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
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.
students to engage
them in learning Some students may Students engage in single Student engage in learning
engage in learning using lessons or sequence of through the use of
instructional strategies lessons that include some adjustments in instruction
focused on the class as a adjustments based on to meet their needs.
whole. assessments. 9/21/20
I will create small groups
where I feel students have
similar areas where they
need more support. I will
also provide one-on-one
support for students who
need more support. I
would like to use more
technology to meet the
diverse needs of students.
9/21/20
Evidence
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
9/21/20 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
learning needs.
I review students' ILP
folders which contain
their assessments and
work from the previous
years. I also ask parents to
fill out a survey about
their child to gain some
insight on how the parents
view their children’s
learning styles and
identify their strengths
and needs. I also give
students a survey to fill
out to identify what they
feel are their strengths
and needs. Finally, I give
initial assessments at the
beginning of the year to
see where the students
are and continue to test
them throughout the year
to track their growth.
9/21/20
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.
Evidence
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 9/21/20 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.
Students participate in Students make Students can articulate
single lessons or connections between Students are actively the relevance and impact
sequences of lessons curriculum, and their engaged in curriculum, of lessons on their lives
related to their interests prior knowledge, which relates their prior and society.
and experiences. backgrounds, life knowledge, experiences,
experiences, and and interests within and
interests. across learning activities.
9/21/20
I take the information
from the parent and
student surveys to learn
more about the students
not only as learners but as
members of their
community.
This helps me integrate
their interests and
cultural backgrounds into
my lessons, allowing them
to make more
connections with the
material I am teaching.
9/21/20
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging Exploring Applying Integrating Innovating
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
Connecting subject 9/21/20 students in relating to instruction.
matter to subject matter.
meaningful, real-life
contexts Some students relate Students make use of Students actively engage Students routinely
subject matter to real-life. real-life connections Students utilize real-life in making and using integrate subject matter
provided in single lessons connections regularly to real-life connections to into their own thinking
or sequence of lessons to develop understandings subject matter to extend and make relevant
support understanding of of subject matter. their understanding. applications of subject
subject matter. 9/21/20 matter during learning
activities.
In Writer’s Workshop I
have the students derive
the ideas for their writing
personal narratives from
real-life scenarios. In
Reader’s Workshop I also
have them reflect on their
own personal life
experiences to relate to
the characters in the
stories we are reading.
9/21/20
Evidence
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.4 Emerging Exploring Applying Integrating Innovating
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.
instructional diverse learning needs. meet students’ diverse learning needs. 9/21/20
strategies, resources, learning needs.
and technologies to
meet students’ Some students participate Students participate in Students participate in Students actively engage Students take
diverse learning in instructional strategies, single lessons or instruction using in instruction and make responsibilities for using
needs using resources and sequence of lessons strategies, resources, and use of a variety of a wide range of strategies,
technologies provided. 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.
9/21/20
I make sure that when I
am delivering a lesson I
hit as many learning
modalities as possible. I
make charts for visual
learners, I walk the
students through the
practice step by step for
auditory learners, I also
have students practice
the steps with partners
for kinesthetic learners.
Evidence 9/21/20
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.5 Emerging Exploring Applying Integrating Innovating
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
Promoting critical critically. content. reflecting on multiple problems.
thinking though perspectives.
inquiry, problem
solving, and Some students respond to Students respond to Students respond to Students pose problems Students pose and answer
reflection questions regarding facts varied questions or tasks questions and problems and construct questions a wide-range of complex
and comprehension. designed to promote posed by the teacher and of their own to support questions and problems,
comprehension and begin to pose and solve inquiries into content. reflect, and communicate
critical thinking in single problems of their own 9/21/20 understandings based on
lessons or a sequence of related to the content. in depth analysis of
lessons. content learning.
I constantly encourage
students to think and jot
while they are reading.
This encourages them to
pause when they come to
a part where they have a
thought or a question and
write it down. They will
then try to answer their
questions by continuing
to read on. 9/21/20

Evidence
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
Monitoring student checks for understanding. challenge. concepts flexibly and
learning and effectively.
adjusting instruction
while teaching. Some students receive Students receive Students successfully Students are able to Students monitor their
individual assistance assistance individually or participate and stay articulate their level of progress in learning and
during instruction. in small groups during engaged in learning understanding and use provide information to
instruction. activities. teacher guidance to meet teacher that informs
their needs during adjustments in
instruction. 9/21/20 instruction.
By giving students exit
tickets or some type of
check for understanding
at the end of each lesson, I
am able to gauge how
students are
understanding the
material that was taught
in the lesson. I also have
students self-assess by
using the Levels of
Understanding and can
do a quick check before
Evidence
sending them off to
complete their
independent practice.
Then I can see who needs
to have the material
retaught to them.
9/21/20