Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.1 Emerging Exploring
Learns about students Gathers additional data to
through data provided by learn about individual
the school and/or students.
assessments.
Using knowledge of
students to engage
them in learning
Some students may engage Students engage in single
in learning using lessons or sequence of
instructional strategies lessons that include some
focused on the class as a adjustments based on
whole. assessments.(7/09/21)
At the beginning of the
school year I gathered data
about each student in
addition to the data and
assessments provided by the
school. I gave each of my
students a math assessment
and survey. I also gave each
of my students a reading
survey and a general interest
survey. Using this
information, I added
additional books to our class
library and divided the class
Evidence into various small groups to
provide differentiated
instruction. .(7/09/21)
Applying
Uses data from a variety of
formal and informal sources
to learn about students and
guide selection of
instructional strategies to
meet diverse learning needs.
(5/05/22)(10/10/22)
Student engage in learning
through the use of
adjustments in instruction to
meet their
needs.(5/05/22)(10/10/22)
I identified and built on
existing areas of student
competence as assessed by
formative assessments.
(5/05/22)
Students were grouped into
math and ELA groups based
on data from formative
assessments to meet their
learning needs. (5/05/22)
I identified and built on
existing areas of student
competence as assessed by
formative assessments. I
used student data that I
learned from a student
interest survey to inform my
instruction in ELA.
Students were grouped into
math and ELA groups based
on our class's NWEA Map
growth assessments data to
meet their learning needs.
(10/10/22)
Integrating Innovating
Uses data from multiple Uses comprehensive
measures to make knowledge of students to
adjustments to instruction make ongoing adjustments
and meet individual and accommodations in
identified learning needs. instruction.
Students actively utilize a Students take ownership of
variety of instructional their learning by choosing
strategies and technologies from a wide range of
in learning that ensure methods to further their
equitable access to the learning that are responsive
curriculum.(5/06/23) to their learning needs.
I continued to adjust
instruction based on
formative and summative
student assessments, student
surveys, and NWEA
testing data. I utilized
technological resources
such as Seesaw, Freckle,
and Google slides to
differentiate instruction and
provide equitable access to
the curriculum. (5/06/23)
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
Connecting learning
students.
to students’ prior
knowledge,
backgrounds, life
experiences, and
interests
Some students connect
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.
.(7/09/21)
Students participate in
single lessons or sequences
of lessons related to their
interests and experiences.
Prior to the start of a lesson,
I will review the lesson and
look for ways to integrate
what I know about the
student’s backgrounds,
prior knowledge, and
interests to connect the
content of the lesson to the
class and the individual
students in the class.
Occasionally these
connections will occur
organically and
spontaneously. .(7/09/21)
Applying
Uses school resources and family
contacts to expand understanding
of students’ prior knowledge,
cultural backgrounds, life
experiences, and interests to
connect to student learning.
(5/05/22)
Students make connections
between curriculum, and their
prior knowledge, backgrounds,
life experiences, and interests.
.(7/09/21) (5/05/22)
The students themselves excel at
making connections between
what we are learning in different
content areas and what they have
already learned. They are eager
to share the personal relevance or
connection that they see between
the content and themselves.
.(7/09/21)
As the year progressed, I reached
out to each family individually to
learn more about their students'
prior knowledge, cultural
backgrounds, life experiences,
and interests. Students also
participated in a survey about
their interests, and I used this
data to inform our writing
projects.( 5/05/22)
The students continue to excel in
making connections between
themselves and what we are
learning.( 5/05/22)
I sent out a homework survey to
the families of my parents after
parent-teacher conferences to see
Integrating Innovating
Integrates broad Develops and
knowledge of students systematically uses
and their communities extensive information
to inform instruction. regarding students’ cultural
backgrounds, prior
knowledge, life
Students are actively experiences, and interests.
engaged in
curriculum, which
relates their prior Students can articulate the
knowledge, relevance and impact of
experiences, and lessons on their lives and
interests within and society.
across learning
activities. (5/06/23_
Students are actively
engaged in the
curriculum through a
variety of student lead
projects. Students are
allowed some choices
in learning activities
to align with personal
interests during our
center or free choice
time.(5/06/23)
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging
Uses real-life connections
during instruction as
identified to the
curriculum.
Connecting subject
matter to meaningful,
real-life contexts
Some students relate
subject matter to real-life.
Exploring
Explore using additional
real-life connections to the
subject matter in single
lessons or a sequence of
lessons to support
understanding.(7/09/21)
Students make use of
real-life connections
provided in single lessons
or sequence of lessons to
support understanding of
subject matter.
if the homework was meeting the
student's needs and to provide
the parents an opportunity to
give feedback. (10/10/22)
Applying
Integrates connections from
subject matter to
meaningful, real-life
contexts, including those
specific to students’
families and communities.
(5/05/22)(10/10/22)
Students utilize real-life
connections regularly to
develop understandings of
subject matter. (7/09/21)
(5/05/22)(10/10/22)
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.(5/06/23)
Innovating
Engages student in actively
making connections to
relevant, meaningful, and
real-life contexts
throughout subject matter
instruction.
Students routinely integrate
subject matter into their
own thinking and make
relevant applications of
subject matter during
learning activities.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I find this easier in some
subjects than others. For
example, in social studies
and Bible, real-life
connections are easy to
make as we study calendars
or discuss what it means to
forgive someone else. It is
often easy to integrate it
into the sequence of lessons
as well, and refer back to it
throughout the unit of
study. However, I still
struggle to do this all
subjects. .(7/09/21)
Evidence
The students in my class
are great at making
personal and real-life
connections from their own
experiences or the
experiences of family
members or friends. They
seem to believe and act
upon the notion that all that
we learn in school is
related to their everyday
lives and holds real-world
relevance.(7/09/21)
(5/05/22)
This semester I have
focused on finding ways to
integrate connections from
our subject matter to my
students' real life. This
included new writing
prompts that were specific
to their interest, culture,
and daily life. It also
involved more projects that
were student-driven, and
based in our community. It
included changing names
or details in math problems
to more accurately
represent the student’s
real-life contexts. (5/05/22)
The students continued to
make real-life connections
to the subject matter,
drawing from their real-life
experiences and funds of
knowledge. I found that
asking a simple question
such as “Where have you
heard this word used
before?” or “Where have
you noticed fractions?”,
would draw a multitude of
responses with real-life
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.4 Emerging
Uses instructional
strategies, resources, and
technologies as provided
by school and/or district.
(7/09/21)
Using a variety of
instructional
strategies, resources,
and technologies to
meet students’ diverse
learning needs
Some students participate
in instructional strategies,
using resources and
technologies provided.
.(7/09/21)
Exploring
Explores additional
instructional strategies,
resources, and technologies
in single lessons or
sequence of lessons to meet
students’ diverse learning
needs. (5/05/22)
Students participate in
single lessons or sequence
of lessons related to their
interests and experiences.
(5/05/22)
connections from the
students. (10/10/22)
Applying
Utilizes a variety of
strategies including
culturally responsive
pedagogy, resources, and
technologies during
ongoing instruction to meet
students’ diverse learning
needs.
Students participate in
instruction using strategies,
resources, and technologies
matched to their learning
needs.(5/06/23)
Integrating
Creates, adapts, and
integrates a broad range of
strategies, resources, and
technologies into
instruction designed to
meet students’ diverse
learning needs.
Students actively engage in
instruction and make use of
a variety of targeted
strategies, resources, and
technologies to meet their
individual students needs.
Innovating
Refines the flexible use of
an extensive repertoire of
strategies, resources, and
technologies to meet
students’ diverse learning
needs.
Students take
responsibilities for using a
wide range of strategies,
resources, and technologies
that successfully advance
their learning.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
This is an area that I
definitely need to grow in.
Despite being able to
observe the differences in
my student’s learning style
and needs from formative
and summative
assessments, I often
struggle to know to best
provide a strategy, resource
or technology that will help
them reach their learning
goal.(7/09/21)
Evidence
Element 1.5 Emerging
Asks questions that focus
Promoting critical
on factual knowledge and
thinking though
comprehension.(7/09/21)
I use a variety of
instructional activities
during a lesson including
lecture, partner talks, small
group discussions, and
individual practice which is
sometimes differentiated
based on the previous
formative assessment.
(5/05/22)
Students participate in
multiple types of activities
throughout a single lesson
or sequence of lesson and
have some choice
throughout the lesson
sequence. Students are
given several ways to
demonstrate their learning.
(5/05/22)
A lesson will include a
variety of instructional
strategies, including
lecture, partner talks, small
group discussions, and
individual practice which is
sometimes differentiated
based on the previous
formative assessment.
Students are given several
ways to demonstrate their
learning. In math, students
use Freckle Math to help
meet diverse learning
needs. (10/10/22)
Exploring Applying Integrating Innovating
Includes questions in single Guide students to think Supports students to initiate Facilitates systematic
lessons or a sequence of critically through use of critical thinking through opportunities for student to
lessons that require questioning strategies, independently developing apply critical thinking by
Standard 1 CSTP: Engaging and Supporting All Students in Learning
inquiry, problem
solving, and reflection
Some students respond to
questions regarding facts
and comprehension.
.(7/09/21)
Again, I think that this is an
area that I really need to
grow in. It is easy to assess
the student’s factual
comprehension or
knowledge, but I find it
hard to facilitate learning
that involves the higher
levels of Bloom’s
taxonomy including critical
thinking, analysis, or
creativity. Reflection can
be a challenging activity
Evidence for my second-grade
students to engage in, and I
struggle to facilitate it well.
.(7/09/21)
Element 1.6 Emerging
Monitoring student Implements lessons
learning and adjusting following curriculum
instruction while guidelines.
teaching.
students to recall, interpret, posing/solving problems, questions, posing problems designing structured
and think critically. and reflection on issues in and reflecting on multiple inquiries into complex
(5/05/22) content. perspectives. problems.
Students pose problems
Students respond to varied Students respond to and construct questions of Students pose and answer a
questions or tasks designed questions and problems their own to support wide-range of complex
to promote comprehension posed by the teacher and inquiries into content. questions and problems,
and critical thinking in begin to pose and solve reflect, and communicate
single lessons or a problems of their own understandings based on in
sequence of lessons. related to the depth analysis of content
(5/05/22) content.(5/06/23) learning.
This semester our ELA Students regularly engage
units all began with an in number talks which
essential question which require students to think
we referenced throughout critically to reflect on their
the lesson unit. This problem-solving. (5/06/23)
question required recall,
interpretation, and critical
thinking. (5/05/22)
Students participate in
multiple types of activities
throughout a single lesson
or sequence of lesson and
have some choice
throughout the lesson
sequence. Students are
given several ways to
demonstrate their learning.
(5/05/22)
In ELA students participate
in small group or whole
group discussions based on
the text.(10/10/22)
Exploring Applying Integrating Innovating
Seeks to clarify instruction Makes ongoing Adjusts strategies during Makes adjustments to
and learning activities to adjustments to instruction instruction based on the extend learning
support student based on observation of ongoing monitoring of opportunities and provide
understanding. .(7/09/21) student engagement and individual student needs for assistance to students in
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Some students receive
individual assistance during
instruction. .(7/09/21)
I often include multiple
brief formative assessments
during instruction. These
assessments usually take
the form of whole class
whiteboard responses, turn
and talks, or letting the
students work through an
activity or problem while I
observe their responses.
While I often include these
and will alter my
instruction to meet the
learning needs of a few
students, it is difficult to
ensure that all students are
Evidence progressing in the learning
during the instruction.
.(7/09/21)
Students receive assistance
individually or in small
groups during instruction.
(5/05/22)(10/10/22)
If during a formative
assessment I recognize that
many students are
struggling with same
concept, I will clarify or
adjust my instruction and
activities to support student
learning. .(7/09/21)
This semester I grouped
students into homogenous,
but dynamic math and ELA
groups based on data from
formative assessments to
meet their learning needs.
(5/05/22)
Students are grouped in
homogenous, but dynamic
math and ELA groups for
small-group instruction.
Students may receive
individual or small group
instruction as needed
during our independent
work time. (10/10/22)
regular checks for assistance, support, or mastering the concepts
understanding. challenge. flexibly and effectively.
(5/05/22)(10/10/22)
Students monitor their
Students are able to progress in learning and
Students successfully articulate their level of provide information to
participate and stay understanding and use teacher that informs
engaged in learning teacher guidance to meet adjustments in instruction.
activities. their needs during
instruction.(5/06/23)
This semester I also This semester I have
focused on more frequent adjusted my instructional
formative assessments in strategies and format
the form of exit tickets, mid-lesson to effectively
self-assessments, and meet my students’ learning
whiteboard check-ins. I needs. Students who show
also reviewed the student mastery of the concept are
data and made ongoing able to move on to
adjustments in my activities which challenge
instruction. (5/05/22) them to extend their
learning, while students
Students regularly that are struggling can
participate in "checks for participate in a small group
understanding", respond on re-teach.
their whiteboards, or
complete formative Students regularly
assessments throughout a participate in "checks for
lesson.(10/10/22) understanding", respond on
their whiteboards, or
complete formative
assessments throughout a
lesson. Students frequently
participate in
self-assessments, and seek
guidance when
needed.(5/06/23)