (PLC) group.
have also been using the students. I use these learning objective. In the We share information on
technologies provided by resources in addition to small group, other various resources and
the school (Achieve 3000, those provided by my students are either on research studies that
ST Math). I am trying to textbook curriculum. their Chrome books or are applies to the kindergarten
find more resources to 5/5/2019 doing an engaging math standards. We also come
help my students specific center. The math centers up with a list of strategies
need. 9/20/2018 Students participate in a
helps them apply their that can help improve
sequence of lessons to
Evidence learning. The centers student learning and
help them push forward
consist of engaging math strategies that can help
in the pacing guide.
5/5/2019 activities that match the foster a positive learning
content that was learned environment in the
in class. This allows my classroom. Students are
students to work actively engaging in
independently, while I pull instruction by being taught
a small group of struggling many different ways of
students and provide them learning. We have started
with extra support. implanting technology in
12/1/2019 both our direct instruction
and guided practice.
4/4/2020.
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
critically. content. reflecting on multiple problems.
Promoting critical
perspectives.
thinking though

inquiry, problem
Some students respond to Students respond to Students respond to Students pose problems Students pose and
solving, and
questions regarding facts varied questions or tasks questions and problems and construct questions answer a wide-range of
reflection
and comprehension. designed to promote posed by the teacher and of their own to support complex questions and
comprehension and begin to pose and solve inquiries into content. problems, reflect, and
critical thinking in single problems of their own communicate
lessons or a sequence of related to the content. understandings based on
lessons. in depth analysis of
content learning.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I provided students with I guide students to think I have started For math, we started
probing questions about critically by having open implementing inquiry implementing inquiry
the shared reading we ended questions in based learning with my based learning. In an
had done in our ELA time. discussions. I have students. I would pose a inquiry based lessons,
Students had to retell the students discuss among question and allow my students have to use
story, think of cause and themselves before I jump students to use critical critical thinking skills in
effect events that back into the classroom thinking skills to solve the order to show their
occurred in the story, and discussion. question. I also ask open thinking when solving the
think of author’s point of 5/5/2019 ended questions that question. Students also
view. 9/19/2018 does not have a yes/no have to ask questions on
Students will participate question. This allows for how to solve the task that
in classroom discussion students to “think outside is given to them. Inquiry
Evidence and add on to each of the box” and to expand based learning lets
With my guidance and other’s statements. their thinking. Students students explore and
with the use of sentence Students follow the are also asking questions think critically while
frames, students were sentence frames: “I agree to help solidify and solving the question. It
able to explain and with ____ and would like strengthen their engages students in the
respond to my to add. I disagree with ____ understanding of topics learning process.
comprehension because____.” that are challenging to 4/4/2020
questions. Students were 5/5/2019 them. I tell my students
also able to add on to that we are in a safe
other’s thinking and environment and they
reasoning. 9/19/2018 can feel free to ask any
questions.
12/1/2019



Element 1.6 Emerging Exploring Applying Integrating Innovating
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.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
As of right now, I have I consult my peer grade I make ongoing I truly believe that being
been following the pacing level teachers to clarify adjustment based on flexible is key to helping
guide that I, along with instruction and content. I student progress. meet the diverse learning
my grade level team, has reach out to my TOSA for Throughout a lesson, I needs of the students in
created. I had not found mentorship on which constantly check for your classroom. I keep
time to pull a smart group strategies that they feel students’ understanding. I track of my students daily
and have just been would best meet the use both formal and progress by creating a
helping students learning needs for my informal assessments to checklist on a clip board. I
individually during students. help plan my lessons. If a also take notes based on
independent practice 5/5/2019 majority of students are observation of my
time for the rest of the struggling with a students. I take notes on
class. I plan on making Students are routinely particular lesson, I spend which students would
Evidence reading groups and receiving small group more time reviewing the need extra support or
pulling a small group that instruction from my lesson before moving on reteaching of a lesson.
contains all of my instructional aide. to the next topic. Students know that they
students. 9/20/2018 Students are also pulled 12/1/2019 are able to freely
individually when I feel articulate their level of
that they need more help. understanding. Students
5/5/2019 know that if they express
that they need help on a
certain topic, that I will be
available to provide them
with the necessary
support.
4/4/2020