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. students and guide instruction and meet adjustments and
selection of instructional individual identified accommodations in
strategies to meet diverse learning needs. instruction.
learning needs. (7/21/19) (12/14/2019)
(4/12/2020)
Using knowledge of
Some students may Students engage in single Student engage in Students take ownership
students to engage
engage in learning using lessons or sequence of learning through the use Students actively utilize a of their learning by
them in learning
instructional strategies lessons that include some of adjustments in variety of instructional choosing from a wide
focused on the class as a adjustments based on instruction to meet their strategies and range of methods to
whole. assessments. needs. technologies in learning further their learning that
that ensure equitable are responsive to their
access to the curriculum. learning needs.
(7/21/19) (12/14/19)
(4/12/2020)

I learned about students

through daily journal
entries, consultations
with colleagues,
conferences with parents,
reviewing student CUMM
files, get to know you
assignments, and
informal observations. I
used formative
informative assessments
such as exit slips, and I
Evidence also used summative
assessments such as
NWEA MAP tests to
modify what I taught to
students. I used what I
learned to revise the
examples I used in my
math lessons and also
during my ELA lessons. I
used small groups to
reach students more
individually. I give
students choice in their
Standard 1 CSTP: Engaging and Supporting All Students in Learning
learning and research
using technology.
(7/21/19) (4/12/2020)

Uses problem of the day

based on what they have
seen during recess, lunch,
or in class to teach math
and ELA. Teacher uses
dolls and puppets to get
student attention.
Teacher uses student
volunteers to teach them
math concepts and to tell
stories during ELA time.
Students use
manipulatives, drawings,
and other strategies they
have learned in class to
show their
understanding.
(12/14/19) (4/12/2020)
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,
Some students connect
backgrounds, life
learning activities to their
experiences, and
own lives.
interests
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 cultural backgrounds,
experiences, and interest backgrounds, life prior knowledge, life
to support student experiences, and interests experiences, and
learning. (7/21/19) to connect to student interests.
learning. (12/14/19)
(4/12/2020)
Students participate in Students are actively Students can articulate
single lessons or engaged in curriculum, the relevance and impact
sequences of lessons Students make which relates their prior of lessons on their lives
related to their interests connections between knowledge, experiences, and society.
and experiences. curriculum, and their and interests within and
(7/21/19) prior knowledge, across learning activities.
backgrounds, life
experiences, and
interests. (12/14/19)
(4/12/2020)
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Students are allowed Teacher bases his
to pick their own example questions on
what they have seen
research topic given a during recess, lunch, or in
set of guidelines. class to teach math and
Students content ELA. Teacher uses dolls
lessons are built on and puppets to get
prior understanding. student attention.
(7/21/19) Teacher uses student
volunteers to teach them
math concepts and to tell
stories during ELA time.
Evidence Students are able to
explain their math
number sentences based
on their interests. They
are able to tell stories and
write using their
experiences and interests.
(12/14/19) (4/12/2020)
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 Some students relate
contexts subject matter to real-life.
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. family and community. instruction to engage subject matter
(7/21/19) (12/14/19) students in relating to instruction.
subject matter.
(4/12/2020)
Students make use of Students routinely
real-life connections integrate subject matter
provided in single lessons Students utilize real-life Students actively engage into their own thinking
or sequence of lessons to connections regularly to in making and using real- and make relevant
support understanding of develop understandings life connections to subject applications of subject
subject matter. (7/21/19) of subject matter. matter to extend their matter during learning
(12/14/19) understanding. activities.
(4/12/2020)
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Teacher use real-life Teacher uses real-life Definitely more this
examples regularly in examples regularly in semester than last
whole group whole group semester students
instruction to teach instruction to teach are more engaged as
content. Teacher uses content. Teacher uses I also use individual
real-life connections real-life connections white boards and
once in a while to all the time to teach promethean boards
teach other standards. Students in most of my
standards. (E.G. use are now also able to lessons. Students
carpet/number of use their real life therefore are
Evidence floor tiles to teach experiences to responsive during
area). (7/21/19) explain, connect, and instruction by also
create math being engaged in
problems as well as writing and I can
produce stories in visibly check their
their writing journal. engagement.
(12/14/19) (4/12/2020)

Element 1.4 Emerging Exploring Applying Integrating Innovating

Using a variety of Uses instructional
instructional strategies, resources, and
strategies, resources, technologies as provided
and technologies to by school and/or district.
meet students’
diverse learning
needs
Some students participate
in instructional strategies,
using resources and
technologies provided.
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.
diverse learningd needs. meet students’ diverse learning needs.
learning needs. (7/21/19) (12/14/19)
(4/12/2020)
Students participate in Students participate in Students take
single lessons or instruction using responsibilities for using
sequence of lessons strategies, resources, and a wide range of strategies,
related to their interests technologies matched to Students actively engage resources, and
and experiences. their learning needs. in instruction and make technologies that
(7/21/19) use of a variety of successfully advance their
targeted strategies, learning.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
resources, and
technologies to meet their
individual students
needs. (12/14/19)
(4/12/2020)

Teacher uses various Teacher uses various

instructional instructional
methods such as methods such as
small group, stations, small group, stations,
plays, musical plays, musical
instruments, instruments,
technology such as technology such as
google docs and google docs and
videos to meet videos to meet
students’ diverse students’ diverse
learning needs. learning needs.
Students use Students use
Evidence technology both one- computer programs
to-one or in groups, that differentiates to
participate in group individual student
activities, choral needs (Lexia and
reading, role plays, STmath). Students
competitive and use Chromebooks to
cooperative games to learn content
learn content. through classroom
(7/21/19) padlet playlist.
Students use
manipulatives to
learn math. (12/14/19)
(4/12/2020)

Element 1.5 Emerging Exploring Applying Integrating Innovating

Promoting critical Asks questions that focus Includes questions in Guide students to think Supports students to Facilitates systematic
thinking though on factual knowledge and single lessons or a critically through use of initiate critical thinking opportunities for student
inquiry, problem comprehension. sequence of lessons that questioning strategies, through independently to apply critical thinking
solving, and require students to recall, posing/solving problems, developing questions, by designing structured
Standard 1 CSTP: Engaging and Supporting All Students in Learning
interpret, and think
critically. (7/21/19)
Some students respond to Students respond to
reflection questions regarding facts varied questions or tasks
and comprehension. designed to promote
comprehension and
critical thinking in single
lessons or a sequence of
lessons. (7/21/19)
Students reflect at
the end of the day
and end of lessons on
their lessons.
Students are given
time in between
direct instruction and
in between lessons to
share, reflect, and
teach what they’ve
been learning about.
Student are given
Evidence
opportunity to solve
problems before
given direct
instruction. (7/21/19)
Element 1.6 Emerging Exploring
Monitoring student Implements lessons Seeks to clarify
and reflection on issues in
content. (12/14/19)
Students respond to
questions and problems
posed by the teacher and
begin to pose and solve
problems of their own
related to the content.
(12/14/19)
Teacher gives daily
and weekly problems
based on word
problems to promote
inquiry and problem
solving. After the exit
slip teacher gives
teacher gives
students time to
reflect by going over
the problem and
giving students
opportunity to fix the
problem. Students
partake on solving
the problem by
talking to their
partner and using the
given tools, such as
the chromebook,
manipulatives, paper
and pencil, and
asking their peers for
help. (12/14/19)
Applying
Makes ongoing
posing problems and inquiries into complex
reflecting on multiple problems.
perspectives.
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 content. reflect, and communicate
(4/12/2020) understandings based on
in depth analysis of
content learning.
One of the things I’ve
started doing was
going over read
alouds, short texts,
and math questions
to go deeper and
have a critical
dialogue on the
author’s intent. I
would model for my
students the process
of critical thinking
and encourage
students to do the
same. (4/12/2020)
Integrating Innovating
Adjusts strategies during Makes adjustments to
Standard 1 CSTP: Engaging and Supporting All Students in Learning
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. (12/14/19) concepts flexibly and
(7/21/19) (4/12/2020) effectively.

learning and Some students receive Students receive Students monitor their
adjusting instruction individual assistance assistance individually or Students successfully progress in learning and
while teaching. during instruction. in small groups during participate and stay Students are able to provide information to
instruction. engaged in learning articulate their level of teacher that informs
activities. (7/21/19) understanding and use adjustments in
teacher guidance to meet instruction.
their needs during
instruction. (12/14/19)
(4/12/2020)

Evidence Teacher maintains Teacher stops lesson

student focus by when it seems the
altering instruction students are not
techniques and getting the lesson
constantly checks for right. Teacher gives
student short breaks to
understanding by students based on
asking questions. how students are
Teacher gives time responding to give
between questions to students time to
allow think time for refocus and gives
students. (7/21/19) teacher to adjust his
teaching. Teacher
uses white boards
during the US time
(teacher models, we
do it together, and
then they do it
together) which
allows teacher to
assess and stop
lesson when
appropriate. Students
Standard 1 CSTP: Engaging and Supporting All Students in Learning
are able to
demonstrate their
level of
understanding using
hand gestures.
Students are able to
use check list to see
what they need to do.
(12/14/19)
(4/12/2020)