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. 9/19/21
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. 9/19/21
Evidence I review student
demographics and profile
in Aeries. Aeries identifies
students who are
classified as ELL or who
have an IEP. I use this
information to
differentiate content as
needed. Beginning skills
inventories are also used
for grouping students
who are working on the
same skill. 9/19/21
Applying Integrating Innovating
Uses data from a variety Uses data from multiple Uses comprehensive
of formal and informal measures to make knowledge of students to
sources to learn about adjustments to make ongoing
students and guide instruction and meet adjustments and
selection of instructional individual identified accommodations in
strategies to meet diverse learning needs. 4/8/23 instruction.
learning needs. 4/29/22
Student engage in Students actively utilize a Students take ownership
learning through the use variety of instructional of their learning by
of adjustments in strategies and choosing from a wide
instruction to meet their technologies in learning range of methods to
needs. 4/29/22 that ensure equitable further their learning that
access to the curriculum. are responsive to their
4/8/23 learning needs.
In addition to reviewing Now that we are a few
student data from Aeries months into the school
and ESGI Assessments, I year, students have
regularly collect both learned a lot of strategies
formal and informal data. for problem solving. For
For example, I learn a lot example, they are able to
about students’ interests, solve
backgrounds and learning multiplication/division
styles from our daily problems using repeating
morning meetings. We addition/subtraction,
play games, answer “get equal shares drawings,
to know you questions”, and using facts they
discuss things happening already know. When
our daily lives, and share planning lessons, I use
family traditions etc. I data from STARR testing,
also keep running records oral fluency assessments,
of daily observations and and end of the unit
student interactions. summative assessments
4/29/22 to meet students where
they are. 10/22
I differentiate lesson
plans based on student
need. For example, I
model, incorporate real
life objects, display
visuals, use video/audio
Standard 1 CSTP: Engaging and Supporting All Students in Learning
components, allow for
more time and more. I
allow students to
demonstrate learning
using a variety of
assessments, such as
written, verbal,
and slideshow
presentations. 4/8/23
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. 9/19/21
Students participate in
single lessons or
sequences of lessons
related to their interests
and experiences. 9/19/21
In the beginning of the
year, I plan a lot of
different kinds of “getting
to know you” activities.
We also hold a daily
morning meeting that
allows students to share
strengths, challenges, and
interests. 9/19/21
Applying Integrating Innovating
Uses school resources and Integrates broad Develops and
family contacts to expand knowledge of students systematically uses
understanding of and their communities to extensive information
students’ prior inform instruction. regarding students’
knowledge, cultural cultural backgrounds,
backgrounds, life prior knowledge, life
experiences, and interests experiences, and
to connect to student interests.
learning. 10/22
Students make Students are actively Students can articulate
connections between engaged in curriculum, the relevance and impact
curriculum, and their which relates their prior of lessons on their lives
prior knowledge, knowledge, experiences, and society.
backgrounds, life and interests within and
experiences, and across learning activities.
interests. 10/22
As the year has
progressed, I have gotten
to know both my students
and their families a lot
better via Zoom meetings,
conferences, and Open
House. As COVID
restrictions have
loosened, I am now able
to invite parent
volunteers into our
classroom. I learn a lot
about my students and
their families from
volunteer sessions.
4/29/22
My students have gotten a
lot better at connecting
learning to prior
background knowledge.
Every day during story
time, I ask students to
share predictions and
what our story reminds
them of. We have now
Standard 1 CSTP: Engaging and Supporting All Students in Learning
learned to make stronger
text to self, text to text,
and text to world
connections. 4/29/22

When reading a text with

students, I regularly stop
and ask questions, such as
what does this remind
you of? Can you think of
any other characters that
we have read about they
displayed this particular
character trait? How is
this different from other
texts we have read?
Now that we are a few
months into the school
year, students have read
and listened to
several pieces of
literature. They are able
to compare and contrast
setting, character traits,
and morals of the story
based on what they
already know. When
working independently at
ELA rotations, students
are able to complete the
following "making
connections chart" based
on prior background
knowledge. 10/22

When students are

struggling, whether it be
academically or social
emotionally, our site
forms a team to support
these children. These
teams are often
comprised
of administration,
Standard 1 CSTP: Engaging and Supporting All Students in Learning
teacher, psychologist,
behavior specialist, and
parents. 4/8/23
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging Exploring
Uses real-life connections Explore using additional
during instruction as real-life connections to
identified to curriculum. subject matter in single
lessons or sequence of
lessons to support
understanding. 9/19/21
Connecting subject
matter to
meaningful, real-life
contexts Some students relate Students make use of
subject matter to real-life. real-life connections
provided in single lessons
or sequence of lessons to
support understanding of
subject matter. 9/19/21
Evidence After reading a text, we
often have class
discussions about what it
reminds us of. Students
love to share how stories
relate to their own lives.
We are starting to
practice making text to
self, text to text, and text
to world connections.
9/19/21
Applying Integrating Innovating
Integrates connections Integrates connections to Engages student in
from subject matter to meaningful, real-life actively making
meaningful, real-life contexts in planning connections to relevant,
contexts, including those subject matter instruction meaningful, and real-life
specific to students’ and is responsive during contexts throughout
family and community. instruction to engage subject matter
4/8/23 students in relating to instruction.
subject matter. 10/22
Students actively engage Students routinely
Students utilize real-life in making and using real- integrate subject matter
connections regularly to life connections to subject into their own thinking
develop understandings matter to extend their and make relevant
of subject matter. 4/8/23 understanding. 10/22 applications of subject
matter during learning
activities.
My students have
definitely gotten a lot
better at relating content
to real life, especially
when it comes to social
studies or ELA. For
example, we made
Community books for an
Open House project. We
talked a lot about our
neighborhoods, places in
our neighborhoods, and
community helpers.
Students were eager to
share about community
helpers they know
personally and describe
their roles. 4/29/22
My 3rd grade students
have been having a hard
time with
adding/subtracting
decimals, wondering why
this is important and how
they could possibly use
Standard 1 CSTP: Engaging and Supporting All Students in Learning
this in their real lives. I
decided to make the
connection to money.
Students were definitely
more engaged when I
asked who likes money?
We talked about the
importance of properly
calculating money to pay
bills and keep track of
one’s income. This made
it a lot easier for students
to understand and see the
value in working with
decimals. 10/22

We are currently learning

about how the U.S.
government is divided
into 3 separate branches,
all responsible for certain
jobs. To gain a better
understanding, we
compared it to how our
school is run. We talked
about how the office is
similar to one branch, the
teacher another, and the
students the last. 4/8/23

Element 1.4 Emerging Exploring Applying Integrating Innovating

Using a variety of Uses instructional Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of
instructional strategies, resources, and instructional strategies, strategies including integrates a broad range an extensive repertoire of
strategies, resources, technologies as provided resources, and culturally responsive of strategies, resources, strategies, resources, and
and technologies to by school and/or district. technologies in single pedagogy, resources, and and technologies into technologies to meet
meet students’ lessons or sequence of technologies during instruction designed to students’ diverse learning
diverse learning lessons to meet students’ ongoing instruction to meet students’ diverse needs.
needs diverse learning needs. meet students’ diverse learning needs. 4/8/23
learning needs. 9/19/21

Some students participate Students participate in Students participate in Students actively engage Students take
in instructional strategies, single lessons or instruction using in instruction and make responsibilities for using
using resources and sequence of lessons strategies, resources, and use of a variety of a wide range of strategies,
Standard 1 CSTP: Engaging and Supporting All Students in Learning
technologies provided. related to their interests technologies matched to targeted strategies, resources, and
and experiences. 9/19/21 their learning needs. resources, and technologies that
technologies to meet their successfully advance their
individual students’ learning.
needs. 4/8/23
Evidence Students are presented I always take into I have created morning
with choice boards for consideration that tubs for early finishers.
various assignments. In various learning styles of The early finisher tubs
addition, students are all students. I try to contain independent or
allowed to demonstrate incorporate elements for paired activities that are
understanding in many my visual, auditory, closely aligned with our
ways. 9/19/21 kinesthetic, and tactile ELA or math curriculum.
students whenever I can. Students may choose any
9/19/21 activity to work on when
finished with an
assignment. Tubs are
filled with activities such
as building sight words
with playdough, building
shapes out of pipe
cleaners, word games, or
dominos. Students have
several options based on
preferred learning styles.
4/29/22

I use Prodigy Math and

English as a supplement
for Math and ELA
rotations. Prodigy is an
online, learning game
based, platform that
adjusts content to meet
students where they are.
10/22

Early finishers have the

option to logon to Epic.
Epic is a free online
library for students,
where they can choose
books related to their
interests and level. There
is also an option to have
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.5 Emerging Exploring
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
critically.
Promoting critical
thinking though
inquiry, problem
Some students respond to Students respond to
solving, and
questions regarding facts varied questions or tasks
reflection
and comprehension. designed to promote
comprehension and
critical thinking in single
lessons or a sequence of
lessons. 9/19/21
We set learning goals at
the beginning of the year
and reflect on progress
throughout. 9/19/21
Evidence
Applying
Guide students to think
critically through use of
questioning strategies,
posing/solving problems,
and reflection on issues in
content. 4/29/22
Students respond to
questions and problems
posed by the teacher and
begin to pose and solve
problems of their own
related to the content.
4/29/22
I often ask students open
ended and higher level of
thinking questions, using
Bloom’s Taxonomy as a
guide. 9/19/21
In addition to asking
students open ended
questions, I now also
display whatever it is we
will be learning about on
the smartboard and ask
students to share what
they notice. We then
work together to create a
list of observations. I then
invite students to ask any
questions that they might
have about the subject.
We had these to the list.
We revisit this list after
our lesson. We update the
list with any questions we
have answered and what
books read aloud. 4/8/23
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. 4/8/23
Students pose problems Students pose and
and construct questions answer a wide-range of
of their own to support complex questions and
inquiries into content. problems, reflect, and
4/8/23 communicate
understandings based on
in depth analysis of
content learning.
We often watch Mystery
Science activities as part
of our science curriculum.
After each video, I ask
students to share three
interesting facts they
learned from the video
and ask three questions
they have based on what
they have learned. We
then use these questions
as a research guide.
10/22
Our ELA curriculum has
an essential question that
is built into each unit.
Students are presented
with question at the
beginning of the unit and
are asked to connect it
with prior background
knowledge and come up
with questions they have
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.6 Emerging Exploring
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.9/19/21
After whole group
lessons, students typically
work in small table
groups, while I circulate,
assist, and check for
understanding. 9/19/21
Evidence
we have learned. about the topic. Students
4/29/22 revisit the essential
question throughout the
unit, thinking critically, as
they work together to
answer it in depth to the
best of their ability at the
end of the unit. 4/8/23
Applying Integrating
Makes ongoing Adjusts strategies during
adjustments to instruction based on the
instruction based on ongoing monitoring of
observation of student individual student needs
engagement and regular for assistance, support, or
checks for understanding. challenge. 4/29/22
9/19/21
Students are able to
Students successfully articulate their level of
participate and stay understanding and use
engaged in learning teacher guidance to meet
activities. 4/29/22 their needs during
instruction. 10/22
Each night, adjustments As I am teaching, I am
are made to whole group now able to gauge how
lessons based on what the lesson is going. I can
worked well that day and tell if the lesson is too
what didn’t. Sometimes challenging/too easy, too
content is retaught using long, or simply
different deliveries. disengaging. I now have
9/19/21 multiple strategies for
adjusting instruction as
After whole group we are learning based on
instruction, students now previous lessons.
meet with small groups Knowing my students and
for targeted instruction. learning styles makes
Small groups are flexible adjusting strategies a lot
and are based on current easier. 4/29/22
needs. 4/29/22
After attending goal
setting conferences,
students are now much
Innovating
Makes adjustments to
extend learning
opportunities and
provide assistance to
students in mastering the
concepts flexibly and
effectively. 4/8/23
Students monitor their
progress in learning and
provide information to
teacher that informs
adjustments in
instruction. 4/8/23
As we are now a few
months into the school
year, I have gotten to
know my students a lot
better and have a better
understanding of their
academic needs. I know
where they need to be
challenged and
supported. I now modify
instruction for small
groups, as well as
individual students,
based on where they are. 
For example, most
students might be
working on writing and
solving their own division
story problems, where as
Standard 1 CSTP: Engaging and Supporting All Students in Learning
more aware of their own a small group might be
academic needs and working on subtraction
learning styles. Students with regrouping story
with IEPs or 504 problems. 10/22
Plans have a better idea
of the kinds of
Students are now
modifications they might
need in order to be responsible for keeping
track of and monitoring
successful. 10/22
their daily and weekly
reading progress. Each
day, student complete a
reading log, explaining
what they read that day
and the progress they
made towards their
accelerated reading goals.
Students clip themselves
up on our reading chart
as they make progress
towards their goals. This
allows me to determine if
students are reading
within their range and
how they are doing with
accuracy. 4/8/23