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. 9/20/20 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 10/2021 instruction.
learning needs. 4/2022
Using knowledge of 9/20/2020
students to engage Some students may Students engage in single 5/2021 Students actively utilize a Students take ownership
them in learning engage in learning using lessons or sequence of variety of instructional of their learning by
instructional strategies lessons that include some strategies and choosing from a wide
focused on the class as a adjustments based on Student engage in learning technologies in learning range of methods to
whole. assessments. through the use of that ensure equitable further their learning that
adjustments in instruction access to the curriculum. are responsive to their
to meet their needs. 10/2021 learning needs.
5/2021 4/2022
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I learned about students
through interest surveys,
“get to know you”
activities. I have weekly
check-ins that tackle both
social and academic
conversations (e.g. reading
aloud a decodable passage,
students showing me their
favorite toy)
I incorporate their
interests into my lessons
when possible. I am
Evidence working on keeping a
running record of
strengths, interests, needs.
I use exit/reflection tickets
and self-assessments
weekly for checking for
understanding (for me and
student)
9/20/20
I have accessed AERIES to
identify any specific needs
including 504s, IEPs, ELL,
and Resources support.
I have modified
assignments based on
formal and informal
assessments for students
working 2 grades below
level (reading)
9/20/20
This semester I have
purposefully used more
data to help inform my
teaching. I differentiate
lessons by both academic
and personal data from
students - levels and
interests to appropriately
challenge students but as
well as engage them in
meaningful and relevant
learning, Students fill out
get to know you surveys
as well contribute to the
Show and Tell Flipgrid. I
tailor lessons to meet
diverse needs. 10/2021
Continuing to use data
gathered from many
sources - surveys, all
about me, and partner
activities for students to
get to each other as well.
Students completed many
informing incoming
activities at the start of
year but we continue to
get to know each other as
the year continues.
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 Some students connect
experiences, and learning activities to their
interests own lives.
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. 9/20/20 to connect to student interests.
learning. 4/2022
5/2021
Students participate in 10/2021 Students are actively Students can articulate
single lessons or Students make engaged in curriculum, the relevance and impact
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 4/2022
9/20/20 backgrounds, life across learning activities.
experiences, and
interests.
5/2021
10/2021
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I have gathered I have built I use I can statements
information about relationships with to introduce our
student’s background families and have asked learning goal at the
and interest and am them to contribute to start of every lesson.
our communal learning
working on This allows students
by sharing important
incorporating those to take ownership.
cultural information
into our lessons more with the class. Also, by I also use many pre
purposefully. using learning goals, assessments to
Student’s have access students are aware of gather what they
to a “show and tell” objectives and can already know.
on flipgrid where make cross connections Sometimes I pull
Evidence
they can share between lessons and from the iReady data
anything important subjects. Students orAR test, but I can
to them at any time. I share their personal also take a pre test.
use this resource to connections at the start This is helpful for
of new units or new
help plan activities to planning and
lessons objectives. I
connect to their differentiating
prompt connections as
interests and life well. support.
experiences. 5/2021 4/2022
9/20/20 10/2021

Element 1.3 Emerging Exploring Applying Integrating Innovating

Uses real-life connections
during instruction as
identified to curriculum.
Connecting subject
matter to
meaningful, real-life
contexts
Some students relate
subject matter to real-life.
Explore using additional Integrates connections Integrates connections to Engages student in
real-life connections to from subject matter to meaningful, real-life actively making
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. 9/20/20 family and community. instruction to engage subject matter
5/2021 students in relating to instruction.
10/2021 subject matter.
4/2022
Students make use of Students actively engage Students routinely
real-life connections Students utilize real-life in making and using integrate subject matter
provided in single lessons connections regularly to real-life connections to into their own thinking
or sequence of lessons to develop understandings subject matter to extend and make relevant
support understanding of of subject matter. their understanding. applications of subject
subject matter. 9/20/20 10/2021 4/2022 matter during learning
Standard 1 CSTP: Engaging and Supporting All Students in Learning
activities.
I find that I do this Students have I have included more
more consistently engaged in more PBL PBL into our lessons.
with ELA and not - these projects help These also allow for
with math as much. I make authentics more cross curricular
provide formative connections to real learning as well.
assessments where life experiences and Students have lots of
students imagine grant students choices in designing
themselves in the opportunities to and demonstrating
situation and explain apply problem their learning.
how it is relevant and solving in meaningful
Evidence how they would ways. Students are
respond. 9/20/20 engaging in a PBL
5/2021 where they design
10/2021 their own business
and will develop a
product.
4/2022

Element 1.4 Emerging Exploring Applying Integrating Innovating

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’
diverse learning Some students participate
needs in instructional strategies,
using resources and
technologies provided.
Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of
instructional strategies, strategies including integrates a broad range an extensive repertoire of
resources, and culturally responsive of strategies, resources, strategies, resources, and
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.
diverse learning needs. meet students’ diverse learning needs.
learning needs. 5/2021
9/20/20 10/2021
Students participate in Students take
single lessons or Students actively engage responsibilities for using
sequence of lessons Students participate in in instruction and make a wide range of strategies,
related to their interests instruction using use of a variety of resources, and
and experiences. strategies, resources, and targeted strategies, technologies that
technologies matched to resources, and successfully advance their
Standard 1 CSTP: Engaging and Supporting All Students in Learning
their learning needs.
9/20/20
5/2021
I implement a variety of
instructional strategies –
lecture, think-pair-share in
breakout rooms, small group
work in breakout rooms, I
also started pulling small
groups last week. These
groups will provide
support/enrichment
opportunities for all
students. I tap into different
learning styles by offering
multiple way of showing
Evidence understanding and
knowledge – artistic
response, flipgrid, and
written responses. I also use
videos, songs, images,
graphic organizers, and
mentor texts to deliver and
differentiate information.
9/20/20
Element 1.5 Emerging Exploring Applying
Asks questions that focus Includes questions in Guide students to think
on factual knowledge and single lessons or a critically through use of
comprehension. sequence of lessons that questioning strategies,
require students to recall, posing/solving problems,
Promoting critical
interpret, and think and reflection on issues in
thinking though
critically. content.
inquiry, problem
9/20/20 5/2021
solving, and
10/2021
reflection
Some students respond to Students respond to
questions regarding facts varied questions or tasks
and comprehension. designed to promote Students respond to
comprehension and questions and problems
technologies to meet their learning.
individual needs 4/2022
5/2021
10/2021
I am using more Using many
strategies now that I strategies that
am in person. We do support my range of
a lot of partner work, learners. Small
and student led groups, dynamic
discussions. I am groups, partners,
providing more hands on, video,
focused RTI for my other technologies.
low math students. 4/2022
They also have
choices in activities
to help practice and
review missing
foundational skills
during our review,
small group time.
10/2021
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 answer
and construct questions a wide-range of complex
of their own to support questions and problems,
inquiries into content. reflect, and communicate
Standard 1 CSTP: Engaging and Supporting All Students in Learning
critical thinking in single posed by the teacher and understandings based on
lessons or a sequence of begin to pose and solve in depth analysis of
lessons.9/20/20 problems of their own content learning.
related to the content.

10/2021
I always pose Students engage in By using Blooms and
questions for them to open ended tasks for PBL. Students are
answer and solving math and encouraged to ask
encourage divergent STEM problems. and answer their
ways of thinking. We Devised strategies to own questions while
started implementing solves real-world solving real world
open-ended math problems. Students problems. They
tasks and students reflect on work and answer a range of
use flipgrid to “show” units. Students have questions.
their method of begun to create 4/2022
solving. We also do questions from
this in class. Students resources to help
walk me through strengthen higher
their thinking. I order thinking
respond probing for questions. 10/2021
Evidence understanding and
share out the
contribution and
direct it back to the
students. Did they
use this method?
How else could we
solve it? I am just
starting portfolios
but need to do more
research on best
practices. I want
them to be more
reflective of their
work – currently we
just started
Standard 1 CSTP: Engaging and Supporting All Students in Learning
self-assessments for
reading fluency.
9/20/20

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. concepts flexibly and
Monitoring student
9/20/20 effectively.
learning and
4/2022
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. instruction.
10/20/20 10/2021 4/2022
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I probe student I have begun to help
explanations and students expand Students use tools to
help them to make their questions and help them
deeper connections. I inquiries and direct understand
offer wait time and them to engage in objectives, They are
find that someone collaborative given space to try and
usually responds. I do conversations with then know to ask
checks throughout their peers. Still questions until they
the lesson to see if working on adjusting master.
they are following lessons in the 4/2022
along and will adjust moment - I find this
instruction. This is hard to do online.
Evidence
could be moving on if But have done so in
they are mastering the form of finding
the objective or slow more examples.
down if we need Reteaching
more time to go over vocabulary. Asking
the objective. for real-life
9/20/20 connections.
Students are good at
articulating what
they need more
support on .
10/2021