CSTP 1 Williams Spring 24

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
the school and/or students. sources to learn about adjustments to 7/15/23adjustments to
assessments. students and guide instruction and meet make ongoing and
selection of instructional individual identified 12/10/23
strategies to meet diverse learning needs. accommodations in
learning needs. instruction. 4/27/24
Using knowledge of
students to engage Some students may Students engage in single Student engage in Students actively utilize a
them in learning engage in learning using lessons or sequence of learning through the use variety of instructional Students take ownership
instructional strategies lessons that include some of adjustments in strategies and of their learning by
focused on the class as a adjustments based on instruction to meet their technologies in learning choosing from a wide
whole. assessments. needs. that ensure equitable 12/10/23 range of
access to the curriculum. methods to further their
7/15/23. learning that are
responsive to their
learning needs. 4/27/24
Students engage in a Building a positive
variety of instructional relationship with a
strategies during their student is the first step in
school day including both being able to connect
hands-on manipulatives, with them and in turn
technology, and auditory have the ability to teach
learning. Students have them and help them
the option to choose how grow. All students are
to learn depending on unique and lessons and
their current level of access to learning tools
engagement and need also to be uniquely
behaviors by choosing a offered.
variety of instructional
strategies and I foster positive
technologies to relationships between
accommodate their students and myself as
learning that ensure well as with my staff,
equitable access to the service providers, and
curriculum. 7/15/2023 peer to peer
relationships.
I continue to observe and

Evidence assess each student
throughout the school
year in order to
understand their unique
needs and determine
accommodations and
modifications that need
to be made to ensure
engagement in learning
and make any necessary
adjustments in my
lessons. 7/15/23
I use technology to get to

know students in a
variety of ways. For
example, creating digital
activities with
visuals/photos to allow
students to express
themselves and share
their preferences.
12/10/23.
I am committed to
maintaining a
comprehensive
understanding of my
students and
continuously making
curriculum adjustments
to meet their ongoing
needs and provide
necessary
accommodations in
instruction. By staying
attuned to their
individual learning styles,
strengths, and challenges,
I ensure that each student
receives personalized
support to thrive
academically.4/27/24.
Students take ownership

of their learning in an
activity by using
technology via the
website resource
"Padlet". Here, they each
create a page of sticky
notes that showcases who
they are, their family,
friends, pets, interests,
and anything else they
would like to share with
their peers. Students then
take turns talking about
their Padlet classmates.
12/10/23.
Students continue to
progress as they develop
a deeper understanding
of their preferred
learning styles. This leads
to increased engagement
within the classroom.
4/27/24
Develops awareness of Uses gathered Uses school resources Integrates broad knowledge of Develops and
prior knowledge, information about and family contacts to students and their systematically uses
culture, backgrounds, students’ prior expand understanding of communities to inform extensive information
life experiences, and knowledge, cultural students’ prior instruction. regarding students’ .
interests represented backgrounds, life knowledge, cultural 7/15/23. cultural
Connecting among students. experiences, and backgrounds, life backgrounds, prior
learning to interest to support experiences, and knowledge, life experiences,
students’ prior student learning. interests to connect to and
knowledge, student learning. interests12/10/23.4/27/24
backgrounds, life
experiences, and Some students connect Students participate in Students make Students are actively engaged
interests learning activities to single lessons or connections between in curriculum, which relates Students can articulate the
their own lives. sequences of lessons curriculum, and their their prior knowledge, relevance and impact of
related to their interests prior knowledge, experiences, and interests lessons on their lives and
and experiences. backgrounds, life within and across learning society.
experiences, and activities12/10/23.4/27/24
interests. 7/15/23
Students have access to a Prior to lessons, students have I apply the knowledge of
variety of multi-media in an opportunity to think about students, including their
order to assist them in their experiences and then prior experiences,
making connections. share with others. Students interests, and social-
They do so by get excited when they are able emotional learning needs,
communicating verbally, to connect with one another as well as their funds of
using gestures, using with similar interests. knowledge and cultural,
body language, using a Students share in a variety of language, and
touchchat or other ways using technology like socioeconomic
assistive technology touch chat or coming to the backgrounds, to engage
device, or using picture interactive white board to them in learning.
support. Students share out. 12/10/23.
continue to work on As I continue to develop
Evidence
independence and the This aligns with: Domain 1: deeper relationships with
ability Fosters a Collaborative my students as I get to
Culture to Support Educator know them and their prior
Development and Student knowledge and
Learning e. Uses knowledge backgrounds, I continue to
and understanding of different create lessons with those
backgrounds, ethnicities, details in mind. This
cultures, ensures I create content
and languages to promote that will not only be
effective interactions among engaging but also that
colleagues. they will be able to
connect to. I continue to
observe each student
Students continue to improve throughout the school
their ability to link the year in order to
curriculum with their life understand their unique
experiences and prior needs and determine
knowledge. As the year accommodations and
progresses, they have modifications that need to
developed numerous new be made to ensure
interests and look forward to engagement in
connecting their experiences learning.7/15/2023
to their lessons. Their
enthusiasm to share how their I read many books with
personal experiences relate to my students that are
the lessons further enhances based around how we are
engagement and deepens their all different and that it is
understanding of the material. okay to be different. One
An example is during our of the books I read with
Black History Month lesson my students is All My
when students engaged in art Stripes which is about a
projects after the lessons. little Zebra who has
4/27/24. Autism that is worried
about the differences
between him and his
classmates. In the end,
with the help of his
mother, he learns to
accept himself just the
way he is. My students are
not only able to relate to
these types of books and
learn about themselves,
but they also are able to
think about their
classmates, family, and
others that may have also
experienced something
that happened in the
book. This helps the
teacher and students
connect and opens up
conversation as we learn
more about one another.
12/10/23.
Lessons are continuously

tailored to match student
interests, cultural
backgrounds, and life
experiences. In cases
where we're exploring a
topic that most students
wouldn't have direct
exposure to, I make sure
to develop hands-on
activities or science
projects to provide them
with practical
experiences. This
approach ensures that
learning remains engaging
and relevant, regardless of
the subject
matter.4/27/24
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
students in relating to instruction. 12/10/23
Connecting subject
subject matter. 7/16/23 4/27/24.
matter to
meaningful, real-life
Some students relate Students make use of Students utilize real-life Students actively engage
contexts
subject matter to real-life. real-life connections connections regularly to in making and using real- Students routinely
provided in single lessons develop understandings life connections to subject integrate subject matter
or sequence of lessons to of subject matter to extend their into their own thinking
support understanding of matter.12/10/23 understanding. 4/27/24. and make relevant
subject matter. 7/16/23 applications of subject
matter during learning
activities.
Depending on the Students participate in a When possible I make More emphasis has been
severity of their variety of activities in connections between the made toward focusing on
disability, some students order to connect subject matter and real connecting curriculum to
continue to work on the classroom learning to life contexts that the real-life contexts. This is
ability to connect the real-life connections. This students will be familiar done via multi-modal
subject matter to aids the students in the with. Instruction is activities that include all
meaningful real-life ability to better differentiated based on senses in order to allow
contexts. Others, understand the content as their interests, their all students to participate
however, are able to more well as helps with long strengths, and the and actively participate.
easily make these term memory. 12/10/23. support they need in These include hands-on
connections. . 7/16/23. order to connect. activities as well as using
Strategies might include digital tools. 12/10/23.
small groups with similar
Evidence
interests, tiered lessons,
and student-centered This aligns with
instruction. 7/16/23. Proposition 1: Teachers
are committed to
students and learning. 2.
During a lesson or unit, Understand How
students often bring Students Develop and
items from home or share Learn
content accessible on the
internet that relates to continue to improve my
the subject matter. This ability in connecting
active participation content to real-life
allows them to experiences as it is crucial
incorporate their for supporting students
personal experiences into with moderate to severe
the learning process. disabilities in
Encouraging students to comprehending the
share their experiences material being presented.
fosters a collaborative In every lesson or unit, I
learning environment a hands-on activity or
where everyone benefits project that enables
from the diverse students to make
perspectives and insights meaningful connections.
shared by their This approach promotes
classmates. 4/27/24. inclusivity and ensures
that all students have the
opportunity to connect
with and grasp the
subject matter effectively.
For example, after a math
lesson, students learn to
make a recipe using
measurements. 4/27/24.

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. 7/15/23.
instructional diverse learning needs. meet students’ diverse learning needs. 12/10/23. 4/27/24
strategies, resources, learning needs.
and technologies to
meet students’ Some students participate Students participate in Students participate in Students actively engage
diverse learning in instructional strategies, single lessons or instruction using in instruction and make Students take
needs using resources and sequence of lessons strategies, resources, and use of a variety of responsibilities for using
technologies provided. related to their interests technologies matched to targeted strategies, a wide range of strategies,
and experiences. their learning needs. resources, and resources, and
7/15/23. technologies to meet their technologies that
individual student needs. successfully advance their
12/10/23. 4/27/24 learning.
Students have access to I use many different
multiple means of Students have multiple instructional strategies in
instruction and learning means of representation order to meet the needs
strategies in the by being given the of all students so they will
classroom including opportunity to show what be engaged and excited
technology. Students they know in a variety of about learning. Using a
interacts with lesson via ways. For example, variety of technology
touch pad/stylus, during a reading lesson, encourages students to
promethean board, and when asked a question, participate with the
their Chromebooks. some students respond lessons in a fun and
7/15/23. by using an Assistive intriguing way.
technology device like Using technology is an
TouchChat, some excellent way to have the
students will point to a ability to modify the
picture, while others will content so that all
use their words or ASL to students have equitable
respond. 12/10/23. access to the curriculum.
As the year progresses, For example, when

students have preparing lessons I keep
demonstrated significant in mind the unique needs
growth in their ability to and abilities of my
Evidence express their students. Using that
understanding through knowledge I create an
various avenues. By this effective lesson using
point, the majority of engaging and multimodal
students are skilled at content to promote
using multiple strategies student learning
to respond to learning including learning videos,
materials using a variety physical worksheets, and
of methods. This interactive technologies
versatility allows them to 7/15/23.
effectively communicate
their knowledge and I create a variety of
skills, showcasing their personalized lessons
comprehension through and/or assessments on
diverse means. 4/27/24. websites such as Seesaw
and BoomCards to
accommodate the specific
needs of my students. I
have many students who
require a drag and drop
type of activity in order to
engage and learn the
curriculum. This is an
example of a Seesaw
math lesson activity I
created for my students
who are working on
addition within 20.
12/10/23.
I continue to research and

implement diverse
learning strategies and
methods to foster an
equitable learning
environment for all of my
students. This
comprehensive approach
encompasses not only the
integration of technology
but also hands-on
activities, movement-
based lessons, music, and
art, to name a few. By
embracing a range of
instructional techniques, I
am able to accommodate
different learning styles
and preferences, ensuring
that each of my students
has the opportunity to
thrive and succeed in
their educational journey.
4/27/24.

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 reflection on issues in posing problems and inquiries into complex
critically. content. reflecting on multiple problems.
Promoting critical perspectives. 7/16/23 12/10/23.4/27/24.
thinking though
inquiry, problem Some students respond to Students respond to Students respond to Students pose problems
solving, and questions regarding facts varied questions or tasks questions and problems and construct questions Students pose and
reflection and comprehension. designed to promote posed by the teacher and of their own to support answer a wide-range of
comprehension and begin to pose and solve inquiries into content. complex questions and
critical thinking in single problems of their own 4/27/24. problems, reflect, and
lessons or a sequence of related to the content. communicate
lessons. 7/16/23 12/10/23. understandings based on
in depth analysis of
content learning.
Students continue to I continue to find new and I provide students the I use and/or create
work on critical thinking innovative ways to help opportunity to work checklists for student
and problem solving. students think critically. individually as well as in tasks so they have the
Comprehension is always Students respond to small groups. This gives ability to critique their
a focus within a SPED questions and problems students a chance to own work, make any
class. Many times posed by the teacher and explore their own ideas necessary edits/changes,
students require prompts begin to pose and solve individually or within a and keep track of their
in order to move toward problems of their own group. progress. These task lists
the task. 7/26/23. related to the content. vary depending on the
12/10/23. My goal is always to level and need of each
provide instruction to individual student. For
students in a way in example, I have a task list
which it will not be for cut and paste
overwhelming for them. worksheets as well as for
Many times this requires a writing activity.
verbal, gestural, and 12/10/23.
picture supports in order
to help them understand Following a lesson or
the content and what is unit, students are asked
Evidence being asked of them. to show their
7/16/23. understanding in various
ways. While some
As my students have students may require
progressed, they’ve significant support to
developed deeper respond, others can
understandings within tackle more complex
their topics of interest, problems independently,
enabling them to with a peer, or with
formulate questions and assistance from a staff
statements directly member. I ask students to
related to the content think outside of the box
being studied. Witnessing and use the information
this process develop they learned to solve a
during lessons is truly problem. 4/27/24.
exciting, as students
absorb information,
process it, and then
connect it to their own
experiences. 4/27/24.

Monitoring student Implements lessons Seeks to clarify Makes ongoing Adjusts strategies during Makes adjustments to
learning and following curriculum instruction and learning adjustments to instruction based on the extend learning
adjusting instruction guidelines. activities to support instruction based on ongoing monitoring of opportunities and
while teaching. 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. concepts flexibly and
effectively. 7/16/23.
12/10/23. 4/27/24.
Some students receive Students receive Students successfully Students are able to
individual assistance assistance individually or participate and stay articulate their level of Students monitor their
during instruction. in small groups during engaged in learning understanding and use progress in learning and
instruction. activities. 7/16/23. teacher guidance to meet provide information to
their needs during teacher that informs
instruction. adjustments in
12/10/23.4/27/24 instruction.
Students participate and Students continue to I aim to develop
are engaged during improve their ability to confidence in my
instruction to the best of show their level of students and help the
their ability. Some understanding when learn the ability to think
students may needs extra prompted by the teacher. independently as well as
movement breaks, a They are aware of the understand what it
preferred seating spot, tools within the means to be a part of a
headphones, or a fidget to classroom to express group.
stay engaged. Hands on their thoughts and
activities via physical understandings using a During instruction I
manipulatives or via variety of tools be it continually monitor my
technology help students digital, hands-on, verbal, students and make
stay engaged for a longer or ASL. 12/10/23. necessary adjustments in
period of time. 7/16/23. real time. If students are
Students have become getting restless, this
proficient at using might mean we change it
Evidence classroom tools and up and do a movement
available resources to math song or play a group
express their math game on the content
understanding during we are learning.
instruction. Each and
every student has a Being aware of all
unique way of students and their
communicating and current level of self-
expressing themselves. regulation and focus is
4/27/24. key in being able to have
a successful lesson.
7/16/2023
Being a special education
teacher, I have mastered
recognizing individual
learning styles, strengths,
and challenges, and
implementing strategies
such as differentiated
instruction, scaffolding,
and personalized learning
approaches to ensure that
all students can engage
with and understand the
material at their own
pace and level of
understanding. 4/27/24.

CSTP 1 Williams Spring 24

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

CSTP 1 Williams Spring 24

Uploaded by

Copyright:

Available Formats

Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.1 Emerging Exploring Applying Integrating Innovating

I continue to observe and

I use technology to get to

Students take ownership

Lessons are continuously

Element 1.4 Emerging Exploring Applying Integrating Innovating

As the year progresses, For example, when

I continue to research and

Element 1.5 Emerging Exploring Applying Integrating Innovating

Element 1.6 Emerging Exploring Applying Integrating Innovating

You might also like