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. 9/16/21
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.
The first way I gather knowledge
on new students is by going to
the PreK and TK teachers at my
school. We discuss student
testing scores, behavior, and any
other valuable information that
they have gathered on my
students. The next way I can
check on student progress is by
looking over the student’s
cumulative files which are
located in the front office. Our
school also has “pink and blue”
cards where teachers can write
more personal important
information on students that
Evidence don’t belong in a cumulative file.
These cards will stay with the
students while they remain at
Meairs but do not follow them to
middle school or beyond.
Another way I gather
information on student behavior
is through SST files. These files
are located in the principal’s
office and are for students who
are significantly behind in their
learning or have behavior issues.
I also send home papers during
the first week of school for
parents to fill out important
information on their students.
9/16/21
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. instruction.
learning needs. 10/10/22 3/25/23
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. that ensure equitable further their learning that
4/25/22 access to the curriculum. are responsive to their
10/10/22 learning needs.
There are many ways that I reach out to multiple I gain background
I adjust instruction to sources to gain knowledge on my
meet the needs of my knowledge of my student's academic level
students. One way I make student's academic levels prior and during the first
my lessons more prior to the start of the few weeks of school. I
accessible to all of my school year. I also engage take this knowledge and
students is by creating students in both combine it with informal
anchor charts to go along formative and summative or formative assessments
with my lessons. These assessments throughout and adjust my instruction
charts usually include all of my lessons to gain a while teaching. I have
things like challenging better understanding of implemented English
vocabulary needed to what they know. I use Language Arts and Math
fully understand the assessment data from tubs as an
lesson with picture benchmark testing and extension/early finisher
examples. I also use state testing to identify activity. This gives my
strategic partnerships, what areas my students students time to work
thinking maps, & sentence need help on. with hands-on
frames on a daily basis in 10/10/22 manipulatives to help
my classroom. I also use further their learning. My
both formal and informal Students are engaged in tubs have choices for all
assessments throughout lessons that show their different learning styles,
my lessons to check for knowledge of content. and it is my student
understanding. If students Students are completing responsibility to choose
seem to be struggling a combination of activities that will help
with a concept I often go worksheets, discussions, further their
back and reteach. and computer work. understanding.
9/16/21 10/10/22 3/25/23
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
Connecting among students.
learning to
students’ prior
knowledge,
backgrounds, life
experiences, and Some students connect
interests learning activities to their
own lives.
9/16/21
Due to the wide variety of
student interests especially
between male and female
students I often feel that I
can relate lessons back to
one single student group per
lesson. I will include things
such as firetrucks into my
math lessons to help
students identify shapes in
the real world. This targets
some of my male students
who are interested in first
responders and trucks. This
Evidence leaves every other student
disconnected from my
lesson because firetrucks do
not peak their interests. I
also try to include cultural
references in my lessons but
this also often leaves out
one or multiple student
groups. I try to relate all of
my lessons in some way to
students but feel that I am
never able to relate to the
entire class at one time.
9/16/21
Exploring
Uses gathered
information about
students’ prior
knowledge, cultural
backgrounds, life
experiences, and interest
to support student
learning.
9/16/21
Students participate in
single lessons or
sequences of lessons
related to their interests
and experiences.
4/25/22
I try to include my
student’s interests in all
of my lessons. This can be
through real-life
examples, books, videos,
and props. I gather a
majority of my
information on student
interests through
observation and
conversation with my
students. I will also use
songs that they sang in
both PreK or TK that they
have background
knowledge of. I feel that
this gives the students
confidence going into my
lessons. I also try to give
the students choice when
they are writing or
drawing so they can
include their own
interests in the lessons.
9/16/21
Applying Integrating Innovating
Uses school resources Integrates broad Develops and
and family contacts to knowledge of students systematically uses
expand understanding of and their communities to extensive information
students’ prior inform instruction. regarding students’
knowledge, cultural 10/10/22 cultural backgrounds,
backgrounds, life prior knowledge, life
experiences, and experiences, and
interests to connect to interests.
student learning. 3/25/23
4/25/22
Students make Students are actively Students can articulate
connections betw engaged in curriculum, the relevance and impact
een curriculum, and their which relates their prior of lessons on their lives
prior knowledge, knowledge, experiences, and society.
backgrounds, life and interests within and 3/25/23
experiences, and across learning activities.
interests. 10/10/22
I use the online platform I begin communicating Now that I have three
Seesaw to communicate with families the very years of teaching
daily with parents and first week of school to experience under my
families. I also include find out more about my belt, I am much more
families in the classroom students. I ask about familiar with my
by having parent their home language, who student's families and
volunteers help the they live with, and what cultural backgrounds. I
students throughout the holidays they do and do use this information to
school day. I also not celebrate. help me adjust my
communicate with 10/10/22 instruction to include my
families at the gate after student's religious and
school to discuss cultural I have learned about the cultural events in our
backgrounds and how to importance of student classroom. I have begun
best support the student engagement and its having an open dialogue
in the classroom. values to student with my students to help
4/25/22 learning. I make sure that them better understand
all of my lessons are the relevance of our
Students share with the relevant to my students lessons and what jobs
teacher and the class and try to make all they can do in the future
about their culture and lessons as engaging as with the skills that they
native language. Students possible. I utalize prior are learning. I have
are encouraged to share knowledge to help grow students who want to be
stories and holidays from my kids confidence prior archeologists, teachers,
their culture in the room. to starting my lesson. and artists.
4/25/22 10/10/22 3/25/23
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.
Connecting subject 9/16/21
matter to Students make use of
meaningful, real-life real-life connections
contexts Some students relate provided in single
subject matter to lessons or sequence of
real-life. lessons to support
understanding of subject
matter.
9/16/21
4/25/22
I try to connect our lessons
back to situations that happen
at Target or Walmart. These
stores both peak student
interest and help to better
engage them with my lessons.
This normally happens in
academic conversations during
circle time when we are
discussing our essential
questions for the week or
reteaching math concepts.
Students can connect their own
work back to real-life contexts
through their drawings. Due to
Evidence my high number of EL students,
I often use drawing as a way to
check for understanding.
Students can draw things that
interest them that relate back to
our lesson. For example, when
we talked about what it means
to be a good citizen they drew a
picture of them sharing a soccer
ball with a classmate, or playing
nicely with their baby cousin.
Students can also apply math
skills to “how many apples
does mom buy at the store”.
9/16/21
Applying
Integrates connections
from subject matter to
meaningful, real-life
contexts, including those
specific to students’
family and community.
4/25/22
Students utilize real-life
connections regularly to
develop understandings
of subject matter.
Throughout this school
year I have made an
effort to include real-life
examples in our lessons.
The students have been
engaged in activities that
focus on real-life contexts
that relate to their
families and the
community. I have been
able to accomplish this
through conversations
with my students. Many
of them are back in
sports after the break for
the pandemic. I have
many students who are
playing baseball and
taking karate. By
including these sports
into our lessons the
students are more
engaged.
4/25/22
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.
Students actively engage
in making and using
real-life connections to
subject matter to extend
their understanding.
10/10/22
I include real-life
connections in all of my
lessons to help extend my
students understanding.
Students are actively
discussing with their
peers prior to the start of
a lesson with their elbow
partner, or a
turn-and-talk buddy.
Students can then relate
the information that they
know from their real
lives and apply it back to
our subject matter. My
students love to share
how they have already
applied our subject
matter to their real lives.
10/10/22
Innovating
Engages student in
actively making
connections to relevant,
meaningful, and real-life
contexts throughout
subject matter
instruction.
3/25/23
Students routinely
integrate subject matter
into their own thinking
and make relevant
applications of subject
matter during learning
activities.
3/25/23
Through the use of
classroom discussion and
informational text, my
students are beginning to
understand how relevant
school is to their and
their parents' everyday
lives. I now combine
science, history, and even
math into our daily
English language arts
lessons and give students
real-life examples of how
reading, writing, and
math are applicable in
our everyday lives. My
students have been
particularly receptive to
the necessity of reading
in their life. Whether
driving a car or going to
the grocery store, you
need to be able to read.
3/25/23
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.4 Emerging Exploring Applying Integrating Innovating
Uses instructional Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of
strategies, resources, and instructional strategies, strategies including integrates a broad range an extensive repertoire of
technologies as provided resources, and culturally responsive of strategies, resources, strategies, resources, and
by school and/or district. technologies in single pedagogy, resources, and and technologies into technologies to meet
lessons or sequence of technologies during instruction designed to students’ diverse
Using a variety of lessons to meet students’ ongoing instruction to meet students’ diverse learning needs.
instructional diverse learning needs. meet students’ diverse learning needs. 3/25/23
strategies, resources, 9/16/21 learning needs. 10/10/22
and technologies to Students actively engage
meet students’ Some students Students participate in Students participate in in instruction and make Students take
diverse learning participate in single lessons or instruction using use of a variety of responsibilities for using
needs instructional strategies, sequence of lessons strategies, resources, and targeted strategies, a wide range of
using resources and related to their interests technologies matched to resources, and strategies, resources, and
technologies provided. and experiences. their learning needs. technologies to meet technologies that
4/25/22 their individual students successfully advance
needs. their learning.
10/10/22 3/25/23
I feel that for some of my Students participate in I have made an effort Throughout the teaching
lessons I am able to instruction through a throughout this semester induction program, I
include a variety of variety of activities and to include different have learned many new
instructional methods to technologies. Students strategies to help support teaching strategies as
help meet the needs of work in small groups, the different learning well as new technology
my students but not all partners, and styles. I have been to that I include daily in my
lessons. I try to include individually throughout many PD’s throughout classroom. It is important
lecturing, modeling, and lessons to try and this year and have to include individualized
observation in all of my scaffold assignments. I learned how to include differentiation strategies
lessons. Stations, small often use my Viewsonic different strategies using to ensure that all of your
group instruction, and board, document camera, my Viewsonic board. student's different
one-on-one instruction and chrome books to 10/10/22 learning needs are being
Evidence are ways I also try to meet the needs of my met. I have also created
reach all of my students students. I display The students have been resources that my
but find it difficult to examples on the board using their Chromebooks students can use to help
accomplish every day. I using my document this school year. I have them while they are
create charts as a camera and Viewsonic become familiar with working independently.
resource to try and make for all students to see. We different programs to My students can use a
the sequencing of events also have many online help engage the students. word wall, number line,
and stories more programs to help For example, I have been letter sounds chart, and
understandable to my EL students. I will assign ST having the kids read and manipulatives to help
students with the use of Math concepts for record so I can go back them progress through
pictures. students to review. and listen to them read. an activity.
9/16/21 4/25/22 10/10/22 3/25/23
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.5 Emerging
Asks questions that focus
on factual knowledge
and comprehension.
Promoting critical
thinking though
inquiry, problem
Some students respond
solving, and
to questions regarding
reflection
facts and comprehension.
9/16/21
I promote critical
thinking in my classroom
through the use of group
discussions at the end of
the school day. During
this time students are
asked to think back on
what they learned that
day. The problem I face is
that I often have the
same students raising
Evidence their hands and
responding on a daily
basis. I have tried to have
other students engage in
the discussion but it
usually takes significant
prompting and sentence
framing. I have also used
sheets for students to
give feedback on their
understanding of a
lesson.
9/16/21
Exploring
Includes questions in
single lessons or a
sequence of lessons that
require students to recall,
interpret, and think
critically.
9/16/21
Students respond to
varied questions or tasks
designed to promote
comprehension and
critical thinking in single
lessons or a sequence of
lessons.
4/25/22
When students are
coloring or writing I often
have them critique their
own work before moving
on to the next task. I also
observe student
discussions with their
peers regarding our
lessons. By having
students teach a concept
to another student I can
see how well they
understand what we are
learning. I also ask many
open-ended questions
while working with
students during ELA.
Since my students are
unable to write complete
sentences one of the best
ways I feel I can promote
critical thinking is by
having conversations.
9/16/2
Applying
Guide students to think
critically through use of
questioning strategies,
posing/solving problems,
and reflection on issues
in content.
4/25/22
Students respond to
questions and problems
posed by the teacher and
begin to pose and solve
problems of their own
related to the content.
10/10/22
One way that I have
begun to promote
students' critical thinking
is by asking questions
about our reading and
having them compare it
to other stories that we
have read. I have found
that this encourages
students to think
critically and compare
what we have read.
4/25/22
By having students turn
and learn all students are
given the opportunity to
respond to my questions.
I have also been having
them create reflection
drawings of our stories.
This activity is accessible
to all of my students.
4/25/22
Integrating
Supports students to
initiate critical thinking
through independently
developing questions,
posing problems and
reflecting on multiple
perspectives.
10/10/22
Students pose problems
and construct questions
of their own to support
inquiries into content.
I have been supporting
students to think
critically by having them
relate our subject matter
back to their real lives.
This requires students to
think critically by having
them think about what
we are learning, and
reflecting on how that
can be adapted to the
real-world. I have also
challenged students to
come up with the
solutions to a problem in
a story prior to reading
the ending and them
finding out the solution.
This has students
problem solve and think
of different solutions to a
singular problem.
10/10/22
Innovating
Facilitates systematic
opportunities for student
to apply critical thinking
by designing structured
inquiries into complex
problems.
3/25/23
Students pose and
answer a wide-range of
complex questions and
problems, reflect, and
communicate
understandings based on
in depth analysis of
content learning.
Through the use of word
banks, word walls,
memorized sight words,
and thinking maps, my
students can think
critically to write
complete sentences on
their own. We also help
students to think
critically by challenging
them mathematically
through the use of ST
Math. ST Math doesn’t
show or tell students
how to complete a level.
It is the student's
responsibility to explore
the activity and
problem-solve to move
on. We also have class
discussions that require
students to think
critically.
3/25/23
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
Some students receive Students receive
while teaching.
individual assistance assistance individually or
during instruction. in small groups during
instruction.
9/16/21
There are so many ways I
both formally and
informally assess
students during my
lessons. I allow extra
time to pull kids back to
the rug in a small group
to reteach concepts they
might not have
understood. I often use
whiteboards so students
can all display their
answers to me and I can
Evidence see who is and is not
understanding what we
are doing. I have chairs at
the ends of all of my
tables so I can sit next to
kids and work with them
at their desks. I have tub
activities so other
students can work on
different activities while I
reteach to other students.
9/16/21
Applying Integrating Innovating
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, students in mastering the
checks for or challenge. concepts flexibly and
understanding. effectively.
9/16/21 10/10/22
Students are able to Students monitor their
articulate their level of progress in learning and
Students successfully understanding and use provide information to
participate and stay teacher guidance to meet teacher that informs
engaged in learning their needs during adjustments in
activities. instruction. instruction.
3/25/23
I use non-verbal cues I monitor student I have created
with thumbs up and learning through the use individualized morning
thumbs down in almost of formative assessments. work and math tubs to
every lesson I teach for Some of my favorite focus on exactly what
quick observations of my types of formative each student is struggling
class. I also use exit assessments are with. I have leveled work
tickets, Kahoot, observations, creating that focuses on individual
questioning, and charts, exit tickets, and students weaknesses. For
activities to help me, classwork. I use the data example, my math tubs
progress monitor, both that I collect through my are broken into student
during and after my assessments to adjust my groups with each tub
lessons. I am always teaching mid-lesson. having student numbers
walking around looking 4/25/22 on the front. I take the
at student work and formal and informal
interjecting when Students stay engaged assessments from my
students need through a variety of lessons and create
redirection. I often will activities. I keep students extension activities that
stop mid-lesson and moving throughout my help to support my
adjust while teaching and lessons by having them students in their areas of
include different move from the tables to weakness. My students
examples to help the carpet. I have can tell and show me if
students. I also will move students complete they are not
on if I see students are various activities and try understanding a concept
understanding a concept. to include their interest and need more help.
9/16/21 into my lessons. 10/10/22
4/25/22 3/25/23
Standard 1 CSTP: Engaging and Supporting All Students in Learning