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 variety of Uses data from multiple Uses comprehensive
through data provided by to learn about individual formal and informal measures to make knowledge of students to
the school and/or students. sources to learn about adjustments to instruction make ongoing adjustments
assessments. 7/16/22 students and guide and meet individual and accommodations in
selection of instructional identi ied learning needs. instruction.
strategies to meet diverse 5/6/23
Using knowledge of learning needs. 12/6/22
students to engage Students take ownership of
them in learning Some students may Students engage in Student engage in learning Students actively utilize a their learning by choosing
engage in learning using single lessons or through the use of variety of instructional from a wide range of
instructional strategies sequence of lessons that adjustments in instruction strategies and methods to further their
focused on the class as a include some to meet their needs. technologies in learning learning that are
whole. adjustments based on 12/6/22 that ensure equitable responsive to their
assessments. 7/16/22 access to the curriculum. learning needs.
5/6/23
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 Standard 1 CSTP: Engaging and Supporting All Students in Learning

I use data provided by my When instructing my I use a variety of formal To engage all
school such as AERIES to lessons, I often use assessments such as students in
learn about my students. I informal assessments to chapter tests as well as learning I like to
also like to consult with check for educational technology do engaging crafts
colleagues who have had understanding. The like Seesaw and Kahoot. I that celebrate
the students in the past, most common one I like also use informal sources students
and review cumulative to use is “thumbs up if to meet my students’ differences. In the
iles to make sure I’m you understand.” Just by learning needs like beginning of the
aware of IEPs, SSTs etc. the show of thumbs I thumbs up or thumbs year we read “Our
Our school also uses can see which students down and also a “How are Class is a Family”
iReady as our main understand and which you feeling?” Chart each and student
assessment tool which students need more day. 12/6/22 complete craft
aids in gaging student time. I use these where they get to
academic levels. 7/16/22 informal assessments to My students engage in create themselves
Evidence adjust my teaching and learning through the use and this helps
will make quick changes of adjustments in my build class culture
in my plans based off of instruction. This helps from the very
student feedback. These them meet their learning start of the year.
changes could be a needs such as if students 5/6/23
longer whole group are not understanding, I
lesson or pulling explain it in a different
students who need help way and allow more time.
to a small group. 12/6/22 Students actively utilize a
7/16/22 variety of instructional
strategies and
technologies in learning
that ensure equitable
access to the curriculum.
5/6/23
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 Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.2 Emerging Exploring Applying Integrating Innovating
Develops awareness of Uses gathered information Uses school resources and Integrates broad Develops and
prior knowledge, culture, about students’ prior family contacts to expand knowledge of students systematically uses
backgrounds, life knowledge, cultural understanding of and their communities to extensive information
experiences, and interests backgrounds, life students’ prior inform instruction. regarding students’
represented among experiences, and interest knowledge, cultural 5/6/23 cultural backgrounds,
Connecting learning
students. 7/16/22 to support student backgrounds, life prior knowledge, life
to students’ prior
learning. experiences, and interests experiences, and interests.
knowledge,
to connect to student Students are actively
backgrounds, life
learning. 12/6/22 engaged in curriculum,
experiences, and
Students participate in which relates their prior Students can articulate the
interests
Some students connect single lessons or Students make knowledge, experiences, relevance and impact of
learning activities to their sequences of lessons connections between and interests within and lessons on their lives and
own lives. related to their interests curriculum, and their across learning activities. society.
and experiences.7/16/22 prior knowledge, 5/6/23
backgrounds, life
experiences, and interests.
I like to send home a I give students choices I use data from I relate curriculum to
parent survey in the when learning in order to Kindergarten assessments kindergarten interests
beginning of the year to play on their interests and to make adjustments in such as common sports or
learn more about my keep them engaged in teaching based off of animals. 5/6/23
students beyond what learning. For example, I students’ speci ic needs. I
information the AERIES will give choice boards or also share assessment
pro iles give us. This helps give them a few activity scores along with glows
me get to know my options and let them pick and grows to parents Students are actively
students and their parents which ever one they like making connections with engaged in curriculum
better. 7/16/22 best. 7/16/22 them on their background because I relate it to their
and how they can best interests which assists in
support their child. their prior knowledge,
Evidence
12/6/22 experiences, and interests
within and across learning
activities. 5/6/23

My students make
connections between their
curriculum and
backgrounds through our
ELA units as well as our
math chapters. 12/6/22
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 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
identi ied to curriculum. subject matter in single meaningful, real-life contexts in planning connections to relevant,
7/16/22 lessons or sequence of contexts, including those subject matter instruction meaningful, and real-life
lessons to support speci ic to students’ family and is responsive during contexts throughout
understanding. and community. 12/6/22 instruction to engage subject matter
students in relating to instruction. 5/6/23
Connecting subject
subject matter.
matter to meaningful,
real-life contexts
Students make use of real- Students utilize real-life Students actively engage Students routinely
Some students relate life connections provided connections regularly to in making and using real- integrate subject matter
subject matter to real-life. in single lessons or develop understandings life connections to subject into their own thinking
sequence of lessons to of subject matter. 12/6/22 matter to extend their and make relevant
support understanding of understanding. 5/6/23 applications of subject
subject matter 7/16/22 matter during learning
activities.

I relate curriculum to real- Students participate in 3 I always strive to relate Students are able to relate I relate content to real-life
life connections in ELA, project based learning content to students real to experiences they’ve connections for example,
math, and science lessons. projects per year where life such as using items or seen or are currently when learning about
For example, when they make real-life pictures they know in happening for example weather, students are able
learning about weather in connections. Being a math or relating the during our science to relate to experiences
science, I ask them to magnet school with a concept we’re learning in weather unit. 5/6/23 they’ve seen or are
recall a time they focus in career science to an experience currently happening. I
remember being in a exploration, our inal PBL they have had. 12/6/22 also purposefully teach
storm. 7/16/22 of the year focuses on our our science weather unit
business partner and My students use these during our weather and
future careers. 7/16/22 real-life connections seasons ELA unit so they
regularly which helps are able to make
Evidence them in their connections to relevant,
understanding of the meaningful, and real-life
subject matter. 12/6/22 contexts throughout
subject matter. 5/6/23
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 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 Re ines the lexible 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. 5/6/23
instructional
diverse learning needs. meet students’ diverse learning needs. 12/6/22
strategies, resources,
7/16/22 learning needs.
and technologies to
meet students’
Some students participate Students participate in Students actively engage Students take
diverse learning
in instructional strategies, Students participate in instruction using in instruction and make responsibilities for using a
needs
using resources and single lessons or sequence strategies, resources, and use of a variety of targeted wide range of strategies,
technologies provided. of lessons related to their technologies matched to strategies, resources, and resources, and
interests and experiences. their learning needs. technologies to meet their technologies that
7/16/22 individual students needs. successfully advance their
12/6/22 learning. 5/6/23

I like to use a variety of My students use resources I strive to try new I use a wide range of
educational technology that match their learning educational technology strategies in my
apps in addition to needs. For example, that engages students in instruction including
resources provided by my during small group ELA learning and also is many collaborative
school. For example, I instruction, I will have my differentiated to meet opportunities such as
have my students use higher group read a level students' speci ic and think-pair-share as well as
Seesaw and Kahoot! C emerging reader text, unique needs. Some a wide range of
weekly which aids them in while having my lower different technologies I educational technology
understanding group read a level A have tried with my class apps/websites on their
curriculum. 7/16/22 emerging reader text. including Pear Deck and iPads. 5/6/23
7/16/22 FlipGrid. 12/6/22
Evidence My students learn
Using technology tools responsibility qualities by
such as Pear Deck or having 1:1 iPads and
Flipgrid leads to higher learning how to take care
engagement in instruction of them. 5/6/23
and ultimately my
students perform better.
12/6/22
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 Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.5 Emerging Exploring Applying Integrating Innovating

Asks questions that focus Includes questions in Guide students to think Supports students to Facilitates systematic
on factual knowledge and single lessons or a critically through use of initiate critical thinking opportunities for student
comprehension. sequence of lessons that questioning strategies, through independently to apply critical thinking
require students to recall, posing/solving problems, developing questions, by designing structured
interpret, and think and re lection on issues in posing problems and inquiries into complex
Promoting critical critically. 7/16/22 content. 12/6/22 re lecting on multiple problems.
thinking though perspectives. 5/6/23
inquiry, problem
solving, and Some students respond to Students respond to Students respond to Students pose problems Students pose and answer
re lection questions regarding facts varied questions or tasks questions and problems and construct questions of a wide-range of complex
and designed to promote posed by the teacher and their own to support questions and problems,
comprehension.7/16/22 comprehension and begin to pose and solve inquiries into content. re lect, and communicate
critical thinking in single problems of their own understandings based on
lessons or a sequence of related to the content. in depth analysis of
lessons. 12/6/22 5/6/23 content learning.
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Standard 1 CSTP: Engaging and Supporting All Students in Learning

Being my students are I incorporate an end of the Students focus throughout For every ELA unit I
Kindergarten level, the day discussion into our unit 2 of our ELA always display the
whole class doesn’t always schedule every day where curriculum is "Every Story essential question for the
understand questions we review what we have Has Characters." unit as a whole. This has
regarding facts and learned that day in which Throughout the month we encouraged students to
comprehension. Many I ask questions that have read stories where pose their own questions
times my higher students require students to recall, students are reminded to and be curious about their
tend to answer more interpret , and think focus on the characters, learning 5/6/23
questions regarding critically. 7/16/22 setting, and able to retell
comprehension. 7/16/22 the events in order. I use
After every read aloud, my my anchor charts to guide
students respond to instruction and as a good
comprehension questions visual for English
such as setting, Learners. After we read
characters, and retelling the story and review the
Evidence the sequence of events. I charts, I ask
also always have them students questions where
talk to a partner where they are able to "think
they can share their pair share" with a partner
favorite part of the story. on the carpet. After they
12/6/22 use their iPads to
complete related Seesaw
activity. 12/6/22

Students respond to
questions and problems
posed by the teacher and
begin to pose and solve
problems of their own
related to the content.
5/6/23

Element 1.6 Emerging Exploring Applying Integrating Innovating

 Standard 1 CSTP: Engaging and Supporting All Students in Learning

Implements lessons Seeks to clarify Makes ongoing Adjusts strategies during Makes adjustments to
following curriculum instruction and learning adjustments to instruction instruction based on the extend learning
guidelines. activities to support based on observation of ongoing monitoring of opportunities and provide
student understanding. student engagement and individual student needs assistance to students in
regular checks for for assistance, support, or mastering the concepts
Monitoring student understanding. 7/16/22 challenge. 12/6/22 lexibly and effectively.
learning and 5/6/23
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.7/16/22 activities. 12/6/22 teacher guidance to meet teacher that informs
their needs during adjustments in
instruction.5/6/23 instruction.

In kindergarten, many I check regularly for I always strive to adjust I make adjustments to
students need my understanding by using my strategies during extend learning
individual assistance “thumbs up” method. I instruction based off of opportunities for my
during whole group also give much wait time individual student needs students and provide
instruction. While giving when posing questions to such as if a few students assistance in mastering
whole group instruction, I ensure every student has need assistance, but the the concepts lexibly and
try my best to stand next enough think time. rest of the class is ready to effectively. 5/6/23
to the student who need 7/16/22 move on, I pull a small
my assistance so I am group while the rest of the
there to assist quickly. I always strive to plan class works individually.
7/16/22 engaging lessons that are 12/6/22
grade level appropriate.
Evidence My students almost Students are able to
always respond well to my articulate their level of
instruction and are very understanding and use
engaged in the activities teacher guidance to meet
that I plan. 12/6/22 their needs during
instruction.5/6/23
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