Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.1 Emerging Exploring Applying
Learns about students Gathers additional data to Uses data from a variety of
through data provided by learn about individual formal and informal
the school and/or students. sources to learn about
assessments. students and guide
selection of instructional
strategies to meet diverse
Using knowledge of learning needs. 7/13/23;
students to engage 12/10/23
them in learning Some students may Students engage in single
engage in learning using lessons or sequence of Students engage in
instructional strategies lessons that include some learning through the use of
focused on the class as a adjustments based on adjustments in instruction
whole. assessments. 7/13/23 to meet their needs.
12/10/23
In the classroom I I utilize a variety of
frequently teach a whole sources to learn about my
group lesson and after students. First, I use school
work with small groups to sources such as Aeries to
support students that need see if they have an IEP or
additional support. any medical conditions. I
7/13/23 also send a survey home to
their parents/guardians
and students complete an
All About You activity so I
can learn more about their
interests, families, and
more. 7/13/23; In
addition, I make time to
Evidence
get to know students’
interests, hobbies, likes
and dislikes in order to
build strong relationships
and support learning.
12/10/23
I frequently give students
choices in their learning,
such as in the selection of
topics or demonstrating
their learning, often these
involve technology.
12/10/23
Integrating Innovating
Uses data from multiple Uses comprehensive
measures to make knowledge of students to
adjustments to instruction make ongoing
and meet individual adjustments and
identified learning needs. accommodations in
4/27/24 instruction.
Students actively utilize a Students take ownership
variety of instructional of their learning by
strategies and choosing from a wide
technologies in learning range of methods to
that ensure equitable further their learning that
access to the curriculum. are responsive to their
4/27/24 learning needs.
I utilize multiple measures
to adjust instruction to
meet student needs. I
utilize knowledge of
students, interests, needs,
and use assessments to
engage them in learning. I
tie their prior knowledge
to learning and build
connections to engage
them. For example, I tie
sports into a lesson on
statistics. Students
calculate measures of
center for a sports team of
their choice. 4/27/24
Students have choice in
learning, topics, and
technology. Students have
access to a variety of
technology and
applications to ensure
access to curriculum and
engage them in learning.
4/27/24
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.
Connecting learning
to students’ prior
knowledge,
backgrounds, life
Some students connect
experiences, and
learning activities to their
interests
own lives.
Exploring Applying Integrating Innovating
Uses gathered Uses school resources and Integrates broad Develops and
information about family contacts to expand knowledge of students systematically uses
students’ prior understanding of and their communities to extensive information
knowledge, cultural students’ prior inform instruction. regarding students’
backgrounds, life knowledge, cultural 4/27/24 cultural backgrounds,
experiences, and interest backgrounds, life prior knowledge, life
to support student experiences, and interests experiences, and
learning. to connect to student interests.
learning. 7/13/23;
12/10/23
Students participate in Students can articulate
single lessons or Students make Students are actively the relevance and impact
sequences of lessons connections between engaged in curriculum, of lessons on their lives
related to their interests curriculum, and their which relates their prior and society.
and experiences. prior knowledge, knowledge, experiences,
backgrounds, life and interests within and
experiences, and across learning activities.
interests. 7/13/23; 4/27/24
12/10/23
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I try to start most lessons
with connecting the
content/skills with my
students’ prior knowledge
or relate it to their
experiences. For example,
in our argumentative
writing unit students
select a topic they are
passionate about or can
relate to. I want to
continue to make more
opportunities for students
to connect their learning
to their own experiences.
7/13/23 In addition, I
have focused on
Evidence
integrating my students’
interests, backgrounds,
and life experiences into
daily lessons, that way
students can make
connections to their
learning. 12/10/23
Students have
opportunities to share
and discuss their own
connections in class. We
engage in class
discussions about how
they relate to the
curriculum. 7/13/23;
12/10/23.
I build relationships and
get to know my students
in order to connect
learning to their
background, lives, and
interests. I connect
lessons to the real world
and student
interests/hobbies. For
example, students were
asked to make
connections from their
own experiences with
weather during a lesson
on el niño. Students were
able to share pictures and
their personal
experiences with the
weather. 4/27/24
Students connect their
own experiences to
learning through sharing,
think-pair-shares, and
sharing their own
knowledge of content.
Often students teach one
another about topics
based on their prior
knowledge and
background. 4/27/24
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging Exploring Applying
Uses real-life connections Explore using additional Integrates connections
during instruction as real-life connections to from subject matter to
identified to curriculum. subject matter in single meaningful, real-life
lessons or sequence of contexts, including those
lessons to support specific to students’
understanding. family and community.
7/13/23
Connecting subject
matter to
meaningful, real-life
Some students relate Students make use of
contexts
subject matter to real-life. real-life connections Students utilize real-life
provided in single lessons connections regularly to
or sequence of lessons to develop understandings
support understanding of of subject matter.
subject matter. 7/13/23; 12/10/23
In lessons I try to connect
the content or skills into
real life contexts. For
example, when working
with percentages we
discuss shopping and
calculating discounts in
stores. 7/13/23
When learning about
measurements and
conversions, students
utilized measuring tools
Evidence such as yards sticks,
rulers, containers,
measuring cups. 7/13/23.
In addition, students are
asked to problem solve
and come up with
solutions to real world
problems, often students
are asked to use
technology as a tool to
solve these problems.
12/10/23
Integrating Innovating
Integrates connections to Engages student in
meaningful, real-life actively making
contexts in planning connections to relevant,
subject matter instruction meaningful, and real-life
and is responsive during contexts throughout
instruction to engage subject matter
students in relating to instruction.
subject matter. 12/10/23;
4/27/24
Students routinely
integrate subject matter
Students actively engage into their own thinking
in making and using and make relevant
real-life connections to applications of subject
subject matter to extend matter during learning
their understanding. activities.
4/27/24
In lessons, I give students
real life scenarios where
they have to problem
solve using our class
content. For example, in
social studies we
discussed the use of scale
on maps and how to
understand scale in a
real-world context.
Students digitally created
a scaled version of a
room. 12/10/23; In
addition, nearly all
lessons are tied to real
world connections that
allow students to see the
importance of that
skill/content. For
example, a lesson on area
is connected to real world
use of area. 4/27/24
Students independently
make connections to real
life situations. In a science
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.
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.
lesson on reproduction,
students made real life
connections to how their
traits come from their
parents and how these
can impact their physical
expression of genes
4/27/24
Exploring Applying Integrating Innovating
Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of
instructional strategies, strategies including integrates a broad range an extensive repertoire of
resources, and culturally responsive of strategies, resources, strategies, resources, and
technologies in single pedagogy, resources, and and technologies into technologies to meet
lessons or sequence of technologies during instruction designed to students’ diverse learning
lessons to meet students’ ongoing instruction to meet students’ diverse needs. 4/27/24
diverse learning needs. meet students’ diverse learning needs. 12/10/23
learning needs. 7/13/23
Students participate in Students participate in Students actively engage Students take
single lessons or instruction using in instruction and make responsibilities for using
sequence of lessons strategies, resources, and use of a variety of a wide range of strategies,
related to their interests technologies matched to targeted strategies, resources, and
and experiences. their learning needs. resources, and technologies that
technologies to meet their successfully advance their
individual students needs. learning. 4/27/24
7/13/23; 12/10/23
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I utilize a variety of
instructional strategies to
meet students’ needs.
These include lectures,
interactive notes, stations,
small groups,
implementing technology
into lessons, and student
collaboration. 7/13/23
Evidence
I utilize a variety of A variety of instructional
instructional strategies strategies and
and technologies to meet technologies are used to
students' needs. support students.
Frequently technology is Technology is readily
used to support ELL available in the
students and to engage classroom. Technology
students. Digital applications such as
resources such a LessonUp and EdPuzzle
Socrative, Quizlet, and are used to increase
Brainpop have been engagement, translators,
utilized. 12/10/23 iReady, BrainPop, and
Students are provided MyOn are often used to
with instruction and support ELL students.
resources to meet their 4/27/24
needs. In the classroom,
students are grouped to Students have access to
work in stations based on technology and can use it
their needs. One station as needed. Often students
works with the teacher, will utilize technology
one with technology such independently to support
as iReady or Brainpop, their needs. Students
and other stations include know how to access
content review/practice resources to support
or a review game. themselves and are
Students collaborate supported in small group
together in stations. instruction to meet
Students are also often specific needs. 4/27/24
given choice in their
assignments. 7/13/23;
12/10/23
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.5 Emerging Exploring Applying
Asks questions that focus Includes questions in Guide students to think
on factual knowledge and single lessons or a critically through use of
comprehension. sequence of lessons that questioning strategies,
require students to recall, posing/solving problems,
interpret, and think and reflection on issues in
critically. content. 7/13/23;
Promoting critical
12/10/23
thinking though
inquiry, problem
Some students respond to Students respond to
solving, and
questions regarding facts varied questions or tasks Students respond to
reflection
and comprehension. designed to promote questions and problems
comprehension and posed by the teacher and
critical thinking in single begin to pose and solve
lessons or a sequence of problems of their own
lessons. related to the content.
7/13/23; 12/10/23
During a lesson, I
frequently check for
understanding. This is
done by asking leading
questions, having
students think-pair-share,
and having classroom
discussions. I would like
to focus on having
students develop
questions. 7/13/23;
Students respond to
questions posed by both
Evidence the teacher and peers. In
addition, I have focused
on supporting students
in creating higher order
questions for their peers
through collaborative
platforms such as Google
Slides. 12/10/23
Students are able to
respond to questions that
I pose. For example
during guided reading,
students will turn and
Integrating Innovating
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. 4/27/24
Students pose problems Students pose and answer
and construct questions a wide-range of complex
of their own to support questions and problems,
inquiries into reflect, and communicate
content.4/27/24 understandings based on
in depth analysis of
content learning.
Students are asked to
develop and solve their
own problems. For
example, students are
often asked to develop
their own problems
during math lessons.
4/27/24
Students create challenge
problems for their peers
to complete. In addition,
students are asked to
think critically by
developing a definition in
their own words during a
lesson. 4/27/24
Standard 1 CSTP: Engaging and Supporting All Students in Learning
talk to a partner to
answer questions related
to the reading. 7/13/23;
In addition, students are
learning to pose their
own questions to their
peers. Peers respond by
using text evidence to
support their answers.
12/10/23
Standard 1 CSTP: Engaging and Supporting All Students in Learning
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
checks for understanding. challenge. 12/10/23; concepts flexibly and
Monitoring student
4/27/24 effectively.
learning and
adjusting instruction
Some students receive Students receive Students successfully Students monitor their
while teaching.
individual assistance assistance individually or participate and stay Students are able to progress in learning and
during instruction. in small groups during engaged in learning articulate their level of provide information to
instruction. activities. understanding and use teacher that informs
teacher guidance to meet adjustments in
their needs during instruction. 4/27/24
instruction.12/10/23
I monitor student Students monitor their
progress as I teach a progress through lessons.
lesson. For example, I may If students need
pause a lesson or go back additional support, they
and reteach part or all of are given choice in joining
the lesson if students are additional small group
not understanding the time. They self-assess to
lesson. During lessons, I determine if they feel they
monitor which students need additional support.
need additional support 4/27/24
and pull them into a small
group during
independent work time.
7/13/23. In addition, I
Evidence have been collecting data
on student understanding
throughout lessons. I
utilize this data to further
support students in small
groups. This data is
collected digitally on a
Google Spreadsheet.
12/10/23. 4/27/24

I frequently check in with

my students during a
lesson. I have them
self-assess their learning.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
One way we do this is
with a “fist to five”
students let me know
their confidence level of
the material based on a
0-5. 7/13/23 In addition,
students are asked to
evaluate their learning at
the end of the lesson.
Students are asked if they
have met their learning
goal and if not, what they
need to be able to meet
their learning goal. At
times this is completed as
a digital survey. 12/10/23