Standard 1 CSTP: Engaging and Supporting All Students in Learning

Standard
1 CSTP: Engaging and Supporting All Students in Learning

ept
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. instruction.
learning needs. (10/22/21)
Using knowledge of
(9/22/20) (5/6/21)
students to engage
Some students may Students engage in single Students take ownership
them in learning
engage in learning using lessons or sequence of Student engage in Students actively utilize a of their learning by
instructional strategies lessons that include some learning through the use variety of instructional choosing from a wide
focused on the class as a adjustments based on of adjustments in strategies and range of methods to
whole. assessments. (9/22/20) instruction to meet their technologies in learning further their learning that
needs. (5/6/21) that ensure equitable are responsive to their
access to the curriculum. learning needs.
(10/22/21)
I modify and adjust my I have reviewed student In my district, we use a
lessons based on the profiles in AERIES, along program called iReady.
previous lessons. with view some students This gives us an accurate
Students can come to C.U.M files from their profile on each student
office hours for extra homeschool to see what where their
help, and based on what their progress from the understanding in reading
they need help with, I previous year was. Both and math is. Using the
modify the next day for of these have given me date from iReady will
the whole class for access to report cards and help us drive instruction
clarification. (9/22/20) IEP’s (if necessary) to see for certain students that
the needs of my students need more intervention.
individually. I have also (10/22/21)
spoken with Resource
Evidence teachers about certain Four days a week,
student needs. (9/22/20) students will complete
iReady lessons. They will
I consistently use complete two reading and
students background two math lessons a week.
knowledge. When The lessons are designed
starting a new chapter in to be at the student’s
math, we go through a level of learning. This
part that is called “Share helps fill their gaps in
What You Know.” This learning and gives them
allows me to see where equitable access to the
students are at in their curriculum. (10/22/21)
understanding of
previous concepts, and
Standard 1 CSTP: Engaging and Supporting All Students in Learning
taking those concepts one
step further to help them
build on their prior
knowledge. (5/6/21)

My students have learned
a lot through adjustments
in their instruction
because I usually have to
tweak things as the
lesson goes to make sure
that all my students are
learning, and their needs
are being met. I might
have a plan in place and
have to adjust for time,
confusion, or lack of
interest. (5/6/21)

Develops awareness of Uses gathered Uses school resources and Integrates broad Develops and
prior knowledge, culture, information about family contacts to expand knowledge of students systematically uses
backgrounds, life students’ prior understanding of and their communities to extensive information
experiences, and interests knowledge, cultural students’ prior inform instruction. regarding students’
represented among backgrounds, life knowledge, cultural cultural backgrounds,
students. experiences, and interest backgrounds, life prior knowledge, life
to support student experiences, and interests experiences, and
Connecting learning
learning. (9/22/20) to connect to student interests.
to students’ prior
learning. (5/6/21)
knowledge,
(10/22/21)
backgrounds, life
Some students connect Students participate in Students are actively Students can articulate
experiences, and
learning activities to their single lessons or Students make engaged in curriculum, the relevance and impact
interests
own lives. sequences of lessons connections between which relates their prior of lessons on their lives
related to their interests curriculum, and their knowledge, experiences, and society.
and experiences. prior knowledge, and interests within and
backgrounds, life across learning activities.
experiences, and (10/22/21)
interests. (9/22/20)
(5/6/21)
At the beginning of the During lessons, we have Having older students this
school year, my students had discussions about year has made a
did several “All About Me” prior knowledge, from difference in their
activities, as well as spelling to social studies, engagement of the
completed a google form and have made curriculum. Students are
about their interests. I connections to life activity engaged when we
have consulted the forms experiences and other play games. Coming from
several times to create prior background online learning last year,
lesson based on their knowledge. (9/22/20) they are more interested
interests and life if they can do an activity
experiences to help them This semester we have with other students
understand the content been learning a lot about instead of working
better. (9/22/20) our community and how individually. (10/22/21)
we as citizens play a role.
My students have
expanded their
knowledge past being a
student and more about
how they can help their
community, even as a
young person. Taking this
learning is building on
Evidence who they are and how
they contribute. (5/6/21)

Everyday, my student are
making connection
between the curriculum
and their background and
life experiences. Most
recently, we have been
talking about government
and citizens rights, which
has connected very well
with the BLM movement.
My students are seeing
that things are still
happening in their own
lifetime, not just the past
they are reading about.
(5/6/21)

Being with a new group of
students this year, and a
new grade, I have had to
rely on family contacts to
really get to know my
students. I now know that
anything to do as a game
will get them interested in
their learning. Making it
fun and excited will get
them to focus and pay
attention to what we are
reviewing. (10/22/21)


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 students in relating to instruction.
matter to subject matter. (9/22/20)
meaningful, real-life (5/6/21) (10/22/21)
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 real- into their own thinking
or sequence of lessons to of subject matter. life connections to subject and make relevant
support understanding of (9/22/20) (5/6/21) matter to extend their applications of subject
subject matter. understanding. matter during learning
(10/22/21) activities.
Students are researching Right now, our
different civil rights curriculum for ELA is
activists and applying based in government and
what they did to what is talking about the history
happening in the world of government. With this,
currently. They are I have integrated
comparing and meaningful connections
contrasting the two and to real life based on the
are making a choice to see subject matter. We
if change will happen learned about voting and
based on our history. voting rights for certain
(9/22/20) groups of people, and we
made connections to who
Evidence During our community can vote today and the
unit, we have been issues people vote about.
connecting a ton of what (9/22/20)
we are learning about to
real life, especially when I have been integrating
learning about the history real life connections into
of our city and what is has our social studies when
become. Students have learning about our
been able to connect what community. As an
life is like now, to what is activity, my students had
what like back then. to take a picture of a place
(5/6/21) around our community
and write about what life
was like in that spot when
our town was first
established. They had to
activity engage to make
the connections of the
past and the present.
(5/6/21)

I have been connecting
integers in math to the
real world. We have been
learning vocabulary (i.e.,
Gain, lose, debt, depth) to
show if the integer is
positive or negative.
These are real world
connections to everyday
life. (10/22/21)

Students have connected
their math lessons to real
world examples. We have
recently been learning
about integers and how
vocabulary can give tell
you if a number is
negative or positive.
Students came up with
sentences to show what
sign their integer should
have. (10/22/21)


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
lessons to meet students’ ongoing instruction to meet students’ diverse needs.
Using a variety of diverse learning needs. meet students’ diverse learning needs.
instructional (9/22/20) learning needs.(5/6/21) (10/22/21)
strategies, resources,
and technologies to Some students participate Students participate in Students take
meet students’ in instructional strategies, Students participate in instruction using Students actively engage responsibilities for using
diverse learning using resources and single lessons or strategies, resources, and in instruction and make a wide range of strategies,
needs technologies provided. sequence of lessons technologies matched to use of a variety of resources, and
related to their interests their learning needs. targeted strategies, technologies that
and experiences. (9/22/20) resources, and successfully advance their
technologies to meet their learning.
individual student’s
needs. (5/6/21)
(10/22/21)
I am exploring new ways My students are My students have been
to bring the content to the participating in using a variety of
students to keep them instructions using a technology since the
engaged and meet all variety of different beginning of the school,
their different learning educational technology. especially being online all
needs. I use visual and We are using breakout year. They have been able
auditory resources rooms, Jamboard, to integrate these tools
through different Flipgrid, and our into their assignments. I
technologies throughout curriculum platforms on a have been more open to
my lessons. (9/22/20) consistent basis so that how they want to present
students can show their their material. By letting
understanding of the them choose, they have
content. (9/22/20) had the power learn more
about the technologies
Throughout our reading, I they are using. (5/6/21)
use different types of
graphic organizers to I am consistently trying to
help students with use a variety of
learning how to use text instructional strategies
evidence. Students can and resources to meet all
use these charts to help the needs of my students.
break down each Using exit tickets and
Evidence paragraph slowly to small assessments
ensure they are collecting through Pear Deck has
enough text evidence to been a great way to see
help them with their where students are at and
writing. (5/6/21) what interventions they
need to fill the gaps in
their learning.
(10/22/21)

My students become
activity engaged when
using resources or
technologies that are
helping to meet their
learning needs. They
complete Pear Decks and
play educational games
on Blooket to make the
learning fun, but I can
also view to see how
much they have
completed and their
progress. (10/22/21)

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 reflection on issues in posing problems and inquiries into complex
critically. content. (9/22/20) reflecting on multiple problems.
Promoting critical
(5/6/21) perspectives. (10/22/21)
thinking though

inquiry, problem
Some students respond to Students respond to Students pose problems Students pose and
solving, and
questions regarding facts varied questions or tasks Students respond to and construct questions answer a wide-range of
reflection
and comprehension. designed to promote questions and problems of their own to support complex questions and
comprehension and posed by the teacher and inquiries into content. problems, reflect, and
critical thinking in single begin to pose and solve (10/22/21) communicate
lessons or a sequence of problems of their own understandings based on
lessons. related to the content. in depth analysis of
(9/22/20) (5/6/21) content learning.
In all lessons, I am always I have been incorporating
trying to have students more Project Based
explain to me their Learning into the
understanding of classroom. This allows
something or their students to think
though process. I use exit critically through
tickets that helps with independent developing
knowing where they are questions. All of their
after a lesson. During a projects are different, so
lesson I am always they must be the ones to
pushing them to think pose a problem and
about things from a create a solution.
Evidence different perspective or, (10/22/21)
in math, to talk me
through their thought In math, I have been
process or use technology having students create
in a way that I can see their own word problems
their though process. For for the chapter/lesson we
ELA I use comprehension are in. I then use student
checks and quizzes. created problems to
(9/22/20) create reviews. This helps
support their own
I have been implementing understanding of the
critical thinking strategies concepts. (10/22/21)
during our math sessions.
Being able to explain
what is happening in a
math problem is a skill
that my students are
learning this year. They
have been doing it either
in written form or
recording their answers
on Flipgrid. (5/6/21)

Students typically are
responding to questions
that are posed by me. I
usually have to ask more
questions to get a deeper
response. In this,
students are given
opportunities to assess
their own learning and
establish goals for
themselves through our
one-on-one meetings.
(9/22/20)

STEM activities are a
great way for students to
critically thinking
through inquiry. They
have reflected on what
works during an activity
and what did not.
Through their reflection
they can start the process
over again and try new
ways of creating.
(5/6/21)


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. (10/22/21) concepts flexibly and
Monitoring student
(9/22/20) (5/6/21) effectively.
learning and

adjusting instruction
Some students receive Students receive Students are able to Students monitor their
while teaching.
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. engaged in learning teacher guidance to meet teacher that informs
activities. their needs during adjustments in
instruction. (9/22/20) instruction.
(5/6/21) (10/22/21)
I consistently build on My students are able to
student comments and articulate their level and
questions during a lesson understanding when
to extend their learning. I asked. They are able to
focus on what students answer questions during
are telling me and listen a lesson and fill out exit
when they ask for tickets at the end of
something to be taught lesson. They are able to
again as I check for tell me their needed in
understanding. Checking the moment when they
for understanding is are not being met.
typically a review (9/22/20)
question of some sort of
Evidence what we just read, or a My students are still able
problem solved in math. I to articulate their level of
also use exit tickets to understanding. They have
adjust instruction for the improved on this
following day. (9/22/20) throughout the school
year. They will now tell
I have been doing a better me if I need to repeat
job to remember to pause myself, to move faster, or
throughout my lessons to that they are confused.
check for understanding. (5/6/21)
Whether it is a small
activity in the middle or a During instruction, I want
thumbs up verses thumbs to make sure that all
down check. Based on my students are engaged and
lesson checks, I am able understanding the
to make adjustments to content. I adjust
the activity or lesson to instruction by adding
better meet their learning games for more
needs. (5/6/21) engagement, or review
for more understanding. I
might have more
individual work some
days so that I can work on
review with a small group
during that time.
(10/22/21)

My students are great a
articulating their
understanding, mainly
because they are a bit
older than my students
last year. They mainly let
me know when I am
moving too slow or if they
are confused and I need
to repeat or review
something. (10/22/21)

Standard 1 CSTP: Engaging and Supporting All Students in Learning

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