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. 9.22.22 students and guide instruction and meet adjustments and
9.22.22 selection of instructional individual identified accommodations in
strategies to meet diverse learning needs. instruction.
Using knowledge of 5.1.23 learning needs.
students to engage 9.22.22
them in learning Students engage in single Students actively utilize a Students take ownership
Some students may lessons or sequence of Student engage in variety of instructional of their learning by
engage in learning using lessons that include some learning through the use strategies and choosing from a wide
instructional strategies adjustments based on of adjustments in technologies in learning range of methods to
focused on the class as a assessments. instruction to meet their that ensure equitable further their learning that
whole. needs. 5.1.23 access to the curriculum. are responsive to their
learning needs.
Every child at our school In addition to the We also do assessments
is assessed and selected assessment data, my throughout the year to
one by one. Since school already provides, I check in and see how
Kindergarten and Pre-K also ask families to fill out students are doing in the
share the same play a family/student classroom. This helps us
space, we recognize many questionnaire that lets us know if students are
students who move on to know more about the where they need to be, if
Kindergarten. / student and their they need to have more
family/education before review, or need to be
Since we see the Pre-K coming to our school. We challenged more in their
students many times, it also consider the learning.
allows us to have some information we know - F&P
connection and about the family/student - Math Assessment
relationship with the from the year before, if - Reading Level
Evidence
incoming class. Another they attended our school - SeeSaw Work
thing that helps us learn the year before. - PASS Assessment
more about our students
is knowing who will be in Although students are not (9/25/2022)
our class in the upcoming separated for
year. Towards the end of differentiated work at the
the year, around May or beginning of the school As mentioned before, I am
early June, grade level year, we do different continuing to do all of
teachers sit down with activities or tasks these items from the fall
administration and our independently over time and continue on trying to
learning support team to to ensure students are at make it stronger this
create class lists for the the level they need to be. semester and the years to
following year. (9/25/2022) follow. I am enjoying
getting to know my
Standard 1 CSTP: Engaging and Supporting All Students in Learning
We consider teacher and
student personalities to
see if they would be a
good match, student
behavior, assessments,
parents, and parent
requests for the following
year. This helps us know
who will be in our
classroom for the next
school year early on.
Since teachers can see
these class lists before
families, it allows us to
know who will be in our
class. In addition, this
gives us the advantage of
building a relationship
with these students and
their families so that
when they enter in the
fall, we know who they
are, and they know us too.
(9/25/2022)
students and their
families more and more
this year and the years to
come. 5.1.23
Teacher knows most
students who are coming
into Kindergarten,
especially if they attended
Pre-K at the school. For
the new incoming
students, teachers do get
to meet students twice-
before being admitted
and after being accepted.
Once the school year
starts, the teacher uses
various applications to
help assess students and
know more about them
and their learning level.
One popular and new
online assessment that
evaluates student reading
levels is Literably.
Literably is a website
where students are
assigned a reading and
comprehension task.
Prior to being assigned to
Literably, the teacher
manually checks for word
recognition and gauges
where a student's reading
level may be. Literably
helps check if the student
is at their correct reading
level. When completing
Literably, students will
read a story and answer
some questions before
submitting. Literably
checks for reading errors
and checks
Standard 1 CSTP: Engaging and Supporting All Students in Learning
comprehension- then it
gives the teacher back the
results and accepts the
student's reading level or
suggests moving up or
down levels for better
student scoring. This
application is helpful
because, as teachers, we
can see where students lie
on their reading levels
and can see progress
throughout the year.
10.10.23

Students get engaged in

their learning by using
different forms of
technology. Kindergarten
students bring in an iPad
from home to use all year
long. On that iPad, we use
various applications to
show and check for
student understanding
and comprehension.
Some forms of
applications that we use
are SeeSaw, IXL, and Raz-
Kids. In their technology
class, students use
code.org. We also use the
classroom Clevertouch
smart TV for students to
participate in whole-
group lessons and
discussions. Due to having
all these applications,
teachers are able to
differentiate to fit the
needs of the students
better and challenge them
at the level they need.
Teachers also use the data
collected from these
Standard 1 CSTP: Engaging and Supporting All Students in Learning
applications to share with
parents, other educators,
and school specialists,
and administration.
10.10.23
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. 9/25/22
Connecting learning
to students’ prior
knowledge,
backgrounds, life
experiences, and
Some students connect
interests
learning activities to their
own lives.
This year, I have students
and families I recognize
from last year, and it has
helped with knowing who
is in my class.
We have morning meeting
circle time where
students will be asked
different questions to get
to know each other more.
Then, we change the
questions and have them
Evidence
discuss more and more
every single time so that
by the time they get to the
end of the year, they
realize how much they
have in common with
others. We also like to
explain to students that
we also have differences,
and that is also okay.
(9/25/2022)
Exploring
Uses gathered
information about
students’ prior
knowledge, cultural
backgrounds, life
experiences, and interest
to support student
learning. 9.25.22
Students participate in
single lessons or
sequences of lessons
related to their interests
and experiences.
Many families in my class
volunteer throughout the
year, and I learn a little
more about who they are
and their culture when
they help with our
school's cultural
celebrations. For example,
we have some families
who will celebrate
Chinese New Year, Diwali,
and Nowruz. This allows
me to learn more about
my students' cultural
backgrounds and what
their families celebrate. In
addition, since our school
celebrates and honors
these cultural
celebrations, it also keeps
the whole school
informed about our
student population. I also
learn more about my
students when their
families volunteer in the
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 10.10.23 cultural backgrounds,
backgrounds, life prior knowledge, life
experiences, and interests experiences, and
to connect to student interests.
learning. 9.25.22 Students are actively
engaged in curriculum,
Students make which relates their prior Students can articulate
connections between knowledge, experiences, the relevance and impact
curriculum, and their and interests within and of lessons on their lives
prior knowledge, across learning activities and society.
backgrounds, life 10.10.23
experiences, and
interests. 9.25.22
Our school has many Teacher uses
resources for teachers family/student surveys to
and families to feel learn more about a
supported and student and their family.
understood. Not only are Teachers also get to know
there two full-time more about the student
teachers in the classroom, through parent
but we also have a full- volunteers and having
time nurse, school year-long room parents
psychologist, school who are always helping or
counselor, and reading are excellent resources
and instructional coaches. when needing to learn
This has helped keep us more about a student. The
grounded and has been a school also participates in
great help when needing cultural celebrations
some guidance on how to throughout the year
help a student or a family (Diwali, Chinese New
who may need those extra Year, and Persian New
resources. When a Year), which gives
student is struggling, I teachers insight into
have felt comfortable cultural celebrations the
asking for help and students may celebrate.
getting a student the help When teaching, the
he or she needs. teacher makes sure that
(9/25/2022) any work due or expected
is given extra time to
Standard 1 CSTP: Engaging and Supporting All Students in Learning
classroom. complete or removed if a
This is an area where I am particular holiday is
We also have students still working on making observed. Make-up work
learn about each other stronger. I still do is also given the same
and know about everything I mentioned in expectation. 10.10.23
themselves when we do the fall, and continue to
activities about their build on this year in Vocabulary alignment
families and favorites. We Spring. 5.1.23 from Pre-K to
encourage students to Kindergarten is essential
share out loud and in so that students are
their writing. Hence, they actively engaged in the
are aware of their curriculum being taught,
similarities and at least for the students
differences with others, who went to Pre-K at this
and we talk about the school. It helps students
importance of all being transition into
different but similar in Kindergarten with ease by
many ways. (9/25/2022) using familiar vocabulary.
It also helps with keeping
the exact vocabulary
expectations while
moving on from grade to
grade at this school.
Towards the end of the
year, the teacher makes
sure to start
incorporating some first-
grade language so that
when students move on
to first grade, they are
familiar with certain
words. This is especially
crucial when teaching
phonics and language
arts. Students use the
same motion of
handwriting and letter
sounds. So, once students
learn it, it stays the same
from grade to grade. Our
school uses Fundations-
which has an online page
where teachers can use
this resource to teach
letters and sounds.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
10.10.23
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging
Uses real-life connections
during instruction as
identified to curriculum.
9.25.22
Connecting subject
matter to
meaningful, real-life
contexts Some students relate
subject matter to real-life.
9.25.22
I have students make
math connections to
things they like at the
moment. Some examples
include: Minecraft,
Nintendo Switch, sports
they play like soccer and
baseball.
(9/25/2022)
Evidence
Exploring Applying Integrating Innovating
Explore using additional Integrates connections Integrates connections to Engages student in
real-life connections to from subject matter to meaningful, real-life actively making
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. 9.25.22 family and community. instruction to engage subject matter
5.1.23 10.10.23 students in relating to instruction.
subject matter.
Students make use of Students utilize real-life Students actively engage Students routinely
real-life connections connections regularly to in making and using real- integrate subject matter
provided in single lessons develop understandings life connections to subject into their own thinking
or sequence of lessons to of subject matter.5.1.23 matter to extend their and make relevant
support understanding of 10.10.23 understanding. applications of subject
subject matter. 9.25.22 matter during learning
activities.
In Kindergarten, students When I teach, I make real-
use lots of prior life connections,
knowledge and especially when teaching
experiences to connect math, so students can see
their learning. When I how they can use math in
teach, I aim to their daily life. One
incorporate words or prominent example I
ideas that students can have is when we learned
relate to understand about our money unit. I
better the concepts being had students count
taught. A few students money and try to buy
have made connections to things as we do in real
experiences they have life. They practiced
been through, and when adding, subtracting, and
students do this, I make deciding which group of
sure to point out their coins had more money
connection and make than the other. I also
sure they feel seen. When connect money learning,
students make similar for example, to other
connections, we all share subjects when possible.
and talk about them. This unit was fun for the
(9/25/2022) students, and they
enjoyed it. 5.1.23
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.
9/22/2022
Using a variety of
instructional
strategies, resources,
and technologies to
meet students’ Some students participate
diverse learning in instructional strategies,
needs using resources and
technologies provided.
In Kindergarten, we use
iPads as a source of
technology in our
classroom. We use the
programs Seesaw, IXL,
Reading A-Z, BrainPOP,
and a few others to
differentiate independent
work. We also use
technology to stay
connected with parents
and keep our
conversations updated.
Evidence
We use Seesaw the most
often for math and
language arts and take
advantage of that parent
message feature.
(9/22/2022)
Exploring
Explores additional
instructional strategies,
resources, and
technologies in single
lessons or sequence of
lessons to meet students’
diverse learning needs.
5.1.23.
Students participate in
single lessons or
sequence of lessons
related to their interests
and experiences.
9/22/2022
We began literacy centers
last week and we have
been giving students the
opportunity to work
independently for two
center rotations and then
work with a teacher for
the other two rotations.
Usually during
independent rotations,
students will complete an
activity to show their
understanding of a topic
or idea we have been
learning so far in class.
9/21/2022
I like using strategies and
resources that are given
to me, but I also like using
websites like Teachers
Pay Teachers where I can
find my own activities. I
like expanding the
lessons and adding more
Applying Integrating Innovating
Utilizes a variety of Creates, adapts, and Refines the flexible use of
strategies including integrates a broad range an extensive repertoire of
culturally responsive of strategies, resources, strategies, resources, and
pedagogy, resources, and and technologies into technologies to meet
technologies during instruction designed to students’ diverse learning
ongoing instruction to meet students’ diverse needs.
meet students’ diverse learning needs.
learning needs. 10.10.23
Students participate in Students actively engage Students take
instruction using in instruction and make responsibilities for using
strategies, resources, and use of a variety of a wide range of strategies,
technologies matched to targeted strategies, resources, and
their learning needs. resources, and technologies that
10.10.23 technologies to meet their successfully advance their
individual students learning.
needs.
Teacher makes sure that
all lessons are interactive
and engaging for students
by creating games,
assigning work not only
using paper and pencil,
but also through the
usage of technology.
Students use their iPads
and the Clevertouch
Smart TV to show
comprehension and
understanding. A website
that has been super fun
and engaging for students
is ToyTheater.com as well
as Starfall.com. 10.10.23
Students are able to
access both through their
iPad or the Smart TV.
Both help with Language
Arts/Phonics and
Math. Students are placed
into leveled reading
Standard 1 CSTP: Engaging and Supporting All Students in Learning
activities or games that
help students learn, but
also have fun! I like
adding in things kids like
that year to keep them
engaged in the lesson.
5.1.23
groups, which can change
throughout the year
depending on whether
students need more
support or challenge.
Having leveled groups
ensures that students are
receiving level-
appropriate curriculum
to fit their learning needs.
We color code our
reading groups and
alternate color group so
students are not aware of
what group they are in.
10.10.23

Element 1.5 Emerging Exploring Applying Integrating Innovating

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
9.25.22
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
9.21.22. comprehension and
critical thinking in single
lessons or a sequence of
lessons. 9.25.22
Guide students to think
critically through use of
questioning strategies,
posing/solving problems,
and reflection on issues in
content.
5.1.23 10.10.23
Students respond to
questions and problems
posed by the teacher and
begin to pose and solve
problems of their own
related to the content.
5.1.23 10.10.23
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.
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
communicate
understandings based on
in depth analysis of
content learning.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
My co-teacher and I ask This is an area where
questions throughout I am slowly starting
our lessons to ensure to expand this
that students are paying
attention and that they
semester. As students
understand what we are become more
teaching. independent in their
learning and
If students have understanding, I feel
questions, we call on more comfortable
them and keep them
guiding them with
engaged in what we
teach. We aim to make questions that help
connections so students their problem-
can better understand solving strategies. I
and answer their see this especially
questions.
when I teach math. I
I do a lot of asking ask questions that get
questions to get students the students thinking
engaged and ask a little more to
Evidence questions to get the explain their
student involved in their
learning. For example, I
answers. 5.1.23
may ask, what shape is
this again? And I have the
class answer. I also Teacher creates lessons
purposely say the wrong that allow students to
answer and have students explore and problem-
correct me when I know solve. This is seen when
they know the answer. I teaching math. During a
also have students help lesson- there is always
and ask each other so usage of the smart TV.
they can tell me what Depending on the lesson,
they think the answer is the teacher may have
open-ended activities and
9.25.22. questions for students to
think about and answer.
There are also a lot of
hands-on activities that
are found in the Bridges
Math Curriculum,
Teachers Pay Teachers,
SeeSaw, Toy Theater, IXL,
Standard 1 CSTP: Engaging and Supporting All Students in Learning
or any personally made
activities. Students get to
explore and practice
critical thinking
skills. 10.10.23
Students enjoy partaking
in classroom discussions,
primarily when they are
engaged in the lesson and
want to know what their
peers think. Students
participate in the groups
teachers assign them- and
find ways to work
together to answer
posted questions or
complete certain
activities. 10.10.23

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
9.25.22 student understanding. observation of student individual student needs provide assistance to
9.25.22 engagement and regular for assistance, support, or students in mastering the
5.1.23 checks for understanding. challenge. concepts flexibly and
Monitoring student
10.10.23 effectively.
learning and
adjusting instruction
Some students receive Students are able to Students monitor their
while teaching.
individual assistance Students receive Students successfully articulate their level of progress in learning and
during instruction. assistance individually or participate and stay understanding and use provide information to
5.1.23 in small groups during engaged in learning teacher guidance to meet teacher that informs
instruction activities. 10.10.23 their needs during adjustments in
9.25.22. instruction. instruction.
5.1.23
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Our school has a When students are asked Teacher continues to
wonderful math to do independent work follow the curriculum
curriculum that is easy to during math centers, for guidelines that are
follow, and I feel example, I check in with required but continues to
confident being able to those students I know adjust lessons as needed
teach it. It is called need extra assistance or for students in the
Bridges Mathematics. I may need to be classroom. When
tend to follow most of the challenged a little bit. I assigning independent
lessons given and adapt have additional work for work, it is given to the
to what I know my class those advanced students students depending on
needs. and give extra reviews to the level of challenge they
9.25.22 the ones who need that need. When allocating
extra help. work online through
Bridges Mathematics is a student iPads, there are
curriculum I am confident I also make sure to do various versions assigned
in teaching because of its small group reviews if so that students can work
easy-to-follow lessons needed. on the same subject- and
and lesson adaptions. I 9.25.22 not be indifferent if they
continue to work with have different work than
students individually Although I feel confident another student. Using
when needed during with the curriculum I iPads helps students
Evidence
independent time, or I teach, I ask for complete work
create a small group to clarification when individually, so they only
work with while needed. I ask other see what was assigned to
everyone does Kindergarten teachers them and not their
independent time. 5.1.23 and my mentor if I need peers. 10.10.23
clarification. As I
mentioned, if students Students know the
need more clarification, I expectation of what to do
make sure to make a note if they do not understand
of it and work with those a certain topic- and the
students during teacher is consistently
independent time. 5.1.23 checking in on the
students to make sure
they are comprehending.
Pulling out in small
groups is also another
great way that teachers
continue to support or
challenge students.
10.10.23