Standard

1 CSTP: Engaging and Supporting All Students in Learning

Element 1.1 Emerging Exploring Applying Integrating Innovating
Learns about students Gathers additional data to Uses data from a variety Uses data from multiple Uses comprehensive
through data provided by learn about individual of formal and informal measures to make knowledge of students to
the school and/or students. sources to learn about adjustments to make ongoing
assessments. students and guide instruction and meet adjustments and
selection of instructional individual identified accommodations in
strategies to meet diverse learning needs. instruction.
learning needs. 7/12/22
Using knowledge of
12/11/22
students to engage
Some students may Students engage in single Students actively utilize a Students take ownership
them in learning
engage in learning using lessons or sequence of Student engage in variety of instructional of their learning by
instructional strategies lessons that include some learning through the use strategies and choosing from a wide
focused on the class as a adjustments based on of adjustments in technologies in learning range of methods to
whole. assessments. instruction to meet their that ensure equitable further their learning that
needs. access to the curriculum. are responsive to their
7/12/22 learning needs.
12/11/225/4/23
I use data from I make modifications
assessments given by the often, even sending home
school and by me. I also differentiated homework
use any notes listed in based on individual
ALMA for biographical students’ needs. Students
information. Using this also have access to 1-to-1
information, I guide my iPads where they often
instruction for each work on iReady which
student to their needs. differentiates content to
7/12/22 the child’s level. 7/12/22
12/11/22
At the beginning of the
school year I do many During independent work
Evidence things to understand my time, I provide my
students. I send home an students with the
all about me page where freedom to choose from a
students fill out different variety of apps once they
things about them in have finished their
order to help me connect assigned work. In some of
to their daily lives while these apps, I allow them
doing examples in the to pick which
curriculum in class. assignments or games
Where before I had the they would like to do. By
parents fill it out, this offering them these
time I asked parents to sit choices, they are
with their child to help empowered to take
them fill it out charge of their own
Standard 1 CSTP: Engaging and Supporting All Students in Learning
themselves. I also use this learning. When they work
knowledge to connect on iReady, I assign
with the students specific lessons to
personally to build those students based on their
relationships. 12/11/22 individual proficiency
levels. As we move
through the school year, I
gain a deeper
understanding of each
student's strengths and
weaknesses. This can
help me to know where to
provide support when
needed.
Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.2 Emerging Exploring Applying Integrating Innovating
Develops awareness of Uses gathered Uses school resources and Integrates broad Develops and
prior knowledge, culture, information about family contacts to expand knowledge of students systematically uses
backgrounds, life students’ prior understanding of and their communities to extensive information
experiences, and interests knowledge, cultural students’ prior inform instruction. regarding students’
represented among backgrounds, life knowledge, cultural cultural backgrounds,
students. experiences, and interest backgrounds, life prior knowledge, life
Connecting learning
to support student experiences, and interests experiences, and
to students’ prior
learning. to connect to student interests.
knowledge,
learning. 7/12/22
backgrounds, life

experiences, and
Some students connect Students participate in Students make Students are actively Students can articulate
interests
learning activities to their single lessons or connections between engaged in curriculum, the relevance and impact
own lives. sequences of lessons curriculum, and their which relates their prior of lessons on their lives
related to their interests prior knowledge, knowledge, experiences, and society.
and experiences. backgrounds, life and interests within and
experiences, and across learning activities.
interests. 7/12/22 5/4/23
Using ALMA, parent In order to facilitate
information and effective learning and
communication, and
relationship building with
retention of math
students I use this concepts, I
information to relate incorporate a quick
many lessons to topics five-minute check-in
that interest students and at the beginning of
connect to their
backgrounds. 7/12/22
each new math
lesson. This brief
Students often get excited activity is specifically
Evidence
when they realize that designed to help
something familiar to students connect
their life is integrated into
their learning, lessons,
their previous day's
and work. 7/12/22 learning with the
current day's lesson.
During Meet the Teacher Here is an example of
this year I made sure that I an exit ticket/check-
personally connected and
spoke to each family. I had in I've used.
a conversation with the
parent and child to help
me get an insight in to
their lives at home and
Standard 1 CSTP: Engaging and Supporting All Students in Learning
things that they like to do.
I use this knowledge to
help me connect with
students and their
families. Outside of this
day, I mainly use email
communication or verbal
communication when
needed.12/11/22

Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.3 Emerging Exploring Applying Integrating Innovating
Uses real-life connections Explore using additional Integrates connections Integrates connections to Engages student in
during instruction as real-life connections to from subject matter to meaningful, real-life actively making
identified to curriculum. subject matter in single meaningful, real-life contexts in planning connections to relevant,
lessons or sequence of contexts, including those subject matter instruction meaningful, and real-life
lessons to support specific to students’ and is responsive during contexts throughout
understanding. family and community. instruction to engage subject matter
Connecting subject 12/11/22 students in relating to instruction.
matter to subject matter.
meaningful, real-life
contexts Some students relate Students make use of Students actively engage Students routinely
subject matter to real-life. real-life connections Students utilize real-life in making and using real- integrate subject matter
provided in single lessons connections regularly to life connections to subject into their own thinking
or sequence of lessons to develop understandings matter to extend their and make relevant
support understanding of of subject matter. understanding. applications of subject
subject matter. 12/11/22 matter during learning
activities.
Students tend to do I purposely will
this mostly within change wording of
our ELA lessons by phrases or locations
connecting to when appropriate to
characters in the fit something
story or topics within meaningful in their
them and in our life, their family, and
Social Studies lessons community. 7/12/22
when they compare
what we learn to life I always ask my
today. 7/12/22 students if they've
Evidence
experienced what
The students have been we're learning about.
learning all about This helps them
personal narratives. In
class we started writing
relate to the subject
our own personal better. As we keep
narratives. We are learning, they start to
writing about something share their own
that we all have done and experiences more
all enjoy. We, as a class,
chose to write about often. For example,
going out to eat. Then, we during social studies,
all decided that we have I asked them about
Standard 1 CSTP: Engaging and Supporting All Students in Learning
been to In-N-Out and which holidays they
loved it. We are now celebrate in their
writing about a time we
went to In-N-Out and
families, which was a
what we ate.12/11/22 great chance for
them to share what
they know about
different
holidays. 5/4/23

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 learning
Using a variety of
lessons to meet students’ ongoing instruction to meet students’ diverse needs.
instructional
diverse learning needs. meet students’ diverse learning needs.
strategies, resources,
learning needs.
and technologies to

meet students’
Some students participate Students participate in Students participate in Students actively engage Students take
diverse learning
in instructional strategies, single lessons or sequence instruction using in instruction and make responsibilities for using
needs
using resources and of lessons related to their strategies, resources, and use of a variety of a wide range of strategies,
technologies provided. interests and experiences. technologies matched to targeted strategies, resources, and
their learning needs. resources, and technologies that
technologies to meet their successfully advance their
individual students learning.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
needs.
I will often use many During work time,
different media types students have
to get a lesson across options of what they
to meet diverse want to complete
learning needs of my during that time.
students. 7/12/22 These assignments
include digital
During math lessons I assignments on the
allow students to use iPad and pen and
many paper assignments.
different manipulative 7/12/22
to help them with
their math problems This year, I decided
when identifying tens to do some research
and ones of a double and sit down with
Evidence
digit number. Some our I-ready head at
students like to use our school to learn
white boards more about iReady
and white board and how to
markers to show their implement it in our
tens and ones, some classroom. I then
like to use place value took this information,
blocks to show tens tried it in my
and ones, some like to classroom, and
use unifix cubes to tweaked what I
show tens and ones, learned to fit my
and some students class. 5/4/23
prefer to do mental
math or pencil and
paper.12/11/22


Element 1.5 Emerging Exploring Applying Integrating Innovating
Promoting critical Asks questions that focus Includes questions in Guide students to think Supports students to Facilitates systematic
thinking though on factual knowledge and single lessons or a critically through use of initiate critical thinking opportunities for student
inquiry, problem comprehension. sequence of lessons that questioning strategies, through independently to apply critical thinking
solving, and require students to recall, posing/solving problems, developing questions, by designing structured
Standard 1 CSTP: Engaging and Supporting All Students in Learning
reflection interpret, and think and reflection on issues in posing problems and inquiries into complex
critically. content. reflecting on multiple problems.
perspectives.

Some students respond to Students respond to Students respond to Students pose problems Students pose and
questions regarding facts varied questions or tasks questions and problems and construct questions answer a wide-range of
and comprehension. designed to promote posed by the teacher and of their own to support complex questions and
comprehension and begin to pose and solve inquiries into content. problems, reflect, and
critical thinking in single problems of their own communicate
lessons or a sequence of related to the content. understandings based on
lessons. in depth analysis of
content learning.
I often use think- Every week, we
pair-share and other undertake a reading
strategies to have comprehension
students think exercise which
critically about the comprises of detailed
matter at hand. questions related to
7/12/22 the genre, personal
opinions, and textual
Students will evidence. During the
respond to questions course of the week, I
and problems posed read out a story and
by me and will do the offer opportunities
same during their for the students to
Evidence think-pair-share respond to my
time. 7/12/22 critical thinking
questions. They are
While reading stories, I also motivated to
have different wands of raise their own
comprehension that have
different types of
queries. Additionally,
comprehension on them. I we have small
use these to help students reading groups that
think critically about the meet thrice a week,
story that they are where each group
hearing. Students are
called on randomly to
reads a distinct story
answer the random and I pose critical
comprehension question thinking questions
that is pulled based on for them to ponder
the wand. 12/11/22
Standard 1 CSTP: Engaging and Supporting All Students in Learning
upon.

Element 1.6 Emerging Exploring Applying Integrating Innovating
Implements lessons Seeks to clarify Makes ongoing Adjusts strategies during Makes adjustments to
following curriculum instruction and learning adjustments to instruction based on the extend learning
guidelines. activities to support instruction based on ongoing monitoring of opportunities and
student understanding. observation of student individual student needs provide assistance to
engagement and regular for assistance, support, or students in mastering the
Monitoring student checks for understanding. challenge. concepts flexibly and
learning and effectively.
adjusting instruction
while teaching. Some students receive Students receive Students successfully Students are able to Students monitor their
individual assistance assistance individually or participate and stay articulate their level of progress in learning and
during instruction. in small groups during engaged in learning understanding and use provide information to
instruction. activities. teacher guidance to meet teacher that informs
their needs during adjustments in
instruction. instruction.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Often throughout a During work time
lesson I will ask for a students know that if
thumb up, middle, or they need extra help,
down based on how they can sit at the
well the student is lesson table to work
understanding the with me. By building
concept being taught. a positive classroom
I will then adjust environment in the
instruction based on very beginning of the
results. 7/12/22 year, children are not
afraid to do this.
During lessons, I still use 7/12/22
the thumb up and thumb
down to check for To avoid this, I have
understanding and adjust students complete a quick
accordingly. I have google form that is saved
adjusted it a bit because on their iPad screen and
students would often look select either a thumbs up
around and just copy or down so I can see what
what their friend put up a majority of students are
Evidence in the air. 12/11/22 feeling without them
being influenced by their
friends. 12/11/22

I have started to use
many exit tickets
throughout the day.
My exit tickets
always have a thumb
up, thumb down, and
a thumb in the
middle for them to
color in to show how
they are feeling about
the specific concept.
NBPTS 3 - Teachers
are responsible for
managing and
monitoring student
Standard 1 CSTP: Engaging and Supporting All Students in Learning
learning. 5/4/23