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. 12/13/19 instruction. 4/20/20
Using knowledge of learning needs. 7/10/19
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. 7/10/19 needs. that ensure equitable further their learning that
access to the curriculum. are responsive to their
12/13/19 learning needs. 4/12/20
I use quiz and assessment I learn about the students I have integrated Kahoot! When we started our
scores to adjust my prior to the school year at the end of the lesson to distance learning, it was
teaching. I break down through the use of assess students’ difficult to engage all the
the scores into groups student interest surveys. understanding. I have students. I was making
and reteach a small group Parents also relay created learning centers adjustments the first
if that one group needed information during our based on the students’ couple weeks to
the extra help. 7/10/19 parent orientation before interests and have accommodate the lack of
school starts. Last, I look incorporated multiple technology some of my
into the students’ technology and students had. Now that
information sheet created manipulative use to we are providing all my
by their prior teachers engage students in students with tablets, I
and I log into our learning. Students are have created a Choice
program, Illuminate, to actively using all the Board that allows the
Evidence see if any students have centers and the different students to take
language, health, or means of learning. ownership of their
special needs. 7/10/19 12/13/19 learning. It also helps the
parents take away the
stress of having to follow
a strict learning schedule.
4/12/20
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
Exploring
Uses gathered
information about
students’ prior
knowledge, cultural
backgrounds, life
experiences, and interest
to support student
learning. 7/10/19
Students participate in
single lessons or
sequences of lessons
related to their interests
and experiences. 7/10/19
I use information from the
student interest surveys.
The curriculum in
Kindergarten introduces a
lot of topics and in First,
we dive into the topics
more in depth. I use
activities that get the
students thinking about
their kindergarten
activities and bridge it to
a more complex way of
learning it in first.
Students actively
participate in whole-
group and small group
instruction. Student
engagement is increased
when I apply their past
experiences or interests
to the lessons. 7/10/19
Applying Integrating Innovating
Uses school resources and Integrates broad Develops and
family contacts to expand knowledge of students systematically uses
understanding of and their communities to extensive information
students’ prior inform instruction. regarding students’
knowledge, cultural 4/12/20 cultural backgrounds,
backgrounds, life prior knowledge, life
experiences, and interests experiences, and
to connect to student interests.
learning. 12/13/19
Students are actively
Students make engaged in curriculum, Students can articulate
connections between which relates their prior the relevance and impact
curriculum, and their knowledge, experiences, of lessons on their lives
prior knowledge, and interests within and and society.
backgrounds, life across learning activities.
experiences, and 4/12/20
interests. 12/13/19
Students made After students brought
connections with the in to class their Cultural
curriculum and their Flag Project, I extended
cultural backgrounds by the lesson so the
completing a “Cultural students could practice
Project” during presenting to one
Thanksgiving break. another. We created a
Students returned to foldable culture project
school and shared what that the students
they learned with the rest
worked on in small
of the class. The class
groups and presented
became more
once it was all
knowledgeable about
others’ backgrounds and completed. I wanted the
they made connections to students to think about
others’ experiences. their roots, celebrations,
12/13/19 and traditions and how
they relate to one
another in the
classroom. It created a
great sense of classroom
unity. 4/12/20
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 7/10/19 students in relating to instruction.4/12/20
matter to subject matter. 12/13/19
meaningful, real-life
contexts Some students relate Students make use of Students actively engage Students routinely
subject matter to real-life. real-life connections Students utilize real-life in making and using real- integrate subject matter
provided in single lessons connections regularly to life connections to subject into their own thinking
or sequence of lessons to develop understandings matter to extend their and make relevant
support understanding of of subject matter. understanding. 12/13/19 applications of subject
subject matter. 7/10/19 matter during learning
activities. 4/12/20
Our new language arts I like to use BrainPop Jr. I found a great activity
curriculum connects all videos for Mathematics, in our Mystery Science
the fictional stories with Science, and Social plant and animal
real-world situations. Our Studies lessons. They science unit that
math lessons and provide the students an
connects students'
assessments also connect example of real-life
to real-world word connections to subject
knowledge to tools
problems. The students matter. I begin a lesson humans use for tasks
demonstrate their with a BrainPop Jr. video and the types of beaks
understanding by and get the students birds have to help them
applying their knowledge engaged in identifying the get their food. After the
to the real-world ways the video is students review the
Evidence situations provided connecting to the content Video and activity, I
during classwork, of what we are learning. have a thinking activity
homework, and 12/13/19 that will connect what
assessments. 7/10/19
the students learned
about the birds' beaks
and tools humans can
use. 4/12/20
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. 4/12/20
instructional diverse learning needs. meet students’ diverse learning needs. 7/10/19
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
7/10/19 technologies to meet their successfully advance their
individual students’ learning. 4/12/20
needs. 12/13/19
Students participate in Every topic begins with a I created a website to
whole group instruction lecture and modeling of communicate with my
that breaks down into the information. I like to parents during this time of
distance learning. I placed all
small group work. They incorporate educational
of our classroom resources
get to do different online videos from on one page so parents could
activities such as reading, youtube or brainpop to find it easier to incorporate
partner activities, group provide the students with them into their education at
activities, hands-on another source of hearing home. I have also collaborate
activities, and use the the information. I use a with my families through
computer. 7/10/19 lot of small-group Class Dojo and have found
instruction for language which families are in need of
arts. 7/10/19 technology and have kept
Evidence them informed of what our
school will be doing to help
I have met students’ in this situation. It has been
diverse learning needs by very important to keep an
incorporating more open communication about
technology use in the their educational needs and
classroom. Students are how I can help them during
engaged in learning math this time. 4/12/20
now because they really
enjoy the game “Prodigy”.
The game provides them
with questions that are at
their level. 12/13/19
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
Promoting critical critically. 7/10/19
thinking though
inquiry, problem
solving, and Some students respond to Students respond to
reflection questions regarding facts varied questions or tasks
and comprehension. designed to promote
comprehension and
critical thinking in single
lessons or a sequence of
lessons. 7/10/19
This is an area that I need
to work on. So far I have
provided students with
an opportunity to
problem-solve where
there is more than one
answer but I have not
given my students the
opportunity to self-reflect
or review at the end of
the day. I end up
reviewing the next day. I
Evidence ask open-ended questions
to get the students
thinking during whole-
group discussion.
Students are given the
opportunity to work
individually or in a small
group to problem-solve.
Students also answer
open-ended questions
during whole-group
discussion. 7/10/19
Applying
Guide students to think
critically through use of
questioning strategies,
posing/solving problems,
and reflection on issues in
content. 12/13/19
Students respond to
questions and problems
posed by the teacher and
begin to pose and solve
problems of their own
related to the content.
12/13/19
I have begun asking
students to use the
application ABCya Story
Maker to demonstrate
their ability to think
about how they would
create a visual
representation of their
answer to the language
arts essential questions.
For example, our last unit
essential question was:
How do things change?
Students were asked to
provide a visual
representation of what
that question means to
them and how they would
want to answer it. The
essential questions
provide students with an
opportunity to analyze
and answer these
questions in their own
manner. 12/13/19
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.
perspectives.
Students pose problems Students pose and answer
and construct questions a wide-range of complex
of their own to support questions and problems,
inquiries into content. reflect, and communicate
understandings based on
in depth analysis of
content learning.
We were working on
a language arts unit
focused on
connecting social
studies with language
arts. The students
had to develop their
own questions to
initiate their critical
thinking necessary to
answer the essential
question, "Why is the
past important?"
4/12/20
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 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 7/10/19 effectively.
adjusting instruction
while teaching. Some students receive Students receive Students are able to Students monitor their
individual assistance assistance individually or Students successfully articulate their level of progress in learning and
during instruction. in small groups during participate and stay understanding and use provide information to
instruction. 7/10/19 engaged in learning teacher guidance to meet teacher that informs
activities. 12/13/19 their needs during adjustments in
instruction. instruction.
Students receive I give students adequate Due to our new distance
individual or “pair” time to think about their learning, I have found
assistance during their answers and try to Nearpod lessons to be
think-pair-share time. engage the students in very helpful in
7/10/19 think-pair-share. I also monitoring my students'
adjust my lesson based on learning and challenges
their engagement and they are facing. I have
ability to participate. used a telling time to the
7/10/19 hour and half hour lesson
with the students. There
I have incorporated are questions that require
Quizlet and Kahoot! as a the students to figure out
form of checking for the time on the clock and
understanding. Students I can view which students
Evidence remain engaged through are struggling.
the use of these The students have also
technology applications. learned to be honest and
12/13/19 responsible when it
comes to their
understanding. I ask them
to give me a thumbs up or
down depending on their
level of understanding.
They have even been
articulating what they did
not understand and what
they would like for me to
clarify. 4/12/20