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 of Uses data from multiple Uses comprehensive
through data provided by learn about individual formal and informal measures to make knowledge of students to
the school and/or students. sources to learn about adjustments to instruction make ongoing
assessments. students and guide and meet individual adjustments and
selection of instructional identi ied learning needs. accommodations in
strategies to meet diverse 7/19/2019 instruction. 10/24/2019
learning needs. 01/12/2020
Using knowledge of
students to engage Some students may Students engage in single Student engage in learning Students actively utilize a
them in learning engage in learning using lessons or sequence of through the use of variety of instructional Students take ownership
instructional strategies lessons that include some adjustments in instruction strategies and of their learning by
focused on the class as a adjustments based on to meet their needs. technologies in learning choosing from a wide
whole. assessments. 7/19/2019 that ensure equitable range of methods to
access to the curriculum. further their learning that
10/24/2019 are responsive to their
learning
needs.01/12/2020
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Teachers gather extensive
Students share stories  Teacher knows students 
information about
about themselves and  from a survey,  students in form of
perform activities through  parent-teacher  surveys, presentations,
which they tell details  conference, and “get to  posters, and parent
about their personal life.   know you” activities.  surveys. Teacher uses that
Teacher collaborates  information to
Students feel free to  with other staff and  accommodate students
express themselves and  adjusts teaching to  needs. Teacher plans
have a choice how they  curriculum that allows
students needs.  
want to learn, for example:  students use their home
experiences and embrace
in small or big group.  On the first day of school 
cultural differences.
Through music, art, or  I used games and  10/24/2019
report. 7/19/2019  activities which allowed 
me to know my students.  Teacher assigns students
It is detailed in my lesson  to make a video and
plan. I asked them to  record a song about
write down a list of  mitosis. 01/12/2020
Evidence
things I should know 
Students love recording,
about them. For example, 
editing, and performing.
how they learn the best,  They created stunning
anything about their  professional video.
family situation, if they  01/17/2020 
need any help, how they 
can help me. 7/19/2019 

Students actively use 

variety of instructional 
strategies and 
opportunities to express 
themselves. For example 
students created an 
online book about their 
cultural hero. 10/24/2019 
 
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.
Evidence to protect their  to students culture for
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
learning. to connect to student interests. 7/19/2019
learning. 10/24/2019 03/31/2020
Students participate in Students make Students are actively
single lessons or connections between engaged in curriculum, Students can articulate
sequences of lessons curriculum, and their which relates their prior the relevance and impact
related to their interests prior knowledge, knowledge, experiences, of lessons on their lives
and experiences. backgrounds, life and interests within and and society. 03/29/2020
experiences, and across learning activities.
interests. 7/19/2019 10/24/2019
Students went on a field  I provided different 
trip in their neighborhood  choices for students and 
where they got interested  opportunities to learn 
in environmental  such as field trip, 
protection. They cleaned  hands-on project, report, 
a beach and did some  mini-lesson that are 
gardening. In the  performed by students 
classroom, they had a  based on their interests. 
discussion, an activity,  We celebrated different 
and shared ideas on how  holiday that correspond 
 
neighborhood  example Cinco de Mayo, 
environment. Next  All Saints Day. I 
students designed a  celebrated Polish holiday 
mini-lesson for other  with my students. 
grades. 7/19/2019  7/19/2019 
Students use their own  In my lesson planning, I 
ideas and experiences  include activities and 
when working on a  opportunities for 
project. Students are  students to involve their 
engaged in activities that  own experiences. nI My 
Standard 1 CSTP: Engaging and Supporting All Students in Learning
are appropriate for theri  Observation project 
age. 10/24/2019  students worked on an 
investigation of their won 
choice. Students had 
cultural projects like 
online biography book. 
10/24/2019 

In my lesson plan on 

zero waste students 
explore the issue of 
environmental protection 
by reading articles about 
San Francisco plan to 
reduce straws. They 
learn from many 
resources and then 
prepare a lesson where 
they go and teach other 
grades. Students 
evaluate their own 
environmental blueprint 
and what they need and 
want. 03/29/2020 
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
identi ied 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 speci ic to students’ and is responsive during contexts throughout
understanding. family and community. instruction to engage subject matter
Connecting subject students in relating to instruction.3/29/2020
matter to subject matter.
meaningful, real-life 7/19/2019 10/24/2019
contexts Some students relate Students make use of Students utilize real-life Students routinely
subject matter to real-life. real-life connections connections regularly to Students actively engage integrate subject matter
provided in single lessons develop understandings in making and using into their own thinking
or sequence of lessons to of subject matter. real-life connections to and make relevant
support understanding of 7/19/2019 subject matter to extend applications of subject
subject matter. their understanding. matter during learning
10/24/2019 activities.3/29/2020
I organized ield trip for In a lesson “Build solar
Students got to 
my students as a starting oven” Students are
experience a real-life  point for class discussion guided through the
experince first-hand.  and introduction to a engineering process to
They were involved in a  topic. Students cleaned a design, build and test a
restorative practice.  beach and did some solar oven. They check is
Students created a  gardening in their people who do not have
poster from the field trip  neighborhood. That access to electricity or gas
and prepared a  experience was a starting can cook food using solar
point for a long term power instead of using
mini-lesson for other 
project about ire that can cause
grades about  environmental protection. breathing problems.
Evidence environmental  7/19/2019 Students outline solutions
protection. 7/19/2019 for the problem.
Students link assignments 3/29/2020
in class to real life. They
used an online game to
learn about online safety.
They actively engaged in
activities regarding online
safety and were able to to
demonstrate their
learning in a video.
10/24/2019
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 Re ines the lexible 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
lessons to meet students’ ongoing instruction to meet students’ diverse needs.10/24/2019
Using a variety of diverse learning needs. meet students’ diverse learning needs. 03/29/2020
instructional learning needs. 7/19/2019
strategies, resources,
and technologies to Some students participate Students participate in Students participate in Students take
meet students’ in instructional strategies, single lessons or instruction using Students actively engage responsibilities for using a
diverse learning using resources and sequence of lessons strategies, resources, and in instruction and make wide range of strategies,
needs technologies provided. related to their interests technologies matched to use of a variety of resources, and
and experiences. their learning needs. targeted strategies, technologies that
resources, and successfully advance their
technologies to meet learning. 10/24/2019
their individual students 03/29/2020
needs.
7/19/2019
I used a role-play model Teacher provides students
as an introduction to with a packet where
genetics. Students had students can ind a variety
to investigate a case of different assignments.
murder. The lesson was Students work at the own
followed by an NGSS pace.10/24/2019
activity where students
used colored beans to Students take a
create a “baby bean”. responsibility of their own
7/19/2019 learning by following the
sequence of assignments
Students actively from the teacher. By
Evidence
participated in all moving to next step,
activities and were able students deepen their
to relate new vocabulary understanding of the
to each activity. The content 10/24/2019
storytelling and
movement students
were engaged in the
whole learning proccess.
7/19/2019
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
on factual knowledge and single lessons or a
comprehension. sequence of lessons that
require students to recall,
interpret, and think
Promoting critical critically.
thinking though perspectives. 7/19/2019
inquiry, problem 10/25/2019 03/29/2020
solving, and Some students respond to Students respond to
re lection questions regarding facts varied questions or tasks
and comprehension. designed to promote
comprehension and
critical thinking in single
lessons or a sequence of
lessons.
Evidence To connect it to
Guide students to think Supports students to Facilitates systematic
critically through use of initiate critical thinking opportunities for student
questioning strategies, through independently to apply critical thinking
posing/solving problems, developing questions, by designing structured
and re lection on issues in posing problems and inquiries into complex
content. re lecting on multiple problems.03/29/2020
Students respond to Students pose and answer
questions and problems Students pose problems a wide-range of complex
posed by the teacher and and construct questions questions and problems,
begin to pose and solve of their own to support re lect, and communicate
problems of their own inquiries into content. understandings based on
related to the content. 03/29/2019 in depth analysis of
7/19/2019 10/25/2019 content learning.
Students used theri
Students worked on an  I involved students in an 
critical thinking when
assignment that required  engineering design  designing the project. I
creativity, collecting and  process, which required  helped students to
interpreting data.  them to use critical  identify how they can use
Collected data was used  thinking. Students  available materials and
to confirm or not their  worked on a PHET  what kind of constraints
hypothesis. 7/19/2019  Simulation about gravity.  they could have.
10/25/2019 They completed a  3/29/2020
worksheet with 
open-ended questions. 
 
language, students wrote 
a poem about gravity. 
7/19/2019 10/25/2019

Students work on their

projects from scratch,
they had to identify
materials, process, and
usage. 03/29/2020
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
checks for understanding.
Monitoring student
7/19/2019 10/24/2019
learning and
adjusting instruction
Some students receive Students receive
while teaching.
individual assistance assistance individually or Students successfully
during instruction. in small groups during participate and stay
instruction. engaged in learning
activities. 7/19/2019
I observe my students
and react to their
behavior. If a topic or task
is not understood by
students I adjust my
teaching by taking
students outside or
changing students
grouping. 7/19/2019
10/24/2019
Students positively
Evidence respond to changes and
suggest modi ications to
me. 7/19/2019
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. 10/24/2019
04/20/2020
Students were able to
present their learning by
using technology. By
creating an online movie
students became
independent learners that
are able to ind
meaningful connections
in a topic. 10/24/2019
Students completed an
activity and answered
questions about the
process to measure their
understanding.
04/20/2020
Innovating
Makes adjustments to
extend learning
opportunities and
provide assistance to
students in mastering the
concepts lexibly and
effectively.04/20/2020
Students monitor their
progress in learning and
provide information to
teacher that informs
adjustments in
instruction.
Teacher measured
students’ understanding
and used that knowledge
to address those students
who struggled the most.
The teacher created a
video using Explain
Everything where she
addressed the
problematic questions.
04/20/2020
Standard 1 CSTP: Engaging and Supporting All Students in Learning