Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.1 Emerging Exploring
Learns about students Gathers additional data to
through data provided by learn about individual
the school and/or students.
assessments.
Using knowledge of
students to engage
them in learning Some students may Students engage in single
engage in learning using lessons or sequence of
instructional strategies lessons that include some
focused on the class. adjustments based on
assessments.
Beginning of the year
assessments have been
completed. Based on
assessments and
observation of students, I
have provided extra
scaffolding for students
during activities. For
example, I gave some
students tracing options
to scaffold and others did
not get tracers for more
of a challenge. Also,
Evidence during counting or
writing numbers,
students that are still
learning to write
numbers will have a
visual that assists them to
write the correct
numbers,
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Applying Integrating Innovating
Uses data from a variety Uses data from multiple Uses comprehensive
of formal and informal measures to make knowledge of students to
sources to learn about adjustments to make ongoing
students and guide instruction and meet adjustments and
selection of instructional individual identified accommodations in
strategies to meet diverse learning needs. instruction.
learning needs.
Student engage in Students actively utilize a Students take ownership
learning through the use variety of instructional of their learning by
of adjustments in strategies and choosing from a wide
instruction to meet their technologies in learning range of methods to
needs. that ensure equitable further their learning that
access to the curriculum. are responsive to their
learning needs.
I am more confident in
how to differentiate for I use multiple forms
my students based on of assessments
these assessments. I am that allows me to
now trying to place see where my
students in different students are at with
leveled groups and their their learning and
lessons are differentiated how I will adjust.
based on what they This is done
already know, where they through small group
need more help, and how work, worksheets,
I can challenge class discussions,
individuals. This is done projects, and
through leveled stations. independent station
For example, one of my work.
groups focus more on Students participate
shape recognition, in instructional
whereas my highest strategies such as
group will focus on technology, active
creating a picture or learning, and
collage using all of the differentiated small
shapes since they already groups. Fall 2021
know them.
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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 Applying Integrating Innovating
Uses gathered Uses school resources and Integrates broad Develops and
information about family contacts to expand knowledge of students systematically uses
students’ prior understanding of and their communities to extensive information
knowledge, cultural students’ prior inform instruction. regarding students’
backgrounds, life knowledge, cultural cultural backgrounds,
experiences, and interest backgrounds, life prior knowledge, life
to support student experiences, and interests experiences, and
learning. to connect to student interests.
learning.
Students participate in Students make Students are actively Students can articulate
single lessons or connections between engaged in curriculum, the relevance and impact
sequences of lessons curriculum, and their which relates their prior of lessons on their lives
related to their interests prior knowledge, knowledge, experiences, and society.
and experiences. backgrounds, life and interests within and
experiences, and across learning activities.
interests.
I gather information I am able to gather
I have been getting
on student’s prior students’ prior knowledge
and cultural backgrounds to know my students
knowledge through through my school’s for a few months
assessments, admissions packet and I now and they have
observation, and always strive to get to shared a lot with me
know my students’ and I have been
enrollment packet. able to get a good
This helps me gauge interests and what their
life experiences have been understanding of
what to teach in my by doing group sharings their background
lessons and who in a circle with a main and family. This has
needs scaffolding or a focus question. I do this as helepd guide
instruction to be
challenge. To get to much as I can because the
fitting to their
know my students students do share a lot of
great information about community such as
better we did an “All themselves during this traditions and
About Me” poster and time.2/21/21
economic status.
bag to share about Students have
expressed their
their interests and interests to me and
families. I learned a it has been
lot of my student like incoporated in their
art so integrate art learning to have
into different students be
engaged in their
subjects. learning.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
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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 students in relating to instruction.
matter to subject matter.
meaningful, real-life
contexts Some students relate Students make use of Students utilize real-life Students actively engage Students routinely
subject matter to real-life. real-life connections connections regularly to in making and using real- integrate subject matter
provided in single lessons develop understandings life connections to subject into their own thinking
or sequence of lessons to of subject matter. matter to extend their and make relevant
support understanding of understanding. applications of subject
subject matter. matter during learning
activities.
I as questions like In my classroom, I like to
have the students try and I have integrates
“Why do we need to make real-life connections to meaningful real
know this?” or “How subject matter by asking life connections to
can this help us them what they know about keep students
the topic, what they notice
outside of the about the topic (provided
engaged. For
classroom?” For example
story, visuals, etc), and what
incoporatiing
instance, we learn they wonder about the topic.
traditions and
I am noticed that they
about the weather particular questions have activities they like
and how to use a helped to facilitate real-life to dooutside of
calendar. We connections. For example, school like going
recently we did a lesson and
Evidence discussed the activity about our Five
to Disneyland.
purpose of this so we Senses, and one student
can dress related the sense of smell to
the pumpkin bread they had
appropriately if we baked at home with their
know what the parent.
weather is and what 2/21/21
day it is on a
calendar.

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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.
instructional diverse learning needs. meet students’ diverse learning needs.
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
technologies to meet their successfully advance their
individual students learning.
needs.
I have started to do I use various instructional
strategies such as by
stations for math. incorporating movement
Students are
This is where and music, independent presented with a
work, small group work, and choice of different
students get the learning strategies
whole class discussion, and
chance to explore by integrating subjects such through a choice
different as art into science or writing board. They get to
manipulatives to into social studies. For choose from a
example, we learned about
make patterns, to the parts of an apple by first
variety of styles
such as
count, and practice inspecting and analyzing a
technolgoy, art,
their numbers. real apple, and then by doing
projects, and
Evidence During Language
a directive drawing and
labeling the parts by writing. writing. This allows
Arts, students can There are times where I feel students to have
use Playdoh and very habitual though and I different
need to change things up opportunties to
whiteboards to and find my creativity again- show their learning
practice names and this is something that I am in a way that fits
letters. continuing to be mindful of them best.
with each day.
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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
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.
Students compare
stories that they have
read throughout the
week. There is a
theme with all the
stories that the
students attempt to
identify and also
figure out the
differences between
Evidence the stories. Students
also recall previous
math lessons that
build upon each
other.
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Applying
Guide students to think
critically through use of
questioning strategies,
posing/solving problems,
and reflection on issues in
content.
Students respond to
questions and problems
posed by the teacher and
begin to pose and solve
problems of their own
related to the content.
During reading
comprehension, I include
open-ended questions
such as, “What do you
think will happen next?”
or, “Why do you think
[the character] wants to..”
There are also times
where I will read a story
and focus on something
foundational, such has
reading from left to right,
and then the next day we
would retell the story and
reread the story and
focus on a different
concept such as starting a
sentence with the first
letter of the first word
being uppercase, and
discussion the purpose of
a period or a bubble text
box.
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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
and construct questions answer a wide range of
of their own to support complex questions and
inquiries into content. problems, reflect, and
communicate
understandings based on
in depth analysis of
content learning.
Students are
encouraged to ask
questions when
listening/ reading a
story. We look
deeper into stories
and compare stories
that we read.
Students identify
characters and their
purpose in the story.
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 aid
student understanding. observation of student individual student needs students in mastering the
engagement and regular for assistance, support, or concepts flexibly and
Monitoring student checks for understanding. challenge. effectively.
learning and
adjusting instruction Students monitor their
while teaching. Some students receive Students receive Students successfully Students can articulate progress in learning and
individual assistance assistance individually or participate and stay their level of provide information to
during instruction. in small groups during engaged in learning understanding and use teacher that informs
instruction. activities. teacher guidance to meet adjustments in
their needs during instruction.
instruction.
Students are asked if I do work to provide
assistance individually
I monitor students learning during lessons and if I
they have questions notice that they are not understadning then I will take
and in small groups by
or to give a thumbs doing so during station
the lesson a little slower or take it into a different
up/thumbs down if times or independent
direction.
they understand. work times. I often meet
Students receive with the lowest leveled
support in groups or group in the class, but
there are other kids
individually at their outside of this group who
tables. Students are also need my help and
grouped at tables attention in certain ways.
based on levels. I sit I have found rotations to
Evidence with the table that be helpful in
differitnating and
typically needs to working more o ne on
most assistance to one with students.
get through an 2/21/21
assignment or lesson.
Other students work
independently at the
tables and raise their
hands if they need
assistance.

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