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 of Uses data from multiple Uses comprehensive
through data provided by learn about individual formal and informal sources measures to make knowledge of students to
the school and/or students. 7/15/18 to learn about students and adjustments to instruction make ongoing adjustments
assessments. guide selection of and meet individual and accommodations in
instructional strategies to identified learning needs. instruction.
meet diverse learning 5/1/19
Using knowledge of needs. 12/6/18
students to engage Students take ownership of
them in learning Some students may engage Students engage in single Student engage in learning Students actively utilize a their learning by choosing
in learning using lessons or sequence of through the use of variety of instructional from a wide range of
instructional strategies lessons that include some adjustments in instruction to strategies and technologies methods to further their
focused on the class as a adjustments based on meet their needs. 7/15/18 in learning that ensure learning that are responsive
whole. assessments. and 12/6/18 equitable access to the to their learning needs.
curriculum. 5/1/19
I use school provided data In addition to my previous In addition to my previous
such as F&P, NWEA evidence, I also use self- evidence, I look at multiple
results, regional math reflection samples, my points of data (i.e. school
assessments, and other knowledge of their wide assessments, state
school wide writing preferences, strengths, and testing results, summative/
assignments to gauge weaknesses.. 12/6/18 formative assessments,
student progress/needs. I teacher created assessments,
also seek information one one conferences with
based on student IEPs and I make modifications, such students, and checks for
work with SPED to get as groupings, flexible understanding) to make
ideas for additional seating, and scaffolding. adjustments to instruction
support. 7/15/18 Depending on the subject, I and meet the diverse
have intentional groupings learning needs of students.
to support EL learners and 5/1/19
Evidence flexible seating for students
with IEPs or 504s. 7/15/18 Students use a variety of
and 12/6/18 resources and strategies in
order to have equitable
access to the curriculum.
Examples include
differentiated worksheets,
extensions to curriculum,
apps and websites on iPads
and chromebooks, and
graphic organizers. 5/1/19
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
Uses gathered information
about students’ prior
knowledge, cultural
backgrounds, life
experiences, and interest to
support student learning.
7/15/18
Students participate in
single lessons or sequences
of lessons related to their
interests and experiences.
Applying
Uses school resources and
family contacts to expand
understanding of students’
prior knowledge, cultural
backgrounds, life
experiences, and interests to
connect to student learning.
12/6/18
Students make connections
between curriculum, and
their prior knowledge,
backgrounds, life
experiences, and interests.
7/15/18 and 12/6/18
Integrating
Integrates broad knowledge
of students and their
communities to inform
instruction. 5/1/19
Students are actively
engaged in curriculum,
which relates their prior
knowledge, experiences,
and interests within and
across learning activities.
5/1/19
Innovating
Develops and
systematically uses
extensive information
regarding students’ cultural
backgrounds, prior
knowledge, life
experiences, and interests.
Students can articulate the
relevance and impact of
lessons on their lives and
society.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I get to know my students
on a personal level in order
to establish positive
relationships, but also to
inform my teaching. I also
send home questionnaires to
families in the beginning of
the year to learn about
interests, hobbies, cultural
celebrations, strengths,
weaknesses, and hopes in
order to connect learning
and form relationships. In
most lessons, I ask students
to share prior knowledge,
personal experiences, and
interests in order to connect
with the material. I also use
this information to
encourage students during
one on one check in—both
Evidence academic and personal.
7/15/18
In addition to my previous
evidence, I use school
resources through
Illuminate to learn more
about family and connect
with families about
celebrations, cultural
interests, and use school
wide holiday celebrations to
highlight a variety of
cultures and experiences to
connect with learning in the
classroom.
Recently, a student shared
with me that his family
recognizes Diwali in his
family, so I adapted my
Morning Meeting to create
a space for learning about
this important Indian
holiday. I had the student
share his personal
experience, then I utilized
technology to share an
education video which
provided more background
information about this
holiday.12/6/18
In addition to my previous
evidence, I develop strong
relationships with students
in order to create a safe
environment and also use
that knowledge in my
instruction. I also relate
curriculum to our
communities or student’s
culture whenever possible.
5/1/19
In addition to my previous
evidence, students have
many opportunities to share
their cultures, previous
knowledge, and background
experiences to connect to
the curriculum and enrich
their learning experiences.
5/1/19

Students share personal

experiences, cultural
traditions, and prior
knowledge during mini
lessons and Morning
Meeting in order to connect
with the curriculum and
create a positive classroom
environment. Students are
encouraged to find and form
connections across their
learning. 7/15/18 and
12/6/18
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging
Uses real-life connections
during instruction as
identified to curriculum.
Connecting subject
matter to meaningful,
real-life contexts
Some students relate
subject matter to real-life.
Evidence
Exploring
Explore using additional
real-life connections to
subject matter in single
lessons or sequence of
lessons to support
understanding.
Students make use of real-
life connections provided in
single lessons or sequence
of lessons to support
understanding of subject
matter.7/15/18
Students are encouraged to
utilize real-life connections
from the lesson to make
their learning more
accessible and meaningful.
For example, I encourage
students to draw on
personal experiences to
inform a persuasive speech.
7/15/18
Applying
Integrates connections from
subject matter to
meaningful, real-life
contexts, including those
specific to students’ family
and community. 7/15/18
Students utilize real-life
connections regularly to
develop understandings of
subject matter. 12/6/18
I use examples from the
curriculum, my personal
experiences, school/
neighborhood community,
and background knowledge
of students to integrate
connections into my
teaching in order to grab
student attention and
support their learning in
meaningful ways. 7/15/18
Students regularly make
connections to help scaffold
and develop understanding
in subject matter. 12/6/18
Integrating
Integrates connections to
meaningful, real-life
contexts in planning subject
matter instruction and is
responsive during
instruction to engage
students in relating to
subject matter. 12/6/18
Students actively engage in
making and using real-life
connections to subject
matter to extend their
understanding.
In addition to my previous
evidence in the applying
section, I am responsive
during direct instruction by
integrating connections
brought up by me and/or
students. 12/6/18
Innovating
Engages student in actively
making connections to
relevant, meaningful, and
real-life contexts
throughout subject matter
instruction. 5/1/19
Students routinely integrate
subject matter into their
own thinking and make
relevant applications of
subject matter during
learning activities. 5/1/19
In addition to my previous
evidence (and as described
above), I consistently create
opportunities for students to
make meaningful
connections throughout
direct instruction—through
educational hook, sharing
personal experiences as
they talk with peers
throughout the lesson,
making connections to
other subjects or previous
experiences, etc. 5/1/19
As described above,
students consistently have
opportunities to integrate
the curriculum into their
own thinking. They are
always asked to explain
their thinking or give
reasons why they think a
certain way by using
personal experiences,
schema, etc. 5/1/19
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.
Exploring
Explores additional
instructional strategies,
resources, and technologies
in single lessons or
sequence of lessons to meet
students’ diverse learning
needs. 7/15/18
Applying
Utilizes a variety of
strategies including
culturally responsive
pedagogy, resources, and
technologies during
ongoing instruction to meet
students’ diverse learning
needs. 12/6/18
Integrating
Creates, adapts, and
integrates a broad range of
strategies, resources, and
technologies into
instruction designed to
meet students’ diverse
learning needs. 5/1/19
Innovating
Refines the flexible use of
an extensive repertoire of
strategies, resources, and
technologies to meet
students’ diverse learning
needs.

Some students participate Students participate in Students participate in Students actively engage in Students take
Using a variety of in instructional strategies, single lessons or sequence instruction using strategies, instruction and make use of responsibilities for using a
instructional strategies, using resources and of lessons related to their resources, and technologies a variety of targeted wide range of strategies,
resources, and technologies provided. interests and experiences. matched to their learning strategies, resources, and resources, and technologies
technologies to meet needs. 7/15/18Students technologies to meet their that successfully advance
students’ diverse share personal experiences, individual students needs. their learning.
learning needs cultural traditions, and prior 5/1/19
knowledge during mini
lessons and Morning
Meeting in order to connect
with the curriculum and
create a positive classroom
environment. Students are
encouraged to find and
form connections across
their learning. 7/15/18 and
12/6/18
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I use instructional strategies
from curriculum, additional
research, ideas from other
teachers, and SPED and EL
specialists to meet the
diverse needs of my
students. Examples: “I do,
we do, you do”, Small
group instruction, facilitate
and question. 7/15/18
Evidence
In addition to the
previously listed strategies,
I use culturally responsive
pedagogy, responsive
classroom teaching
approach, outside resources
from curriculum that I find
online, and technology
based resources to support
instruction.
I also incorporated a new
plan to support a specific
student who has a variety of
specific needs ranging
across academic and
emotional needs. This
student particularly
struggles during Writers
Workshop and it can cause
him a lot of anxiety. In
order to support his
emotional and academic
needs, I worked with his
family, therapist, and my
administration to create a
plan to help him succeed in
my class. A piece of this
plan was to incorporate a
technology based
accommodation. Because
he struggles with letter
formation and sizing, we
agreed it would be best for
him to type out his stories
which would give him the
support he needs to write
for longer periods of time
and not trigger his severe
anxiety disorder.12/6/18
In addition to my previous
evidence, I researched and
implemented new strategies
into her teaching and
student learning. I
implemented technology in
deeper ways throughout
this school year which
enriched direct instruction
and was able to
differentiate more within
student learning. I also
created a space where a
broad range of strategies
and resources could be
accessed. 5/1/19
Students accessed more
technology based resources
in order to meet their
diverse needs.
Students were actively
engaged during instruction
through the use of
technology and new
strategies. 5/1/19

Students use a variety of

strategies and resources to
support their learning.
They use strategies/
resources learned/provided
in the classroom, previous
teachers, and additional
supports from other support
staff. Examples: small
Standard 1 CSTP: Engaging and Supporting All Students in Learning