CSTP 9 25 22 Mary Armas

Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.1 Emerging Exploring Applying Integrating Innovating

Learns about students Gathers additional data Uses data from a Uses data from Uses comprehensive
through data provided to learn about variety of formal and multiple measures to knowledge of students
by the school and/or individual students. informal sources to make adjustments to to make ongoing
assessments. learn about students instruction and meet adjustments and
and guide selection of individual identified accommodations in
instructional strategies learning needs. instruction.
Using knowledge to meet diverse
of students to learning needs.
engage them in Some students may Students engage in Students actively Students take
learning engage in learning single lessons or Student engage in utilize a variety of ownership of their
using instructional sequence of lessons learning through the instructional strategies learning by choosing
strategies focused on that include some use of adjustments in and technologies in from a wide range of
the class as a whole. adjustments based on instruction to meet learning that ensure methods to further
assessments. their needs. equitable access to the their learning that are
curriculum. responsive to their
learning needs.
9/22/22
During the first week
of school, I created a
document to send out
to families including
an child interest
survey and
informational packet
for the families to
write together. The
first three weeks in
Evidence September are a
thematic unit called
All About me packet
in order for me to get
to know the child
better.
Develops awareness of Uses gathered Uses school resources Integrates broad Develops and
prior knowledge, information about and family contacts to knowledge of students systematically uses
culture, backgrounds, students’ prior expand understanding and their communities extensive information
life experiences, and knowledge, cultural of students’ prior to inform instruction. regarding students’
interests represented backgrounds, life knowledge, cultural cultural backgrounds,
among students. experiences, and backgrounds, life prior knowledge, life
Connecting
interest to support experiences, and experiences, and
learning to
student learning. interests to connect to interests.
students’ prior
student learning.
knowledge,
backgrounds, life
Some students connect Students participate in Students make Students are actively Students can articulate
experiences, and
learning activities to single lessons or connections between engaged in curriculum, the relevance and
interests
their own lives. sequences of lessons curriculum, and their which relates their impact of lessons on
related to their prior knowledge, prior knowledge, their lives and society.
interests and backgrounds, life experiences, and
experiences. experiences, and interests within and
interests. across learning
activities.
9/22/22
During the first weeks
of class, I conduct an
assessment on their
content knowledge-
phonemic awareness
and number sense etc.
I also have students fill
out an interest survey
and have families fill
Evidence out informational
background surveys.
Uses real-life Explore using Integrates connections Integrates connections Engages student in
connections during additional real-life from subject matter to to meaningful, real-life actively making
instruction as connections to subject meaningful, real-life contexts in planning connections to
identified to matter in single contexts, including subject matter relevant, meaningful,
curriculum. lessons or sequence of those specific to instruction and is and real-life contexts
lessons to support students’ family and responsive during throughout subject
understanding. community. instruction to engage matter instruction.
Connecting subject
students in relating to
matter to
subject matter.
meaningful, real-
Students routinely
life contexts
Students make use of Students utilize real- Students actively integrate subject
Some students relate real-life connections life connections engage in making and matter into their own
subject matter to real- provided in single regularly to develop using real-life thinking and make
life. lessons or sequence of understandings of connections to subject relevant applications
lessons to support subject matter. matter to extend their of subject matter
understanding of understanding. during learning
subject matter. activities.
9/22/22
We use and create
several real life
connections or
experiences in my
lessons including
cooking. One themed
unit that we have done
so far is our Apples
Unit, where we get to
Evidence taste test and make
homemade applesauce.
Students must follow
the recipe and work
together as a class.

Using a variety of Uses instructional Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible
instructional strategies, resources, instructional strategies, strategies including integrates a broad use of an extensive
strategies, and technologies as resources, and culturally responsive range of strategies, repertoire of strategies,
resources, and provided by school technologies in single pedagogy, resources, resources, and resources, and
technologies to and/or district. lessons or sequence of and technologies technologies into technologies to meet
meet students’ lessons to meet during ongoing instruction designed to students’ diverse
diverse learning students’ diverse instruction to meet meet students’ diverse learning needs.
needs learning needs. students’ diverse learning needs.
learning needs.
Some students Students participate in Students participate in Students actively Students take
participate in single lessons or instruction using engage in instruction responsibilities for
instructional strategies, sequence of lessons strategies, resources, and make use of a using a wide range of
using resources and related to their and technologies variety of targeted strategies, resources,
technologies provided. interests and matched to their strategies, resources, and technologies that
experiences. learning needs. and technologies to successfully advance
meet their individual their learning.
students needs.
9/22/22
I incorporate several
modalities into my
teaching including
music, technology, and
sensory play. When
teaching writing I give
my students different
center choices
including an app
called Handwriting
Evidence
without Tears, Wet dry
Letters which acts as a
white board for them
to learn to write their
letters from top to
bottom. I also have a
shaving cream and
sand station where
they use their fingers
to write in the different
sensory boxes.

Promoting critical Asks questions that Includes questions in Guide students to Supports students to Facilitates systematic
thinking though focus on factual single lessons or a think critically through initiate critical opportunities for
inquiry, problem knowledge and sequence of lessons use of questioning thinking through student to apply
solving, and comprehension. that require students to strategies, independently critical thinking by
reflection recall, interpret, and posing/solving developing questions, designing structured
think critically. problems, and posing problems and inquiries into complex
reflection on issues in reflecting on multiple problems.
content. perspectives.
Students respond to
Some students respond varied questions or Students pose Students pose and
to questions regarding tasks designed to Students respond to problems and answer a wide-range
facts and promote questions and construct questions of of complex questions
comprehension. comprehension and problems posed by the their own to support and problems, reflect,
critical thinking in teacher and begin to inquiries into content. and communicate
single lessons or a pose and solve understandings based
sequence of lessons. problems of their own on in depth analysis of
related to the content. content learning.
9/22/22We use a
curriculum called
Kickstart to
Kindergarten to teach
new vocabulary
words. Each week the
students must recall
and use previous
vocabulary words by
creating new sentences
Evidence for me to write on the
board. This is
collaborative and
requires students to
communicate their
understanding of the
meaning of the word
in the correct context.

Monitoring Implements lessons Seeks to clarify Makes ongoing Adjusts strategies Makes adjustments to
student learning following curriculum instruction and adjustments to during instruction extend learning
and adjusting guidelines. learning activities to instruction based on based on the ongoing opportunities and
instruction while support student observation of student monitoring of provide assistance to
teaching. understanding. engagement and individual student students in mastering
regular checks for needs for assistance, the concepts flexibly
understanding. support, or challenge. and effectively.
Some students receive Students monitor their

individual assistance Students receive Students successfully Students are able to progress in learning
during instruction. assistance individually participate and stay articulate their level of and provide
or in small groups engaged in learning understanding and use information to teacher
during instruction. activities. teacher guidance to that informs
meet their needs adjustments in
during instruction. instruction.
9/22/22 I adapt my
lessons based on
student understanding
before, during and
after an activity. I have
created my small
groups based on
previous assessment of
their content
knowledge.
Evidence
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Models and Models fair and Reinforces positive, Develops shared Facilitates student
communicates respectful behavior. responsible, and responsibility with self- reflection and
expectations for fair Demonstrates respectful student students for resolving ongoing improvement
and respectful commitment to interactions. Assists conflict and creating of the caring
behavior to support fairness and respect in students to resolve and maintaining a community based on
social development. communications with conflicts. caring classroom respect, fairness, and
students about Incorporates cultural community. the value of all
language and awareness to develop Supports students in members.
behavior. a positive classroom taking leadership in
Promoting social
Seeks to understand climate. developing a caring
Development and
cultural perceptions community that is
responsibility
Some students share of caring community. Students demonstrate responsive to the Students take
within a caring
in responsibility for efforts to be positive, diverse cultural norms leadership in
community where
the classroom Students participate in accepting, and of identities of all resolving conflict and
each student is
community. occasional respectful of students. creating a fair and
treated fairly and
community building differences. respectful classroom
respectfully
activities, designed to Students take community where
promote caring, responsibility student’s home
fairness, and respect. resolving conflicts culture is included
and maintaining a and valued. Students
caring classroom communicate with
community. Students empathy and
promote respect and understanding in
appreciation for interactions with one
differences. another.
9/22/22
We use Second Step
curriculum as our
SEL program. These
lessons promote
Evidence positive social and
emotional learning. I
also conduct
restorative circles
regularly and when
conflicts happen.

Is aware of the Experiments with Develops physical Maintains physical Adapts physical and/or
importance of the and/or virtual learning environments that environments that environments flexibly
physical and/or virtual environments that reflect student reflect student to facilitate access to a
learning environments support student diversity and provide a diversity and provides wide range of
that support student learning. range of resources for a broad range of resources that engage
learning. learning. resources, displays, students in learning.
and artifacts that are Ensures that
Is aware that structured Structures for Utilizes a variety of current and integral to environments enhance
interaction between interaction are taught structures for instruction. learning and reflect
students can support in single lessons or interaction during diversity within and
Creating physical
learning. sequence of lessons to learning activities that Integrates a variety of beyond the classroom.
or virtual
support student ensures a focus on and structures for
learning
learning. completion of learning interaction that engage Selects from a
environments
tasks. students constructively repertoire of structures
that promote
and productively in for interaction to
student learning,
learning. ensure accelerated
reflect diversity,
Some students use learning for the full
and encourage
available resources in range of students.
constructive and
learning environments Students use resources Students use a variety Students routinely use
productive
during instruction. provided in learning of resources in a range of resources in Students participate in
interactions
environments and learning environments learning environments monitoring and
among students
interact with each and interact in ways that relate to and changing the design of
other to understand that deepen their enhance instruction learning environments
and complete learning understanding of the and reflect their and structures for
tasks in single lessons content and develop diversity. interactions.
or sequence of lessons. constructive social and Students share in
academic interactions. monitoring and
assessment of
interactions to improve
effectiveness and
develop a positive
culture for learning.
9/22/22
Since my classroom is
extremely culturally
diverse, it is important
that all of my students
are represented. This
includes my physical
environment I use the
Evidence ECERS model in my
classroom setting. This
incorporates family
pictures, images,
posters, and library
books that encourage
and discuss culture,
diversity and
inclusivity .

Establishing and Adheres to policies Recognizes and Anticipates and Integrates support for Shares responsibility
maintaining and laws regarding addresses safety reduces risks to students to take risks with the students for
learning safety that are issues regarding physical, intellectual, and offer respectful the establishment and
environments required by the site, materials, student and emotional safety opinions about maintenance of a safe
that are district, and state. interactions, and the using multiple divergent viewpoints. physical, intellectual,
physically, Responds to organization of the strategies that and emotional
intellectually, and behaviors that impact learning include examining environment focused
emotionally safe student safety as they environments. biases in the learning on high quality and
arise. environment and Engages in reflection rigorous learning.
curriculum. on their own
language and
Explores strategies to Models and provides behavior that
establish intellectual instruction on skills contributes to
and emotional safety that develop intellectual and
in the classroom. resiliency and emotional safety in
support intellectual the classroom. Students demonstrate
and emotional safety. resiliency in
Students are aware of perseverance for
required safety Students follow Students develop and academic
procedures and the teacher guidance Students take risks, practice resiliency achievement.
school and classroom regarding potential offer opinions, and skills and strategies Students maintain
rational for safety issues for self share alternative to strive for academic intellectual and
maintaining safety. or others. perspectives achievement, and emotional safety for
establish intellectual themselves and
and emotional safety others in the
in the classroom. classroom.
9/22/22
My students and I
have done several
safety drills in the
classroom based on
school requirements.
My students helped
Evidence
create our classroom
rules and
consequences. They
were a part of the
process in creating
their learning
environment.
Emerging Exploring Applying Integrating Innovating

Element 2.4
Creating a Focuses the rigor of Strives for a rigorous Develops a rigorous Integrates rigor Facilitates a rigorous
rigorous learning the learning learning environment learning environment throughout the learning environment
environment with environment on that includes accuracy, that includes accuracy, learning environment in which students take
high expectations accuracy of answers understanding, and the analysis, problem that values accuracy, leadership in learning.
and appropriate and completion of importance of meeting solving, and analysis, and critical Fosters extended
support for all learning tasks. targeted learning appropriate levels of reading, writing and studies, research,
students Is aware of the goals. challenge. thinking. analysis and
importance of Works to maintain Holds high Integrates strategic purposeful use of
maintaining high high expectations for expectations for scaffolds and learning.
expectations for students while students. Has an technologies Supports students to
students. becoming aware of understanding of throughout instruction utilize an extensive
achievement patterns achievement patterns, that support the full repertoire of
for individuals and and uses scaffolds to range of learners in differentiated
groups of students. address achievement meeting high strategies to meet high
gaps. expectations for expectations.
achievement.
Some students ask for Some individuals and Students engage in a Students take
teacher support to groups of students variety of Students actively use responsibility to fully
understand or work with the teacher differentiated supports supports and utilize teacher and peer
complete learning to support accuracy and challenges in ways challenges to complete support, to achieve
tasks. and comprehension in that promote their critical reading, consistently high
their learning. accuracy, analysis, and writing, higher order levels of factual and
problem solving in thinking, and problem analytical learning.
learning. solving across subject
matter.
9/22 Learning groups,
materials, and content
are differentiated
depending on the
subject to support all
Evidence of my learners.

Developing, Establishes Develops expectations Uses multiple Integrates equitable Facilitates a positive
communicating, expectations, rules, with some student strategies including expectations, positive environment using
and maintaining and consequences for involvement. culturally responsive supports, and systems that ensure
high standards for individual and group Communicates, instruction to develop consequences for students take an active
individual and behavior. models and explains and maintain high individual and group role in monitoring and
group behavior expectations for standards for behavior within and maintaining high
individual and group individual and group across learning standards for
behavior. behavior. activities. individual and group
behaviors.
Refers to standards for Reviews standards for Utilizes routine Guides and supports
behavior and applies behavior with students references to standards students to self-assess,
consequences as in single lessons or for behavior prior and monitor, and set goals
needed. sequence of lessons in during individual and for individual and
anticipation of need group work. group behavior and
for reinforcement. participation.
Students know Students follow Students respond to Students demonstrate

Students are aware of expectations for behavior expectations, individual and group positive behavior,
classroom rules and behavior and accept consequences behaviors and consistent
consequences. consequences and and increase positive encourage and support participation and are
respond to guidance in behaviors. each other to make valued for their unique
following them. improvements. identities.
9/22/22
Students were
incorporated in the
process of creating our
classroom rules. We
spend the first three
weeks going over the
rules and appropriate
Evidence behavior.

Establishes Develops routines, Maintains regular use Engages students in Facilitates student
procedures, routines or procedures, and norms of routines and monitoring and participating in
norms for single in single lessons or procedures that are reflecting on routines, developing,
lessons to support sequence of lessons culturally responsive procedures, and norms monitoring, and
student learning. with some student and engage students in in ways that are adjusting routines and
involvement. the development and culturally responsive. procedures focuses on
monitoring of norms. Maintains a quality maximizing learning.
learning climate that Classroom climate
builds on student integrates school
Seeks to promote Provides positive strengths. standards and
Employing positive behaviors and behavior supports. culturally relevant
classroom Responds to disruptive responds to disruptive Responds Promotes positive norms.
routines, behavior. behavior. appropriately to behaviors and
procedures, norms, behaviors in ways that consistently prevents Promotes positive
and supports for lessen disruptions to or refocuses behaviors behaviors and
positive behavior the learning climate. disruptive to the establishes preventions
to ensure a climate Students participate in learning climate. and a positive
in which all routines, procedures, classroom climate that
students can learn and norms and receive eliminate most
reinforcement for disruptive behavior.
Students are aware of Students receive positive behaviors.
procedures, routines, correction for behavior Students are involved
and classroom norms. that interferes with Students receive in assessment and
learning, and positive timely and effective monitoring of routines, Students share
reinforcement in feedback and procedures, and norms responsibility with
following routines, consequences for in ways that improve teacher for managing
procedures, and behaviors that interfere the learning climate. and maintaining a
norms. with learning. positive classroom
climate that promotes
learning.
9/22/22 I am very
routine myself and
everyday we go over
Evidence our classroom rules,
and routines. I use
positive reinforcement
techniques and
classroom dojo for
rewards. I attempt to
prevent unwanted
behaviors by creating
a more organized
whole group lesson
time without
unnecessary
redirections.

Paces instruction Paces instruction with Paces instruction with Paces instruction to Paces, adjusts, and
based on curriculum some consideration of students to provide include ongoing fluidly facilitates
guidelines. lesson type, adequate time for assessment of student instruction and daily
Develops awareness of adjustments for instruction, checking learning. Supports activities.
how transitions and sufficient student work for understanding, students in the
classroom time and transitions to completion of learning monitoring of
management impact optimize learning. activities and closure. instructional time.
Using instructional pacing and lessons.
time to optimize Students participate in Students use their
learning Some students Students complete and complete a variety instructional time to Students monitor their
complete learning learning activities and, of learning activities in engage in and own time, are engaged
activities in time as needed, may receive the time allotted with complete learning in accomplishing
allotted. some adjustments of options for extension activities and are learning goals, and
time allotted for tasks and review. prepared for the next participate in
or expectations for sequence of reflection, self-
completion. instruction. assessment, and goal
setting.
9/22/22 Lessons
during whole group
circle time are
extended based on
participation. My table
time/small group
learning time is
sometimes cut short
Evidence based on student
engagement and
ability.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating

Has a foundational Examines concepts in Understands and Uses broad knowledge Uses extensive
knowledge of subject subject matter and explains the of inter-relationships knowledge of subject
matter, related academic language to relationship between of concepts, academic matter concepts,
3.1 Demonstrating academic language, identify connections essential subject content standards, and current issues,
knowledge of and academic content between academic matter concepts, academic language in academic language,
subject matter standards. content standards and academic language, ways that ensure clear and research to make
academic content instruction. and academic content connections and relevant connections to
standards standards. relevance to students. standards during
instruction and extend
student learning.
9/22/22
TK does not have
Common Core
standards, they are
based on California
Preschool Learning
Foundations which is
significantly broader
in its standards. So
aligning and applying
their standards to the
curriculum materials
that are provided is
ongoing. We have a
social emotional
curriculum, and a
Language Arts
curriculum but no
math or science
curriculum.
Has basic knowledge Expands knowledge of Adapts instruction in Integrates knowledge Utilizes
of student stages of student development response to knowledge of range of students comprehensive
development while and implements of student development into knowledge of students
becoming aware of learning activities in development and instructional decisions to guide all students to
differences in single lessons or proficiencies to meet to ensure student develop proficiencies,
students’ sequence of lessons students’ diverse understanding of the understand subject
understanding of that addresses learning needs. subject matter matter including
subject matter. students’ proficiencies Ensures understanding including related related academic
and support of subject matter academic language. language.
Teaches subject- understanding of including related
specific vocabulary subject matter academic language. Provides explicit Engages student at all
3.2 Applying
following curriculum including related teaching of specific levels of vocabulary,
knowledge of
guidelines. academic language. Provides explicit academic language, academic language,
student
teaching of essential text structures, and proficiencies in
development and
Provides explicit vocabulary, idioms, grammatical, and self-directed goal
proficiencies to
teaching of essential key words with stylistic language setting, monitoring,
ensure student
content vocabulary multiple meanings, features to ensure and improvement.
understanding of
and associated and academic equitable access to Guides all students in
subject matter
academic language in language in ways that subject matter using analysis
single lessons or engage students in understanding for the strategies that provides
sequence of lessons. accessing subject range of student equitable access and
Explains academic matter text or learning language levels and deep understanding of
language, formats, and activities. abilities. subject matter.
vocabulary to support
student access to
subject matter when
confusions are
identified.
9/22/22
Information is
scaffolded to students
based on their
Evidence development. For
instance, many of my
students are not able to
trace lines or letters
yet because of their
fine motor skills are
still developing. These
students are given
modified instruction
so they are can show
proficiency.
Follows organization Examines organization Uses knowledge of Integrates knowledge Uses extensive
of curriculum as of curriculum and curriculum and student of curriculum and knowledge of
provided by site and considers adjustments readiness to organize resources to organize curriculum and related
district to support in single lessons or and adjust the and adjust instruction resources to flexibly
student understanding sequence of lessons to curriculum to ensure within and across and effectively
3.3 Organizing
of the subject matter. support understanding student understanding. subject matter to organize and adjust
curriculum to
of subject matter. extend student instruction.
facilitate student
understanding.
understanding of
Ensures student
the subject matter
comprehension and
facilitates student
articulation about what
they do and do not
understand.
9/22/22
I adjust the curriculum
to the needs of the
students. For example
student pacing in
Handwriting without
Tears is extremely
slow for a student who
is already proficient in
writing. Several of my
Evidence
students come in
already capable of
writing their name in
correct formation and
style. So teaching
them to write their
name in all capital
letters is
developmentally
inappropriate for them.
Uses instructional Gathers and uses Selects and adapts a Integrates instructional Uses an extensive
strategies that are additional instructional variety of instructional strategies appropriate repertoire of
provided in the strategies in single strategies to ensure to subject matter to instructional strategies
3.4 Utilizing curriculum. lessons or sequence of student understanding meet students’ diverse to develop enthusiasm,
instructional lessons to increase of academic language learning, to ensure meta-cognitive
strategies that are student understanding appropriate to subject student understanding abilities, and support
appropriate to the of academic language matter and that of academic language, and challenge the full
subject matter appropriate to subject addresses students’ and guide student in range of student
matter. diverse learning needs. understanding towards a deep
connections within and knowledge of subject
across subject matter. matter.
9/22/22
I use additional
curriculum from
previous experiences
to develop my lesson
plans. The provided
curriculum is not
enough or sufficient
enough to fill the day
and meet expectations
and standards for
Evidence entering into
Kindergarten.
3.5 Using and Uses available Explores additional Selects, adapts, and Integrates a wide Engages students in
adapting instructional materials, instructional materials, utilizes appropriate range of adapted identifying and
resources, resources, and resources, and instructional materials, resources, adapting resources,
technologies, and technologies for technologies to make resources, and technologies, and technologies, and
standards-aligned specific lessons to subject matter technologies for instructional materials standards-aligned
instructional make subject matter accessible to students. concept and skill to meet identified instructional materials
materials accessible to students. development in subject student needs and to extend student
including adopted Explores how to make matter. Resources make subject matter understanding and
materials, to make Identifies technological reflect the diversity of accessible to students. critical thinking about
subject matter technological resource resources available to the classroom and subject matter.
accessible to all needs. all students. support differentiated Assists student with
students learning of subject equitable access to Ensures that student
matter. materials, resources, are able to obtain
and technologies. equitable access to a
Guides students to use Seeks outside wide range of
available print, resources and support. technologies through
electronic, and online ongoing links to
subject matter outside resources and
resources based on support.
individual needs.
9/22/22
I do not have many
opportunities for
technology inside the
classroom. Currently
as class we do not
have access to any
devices, so the
students use my device
Evidence to practice writing on
our app on rare
occasions. I personally
find technology at this
age and stage in a
child’s development to
be inappropriate in
many circumstances.
3.6 Addressing the Is aware of students’ Seeks additional Identifies language Integrates knowledge Engages English
needs of English primary language and information describing proficiencies and of English language learners in assessment
learners and English language elements of culture English learner development, English of their progress in
student with proficiencies based on and language strengths in the study learners’ strengths and English language
special needs to available assessment proficiencies in of language and assessed needs into development and in
provide equitable data. listening, speaking, content. Differentiates English language and meeting content
access to the reading, and writing. instruction using one content instruction. standards. Supports
content Uses multiple or more components students to establish
measures for assessing of English language and monitor language
English learners’ development to and content goals.
performance to support English Develops and adapts
Provides adapted identify gaps in learners. instruction to provide
materials to help English language a wide range of Is resourceful and
English learners access development. Creates and scaffolded support for flexible in the design,
content. implements scaffolds language and content adjustment, and
Attempts to scaffold to support standards- for the range of elimination of
content using visuals, based instruction using English learners. scaffolds based on
models, and graphic literacy strategies, English learners’
organizers. SDAIE, and content proficiencies,
level English language knowledge, and skills
development in order in the content.
for students to
improve language
proficiencies and
understand content.
9/22/22 I have one
student who is
currently being tested
for English Language
Proficiency. I use
visuals and models for
all my ELA and
vocabulary instruction.
Evidence
Has an awareness of Seeks additional Utilizes information Integrates Guides and support the
the full range of information on the full on the full range of accommodations, full range of student
students identified range of students students identified adaptations, and with special needs to
with special needs identified with special with special needs to extensions to actively engage in the
through data provided needs to address assess strengths and instruction for the full assessment and
by the school. challenges or supports competencies to range of students with monitor their own
in single lessons or provide appropriate special needs to ensure strengths, learning
sequence of lessons. challenge and adequate support and needs, and
accommodations in challenge. achievement in
instruction. accessing content.
Attends required Cooperates with Communicates and
meeting with resource resource personnel, Communicates collaborates with Communicates and
3.6 Addressing the personnel and para-educators, and regularly with resource colleagues, support collaborates with
needs of English families. families during personnel, para- staff, and families to resource personnel,
learners and meetings and activities educators, and families ensure consistent para-educators,
student with special in support of learning to ensure that student instruction. Supports families, leadership,
needs to provide plans and goals. services are provided families in positive and students in
equitable access to and progress is made engagement with creating a coordinated
the content in accessing school. program to optimize
appropriate content. success of the full
Learns about referral Initiates and monitors range of students with
processes for students Seeks additional Refers students as referral processes and special needs.
with special needs. information on needed in a timely and follow-up meeting to
struggling learners and appropriate manner ensure that students Takes leadership at the
advanced learners to supported with receive support and/or site/district and
determine documented data over extended learning that collaborates with
appropriateness for time, including is integrated into the resource personnel to
referral. interventions tried core curriculum. ensure the smooth and
previous to referral. effective
implementations of
referral processes.
9/22/22
In my past experiences
as a long term SPED
Evidence substitute, I was able
to attend my students
IEP meetings and
advocate for more
support in and outside
of the classroom
setting. Currently I am
in the process of
having one of my
students assessed. I
will be working with
the SPED team and
families to determine
his goals and learning
outcomes.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Plans daily lessons Plans single lessons or Plans differentiated Plans differentiated Plans differentiated
using available sequence of lessons instruction based on instruction, which is instruction that
curriculum and using additional knowledge of based on broad provides systematic
information from assessment students’ academic knowledge of students. opportunities for
district and state information on student readiness, academic Matches resources and supporting and
required assessments. academic readiness, language, diverse specific strategies to extending student
language, cultural cultural backgrounds, students’ diverse learning based on
4.1 Using knowledge of background, and and individual learning needs and comprehensive
students’ academic individual cognitive, social, cultural backgrounds. information on
readiness, language development. emotional, and students.
proficiency, cultural physical development
background, and to meet their
individual development individual needs. Planning addresses
to plan instruction. Is aware of impact of bias, stereotyping, and
bias on learning. Becomes aware of Examines potential assumptions about Engages students in
potential areas of bias sources of bias and cultures an members the analysis of bias,
and seeks to learn stereotyping when of cultures. stereotyping, and
about culturally planning lessons. Uses assumptions.
responsive pedagogy. culturally responsive
pedagogy in planning.

9/22/22 I am aware of
families’ backgrounds
and communities
diversity. This
information helps to
frame my curriculum
and lessons. For
instance many students
Evidence are bilingual so
incorporating home
languages into my
lessons has become a
regular occurrence.
Communicates Establishes and shares Establishes and Establishes and Establishes and
learning objectives for learning goals for skill communicates to articulates learning articulates
a single lesson to development with students clear learning goals to students that comprehensive short-
students based on students in single goals for content that integrate content term and long-term
4.2 Establishing and
content standards and lessons and sequence are accessible, standards with learning goals for
articulating goals for
available curriculum. of lessons. challenging, and students’ strengths, students. Assists
student learning
differentiated to interests, and learning students to articulate
address students’ needs. and monitor learning
diverse learning needs. goals.

9/22/22
In my student
teaching, I was
required to discuss the
learning outcome for
each lesson prior to
teaching. However, in
TK, it is not something
I put on the board, but
I naturally discuss the
learning objective. For
example: “This week,
we will be learning
Evidence letter A sounds” .
4.3 Developing and Uses available Begins to plan Establishes short- and Refines sequence of Utilizes extensive
sequencing long-term curriculum for daily, curriculum units that long-term curriculum long-term plans to knowledge of
and short-term short- and long-term include a series of plans for subject reflect integrations of curriculum, content
instructional plans to plans. connected lessons and matter concepts and curriculum guidelines, standards, and assess
support student are linked to long-term essential related frameworks, and learning needs to
learning planning to support academic language assessed instructional design cohesive and
student learning. and formats that needs to ensure comprehensive long-
support student student learning. and short-term
learning. instructional plans that

ensure high levels of
learning.
9/22/22 In previous
experiences, I have
created a curriculum
map for the year to go
over thematic units I
hope to cover. This
year I am working on
making monthly plans
to incorporate my
units and ensure there
is a flow to the year.
So far the month of
September included
Evidence our All about Me
Theme. This
incorporated family,
friends, home,
emotions, and 5
senses.

Plans instruction that Selects strategies for Incorporates Plans instruction using Plans instruction
incorporates strategies single lessons or differentiated a wide range of incorporating a
suggested by sequence of lessons instructional strategies strategies to address repertoire of strategies
curriculum guidelines. that respond to into ongoing planning learning styles and specifically meet
students’ diverse that addresses meet students’ students’ diverse
learning needs. culturally responsive assessed language and language and learning
pedagogy, students’ learning needs. needs and styles to
4.4 Planning
diverse language, and Provides appropriate advance learning for
instruction that
Is aware of student learning needs and support and challenges all.
incorporates
content, learning, and Seeks to learn about styles. for students.
appropriate strategies
language needs students’ diverse Facilitates
to meet the learning
through data provided learning and language Uses assessments of Integrates results from opportunities for
needs of all students
by the site and district. needs beyond basic students’ learning and a broad range of students to reflect on
data. language needs to assessments into their learning and the
inform planning planning to meet impact of instructional
differentiated students’ diverse strategies to meet their
instruction. learning and language learning and language
needs. needs.

9/22/22
Based on information
that my school has
provided for me I have
2 English Language
Learners, 1 student
with an IEP, and
several students who
are on our watchlist
Evidence for intervention for
speech or other needs.
I plan my curriculum
based upon this
information and the
information I have
collected through my
assessments.
Implements lessons Begins to adapt plans Makes adjustments Makes ongoing Anticipates and plans
and uses materials and materials in single and adaptations to adjustments to for a wide range of
from curriculum lessons or sequences differentiate instructional plans and adaptations to lessons
provided. of lessons to address instructional plans. uses a variety of based on in depth
4.5 Adapting students’ learning Uses culturally materials as the analysis of individual
instructional plans and needs. responsive pedagogy instructional needs student needs.
curricular materials to and additional arises to support
meet the assessed materials to support student learning. Engages with students
learning needs of all students’ diverse to identify types of
students. learning needs. adjustments in
instruction that best
meet their learning
goals.

Evidence 9/22/22 I believe that I
am getting
significantly better at
this over time. I
usually get very
disappointed in myself
if my lesson plans
don’t go exactly how I
thought they would or
if my students aren’t
engaged or excited
about them like I am.
However I am
realizing that their
engagement might be
based on ability and
not feeling confident
in that skill or area. I
started to adapt my
plans based on
students abilities and
specifically when it
comes to grouping
students so they are
not comparing
themselves to others.
For instance, in TK,
writing is a challenge
for many of my
students. They are still
learning how to hold a
pencil or crayon
correctly. So I have
started to create small
group activities that
challenge each level of

my students from
working on tri-pod
pincher grip using
clothespins, tracing
and writing lines and
curves, and writing
letters. I
CSTP 5: Assessing Students for Learning

Is aware of the Explores the use of Decides on the Develops and adapts Demonstrates
purposes and different types of pre- purpose for the range of purposeful use of a
characteristics of assessment, formative assessment and skills appropriate wide range of
formative and and summative to be assessed to select assessments to address assessments to support
summative assessments. appropriately matches questions about differentiated student
5.1 Applying
assessments. pre-, formative and students’ learning learning needs and
knowledge of the
Begins to identify summative needs and progress. reflect progress.
purposes,
specific characteristics assessments.
characteristics,
of assessments that Integrates a variety of Draws flexibility from
and uses of
yield different types of Selects assessments characteristics into a repertoire of
different types of
information about based on clear assessments to allow appropriate assessment
assessments
student preparedness, understanding of the students with a ranges options and
progress, and purposes and of learning needs to characteristics to
proficiency. characteristics of demonstrate what they maximize student
assessments to support know. demonstration of
student learning. knowledge.

9/22/22
In past experiences, I
have utilized our
districts STAR
assessment program to
identified ELA and
Math proficiencies.
TK does not have a
district wide standard
assessment.
Evidence
5.2 Collecting and Use data from required Explores collecting Collects a variety of Designs and integrates Infuses assessments
analyzing assessments to assess additional data using formal and informal an assessment plan strategically and
assessment data student learning. supplemental assessment data on that provides formal systematically
from a variety of assessments. student learning. and informal throughout instruction
sources to inform Follows required assessment data on to collect ongoing
instruction. processes for data Make adjustments in Uses analysis of a student learning. assessment data
analysis and draws planning for single variety of data to appropriate for the
conclusions about lessons or sequence of inform planning and Uses data analysis of a range of learner needs.
student learning lessons based on differentiation of broad range of
analysis of assessment instruction. assessments to provide Uses results of
data. comprehensive ongoing data analysis
information to guide to plan and
planning and differentiate
differentiation of instruction for

instruction. maximum academic
success.
9/22/22
I used the Heggarty
Form 1 A for my
phonemic awareness
assessment. I also
have used a colleagues
created assessment
which incorporates
portions of the DRDP
assessment portfolio.
Evidence
Reviews and monitors Reviews and monitors Reviews and monitors Reviews and monitors Facilitates
5.3 Reviewing available assessment additional assessment a variety of data on a broad range of data collaborative work and
data, both data as required by site data individually and student learning individually and with fosters colleagues
individually and and district processes. with colleagues and individually and with colleagues to analyze ability to identify and
with colleagues, to identifies learning colleagues to identify student thinking and address causes for
monitor student needs of individual trends and patterns identify underlying achievement patterns
learning students. among groups of causes for trends. and trends.
students.

9/22/22
During our last TK
PLC we reviewed the
EDI information from
the district. We also
discussed individual
students learning
needs and resources to
help them as well as
our SST procedures.
Evidence
5.4 Using Uses data from Uses data from Uses a variety of Uses a broad range of Reflects on data
assessment data to assessments provided available assessments assessment data to set data to set learning continuously to make
establish learning by site and district to to establish content- student learning goals goals for content and ongoing refinements
goals and to plan, set learning goals for based learning goals for content and academic language to learning goals for
differentiate, and the class. for class and academic language. that are integrated content and academic
modify instruction individual students in across content language for the fill
single lessons or standards for range of students.
Plans instruction using sequences of lessons. Plans differentiated individuals and
available curriculum lessons and groups. Uses data

guidelines. Plans adjustments in modifications to systematically to
instruction to address instruction to meet Plans differentiated refine planning,
learning needs of I students’ diverse instruction targeted to differentiate
ndividual students. learning needs. meet individual and instruction, and make
group learning needs. ongoing adjustments
to match the evolving
Modifies lessons learning needs of
during instruction individuals and
based on informal groups.
assessments.
9/22/22
During my recent TK
PLC we used the
districts EDI reports to
discover student
learning trends in all
developmental areas.
This will help us to
create and strengthen
our curriculum for the
year.
Evidence
My recent assessments
informed how I create
my learning groups.
Based on my
assessments my
students need more
opportunities to
practice 1-1
correspondence and
modeling when
counting objects.

Informs students about Begins to encourage Models and scaffolds Implements structures Provides systematic
learning objectives, students to establish student self- for students to self- opportunities for
outcomes, and learning goals through assessment and goal assess and set learning student self-
summative assessment single lessons or setting processes for goals related to assessment, goal
results. Recognizes the sequence of lessons learning content and content, academic setting, and progress
5.5 Involving all
need for individual that include goal academic language language, and monitoring.
students in self-
learning goals. setting exercises. development. individual skills.
assessment, goal-
Develops students’
setting, and
Monitors progress Provides students with Guides students to Integrates student self- meta-cognitive skills
progress
using available tools opportunities in single monitor and reflect on assessment, goal for analyzing progress
monitoring
for recording. lessons or sequence of progress on a regular setting, and progress and refining goals
lessons to monitor basis. monitoring across the towards high levels of
their own progress curriculum. academic
toward class or achievement.
individual goals.

9/22/22
Recently I have
assessed my students
on their phonemic
awareness. We are
working on
establishing personal
goals for each child
with their families for
our upcoming parent
Evidence teacher conferences.
Uses available Explores use of Uses technology to Integrates a variety of Use a wide range of
technologies to record additional design and implement technologies into the technologies to design,
assessments, technologies to assessments, record development, implement, and
5.6 Using available determine proficiency implement individual and analyze results, implementation, analyze assessments
technologies to levels, and make assessments, record and communicate analysis of and provides for an in
assist in required results, and about student learning assessments, and depth and ongoing
assessment, communications about communicate with with administration, communication of communication
analysis, and student learning. administration, colleagues, families, student learning to all regarding student
communication of colleagues, and and students. Ensure audiences. learning to all
student learning families about student that communications audiences.
learning. are received by those
who lack access to
technology.

9/22/22
Since I don’t have
standardized student
assessments. I have
incorporated
developmental
assessments into my
curriculum from
programs such as
DRDP, and Ages and
Stages questionnaires.
Evidence
DRDP does have a
technology
application, but it is
not provided by my
school. I created my
own records for parent
conferences to
communicate
information on student
learning .
5.7 Using Provides students with Provides students with Provides students with Integrates the ongoing Facilitates students’
assessment feedback through additional feedback clear and timely sharing of leadership in seeking
information to assessed work and based on formative information about comprehensible and using ongoing
share timely and required summative assessments from strengths, needs, and feedback to students comprehensible
comprehensible assessments. single lessons or strategies for from formal and communications about
feedback with sequence of lessons. improving academic informal assessments individual student
students and their Notifies families of Seeks to provide achievement. in ways that support progress and ways to
families student proficiencies, feedback in ways that increased learning. provide and monitor
challenges, and students understand. Provides opportunities support.
behavior issues for comprehensible Communicates
through school Communicates with and timely two-way regularly with families
mandated procedures. families about student communications with to share a range of
progress, strengths, families to share assessment
and needs at reporting student assessments, information that is

periods. Contacts progress, raise issues comprehensible and
families as needs arise and/or concerns, and responsive to
regarding struggling guide family support. individual student and
students or behavior family needs.
issues.
9/22/22
I contact parents on
classroom dojo app
regarding struggling
behaviors or
developmental
concerns. I also
document all incidents
in a binder and ensure
Evidence I am following proper
school wide protocol.
CSTP 6: Developing as a Professional Educator

Is aware of the need to Begins to engage in Engages in reflection Reflects individually Maintains ongoing
reflect on teaching reflection on teaching individually and with and with colleagues reflective practice and
practice to support practice individually colleagues on the on refinements in action research in
student learning. and with colleagues relationship between teaching practice and supporting student
Reflects individually that is focused on making adjustments in connections among learning and raising
or with colleagues on methods to support the teaching practice and the elements of the the level of academic
immediate student full range of learners. impact on the full CSTP to positively achievement.
learning needs. range of learners. impact the full range
6.1 Reflecting on of learners. Engages in and fosters
teaching practice in reflection among
support of student colleagues for school
learning wide impact on
student learning.
9/22/22
During teacher prep
time, I reflect upon
my lessons and
upcoming curriculum
to ensure students met
the learning goal and
to see if I need to go
back and revisit some
ideas. I seek constant
feedback from my
Evidence mentor teacher and
my Kindergarten and
district wide TK
Team.

Develops goals Sets goals connected Sets goals connected Sets and modifies Sets and modifies a
connected to the CSTP to the CSTP that take to the CSTP that are authentic goals broad range of
through required into account self- authentic, challenging, connected to the professional goals
processes and local assessment of and based on self- CSTP that are connected to the
protocols. teaching practice. assessment. intellectually CSTP to improve
challenging and based instructional practice
6.2 Establishing Attends required Expands knowledge Aligns personal goals on self-assessment and and impact student
professional goals professional and skills individually with school and feedback from a learning within and
and engaging in development. and with colleagues district goals, and variety of sources. beyond the classroom.
continuous and through available focuses on improving
purposeful professional student learning. Engages in and Engages in ongoing
professional growth development. contributes to inquiry into teacher
and development Selects and engages in professional practice for
professional development targeted professional
development based on on student development.
needs identified in achievement. Pursues
professional goals. a variety of additional Contributes to
opportunities to learn professional
professionally. organizations, and
development
opportunities to
extend own teaching
practice.
9/22/22
Currently, enrolled in
additional PD
Evidence including a two year
MTSS training.

6.3 Collaborating Attends staff, grade Consults with Collaborates with Collaborates with Facilitates
with colleagues and level, department, and colleagues to consider colleagues to improve colleagues to expand collaboration with
the broader other required how best to support student learning and impact on teacher and colleagues.
professional meetings and teacher and student reflect on teaching student learning
community to collaborations. learning. practice at the within grade or Works to ensure the
support teacher and classroom level. department and school broadest positive
student learning Identifies student and Begins to identify how and district levels. impact possible on
teacher resources at to access student and Interacts with instructional practice
the school and district teacher resources in members of the Engages with and student
level. the broader broader professional members of the achievement at school
professional community to access broader professional and district levels and
community. resources that support community to access for the profession.
teacher effectiveness resources and a wide
and student learning range of supports for Initiates and develops
teaching the full range professional learning
of learners. opportunities with the
broader professional
community focused
on student
Evidence achievement.

9/22/22
I attend monthly
school wide PLCs,
MTSS meetings. I
also have two grade
specific PLC meetings
that I am a part of
including the
Kindergarten PLCs
and our districts TK
PLCs. My mentor
teacher has been such
a great resource for
me and gives me a lot
of professional
support.
6.4 Working with Is aware of the role of Acknowledges the Supports families to Provides opportunities Structures a wide
families to support the family in student importance of the contribute to the and support for range of opportunities
student learning learning and the need family’s role in classroom and school. families to actively for families to
for interactions with student learning. Adjusts participate in the contribute to the
families. Seeks information communication to classroom and school. classroom and school
about cultural norms families based on community. Supports
of families awareness of cultural Communicates to a school/district
represented in the norms and wide range families in ways environment in which
school. Welcomes of experiences with which show families take
family involvement at schools. understanding of and leadership to improve
classroom/ school respect for cultural student learning.
events. norms.

9/22/22
This is something I
am working on getting
better at. I set up
parent volunteer sign
ups and have created a
bond with our PTA
president to encourage
more family
involvement in the
classroom and at
Evidence special events.
6.5 Engaging local Develops awareness Seeks available Uses a variety of Uses a broad range of Collaborates with
communities in about local neighborhood and neighborhood and neighborhood and community members
support of the neighborhoods and community resources. community resources community resources to increase
instructional communities to support the to support the instructional and
program surrounding the Includes references or curriculum. instructional program, learning opportunities
school. connections to students, and families. for students.
communities in single Includes knowledge of
Uses available lessons or sequence of communities when Draws from Engages students in
neighborhood and lessons. designing and understanding of leadership and service
community resources implementing community to improve in the community.
in single lessons. instruction and enrich the Incorporates
instructional program. community members
into the school
learning community.

9/22/22
Provide City of Brea

Community Centers
resources in my
weekly newsletter for
services in the area
including instructional
support, family
resources, mental
Evidence health resources for
students and families.
6.6 Managing Develops an Maintains professional Anticipates Integrates the full Models
professional understanding of responsibilities in professional range of professional professionalism and
responsibilities to professional timely ways and seeks responsibilities and responsibilities into supports colleagues in
maintain motivation responsibilities. support as needed. manages time and advanced planning meeting and
and commitment to effort required to meet and prepares for exceeding
all students Seeks to meet required Demonstrates expectations. situations that may be professional
commitments to commitment by challenging. Responsibilities
students. exploring ways to Pursues ways to effectively.
address individual support students’ Maintains continual
student needs. diverse learning needs effort to seek, Supports colleagues to
and maintains belief in develop, and refine maintain the
students’ capacity for new and creative motivation, resiliency,
achievement. methods to ensure and energy to ensure
Evidence individual student that all students
learning. achieve.
9/22/22
Advocated for student

intervention meeting
with my Ed Specialist
and Principal based on
concerns.
6.7 Demonstrating Follows all state education codes, legal requirements, district and site Maintains a high standard of personal integrity
professional policies, contractual agreements, and ethical responsibilities.* and commitment to student learning and the
responsibility, profession in all circumstances.
integrity, and ethical * As follows:
conduct  Take responsibility for student academic learning outcomes. Contributes to building professional community
 Is aware of own personal values and biases and recognizes ways in and holding peers accountable to norms of
which these values and biases affect the teaching and learning of respectful treatment and communication.
students.
 Adheres to legal and ethical obligations in teaching the full ranges of Contributes to fostering a school culture with a
learners, including English learners and students with special needs. high degree of resilience, professional integrity,
 Reports suspected cases of child abuse and/or neglect as outlined in and ethical conduct.
the California Abuse and Neglect Reporting Act.
 Maintains a non-hostile classroom environment and carries out laws
and district guidelines for reporting cases of sexual harassment.
 Understands and implements school and district policies and state
and federal law in responding to inappropriate or violent student
behavior.
 Complies with legal and professional obligations to protect the
privacy, health, and safety of students, families, and other school
professionals.
 Models appropriate behavior for students, colleagues, and the
profession.
 Acts in accordance with ethical considerations for students.
 Maintains professional conduct and integrity in the classroom and
school community.
9/22/22
As I am a new teacher I feel that I am still learning all of the
requirements for my school. I have taken all of the required trainings
including mandated reporter, bloodborne pathogens, sexual harassment,
and COVID procedure training courses.

CSTP 9 25 22 Mary Armas

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

CSTP 9 25 22 Mary Armas

Uploaded by

Copyright:

Available Formats

Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.1 Emerging Exploring Applying Integrating Innovating

Element 1.4 Emerging Exploring Applying Integrating Innovating

Element 1.5 Emerging Exploring Applying Integrating Innovating

Element 1.6 Emerging Exploring Applying Integrating Innovating

Some students receive Students monitor their

Element 2.1 Emerging Exploring Applying Integrating Innovating

Element 2.2 Emerging Exploring Applying Integrating Innovating

Element 2.3 Emerging Exploring Applying Integrating Innovating

Emerging Exploring Applying Integrating Innovating

Element 2.5 Emerging Exploring Applying Integrating Innovating

Students know Students follow Students respond to Students demonstrate

Element 2.6 Emerging Exploring Applying Integrating Innovating

Element 2.7 Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

Provide City of Brea

Advocated for student

You might also like