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
assessments. students and guide and meet individual adjustments and
selection of instructional identified learning needs. accommodations in
strategies to meet diverse instruction.
Using knowledge of learning needs.
students to engage Students actively utilize a
them in learning Some students may Students engage in single Students engage in variety of instructional Students take ownership
engage in learning using lessons or sequence of learning through the use of strategies and of their learning by
instructional strategies lessons that include some adjustments in instruction technologies in learning choosing from a wide
focused on the class as a adjustments based on to meet their needs. that ensure equitable range of methods to
whole. assessments. (4/6/21) access to the curriculum. further their learning that
are responsive to their
learning needs.
Students work in Teacher has performed Teacher uses data from
homogeneous reading many baseline weekly and bi-weekly
groups based on reading assessments in reading, assessments to determine
level (determined by math and writing to which students are in
running record). determine student’s need of additional
(9/19/20) current levels and needs. support, reteaching or
Additionally uses cumm small group assistance.
files from previous year’s (12/12/21)
instruction. (9/19/20)

Students are given some

opportunities for multiple
instructional strategies.
Evidence (4/6/21)
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 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.
Teacher has compiled Teacher has contact Students are often,
some data (through with families as often especially during
student and parent as possible, to discuss reading and english
surveys) about students’ behavior language arts
student culture, home and challenges. This instruction,
life and interests, but is taken into connecting learning
has not allowed this consideration when to prior knowledge,
to inform instruction behavior areas of expertise or
much as of yet. management and life experiences.
(9/19/20). lessons are planned. (12/12/21)
(4/6/21)
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
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 integrate subject matter
provided in single lessons develop understandings real-life connections to into their own thinking
or sequence of lessons to of subject matter. subject matter to extend and make relevant
support understanding of their understanding. applications of subject
subject matter. matter during learning
activities.
Lessons are planned that Students have
are cross-curricular and opportunities to serve the
can be observed in community through their
students' real lives. learning. Students also
However, these are not have opportunities to
yet authentic to students’ share real-world
families and/or examples during lessons
communities and can be to connect to learning.
more meaningful. (4/6/21)
(9/19/20).
Teacher plans lessons
Teacher plans according that are based on
Evidence to the curriculum, and student’s interests, belief
makes connections to systems and
students’ lives when backgrounds. Seasonal
possible. (4/6/21) materials and lessons to
do with current cultural
elements are
incorporated as well.
(12/12/21)
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’
Some students participate
diverse learning
in instructional strategies,
needs
using resources and
technologies provided.
Exploring Applying
Explores additional Utilizes a variety of
instructional strategies, strategies including
resources, and culturally responsive
technologies in single pedagogy, resources, and
lessons or sequence of technologies during
lessons to meet students’ ongoing instruction to
diverse learning needs. meet students’ diverse
learning needs.
Students participate in Students participate in
single lessons or instruction using
sequence of lessons strategies, resources, and
related to their interests technologies matched to
and experiences. their learning needs.
Use a combination of
technologies in allowing
students to respond to
lessons (written, spoken-
in video, illustrated). Low
floor, high ceiling
activities. Can add more
UDL and allow for student
choice in response to new
learning. (9/19/20)
Integrating
Creates, adapts, and
integrates a broad range
of strategies, resources,
and technologies into
instruction designed to
meet students’ diverse
learning needs.
Students actively engage
in instruction and make
use of a variety of
targeted strategies,
resources, and
technologies to meet their
individual students needs.
Teacher uses both school
given curriculum and
other, outside materials to
help engage students and
increase student learning
and understanding
(12/12/21).
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.

Teacher incorporates
Evidence multiple teaching
strategies, both whole
and small group, to meet
students’ needs. Students
are sometimes (not
always) given the choice
to complete assignments
in multiple ways.
(4/6/21)
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 reflection on issues in posing problems and inquiries into complex
Promoting critical critically. content. reflecting on multiple problems.
thinking though perspectives.
inquiry, problem
solving, and Some students respond to Students respond to Students respond to Students pose problems Students pose and answer
reflection 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. reflect, and communicate
critical thinking in single problems of their own understandings based on
lessons or a sequence of related to the content. in depth analysis of
lessons. content learning.
Teacher uses questioning
strategies to develop
deeper level thinking,
including asking students
to support answers with
evidence. Students are
also being taught to ask
and answer questions
throughout learning.
Students explore to
understand new ideas
(example: number corner,
Evidence number talks and
patterns for math)
(12/12/20).

During lessons, students

often engage in problem
solving and answer
questions that promote
critical thinking. Students
engage in dialogue with
both teacher and other
students. (12/12/21)

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
following curriculum instruction and learning adjustments to instruction based on the
guidelines. activities to support instruction based on ongoing monitoring of
student understanding. observation of student individual student needs
engagement and regular for assistance, support, or
Monitoring student checks for understanding. challenge.
learning and
adjusting instruction
while teaching. Some students receive Students receive Students successfully Students are able to
individual assistance assistance individually or participate and stay articulate their level of
during instruction. in small groups during engaged in learning understanding and use
instruction. activities. teacher guidance to meet
their needs during
instruction.
Use student
self-assessments
after lessons to show
understanding
(thumbs up, thumbs
down) of materials.
(9/19/20).
Teacher doesn’t
always adjust
Evidence instruction during
lessons, however
instruction is
adjusted afterward
based on student
data. Students ask
questions to meet
their needs, and work
with partners and
groups often. (4/6/21)
Makes adjustments to
extend learning
opportunities and
provide assistance to
students in mastering the
concepts flexibly and
effectively.
Students monitor their
progress in learning and
provide information to
teacher that informs
adjustments in
instruction.
Adjust future
teaching based on
students’
understanding of and
mastery of previous
lessons and skills.
Adds mini-lessons on
particular skills when
needed. Small group
reteaching
opportunities are
provided.
(12/12/20).