Standard

1 CSTP: Engaging and Supporting All Students in Learning

a

Element 1.1 Emerging Exploring Applying Integrating Innovating

Learns about students Gathers additional data Uses data from a variety of Uses data from multiple Uses comprehensive
through data provided by to 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 adjustments
assessments. students and guide and meet individual and accommodations in
selection of instructional identiKied learning needs. instruction. 11/29/19
strategies to meet diverse 9/23/18
Using knowledge of learning needs.
students to engage Students take ownership of
them in learning Some students may Students engage in Student engage in learning Students actively utilize a their learning by choosing
engage in learning using single lessons or through the use of variety of instructional from a wide range of
instructional strategies sequence of lessons that adjustments in instruction strategies and methods to further their
focused on the class as a include some to meet their needs. technologies in learning learning that are
whole. adjustments based on 9/23/18 5/4/19 that ensure equitable responsive to their
assessments. access to the curriculum. learning needs. 5/5/20
11/29/19
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Students participate in a Student Kiles and online I use knowledge of
variety of activities in proKiles are reviewed in students to continually
order to get to know each order to begin gathering make adjustments and
other and begin building data. Lines of accommodations to my
relationships as a class. communication are open instruction. I build trusting
Students’ academic needs with parents and the prior relationships with each
are assessed on an year teacher. Formal child and get to know them
ongoing basis in order to assessments in math and on a personal level so that I
determine their ELA are conducted in can best engage them in
instructional needs. order to determine learning. My current class
Students participate in academic proKiciency. A loves music, so I am
both math and reading variety of informal constantly creating or
groups that were created assessments were Kinding classroom songs
according to their conducted in order to that connect curriculum to
academic levels. Students begin building music. I am constantly
are actively engaged relationships with each checking in with each
throughout lessons in unique child. 9/23/18 student to ensure full
Evidence order to determine an 5/4/19 understanding. 11/29/19
accurate assessment of
their understanding. Students actively Students take ownership of
9/23/18 5/4/19 participate in a variety of their learning needs by
different instructional choosing methods that will
strategies. Students take further their learning. For
part in classroom songs, example, during this period
games, discussions, digital of remote learning, my
activities, and more each students know when they
day in order to ensure will learn best through
they are receiving recorded videos, one on
equitable access to the one calls, step by step
curriculum. 11/29/19 instructions, etc.
Additionally, when creating
choice boards, students are
able to choose which
activities they will be most
successful with. 5/5/20
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.2 Emerging Exploring Applying Integrating Innovating
Develops awareness of Uses gathered information Uses school resources and Integrates broad Develops and
prior knowledge, culture, about students’ prior family contacts to expand knowledge of students systematically uses
backgrounds, life knowledge, cultural understanding of and their communities to extensive information
experiences, and interests backgrounds, life students’ prior inform instruction. regarding students’
represented among experiences, and interest knowledge, cultural 10/20/19 5/5/20 cultural backgrounds,
students. to support student backgrounds, life prior knowledge, life
Connecting learning learning. experiences, and interests experiences, and interests.
to students’ prior to connect to student
knowledge, learning. 9/23/18
backgrounds, life Students participate in 5/4/19 Students are actively Students can articulate the
experiences, and Some students connect single lessons or engaged in curriculum, relevance and impact of
interests learning activities to their sequences of lessons Students make which relates their prior lessons on their lives and
own lives. related to their interests connections between knowledge, experiences, society.
and experiences. curriculum, and their and interests within and
prior knowledge, across learning activities.
backgrounds, life 11/20/19 5/5/20
experiences, and interests.
9/23/18 5/4/19
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I used multiple activities Students begin a project or
at the beginning of the unit by demonstrating their
year to begin getting to prior knowledge through an
know students’ interests entrance ticket. Students
and experiences. I used an record their previous
about me questionnaire,
understanding of a concept
reading survey, and
on a Google Form
baseline tests for ELA and
math. We did many getting assessment. This
to know each other games demonstrates that students
as well. 9/23/18 are relating their prior
5/4/19 knowledge and interests
within learning activities. 
Students participated by 11/20/19 5/5/20
Evidence describing their interests,
creating art that I engage students in the
represented their curriculum through an
personalities, and entrance ticket. This allows
completing baseline tests.
me to access how much
9/23/18 5/4/19
background knowledge the
students have and which
students need to be
challenged. The students are
also able to take ownership
of their own learning goals
for the class period.
11/20/19 5/5/20
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
identiKied 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 speciKic to students’ and is responsive during contexts throughout
understanding. family and community. instruction to engage subject matter
9/23/18 students in relating to instruction. 5/5/20
Connecting subject
subject matter. 5/4/19;
matter to meaningful,
11/29/19
real-life contexts
Some students relate Students make use of real- Students routinely
subject matter to real-life. life connections provided Students utilize real-life Students actively engage integrate subject matter
in single lessons or connections regularly to in making and using real- into their own thinking
sequence of lessons to develop understandings life connections to subject and make relevant
support understanding of of subject matter. matter to extend their applications of subject
subject matter. 9/23/18 understanding.5/4/19, matter during learning
11/29/19 activities. 5/5/20
Standard 1 CSTP: Engaging and Supporting All Students in Learning
My lessons include real I feel that I am in the I am in the integrating
world application to integrating stage because stage because I provide
connect classroom I am guiding students to opportunities and the
assignments with their make meaningful necessary skills for
life. Our Bible curriculum connections to subject students to make
focuses on three steps of matter. Our Bible connections to real-life
observation, curriculum focuses on problems and subject
interpretation, and how to apply what we are matter. For example, when
application. I use learning to our own lives. studying percents, I
discussions, role-play, and Additionally, I am engaged students in using
small-group projects to constantly having mental math to Kind the
help students understand students partner discuss, tip of a dinner bill. This
how to apply concepts to role play, and participate encouraged the students
their lives. 9/23/18 in real-world problem to learn these skills so
solving questions. 5/4/19 they could apply it in
Evidence Students use math everyday situations at
knowledge to construct Students are actively home. 5/5/20
real-life scenarios using participating in
learned concepts. discussions and problem Students are applying
Students have partner or solving activities to help subject matter to their
whole-group discussions connect the subject lives during the learning
to connect to develop matter. 5/4/19 11/29/19 process. Students have
deep connections with the begun to enjoy providing
subject matter. 9/23/18 examples to their
classmates of how to
make the subject matter
revelvant. The students
have taken it upon
themselves to almost
make it a contest. 5/5/20

Element 1.4 Emerging Exploring Applying Integrating Innovating

Standard 1 CSTP: Engaging and Supporting All Students in Learning
Uses instructional Explores additional Utilizes a variety of Creates, adapts, and ReKines the Klexible 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. 11/29/19 5/5/20
Using a variety of
diverse learning needs. meet students’ diverse learning needs. 9/23/18
instructional
learning needs. 5/4/19
strategies, resources,
and technologies to
Some students participate Students participate in Students participate in Students take
meet students’
in instructional strategies, single lessons or sequence instruction using Students actively engage responsibilities for using a
diverse learning
using resources and of lessons related to their strategies, resources, and in instruction and make wide range of strategies,
needs
technologies provided. interests and experiences. technologies matched to use of a variety of resources, and
their learning needs. targeted strategies, technologies that
9/23/18 resources, and successfully advance their
technologies to meet their learning. 5/5/20
individual students needs.
5/4/19; 11/29/19
Standard 1 CSTP: Engaging and Supporting All Students in Learning
At the beginning of the Lessons are created to use I use a variety of teaching
year, we did a survey to a variety of teaching methods and student-led
discover our different methods and student-led activities to maximize
learning styles and activities to maximize student understanding. I
intelligence strengths. The student understanding. I use teacher-guided
students have the use teacher-guided discussion, visuals,
opportunity to discussion, visuals, student modeling,
understand material student modeling, and interactive slides, games,
through individual white small group activities and songs, hand motions, and
boards, small group discussions. Portions of small group activities and
discussions, one-on-one the science, math, and discussions. A large
conferences, and/or ELA curriculum is online, portion of my curriculum
whole group activity therefore, I use is online, which allows me
work. During each lesson, technology through these to differentiate and level
students participate in a subjects to meet the math, reading, writing,
variety of ways. 9/23/18 diverse needs of students. and grammar to meet the
9/23/18 5/4/19 diverse needs of each
student. 11/29/19
Students are actively 5/5/20
engaged in instruction
Evidence through a variety of ways. Students are in the
Students participate in innovating stage because
group discussions, note they have taken
taking, teacher responsibility of the
conferences, partner strategies, technology, and
activities, whole brain resources I provide. For
teaching. The students are example, I see students
constantly sharing their drawing visual
ideas and responding to connections to vocabulary
classmates or open ended terms, creating Quizlets,
questions. Students are or creating a word map to
using a variety of help increase learning.
resources and technology These are all strategies
to meet their unique that I have provided the
needs. Students have students with. However, it
leveled AR goals, math is wonderful to see
groups, reading groups, students using these even
and online programs like when not required.
IXL to help differentiate 5/5/20
curriculum to best help
them. 11/29/19
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 reKlection on issues in posing problems and inquiries into complex
Promoting critical critically. content. 9/23/18 reKlecting on multiple problems. 11/29/19
thinking though perspectives. 5/4/19
inquiry, problem
solving, and Some students respond to Students respond to Students respond to Students pose problems Students pose and answer
reMlection questions regarding facts varied questions or tasks questions and problems and construct questions a wide-range of complex
and comprehension. designed to promote posed by the teacher and of their own to support questions and problems,
comprehension and begin to pose and solve inquiries into content. reKlect, and communicate
critical thinking in single problems of their own 5/4/19; 11/29/19 understandings based on
lessons or a sequence of related to the content. 5/5/20 in depth analysis of
lessons. 9/23/18 content learning.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Students are guided to Students are supported to I help students develop
think critically through think independently and their computational
whole class discussions. defend their opinions. I thinking skills and defend
They are supported in constantly ask students their opinions. I
communicating their why when they provide an constantly ask students
ideas and listening/ answer to encourage why when they provide an
responding to others. I them to begin thinking on answer to encourage
model how to apply a a deeper level. Students them to begin thinking on
concept and show are constantly developing a deeper level. Students
students how to self- questions with partners are constantly developing
assess and set goals for and learning how to questions with partners
their work. 9/23/18 respond and reKlect on and learning how to
different perspectives. respond and reKlect on
5/4/19 different perspectives.
Students respond to Students are given
Evidence questions in a variety of Students respond to opportunities to develop
ways. They think questions through think, their ability to break
independently, share with pair, share. They are asked problems into
a partner or table group, to independently think components and analyze
and then are prepared to Kirst in order to begin each part. I encourage
share with the whole formulating their own students to take part in
class. This method of ideas. Then, they discuss STEM activities. I use an
think, pair, share allows with a partner. Finally, the online discussion tool
students to respond to students share out with called Socrative for
questions and pose their the whole class. This students to develop their
own questions. Students provides opportunity for critical thinking skills.
engage in activities that multiple perspectives and 11/29/19 5/5/20
encourage them to explain helping students develop
their opinions and their own opinions.
rational after whole group 5/4/19 ; 11/29/19
discussions. 9/23/18 5/5/20

Element 1.6 Emerging Exploring Applying Integrating Innovating

Standard 1 CSTP: Engaging and Supporting All Students in Learning
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 provide
student understanding. observation of student individual student needs assistance to students in
9/23/18 engagement and regular for assistance, support, or mastering the concepts
Monitoring student checks for understanding. challenge. Klexibly and effectively.
learning and 5/4/19, 11/29/19 5/5/20
adjusting instruction
while teaching. Some students receive Students are able to Students monitor their
individual assistance Students receive Students successfully articulate their level of progress in learning and
during instruction. assistance individually or participate and stay understanding and use provide information to
in small groups during engaged in learning teacher guidance to meet teacher that informs
instruction. activities. 9/23/18 their needs during adjustments in
5/4/19 instruction. 11/29/19 instruction. 5/5/20
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I make sure to check in I am constantly making Students are able to I have seen a huge growth
with my students adjustments to my understand when to ask in this area during the
throughout lessons to instruction based upon for help and clariKication. remote learning period. I
ensure they are engaged the observation of student Students have have moved to the
and understanding interactions with the participated in activities innovating stage because
content. I ask speciKic subject matter. I that discuss when to ask with remote learning I
questions to gauge constantly check for for help and how to be have been able to monitor
student focus and understanding through 5 active participants in each student learning throuogh
understanding. I use this Kinger checks and self lesson. They respond daily assignments and exit
informal method to guide assessments. I ask a through think-pair-share, slips to help provide one
grouping and the speed of variety of leveled activities, and hands-on on one instruction or
the lesson. The students questions to adjust the learning. They stay extend learning through
respond to a 5-Kinger depth of knowledge engaged through activities enrichment activities.
check in order for me to questions to best meet the that address different 5/5/20
quickly gauge needs of my learners. learning styles. Student
understanding of content. 5/4/19; 11/29/19 learning takes place in a Students have grown in
9/23/18 Klexible seating this area, especially
Students are active environment where all of during this period of
Evidence participants in each the seats are in a group remote learning, because
lesson. They respond setting. Students are given they have had to become
through think-pair-share, constant quick checks for proKicient in self-
activities, and hands-on understanding, so that the monitoring and reaching
learning. They stay student becomes out for adjustments as
engaged through activities responsible for their own needed. Students have
that address different level of become more aware of
learning styles. Student understanding.11/29/19 when they need one on
learning takes place in a one support or challenge
Klexible seating activities. 5/5/20
environment where all of
the seats are in a group
setting. The table groups
provide students with the
opportunity to become
active participants in
discussions with their
table groups. 9/23/18
5/4/19