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 adjustments
assessments. students and guide and meet individual and accommodations in
selection of instructional identified learning needs. instruction.
strategies to meet diverse 3.9.20
Using knowledge of
learning needs. 9.22.19
students to engage
Students take ownership of
them in learning
Some students may engage Students engage in single Student engage in learning Students actively utilize a their learning by choosing
in learning using lessons or sequence of through the use of variety of instructional from a wide range of
instructional strategies lessons that include some adjustments in instruction strategies and technologies methods to further their
focused on the class as a adjustments based on to meet their needs. 3.9.20 in learning that ensure learning that are responsive
whole. assessments. 9.22.19 equitable access to the to their learning needs.
curriculum. 3.31.21
Evidence I not only use the cum I not only use the cum In addition to using the
folders to get to know the folders to get to know the cum folders and parent
students but I also send students but I also send questionnaires I am also
home a letter asking the home a letter asking the having the students give
parents several questions parents several questions more feedback given their
about their student that about their student that level of understandings and
pertains to both academics pertains to both academics their own personal likes
as well as social needs. as well as social needs. and preferences on
Parents are able to score Parents are able to score instruction. 3.9.20
their child and give any their child and give any
additional comments that additional comments that Using Kahoot! To get to
they feel I should know. they feel I should know. know the students more at
9.22.19 9.22.19 the beginning of the year
and spending more time
Students are encouraged to getting to really know their
take give me feedback on habits and their likes.
their levels of 10.15.20
understanding so that I can
change course if need be. I With the use of
am also using a variety of
whiteboards I am able to
different strategies and
doing more hands on get instant feedback
activities. 3.9.20 from students as to how
they are understanding
the concepts and I can
give them feedback in a
quick in a low stress
environment for them.
They are unable to see
Standard 1 CSTP: Engaging and Supporting All Students in Learning
their peers answers so
they do not know if they
got the answer correct
or not. Students are also
engaged due to the fact
that the exercise moves
quickly. 3.31.21
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.
9.22.19
Students participate in
single lessons or sequences
of lessons related to their
interests and experiences.
I am collecting data from
before I met them through
their Cum folders and send
the getting to know you
form to the parents on the
first day so I can get to
know them as soon as
possible. 9.22.19
Applying
Uses school resources and
family contacts to expand
understanding of students’
prior knowledge, cultural
backgrounds, life
experiences, and interests
to connect to student
learning. 3.9.20
Students make connections
between curriculum, and
their prior knowledge,
backgrounds, life
experiences, and interests.
9.22.19
We make a KWL chart as a
class so we can talk about
how things are related and
what they know about the
topic. 9.22.19
The more I know about the
school and them the more I
can connect the curriculum
to their daily lives and
explain how this would be
used in their parents
professions. 3.9.20
Integrating
Integrates broad knowledge
of students and their
communities to inform
instruction.
Students are actively
engaged in curriculum,
which relates their prior
knowledge, experiences,
and interests within and
across learning activities.
10.15.20
Now that I have taught this
curriculum before I know
what ties better together so
rather than following the
curriculum as given I am
skipping around in my
History, Science, Art and
Literature to better tie them
all together and students are
making cross-curricular
connections. 10.15.20
Innovating
Develops and
systematically uses
extensive information
regarding students’ cultural
backgrounds, prior
knowledge, life
experiences, and interests.
Students can articulate the
relevance and impact of
lessons on their lives and
society. 3.31.21
Students learned about how
other students celebrate
Christmas and celebrate the
similarities and differences
they notice. When
discussing math, science
and history we talk about
the relevance this has in
their lives and why we are
learning these things.
3.31.21
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging
Uses real-life connections
during instruction as
identified to curriculum.
Connecting subject
matter to meaningful,
real-life contexts
Some students relate
subject matter to real-life.
Evidence
Exploring Applying Integrating Innovating
Explore using additional Integrates connections Integrates connections to Engages student in actively
real-life connections to from subject matter to meaningful, real-life making connections to
subject matter in single meaningful, real-life contexts in planning relevant, meaningful, and
lessons or sequence of contexts, including those subject matter instruction real-life contexts
lessons to support specific to students’ family and is responsive during throughout subject matter
understanding. 9.22.19 and community. 3.19.20 instruction to engage instruction.
students in relating to
subject matter.
Students routinely integrate
Students make use of real- Students utilize real-life Students actively engage in subject matter into their
life connections provided connections regularly to making and using real-life own thinking and make
in single lessons or develop understandings of connections to subject relevant applications of
sequence of lessons to subject matter. matter to extend their subject matter during
support understanding of understanding. 10.15.20 learning activities.
subject matter. 9.22.19
Math, Science and History I’m finding more and more I started using Quizlet in Students learned about how
are easy things for me to ways to link the subject my class as a way to bring other students celebrate
make real life connections matter into their daily lives about more real-world Christmas and celebrate the
to but other subjects like and how to see that what is examples while also similarities and differences
Reading where students are in their text books is part of including technology in my they notice. When
working on phonics I still every day life. 3.9.20 class. My students enjoyed discussing math, science
struggle with. 9.22.19 it a little more than other and history we talk about
online quizzing games and the relevance this has in
I’m getting more I appreciated that there was their lives and why we are
comfortable making not a time limit and that learning these things.
connections with Reading students could do this 3.31.21
and phonics. 3.9.20 independently based upon
either a pre-selected stack
of questions or I could
make up what went with
our curriculum for them.
10.15.20
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.4 Emerging
Uses instructional
strategies, resources, and
technologies as provided
by school and/or district.
Using a variety of
instructional
strategies, resources,
and technologies to
meet students’ diverse
Some students participate
learning needs
in instructional strategies,
using resources and
technologies provided.
9.22.19
My school does not have
technology for the students
to use so when I do small
group work that is not an
option for us. 9.22.19
Evidence
Element 1.5 Emerging
Promoting critical Asks questions that focus
Exploring
Explores additional
instructional strategies,
resources, and technologies
in single lessons or
sequence of lessons to meet
students’ diverse learning
needs. 9.22.19
Students participate in
single lessons or sequence
of lessons related to their
interests and experiences.
9.22.19
I do pull students by levels
for small group for certain
subjects such as Math and
Reading. For writing I
provide all student with
feedback individually. I do
not do small groups for
Science or Social Studies.
9.22.19
Exploring
Includes questions in single
Applying
Utilizes a variety of
strategies including
culturally responsive
pedagogy, resources, and
technologies during
ongoing instruction to meet
students’ diverse learning
needs. 3.9.20
Students participate in
instruction using strategies,
resources, and technologies
matched to their learning
needs. 3.9.20
I’ve been pulling more and
more resources especially
once I see their different
learning styles and what
they respond to better.
3.9.20
Students are exploring
multisensory ways of
learning for subject. 3.9.20
Students are using iPads
and I am incorporating
more art projects as a way
for them to show their
mastery. I have also
incorporated more soft
grading into my day so that
students are getting even
more feedback. 10.15.20
Applying
Guide students to think
Integrating
Creates, adapts, and
integrates a broad range of
strategies, resources, and
technologies into
instruction designed to
meet students’ diverse
learning needs. 3.31.21
Students actively engage in
instruction and make use of
a variety of targeted
strategies, resources, and
technologies to meet their
individual students needs.
Students use whiteboards,
iPad’s, write assignments,
draw pictures or use math
games as a way to show
their understanding in
math, phonics, and writing
lessons. 3.31.21
Integrating
Supports students to initiate
Innovating
Refines the flexible use of
an extensive repertoire of
strategies, resources, and
technologies to meet
students’ diverse learning
needs.
Students take
responsibilities for using a
wide range of strategies,
resources, and technologies
that successfully advance
their learning.
Innovating
Facilitates systematic
Standard 1 CSTP: Engaging and Supporting All Students in Learning
on factual knowledge and lessons or a sequence of
comprehension. lessons that require
students to recall, interpret,
and think critically. 9.22.19
thinking though
Students respond to varied
inquiry, problem
Some students respond to questions or tasks designed
solving, and reflection
questions regarding facts to promote comprehension
and comprehension. and critical thinking in
single lessons or a
sequence of lessons.
9.22.19
I will ask students to
explain their answers and
ask them to think back to
the previous day’s work
and how we could apply
what we learned the day
prior to the current lesson.
Students are asked to relate
things to other subjects that
we are studying about or tie
them to things they learned
about the previous year.
9.22.19
Evidence
critically through use of critical thinking through opportunities for student to
questioning strategies, independently developing apply critical thinking by
posing/solving problems, questions, posing problems designing structured
and reflection on issues in and reflecting on multiple inquiries into complex
content. 3.9.20 perspectives. problems.
Students pose problems
Students respond to and construct questions of Students pose and answer a
questions and problems their own to support wide-range of complex
posed by the teacher and inquiries into content. questions and problems,
begin to pose and solve reflect, and communicate
problems of their own understandings based on in
related to the content. depth analysis of content
10.15.20 learning.
Students are encouraged to
think outside of the box
and use things from their
personal and academic
lives to solve problems and
we share how we came to
that solution. 3.9.20
When students give
answers I've asked them to
start explaining how they
got to the answer or asking
students where they have
seen the strategy used
before if we are talking
about science or
history. 10.15.20
One of my leadership goals
was to incorporate STEM
activities more regularly
and through this students
are starting to ask more
thought provoking
questions and think
critically about how to
solve these problems.
3.31.21
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.6 Emerging Exploring Applying Integrating Innovating
Implements lessons Seeks to clarify instruction Makes ongoing Adjusts strategies during Makes adjustments to
following curriculum and learning activities to adjustments to instruction instruction based on the extend learning
guidelines. support student based on observation of ongoing monitoring of opportunities and provide
understanding. student engagement and individual student needs for assistance to students in
regular checks for assistance, support, or mastering the concepts
Monitoring student understanding. 9.22.19 challenge. flexibly and effectively.
learning and adjusting
instruction while Students monitor their
teaching. Some students receive Students receive assistance Students successfully Students are able to progress in learning and
individual assistance individually or in small participate and stay articulate their level of provide information to
during instruction. groups during instruction. engaged in learning understanding and use teacher that informs
9.22.19 activities. teacher guidance to meet adjustments in instruction.
their needs during
instruction. 10.15.20
Evidence Students are grouped by I realize that my lesson In addition in paper and
ability and work in small plans are just guidelines pencil learning I am also
groups and also receive one and that if students are not looking at the data from
on one instruction as getting the instruction that I online resources
needed. 9.22.19 must change tactic and like IXL where I can
present the material in a assign students skills that
new way. Students are also reinforce what I
given several opportunity am teaching to see how
to demonstrate mastery. they are doing on this
9.22.19 platform where it is being
I would say that all but 2 presented in a different
students stay engaged and way. The program tells me
both are students that I am how many minutes they are
choosing to pick for my working as well as their
focus students so that I can score so I can see if they
be aware that I am focusing are demonstrating mastery
on their needs. 3.9.20 this way or if I need to
approach it yet a different
way with a
student. 10.15.20

Our school
adopted ClassReach where
we can keep assessment
data from year to year and
share it with parents. I am
the only teacher that uses
the program in my grade
span TK-2nd, but the older
grades 4th- 8th use it. My
Standard 1 CSTP: Engaging and Supporting All Students in Learning
administrators and parents
can see assessments for
students and it is helpful
when having a phone
conference with parents so
we are both looking at the

 
data. 3.31.21