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 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. 10/24/21 instruction. 4/9/22
Using knowledge of learning needs. 7/16/21
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 some of adjustments in strategies and choosing from a wide
focused on the class as a adjustments based on instruction to meet their technologies in learning range of methods to
whole. assessments. needs. 7/16/21 that ensure equitable further their learning that
access to the curriculum. are responsive to their
10/24/21 learning needs. 4/9/22
I use the beginning of the I normally begin the I base my student groups
year to collect data on my school year by giving off of STAR data, teacher
students. I have them fill students the traditional observation, formative
out “Get to Know Me” Get to Know Me posters assessments, parent
letters, and also send one that they decorate and questionnaire
home for their parents to color to share more about information, and student
fill out. We also play themselves. This year, I questionnaire
Would You Rather games, elected to use Flipgrid, a information. I am
and have Morning video app, where consistently making
Meeting discussions students filmed their “Get adjustments to these
about their interests. This to Know Me” and groups to ensure that
allows me to learn more answered the questions students have an
about the student from in the prompt. Given that opportunity to be social
different perspectives. I this group of students is with different members
Evidence
can also use the adept with technology, it of the class and feel
information available to was a great choice and confident and happy in
me on Gradelink, and students loved getting to their groups. Student
notes from previous present more about who choice is also encouraged
teachers in their STEP they are in their own in spelling assignments,
binder to learn about words, rather than just choice boards, the “I’m
them academically. completing the Done, Now What?” list,
7/16/21 traditional worksheet and more. 4/9/22
they had in years past.
If a modification has been
reported successful in the This met individual
student’s previous student needs because
classroom, I will continue students were allowed to
to use that modification. make their introduction
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Some common video as long or short as
adjustments in my they liked, and it
classroom include: extra alleviated the pressure of
time, providing choices, “presenting” their poster
writing steps down in a in front of the whole
list, and proximity to class, because they
teacher. These recorded the videos on
modifications are fluid their own time and felt as
and consistently changing though they could open
based on observation and up more because it was
parent input. just them and their iPad.
7/16/21 10/24/21
Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.2 Emerging Exploring Applying Integrating Innovating
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
Connecting learning
to support student experiences, and interests experiences, and
to students’ prior
learning. to connect to student interests.
knowledge,
learning. 7/16/21
backgrounds, life

experiences, and
Some students connect Students participate in Students make Students are actively Students can articulate
interests
learning activities to their single lessons or connections between engaged in curriculum, the relevance and impact
own lives. 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. 7/16/21 backgrounds, life and interests within and
experiences, and across learning activities.
interests.
Students make some My school is great about
connections between staying up to date on its
picture books we will families and the
read and discuss or a backgrounds they bring to
social studies lesson. We our school. We use Family
like to compare and Day, where each
contrast how the diverse classroom studies a
character is the story is culture present in their
similar to and different room, to teach all
from them. 7/16/21 students more about the
diversity and experiences
we all bring to the table.
Evidence 7/16/21

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. 7/16/21 family and community. instruction to engage subject matter
Connecting subject 10/24/21 students in relating to instruction.
matter to subject matter. 4/9/22
meaningful, real-life
contexts Some students relate Students make use of Students actively engage Students routinely
subject matter to real-life. real-life connections Students utilize real-life in making and using real- integrate subject matter
provided in single lessons connections regularly to life connections to subject into their own thinking
or sequence of lessons to develop understandings matter to extend their and make relevant
support understanding of of subject matter. understanding. 4/9/22 applications of subject
subject matter. 7/16/21 10/24/21 matter during learning
activities.
I would like to use more In Social Studies, we My global education
real-life connections in were learning about project was based on
my classroom. I try to
include culturally
the different the current refugee
responsive books in my communities we crisis we are
classroom library and for belonged to, one watching in
read-aloud, but would being our school Ukraine/Russia.
like to integrate them community. We Many of my students
more across subjects.
7/16/21
discussed the are familiar with
importance of taking what is going on and
After we read a story care of our this was a great way
together or study a region community and to integrate multiple
Evidence of California, we discuss brainstormed a list of subjects (reading,
(Think-Pair-Share) and
students compare how
what we could do to writing, social
their experiences are make our school students, character
similar to or different community even trait development).
than the subject-matter. better. Students then This assignment
7/16/21 applied what they allowed them to
learned by sharing explore what a
their ideas with the refugee is and help in
school principal. In a a small way by
3 paragraph letter, writing letters to
they explained what local refugees.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
they would do to help 4/9/22
the St. Genevieve
community be a great I feel that my
place. It was a great students are engaged
activity, integrated throughout my
with writing, and lessons and I
students really felt continue to try to
like they were find ways to
making a difference. integrate the lessons
10/24/21 in their lives. For
example, in February
we started each day
by reading about and
discussing an
important person in
black history, and
then we did the same
in March for
Women’s History
Month. It was great
to relay the stories of
these important
individuals to my
students and we had
great discussions
about them as a
result. 4/9/22


Element 1.4 Emerging Exploring Applying Integrating Innovating
Uses instructional Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of
Using a variety of strategies, resources, and instructional strategies, strategies including integrates a broad range an extensive repertoire of
instructional technologies as provided resources, and culturally responsive of strategies, resources, strategies, resources, and
strategies, resources, by school and/or district. technologies in single pedagogy, resources, and and technologies into technologies to meet
and technologies to lessons or sequence of technologies during instruction designed to students’ diverse learning
meet students’ lessons to meet students’ ongoing instruction to meet students’ diverse needs.
diverse learning diverse learning needs. meet students’ diverse learning needs. 10/24/21
needs learning needs. 7/16/21

Standard 1 CSTP: Engaging and Supporting All Students in Learning
Some students participate Students participate in Students participate in Students actively engage Students take
in instructional strategies, single lessons or instruction using in instruction and make responsibilities for using
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
7/16/21 technologies to meet their successfully advance their
individual students learning.
needs. 10/24/21
I try to incorporate a I am integrating CSTP
variety of engagement 1.4 during our reading
learning strategies in my group time. Students are
classroom. We will placed into a high,
sometimes have a whole medium, or low book
group discussion, other club group based on
times a Think-Pair-Share STAR reading scores,
discussion, whisper the formative assessment
answer into your hand, data, and teacher
answer after you do 10
observation. In these
jumping jacks, etc.
groups, instruction is
Students also utilize
different apps in my
catered to individual
classroom, like Google student needs as we
Earth, Kahoot, Blooket, read a chapter of our
IXL, Prodigy, Classkick, book club book, Eerie
and Seesaw. 7/16/21 Elementary, and then
work through a
Evidence Students alike will use comprehension packet.
these different learning For my lower students,
strategies (Think-Pair- we will practice
Share, 4 corners, writing sounding out
organizers, apps) to meet multisyllabic words and
their needs. 7/16/21 completing the packet
together in complete
sentences. For my
higher students, I will
have them read with a
partner or out loud to
practice their fluency
and then build up their
comprehension skills by
answering the questions
independently. Students
then have additional
ELA or spelling tasks to
Standard 1 CSTP: Engaging and Supporting All Students in Learning
complete after they are
done with their book
club group. 10/24/21

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
critically. 7/16/21 content. reflecting on multiple problems.
Promoting critical
perspectives. 4/9/22
thinking though

inquiry, problem
Some students respond to Students respond to Students respond to Students pose problems Students pose and
solving, and
questions regarding facts varied questions or tasks questions and problems and construct questions answer a wide-range of
reflection
and comprehension. designed to promote posed by the teacher and of their own to support complex questions and
comprehension and begin to pose and solve inquiries into content. problems, reflect, and
critical thinking in single problems of their own 4/9/22 communicate
lessons or a sequence of related to the content. understandings based on
lessons. 7/16/21 in depth analysis of
content learning.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Before each lesson, we I am to ask deep thinking My students are
review the objective for questions in my practicing critical
that lesson. This allows classroom. When a
students to keep in mind student asks for help, I try
thinking in the new
the purpose and end goal to follow up with a math early finisher
of our lesson that day. question that, rather than station I have
The “I can” statement giving them the answer, created. If students
changes based on Bloom’s keeps them thinking finish an assignment
Taxonomy. 7/16/21 critically about their
learning. This is
early, they have the
scaffolded and students opportunity to
become more brainstorm and write
independent over time. down their own story
7/16/21 problem for math.
Students pick an
operation (addition,
subtraction,
multiplication, or
division), or multiple,
and write a story
Evidence problem using the
key words we have
learned about. This
requires them to
critically think about
the important parts
of a story problem
(the numbers, units,
question, key words).
Students then put
their problem in a
bucket to be drawn
for our starter for
math each morning.
They LOVE the
prospect of
potentially having
their story problem
chosen and
Standard 1 CSTP: Engaging and Supporting All Students in Learning
challenging their
classmates to solve it.
4/9/22

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
Monitoring student checks for understanding. challenge. 4/9/22 concepts flexibly and
learning and 7/16/21 effectively.
adjusting instruction
while teaching. Some students receive Students receive Students are able to Students monitor their
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. 7/16/21 their needs during adjustments in
instruction. 4/9/22 instruction.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Adjustments in my I continue to use the
classroom are flexible, strategies previously
they are constantly
changing based on
listed (exit tickets,
student needs. I like to fist to five, thumbs
use formative up/down) to
assessments in my determine student
classroom (fist to five, level of
exit tickets, thumbs
up/down) as they allow
understanding.
me to quickly see where a Rather than just
student is at and how using these at the end
engaged they are. If a of a lesson, I have
student is giving me a low been using them
number, I know what to
review in the days to
more throughout a
Evidence come. 7/16/21 lesson. This allows
me time to make
It is important to keep multiple adjustments
elementary students for students based on
moving, so we do many
brain breaks in my
ongoing monitoring.
classroom (GoNoodle, This is also a subtle
yoga, breathing way for students to
exercises). If it is clear I express their needs
am losing students, I will without feeling
stop the lesson and take 2
minutes for a brain break,
embarrassed or
before resuming again. unsure on how to
7/16/21 share their level of
understanding.
4/9/22