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 Uses data from multiple Uses comprehensive
through data provided to learn about individual of formal and informal measures to make knowledge of students to
by the school and/or students. sources to learn about adjustments to instruction make ongoing
assessments. students and guide and meet individual adjustments and
selection of instructional identified learning needs. accommodations in
strategies to meet 7/15/23 instruction. 12/2/23
diverse learning needs. 4/24/24
Using knowledge of
Students actively utilize a
students to engage
Some students may Students engage in single Student engage in variety of instructional Students take ownership
them in learning
engage in learning using lessons or sequence of learning through the use strategies and of their learning by
instructional strategies lessons that include of adjustments in technologies in learning choosing from a wide
focused on the class as a some adjustments based instruction to meet their that ensure equitable range of methods to
whole. on assessments. needs. 7/15/23 access to the curriculum. further their learning that
12/2/23 are responsive to their
learning needs. 04/24/24

When teaching whole I utilize information from I provide opportunities for

group lessons, students our student database
are provided with AERIES, student/parent
adjustments to work, surveys completed at the
such as accommodations start of the school year,
and modifications to and assessment programs
meet their needs such as i-Ready (Math and
(IEP/504/ELL/GATE). Reading), XTRA Math, and
Students are thoughtfully BrainPOP ELL. This
grouped based on their information is used to
needs and provided with inform my instruction and
multiple means of reach out to specialists
action/expression to when needed to meet the
Evidence demonstrate their needs of students with
understanding of the identified learning needs.
content at the end of 7/15/23
instruction. 7/15/23
Students are provided
with instructional
technologies (i-
Ready/BrainPOP
ELL/XTRA Math) that are
adapted to their
competencies and
accessible to all. 12/2/23
students to demonstrate
their understanding in
various ways and allow
them to take ownership of
their work by choosing a
method to display their
learning that best aligns
with their identified
learning strengths and
needs. 04/24/24
I work to learn about my
students and the
community around our
school by being involved
in community events and
student extracurricular
activities. For example, I
was recently involved in
planning, volunteering,
and attending our school
community’s Fall Festival.
During this event, I was
able to work and connect
with our school PTA,
families and businesses in
Standard 1 CSTP: Engaging and Supporting All Students in Learning
the community, and
students (and families)
who attended the event. I
can use this experience to
inform my teaching
practices, curriculum
planning, behavior
management, and family
communication. 12/2/23
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.
Connecting learning
to students’ prior
knowledge,
backgrounds, life
experiences, and Some students connect
interests learning activities to their
own lives.
Exploring Applying Integrating Innovating
Uses gathered Uses school resources Integrates broad Develops and
information about and family contacts to knowledge of students systematically uses
students’ prior expand understanding of and their communities to extensive information
knowledge, cultural students’ prior inform instruction. regarding students’
backgrounds, life knowledge, cultural 12/2/23 cultural backgrounds,
experiences, and interest backgrounds, life prior knowledge, life
to support student experiences, and interests experiences, and
learning. to connect to student Students actively engage interests. 4/24/24
learning. 7/15/23 in curriculum, which
relates their prior
Students participate in Students make knowledge, experiences, Students can articulate
single lessons or connections between and interests within and the relevance and impact
sequences of lessons curriculum, and their across learning activities. of lessons on their lives
related to their interests prior knowledge, 12/2/23 and society. 4/24/24
and experiences. backgrounds, life
experiences, and
interests. 7/15/23

At the start of the school I use my extensive I regularly

year and upon new understanding of
student arrival, I have students and their
families complete a communities to inform
“Family Input Form” my planning and
about their student, instruction. Through a
which helps to inform my curriculum relevant to
teaching. I also have their experiences and
students complete backgrounds, students
various introductory are actively engaged in
activities, such as “All learning. In an
About Me” infographics. I informative writing and
Evidence
work with our district research activity,
community resource students are given the
liaison to connect opportunity to choose a
learning to our local college or career path
community. 7/15/23 that interests them based
on their experiences and
Students are given the backgrounds. Students
opportunity to explore then learn research and
their own experiences writing skills to create a
and ideas through “College” Pennant that is
personal narrative decorated on the front
writing prompts and and has expository
student-led science or writing on the back.
12/2/23
incorporate
opportunities for
students to explore
their own ideas,
experiences, and
interests by planning
activities that reflect
information gathered
about students. At
the conclusion of
lessons, I provide
time for students to
discuss and reflect on
the relevance and
impact the lesson can
have on their lives
and communities.
4/24/24
Standard 1 CSTP: Engaging and Supporting All Students in Learning
social studies inquiries.
7/15/23

Element 1.3 Emerging Exploring Applying Integrating Innovating

Uses real-life connections
during instruction as
identified to curriculum.
Connecting subject
matter to
meaningful, real-life Some students relate
contexts subject matter to real-life.
Explore using additional Integrates connections Integrates connections to Engages students 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 meaningful, and real-life
lessons to support specific to students’ instruction and is contexts throughout
understanding. family and community. responsive during subject matter
instruction to engage instruction. 4/24/24
students in relating to
subject matter. 7/15/23
Students make use of Students utilize real-life 12/2/23 Students routinely
real-life connections connections regularly to integrate subject matter
provided in single lessons develop understanding of Students actively engage into their own thinking
or sequence of lessons to subject matter. in making and using real- and make relevant
support understanding of life connections to applications of subject
subject matter. subject matter to extend matter during learning
their understanding. activities. 4/24/24
7/15/23 12/2/23

I work to utilize I incorporate real

technology to increase world applications
student engagement and
better support students’
and meaningful
learning by creating connections to
authentic learning relevant material
activities. For example, I into subject matter
explore connecting instruction and core
subject matter content
(ELA, Math, Science,
curriculum. I create
Evidence Social Studies) to project-based
meaningful real-life learning
contexts. While I already opportunities for
integrate applications students to apply
such as Quizizz and
BrainPOP into my
their subject matter
teaching practices, I have competency to real
begun utilizing world scenarios.
TimeToast to increase 4/24/24
student engagement. In
fifth-grade ELA and Social
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Studies grade-level
curricula, there are
content standards about
understanding, analyzing,
applying, and creating
timelines. By
incorporating TimeToast
into learning activities in
these units, I can extend
these standards through
technology to allow
students to develop their
own digital timelines
centered on our academic
content. For example, I
have created a timeline to
model for students about
the Road to the
Revolutionary War. To
add to that, student
engagement has
increased when given the
opportunity to create
their own personal
timelines connecting to
real-life contexts post-
academic content
timeline creation.
12/2/23

I work to not only

integrate connections
into the planning of
instruction, but also
adapt my instruction in
response student
engagement levels. For
example, I plan project-
based Mathematics units
around meaningful real-
life contexts to relate
standards real-world
problem solving. I then
adapt these units to
address problems that
Standard 1 CSTP: Engaging and Supporting All Students in Learning
are of interest to
students. 7/15/23

Students often share out

and discuss examples of
when they have seen
content outside of the
classroom, and how they
could use that content in
the future outside of the
classroom. 7/15/23

Element 1.4 Emerging Exploring Applying Integrating Innovating

Using a variety of Uses instructional Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of
instructional strategies, resources, and instructional strategies, strategies including integrates a broad range an extensive repertoire of
strategies, resources, technologies as provided resources, and culturally responsive of strategies, resources, strategies, resources, and
and technologies to by school and/or district. technologies in single pedagogy, resources, and and technologies into technologies to meet
Standard 1 CSTP: Engaging and Supporting All Students in Learning
meet students’ lessons or sequence of technologies during
diverse learning lessons to meet students’ ongoing instruction to
needs diverse learning needs. meet students’ diverse
learning needs. 7/15/23
Some students Students participate in Students participate in
participate in single lessons or instruction using
instructional strategies, sequence of lessons strategies, resources, and
using resources and related to their interests technologies matched to
technologies provided. and experiences. their learning needs.
I utilize diverse strategies
such as CRT, UDL, and
GLAD during instruction
to meet students’ diverse
learning needs. With
regards to technology, I
also employ programs
such as BrainPOP,
BrainPOP ELL, i-Ready,
Blooket, and Quizizz to
meet the needs of
students who may be
English Language
Learners or access
information in different
ways. 7/15/23
Evidence
instruction designed to students’ diverse learning
meet students’ diverse needs. 4/24/24
learning needs. 12/2/23
Students actively engage
in instruction and make Students take
use of a variety of responsibility for using a
targeted strategies, wide range of strategies,
resources, and resources, and
technologies to meet technologies that
their individual student’s successfully advance
needs. 7/15/2312/2/23 their learning. 4/24/24
An example of the broad I strategically select
range of strategies and and use a wide
resources I use to meet
individual student needs
variety of
are Main Idea Graphic instructional
Organizers for both Non- strategies to meet
fiction and Fiction texts, the diverse needs of
which I provide for each learner in my
students to help them
better understand texts.
classroom. This
These graphic organizers includes teacher-led
help support students strategies like
with diverse needs in lectures, small group
comprehending texts and instruction, one-on-
organizing their
understanding. These
one, and stations.
organizers are be 4/24/24
provided with various
levels of scaffolding Students are
depending on student provided with a
need. 12/2/23 choice to choose
Students are actively
from a wide variety
engaged in instruction of activities such as
through numerous and partner activities,
various opportunities to hands-on projects,
be involved in learning, journalling, readers
such as digital discussion
boards via a program like
theater, and class
Jamboard, group discussions. 4/24/24
discussions via a
“Fishbowl” strategy, or
Standard 1 CSTP: Engaging and Supporting All Students in Learning
interactive activities via a
“Jigsaw” cooperative
learning strategy.
Students are often given a
choice of which means of
expression or
engagement they can use
to best meet their
individual needs.
7/15/23

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
thinking though
Some students respond Students respond to
inquiry, problem
to questions regarding varied questions or tasks
solving, and
facts and comprehension. designed to promote
reflection
comprehension and
critical thinking in single
lessons or a sequence of
lessons.
Guide students to think Supports students to Facilitates systematic
critically through use of initiate critical thinking opportunities for
questioning strategies, through independently students to apply critical
posing/solving problems, developing questions, thinking by designing
and reflection on issues posing problems and structured inquiries into
in content. 7/15/23 reflecting on multiple complex problems.
perspectives. 12/2/23 4/24/24
Students respond to Students pose problems Students pose and
questions and problems and construct questions answer a wide-range of
posed by the teacher and of their own to support complex questions and
begin to pose and solve inquiries into content. problems, reflect, and
problems of their own 12/2/23 communicate
related to the content. understandings based on
7/15/23 in depth analysis of
content learning.
4/24/24

During and at the I help students start I work to model and

conclusion of lessons, I thinking critically by teach students how to
ask students open-ended having them come up critique, edit, and
Evidence questions or higher order with questions on their revise their work
thinking questions. I own, pose problems, and
throughout the year so
utilize an activity called consider other
Standard 1 CSTP: Engaging and Supporting All Students in Learning
“MathReps” that tasks viewpoints. To encourage that by the middle of
students with completing students’ critical the year students can
a daily math problem thinking, for instance, I systematically analyze
using multiple frequently incorporate their own work. This is
methods/approaches and KWL (Know, Wonder,
done using consistent
to reflect on when these and Learned) charts into
methods may be used my instruction. In this rubrics and mnemonic
outside of the classroom. activity, students can devices (CUPS and
7/15/23 pose their own inquiries ARMS). Students ar
and guide the learning then able to collect and
During instruction, process. 12/2/23 interpret the data of
students answer higher their own work.
order thinking questions 4/24/24
posed by the teacher.
Students then “turn and
talk” with their
teammates to extend
these questions to their
own lives. 7/15/23

Element 1.6 Emerging Exploring Applying Integrating Innovating

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
Standard 1 CSTP: Engaging and Supporting All Students in Learning
adjusting instruction guidelines. activities to support instruction based on ongoing monitoring of
while teaching. student understanding. observation of student individual student needs
engagement and regular for assistance, support, or
checks for understanding. challenge. 7/15/23
12/2/23
Some students receive Students receive Students successfully Students are able to
individual assistance assistance individually or participate and stay articulate their level of
during instruction. in small groups during engaged in learning understanding and use
instruction. activities. teacher guidance to meet
their needs during
instruction. 7/15/23
12/2/23
One way I support
students in learning is by
using technology to
monitor student
understanding and adjust
instruction in real-time
while teaching. I am
integrating the Poll
Everywhere application
into my lessons as a
check-for-understanding
tool to uncover areas
where students may need
more assistance.
Likewise, I also use this
application to help me
Evidence gather feedback from
students, including their
interests, reception of
instruction, and
suggestions to adapt my
teaching better to
support their needs. I use
this app across all subject
areas and appreciate the
instantaneous data it
provides. For example, I
can use a quick Poll
Everywhere to check-in
with students post lesson
instruction about adding
decimals. 12/2/23
opportunities and
provide assistance to
students in mastering the
concepts flexibly and
effectively. 4/24/24
Students monitor their
progress in learning and
provide information to
teacher that informs
adjustments in
instruction. 4/24/24
During instruction, I
build on students’
questions, comments,
and concerns to
extend their
understanding and
interest in subject
matter content. By
approaching planned
lessons with
flexibility, I can
effectively adjust my
instruction to allow
for adequate student
think time, small
group assistance, or
more challenging
extension activities.
4/24/24
Students are taught
how to self-assess
their understanding
and relay it to me
during instruction
using nonverbal
signals (thumbs
Standard 1 CSTP: Engaging and Supporting All Students in Learning
up/down) or verbal
During instruction, I questioning. 4/24/24
assess students
frequently using quick
check-ins such as
“Thumbs up/thumbs
down/thumbs to the
side” before moving onto
new content or levels of
practice. I use these
frequent assessments to
adjust the instructional
strategies I am using,
provide assistance, create
small groups for extra
support, and extend
learning to challenge
advanced students.
7/15/23

At the beginning of the

year, I explicitly model
for students how to
assess and articulate
their level of
understanding, and what
I can do to assist them.
Students are then able to
share their level of
understanding whether
verbally or physically and
know the supports that I,
the teacher, have in place
to meet their needs.
These supports include
small groups, individual
assistance, technology-
based learning programs,
and on campus support
specialists. 7/15/23