Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.1 Emerging Exploring Applying Integrating Innovating

Learns about students Gathers additional data Uses data from a variety Uses data from multiple Uses comprehensive
through data provided to learn about individual of formal and informal measures to make knowledge of students to
by the school and/or students. sources to learn about adjustments to instruction make ongoing
assessments. students and guide and meet individual identified adjustments and
selection of instructional learning needs. accommodations in
strategies to meet 7/15/2010/10/20 instruction. 4/22/21
Using knowledge of diverse 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 of adjustments in strategies and technologies in choosing from a wide
focused on the class as a some adjustments based instruction to meet their learning that ensure equitable range of methods to
whole. on assessments. needs. 7/15/20 access to the further their learning
curriculum.10/10/204/22/21 that are responsive to
their learning needs.
To keep my students I utilize many “getting to I have my students
engaged, I try to get them know you” activities in the complete a "Morning
up and moving. My class beginning of the year. This is Check-in"  that allows
lost focus when they done through task cards with them to express their
were sitting too long, so questions, journal entries, and thoughts, interests, and
we got out of our seat, or a “would you rather” game. reflect on their individual
took our lesson outside. This allows me to learn about learning needs. 4/22/21
My particular group of their interests. I use this as a
students preferred hands guide to tailor my instruction
on activities. For for increased engagement. I
example, when learning also have parents fill out a
prepositions, I had my survey about their child’s
students take a paper strengths and anything I
Evidence airplane and fly it should know about them. In
outside. They then wrote addition to this, I consult with
the “preposition” on the my colleagues from the
plane of where it landed. previous year.
7/15/20 7/15/204/22/21
I have my students complete
a "Morning Check-in"  that
allows them to express their
thoughts, interests, and reflect
on their individual learning
needs.10/10/20
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.
Students participate in
single lessons or
sequences of lessons
related to their interests
and experiences.7/15/20
When we a doing a novel
study, we relate the
content back to their daily
lives to create more of an
interest in the text.
7/15/20
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. 7/15/20
Students make
connections between
curriculum, and their
prior knowledge,
backgrounds, life
experiences, and
interests.10/10/20
I provide my students
with choice boards to
align with personal
interests. They have
genius hour, where they
chose what they want to
research and are able to
ask open-ended questions
to facilitate their learning.
7/15/20
Integrating
Integrates broad
knowledge of students
and their communities to
inform
instruction.10/10/20
Students are actively
engaged in curriculum,
which relates their prior
knowledge, experiences,
and interests within and
across learning activities.
Students are
given projects that align
with content standards,
but they are able to
present their
understanding in
different forms. Students
are given choice boards
and multiple platforms to
choose from to express
their own interests and
creativity. 10/10/20
Innovating
Develops and
systematically uses
extensive information
regarding students’
cultural backgrounds,
prior knowledge, life
experiences, and
interests. 4/22/21
Students can articulate
the relevance and impact
of lessons on their lives
and society. 4/22/21
I establish a comfortable
learning environment for
students and a
collaborative culture
among my colleagues to
allow everyone to express
their own opinions and
promote growth that will
benefit our students. 
When providing a
professional development
for my colleagues, I added
a survey at the end for
them to be able to
comfortably supply
feedback and allow their
voices to be heard.
4/22/21
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
students in relating to instruction. 10/10/20
Connecting subject
subject matter. 7/15/20 4/22/21
matter to
meaningful, real-life
Some students relate Students make use of Students utilize real-life Students actively engage
contexts
subject matter to real-life. real-life connections connections regularly to in making and using real- Students routinely
provided in single lessons develop understandings life connections to subject integrate subject matter
or sequence of lessons to of subject matter. matter to extend their into their own thinking
support understanding of 7/15/20 understanding.10/10/20 and make relevant
subject matter. applications of subject
matter during learning
activities. 4/22/21
Evidence Students create word I make connections with In order to increase
problems for math math frequently in class. engagement and allow
relating to real life for Many of my students play students to practice their
other students to solve soccer, so I will reference presentation skills, they
after mastering the skill. the field for perimeter are given assignments
When covering figurative and area, comparing the through flipgrid.  Students
language, students are scores of a game, dividing were asked to choose an
encouraged to speak in players into teams, etc. article of their interest,
the targeted figurative During my fraction then record and post a
language and share with lesson, we used pizzas to news broadcast.  
the class when the practice equivalent 10/10/20
figurative language is fractions and common
identified in their book. denominators. 7/15/20 Students presented their
7/15/20 mission projects through
Figurative Language in flipgrid and explained the
Holiday Songs  My impact of the mission
students were excited it system on the native
was almost Christmas, so americans. 4/22/21
to increase engagement, I
provided my students
with a figurative language
activity to incorporates
holiday songs that they
know and songs that they
knew.  
Standard 1 CSTP: Engaging and Supporting All Students in Learning
10/10/20

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. 10/10/20
instructional diverse learning needs. meet students’ diverse learning needs. 7/15/20 4/22/21
strategies, resources, learning needs.
and technologies to
meet students’ Some students participate Students participate in Students participate in Students actively engage
diverse learning in instructional strategies, single lessons or instruction using in instruction and make Students take
needs using resources and sequence of lessons strategies, resources, and use of a variety of responsibilities for using
technologies provided. related to their interests technologies matched to targeted strategies, a wide range of strategies,
and experiences. their learning needs. resources, and resources, and
7/15/20 technologies to meet their technologies that
individual students successfully advance their
needs. 10/10/20 learning. 4/22/21
Students are placed in I used multiple different I differentiate all math
flexible reading groups to instructional methods to instruction by
provide small group meet the needs of my incorporating small group
instruction based on their diverse learners. This lessons and assigning a
reading capabilities. I includes small group different amount of
rotate groups to facilitate instruction, facilitate questions that vary in
and challenge them based while they are in flexible complexity.  I offer both
on their current level. groups, lecture, high level intervention and
7/15/20 questions, and project enrichments to support
based learning. My my diverse group of
students are given a students.  
Evidence choice of activities to 10/10/20
represent what they
learn. This can be done I differentiate each lesson
through a journal, I teach based on my
presentation, google students unique and
slides, or hands-on different styles of
activities. 7/15/20 learning.  I also
Reading Groups My provide enrichment and
students are placed in intervention resources. 
flexible reading groups These resources are
based on their located in students google
reading capabilities. I classroom where they are
Standard 1 CSTP: Engaging and Supporting All Students in Learning
rotate groups to facilitate
and challenge them based
on their current level.
10/10/20
able to select from a
variety of activities that
meet their individual
learning needs.
4/22/21

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
critically.
Promoting critical
thinking though
inquiry, problem
Some students respond to Students respond to
solving, and
questions regarding facts varied questions or tasks
reflection
and comprehension. designed to promote
comprehension and
critical thinking in single
lessons or a sequence of
lessons.
Guide students to think
critically through use of
questioning strategies,
posing/solving problems,
and reflection on issues in
content. 7/15/20
Students respond to
questions and problems
posed by the teacher and
begin to pose and solve
problems of their own
related to the content.
Supports students to
initiate critical thinking
through independently
developing questions,
posing problems and
reflecting on multiple
perspectives. 10/10/20
Students pose problems
and construct questions
of their own to support
inquiries into content.
7/15/20
Facilitates systematic
opportunities for student
to apply critical thinking
by designing structured
inquiries into complex
problems. 4/22/21
Students pose and answer
a wide-range of complex
questions and problems,
reflect, and communicate
understandings based on
in depth analysis of
content learning.
10/10/204/22/21
Standard 1 CSTP: Engaging and Supporting All Students in Learning
My students have a Word When working on opinion
Problem of the Day each essays, I first have my
morning. I have taught students chose their
them the “CUBES” position as we have a
strategy to help them class discussion with the
think critically and solve use of accountable talk.
the problem. 7/15/20 They will to multiple
perspectives into account
as they being the writing
process. 7/15/20
Word Problem of the
Evidence Day My students have a
Word Problem of the Day
each morning.  I have
taught them the “CUBES”
strategy to help them
think critically and solve
the problem.
10/10/20
Students are given google
forms to complete after
reading a text as a class. 
These questions are
based on higher-level
thinking based on the
depth and complexity
icons.  Students are
challenged to think
critically about each
question by supplying
text evidence and a
R.A.C.E. response.
10/10/20 4/22/21

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
checks for understanding. challenge.7/15/20 concepts flexibly and
Monitoring student effectively.
learning and 10/10/204/22/21
adjusting instruction Some students receive Students receive Students successfully Students are able to
while teaching. individual assistance assistance individually or participate and stay articulate their level of Students monitor their
during instruction. in small groups during engaged in learning understanding and use progress in learning and
instruction. activities. teacher guidance to meet provide information to
their needs during teacher that informs
instruction. 7/15/20 adjustments in
instruction.
10/10/204/22/21
Standard 1 CSTP: Engaging and Supporting All Students in Learning
During the lesson,  I incorporate the use of
students frequently are white boards to check for
checked for levels of understanding. 
understanding with the After each lesson,
use of white boards. students are given an exit
This allows me to quickly ticket.  I use this to
determine who needs to facilitate and group my
be pulled for a small students for future
group. 7/15/20 lessons.
10/10/20
My students demonstrate
their level of My students demonstrate
understanding based on a their level of
number scale of 1-4 that understanding based on a
is clearly taught and number scale of 1-4 that
displayed in the is clearly taught and
classroom. displayed in the
When my students classroom.  When my
Evidence complete an assignment, students complete an
they are to complete an assignment, they are to
exit slip, which will complete an exit slip,
determine the students which will determine the
that need further support students that need
of the material. 7/15/20 further support of the
material.
10/10/20

I incorporate the use of

white boards to check for
levels of understanding. 
After each lesson,
students are given an exit
ticket.  I use this to
facilitate and group my
students for future
lessons.4/22/21