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 as a adjustments based on
whole. assessments. 09/20/20
Throughout some lessons,
I make modifications as
needed in order to meet
the individual needs of my
students. For example, I
allow students with special
needs to dictate
information while the rest
of the class is expected to
write. Based on
assessments, I often group
or seat students with
reliable partners as
needed. 09/20/20
Evidence
Applying
Uses data from a variety of
formal and informal
sources to learn about
students and guide
selection of instructional
strategies to meet diverse
learning needs. 09/20/20
Students engage in
learning through the use of
adjustments in instruction
to meet their needs.
05/08/21
At the beginning of the
school year, I gather
knowledge about my
students in order to meet
diverse learning needs. For
example, I pre-assess my
students in math and
reading. I invite students
to participate in a variety
of “get to know you”
activities, including
surveys and “all about me”
posters. Additionally, I
meet with their teachers
from last year, including
the intervention teacher as
needed, and review their
student profiles. I am
always aware of my
English Learners and
students with IEPs or
504s. 09/20/20
Students engage in
learning with adjustments
to instruction to meet their
needs. Through multiple
modalities, students
Integrating
Uses data from multiple
measures to make
adjustments to instruction
and meet individual
identified learning needs.
05/08/21
Students actively utilize a
variety of instructional
strategies and
technologies in learning
that ensure equitable
access to the curriculum.
12/05/21
I use data from multiple
measures to make
adjustments to instruction
and meet individual
learning needs. I collect
data from
pre-assessments,
cumulative files, and
parent/teacher
conferences to determine
the learning needs, then
make adjustments
accordingly. 05/08/21
My students actively utilize
a variety of instructional
technologies that ensure
equitable access to the
curriculum, including
Wonders and iReady. They
also use XtraMath and
Prodigy daily. 12/05/21
Innovating
Uses comprehensive
knowledge of students to
make ongoing
adjustments and
accommodations in
instruction. 12/05/21
Students take ownership
of their learning by
choosing from a wide
range of methods to
further their learning that
are responsive to their
learning needs.
I use digital platforms to
analyze student learning,
such as XtraMath and
Prodigy, and make ongoing
adjustments to my
instruction. I use the
engaging digital platform
Prodigy to implement
formative assessments that
accommodate learner
needs and inform my
instruction. Prodigy allows
me to assign math
problems aligned with the
standards we are currently
covering in class, and
allows me to differentiate
the content for my
students. It also provides
reports on how my
students are doing, which
tells me how I can adjust
my instruction to meet
individual or whole class
learning needs (ISTE
Standard 7: Educator as
Analyst). 12/05/21
Standard 1 CSTP: Engaging and Supporting All Students in Learning
engage with the content
kinetheticallt, visually, and
orally. They watch videos,
read articles, perform
experiments, and
participate in discussions.
05/08/21
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
Uses gathered
information about
students’ prior
knowledge, cultural
backgrounds, life
experiences, and interest
to support student
learning. 09/20/20
Students participate in
single lessons or
sequences of lessons
related to their interests
and experiences.
Before a new unit, I gather
information about my
students’ prior knowledge
based on their interests,
cultural backgrounds, and
life experiences. For
example, I will use KWL
charts or concept maps to
gather information on
what my students already
know about a topic.
09/20/20
Applying
Uses school resources and
family contacts to expand
understanding of
students’ prior
knowledge, cultural
backgrounds, life
experiences, and interests
to connect to student
learning. 05/08/21
Students make
connections between
curriculum, and their
prior knowledge,
backgrounds, life
experiences, and
interests. 09/20/20
Each student has a
composition notebook,
where they can respond
to journal questions. I will
often ask students to
explain how a topic
relates to their own lives.
This allows students the
opportunity to make
connections between the
curriculum and their
personal lives. When I
collect their journals, I
learn more about my
students and write back
to them. 09/20/20
I gather information
about students’ prior
knowledge, cultural
backgrounds, life
experiences, and interests
through surveys,
questionnaires, and
parent/teacher
Integrating Innovating
Integrates broad Develops and
knowledge of students systematically uses
and their communities to extensive information
inform instruction. regarding students’
12/05/21 cultural backgrounds,
prior knowledge, life
experiences, and
interests.
Students can articulate
Students are actively the relevance and impact
engaged in curriculum, of lessons on their lives
which relates their prior and society. 12/05/21
knowledge, experiences,
and interests within and
across learning activities.
05/08/21
Students actively engage My students articulate the
in curriculum, which relevance of lessons on
relates their prior their lives and society by
knowledge, interests, and participating in discussions
experiences across on the whiteboard. For
learning activities. For example, I used my
example, writing choice students' ideas to create a
boards allow students to concept map on the
write about a topic they whiteboard about why
are interested in. In math, history is important to
I create word problems
study. 12/05/21
around hobbies that
students are interested in
(baking, crafting, sports,
etc.). Each lesson
considers students’ prior
knowledge because they
are building toward a
larger unit goal. 05/08/21
I continually learn about
my students and
communities throughout
the year through writing
choice boards and use this
Standard 1 CSTP: Engaging and Supporting All Students in Learning
conferences. I include knowledge to integrate
their interests and their interests and life
cultures in the learning. experiences into my
05/08/21 lessons. 12/05/21
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging Exploring Applying
Uses real-life connections Explore using additional Integrates connections
during instruction as real-life connections to from subject matter to
identified to curriculum. subject matter in single meaningful, real-life
lessons or sequence of contexts, including those
lessons to support specific to students’
understanding. family and community.
Connecting subject 09/20/20
matter to
meaningful, real-life
contexts Some students relate Students make use of
subject matter to real-life. real-life connections Students utilize real-life
provided in single lessons connections regularly to
or sequence of lessons to develop understandings
support understanding of of subject matter.
subject matter. 09/20/20
When teaching ELA, I
connected the subject
matter to real-life
contexts through the
novel A Long Walk to
Water. I did this by asking
the essential question:
How does an individual
persevere through tough
times? Students were able
to use cited evidence from
the text to support the
Evidence main character’s response
to challenges (RL5.1,
RL5.2) and apply this
knowledge to ways they
respond to challenges in
their own lives.
Additionally, I connect
science to real-life
contexts through
experiments and I often
show students how math
is used in our daily lives.
09/20/20
Integrating
Integrates connections to
meaningful, real-life
contexts in planning
subject matter instruction
and is responsive during
instruction to engage
students in relating to
subject matter. 05/08/21
Students actively engage
in making and using
real-life connections to
subject matter to extend
their understanding.
05/08/21
I integrate real-life
examples in planning
subject matter and relate
it to meaningful contexts.
For example, in literature,
I ask students to relate
themes that can be
applied to the real world.
In math, I provide real
world problems for
students to solve, such as
using fractions to convert
recipes. 05/08/21
Students actively engage
in using real-life
connections to subject
matter to extend their
understanding. For
example, after learning
about natural resources
in science, students
researched ways to solve
real world problems, such
as getting fresh water to
third world countries, and
Innovating
Engages student in
actively making
connections to relevant,
meaningful, and real-life
contexts throughout
subject matter
instruction. 12/05/21
Students routinely
integrate subject matter
into their own thinking
and make relevant
applications of subject
matter during learning
activities. 12/05/21
I engage students in
actively making
connections to real-life
contexts through class
discussions. I create
concept maps on the
whiteboard, and ask
students to post sticky
notes to the board of their
ideas. 12/05/21
Students integrate subject
matter into their own lives.
For example, my students
investigated whether
plants need dirt to grow in
a Lima Bean Plant
Experiment. Several of
them applied this
knowledge by creating
their own hydroponic
gardens at home and are
continuing to care for their
lima bean plants. 12/05/21
Standard 1 CSTP: Engaging and Supporting All Students in Learning
using renewable
resources. In literature,
Students learned about students regularly apply
the reality of scarce water themes to other stories,
in Africa through the their own lives, and the
novel A Long Walk to world. 05/08/21
Water. They were
motivated to extend their
learning by looking for
ways to get fresh water to
Africa. I also encouraged
students to extend their
learning by connecting
the theme of A Long Walk
to Water to some of their
favorite novels. In math, I
extend student learning
by asking students to
solve word problems that
relate to the real-world.
09/20/20

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’ Some students participate
diverse learning in instructional strategies,
needs using resources and
technologies provided.
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
09/20/20 learning needs. 05/08/21
Students participate in
Students participate in instruction using
single lessons or strategies, resources, and
sequence of lessons technologies matched to
related to their interests their learning needs.
and experiences. 09/20/20
Creates, adapts, and Refines the flexible use of
integrates a broad range an extensive repertoire of
of strategies, resources, strategies, resources, and
and technologies into technologies to meet
instruction designed to students’ diverse learning
meet students’ diverse needs. 03/27/22
learning needs. 12/05/21
Students actively engage Students take
in instruction and make responsibilities for using
use of a variety of a wide range of strategies,
targeted strategies, resources, and
resources, and technologies that
technologies to meet their successfully advance their
individual students needs. learning. 12/05/21
05/08/21
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I often use instructional
strategies, resources, and
technology to meet
students’ diverse learning
needs. For example, I use
the strategy
think-pair-share to
encourage students to
talk about the content
with a partner, as
opposed to sharing in
front of the whole class.
This allows all students to
share their ideas and
supports English
Learners, who need to
practice speaking.
Additionally, I use videos
and visual aids to support
students during
instruction. 09/20/20
Evidence
Students participate in Students actively engage I have shared strategies,
instruction through art in instruction through resources, and
and technology matched technology, choice boards, technologies with my
to their learning needs. and group work. For colleagues that meet
For example, students example, students’ students’ diverse learning
presented tableaus to the individual learning needs needs. For example, I
class in groups during are met when they are shared with my colleagues
social studies. This given choices to engage in how to use an iPad to
performing art strategy the content. In a science improve teaching and
was effective because it project, students were student learning. 03/27/22
provided students with given the choice to create
the opportunity to deeply a poster board, website,
Students take
understand the lesson video, or google slides
responsibility for their
with a visual and presentation. During
learning by assigning
kinesthetic group work, students are
representation of the given the option to various roles in group
content. Additionally, I participate in different projects. They collaborate
met diverse learning jobs, according to their on digital platforms to
needs by allowing learning strengths advance their learning,
students to type (reader, speaker, or such as google slides.
responses on ipads or writer). 05/08/21 12/05/21
chromebooks as opposed
to writing in their I use google slides to create
notebooks. 09/20/20 group projects that meet
diverse learning needs.
I utilize a variety of Students can use their
strategies including strengths to contribute to
culturally responsive the project by researching
pedagogy, resources, and information or adding
technologies by using pictures to the slides. My
videos, articles, games, students worked in groups
pictures, and books to research and create a
during ongoing
google slides presentation
instruction to meet
of a National Park. They
diverse learning needs.
demonstrated
05/08/21
responsibility and
ownership over their
learning by assigning
various roles and
contributed productively to
the presentation while I
facilitated the project (ISTE
Standard for Educators 6:
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Educator as Facilitator).
12/05/21

Element 1.5 Emerging Exploring Applying Integrating Innovating

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
Promoting critical critically.
thinking through
inquiry, problem
solving, and Some students respond to Students respond to
reflection questions regarding facts varied questions or tasks
and comprehension. designed to promote
comprehension and
critical thinking in single
lessons or a sequence of
lessons. 09/20/20
Guide students to think
critically through use of
questioning strategies,
posing/solving problems,
and reflection on issues in
content. 09/20/20
Students respond to
questions and problems
posed by the teacher and
begin to pose and solve
problems of their own
related to the content.
05/08/21
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. 12/05/21
perspectives. 05/08/21
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
12/05/21 understandings based on
in depth analysis of
content learning.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
When teaching social
studies in fifth grade, I
promoted students’
critical thinking skills
through an inquiry-based
project. Students
participated in a
WebQuest with partners
in order to investigate the
causes of the American
Revolution. In regards to
problem solving, I taught
students how to solve
real-world problems
involving fractions. When
teaching ELA, I often ask
students to self-evaluate
their learning with a
rubric. I can work on
Evidence teaching students how to
pose and solve their own
problems related to the
content. 09/20/20
Element 1.6 Emerging Exploring
I guide students to think I support students to I use the program Mystery
critically by asking initiate critical thinking Science to facilitate
open-ended questions in through developing inquiries into complex
all subjects. In social questions, posing problems. For example, I
studies, I asked students problems, and reflecting asked my students to
to reflect upon multiple on multiple perspectives. explore the question "Why
perspectives in regards to For example, I encourage do you have to clean a fish
the American Revolution. students to use the depth tank but not a pond?" They
I challenged students to of complexity thinking investigated the answer to
analyze the patriot and tool “unanswered this question in an
loyalist perspectives and questions” in literature. I
inquiry-based assignment.
justify which side they ask students to consider
12/05/21
would choose to support. questions they have about
09/20/20 the novel that have yet to
be answered, and predict
Students respond to what the answer to their
questions and problems own questions might be
through think-pair-share based on what they know
and research. Students about the story so far. In
use chromebooks to science, I ask students to
research topics and consider problems and
answer questions. research solutions. In
Students work history, I support
collaboratively to solve students to consider
problems. Students are multiple perspectives and
beginning to pose and facilitate debates, such as
solve problems of their the loyalist versus patriot
own related to the perspectives. 05/08/21
content. For example,
students considered My students constructed
problems with their own questions about
nonrenewable resources, a topic they would like to
and solved ways to reduce research, and wrote an
greenhouse gas emissions informational essay about
and transition to the topic, with supporting
renewable sources of details to answer the
energy. Students question. 12/05/21
brainstormed ways to
convert saltwater to
freshwater. 05/08/21
Applying Integrating Innovating
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Implements lessons Seeks to clarify
following curriculum instruction and learning
guidelines. activities to support
student understanding.
Monitoring student
learning and
adjusting instruction
while teaching. Some students receive Students receive
individual assistance assistance individually or
during instruction. in small groups during
instruction. 09/20/20
During instruction, I
check in with students
individually or separate
students in small groups
according to their
learning needs. For
example, I conference
with individual students
or small groups of
students during math
while I release the rest of
the class to independent
practice. 09/20/20
Evidence
Makes ongoing Adjusts strategies during Makes adjustments to
adjustments to instruction based on the extend learning
instruction based on ongoing monitoring of opportunities and
observation of student individual student needs provide assistance to
engagement and regular for assistance, support, or students in mastering the
checks for understanding. challenge. 05/08/21 concepts flexibly and
09/20/20 effectively. 12/05/21
Students are able to Students monitor their
Students successfully articulate their level of progress in learning and
participate and stay understanding and use provide information to
engaged in learning teacher guidance to meet teacher that informs
activities. 05/08/21 their needs during adjustments in
instruction. 12/05/21 instruction.
I often adjust instruction I adjust strategies during I provide assistance to
based on observation of instruction based on students in mastering the
student engagement and ongoing monitoring of concepts by providing
regular checks for individual student needs. small group intervention
understanding. For For example, after on a regular basis. I have
example, I ask students to checking whiteboards assigned colored groups
show me their answers during guided practice in based on ability levels, and
during math or ELA on math, I determine when meet with each of these
their whiteboards. I use students are ready for groups weekly to provide
this strategy to regularly independent practice, and support or extend learning.
check for understanding. which students need
12/05/21
Based on the responses of additional support in a
my students, I will small group. When I
determine which students notice that students need
are ready to move on to to be challenged more, I
independent practice and look for supplemental
which students need to assignments to meet the
practice more with me. needs of these students. I
09/20/20 also give options for
assessments to challenge
Students successfully and support the learning
participate and stay needs of my students.
engaged in learning 05/08/21
activities through
challenging assignments My students are able to
that require higher-order articulate their level of
thinking. Students engage understanding through the
in the learning by strategy "fist to heart." If
working collaboratively students rate themselves
with partners, and stay on low on a scale of 1-5, they
task with group
Standard 1 CSTP: Engaging and Supporting All Students in Learning
accountability sheets. take responsibility for their
05/08/21 learning by choosing to
meet with me in a small
group for further teacher
guidance. 12/05/21