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
through data provided by learn about individual
the school and/or students.
assessments.
Using knowledge of
students to engage
them in learning
Some students may engage Students engage in single
in learning using lessons or sequence of
instructional strategies lessons that include some
focused on the class as a adjustments based on
whole. assessments.
Evidence In the beginning of the
year I choose 3 different
leveled reading passages
and read with each student
individually to asses their
reading fluency. 7/20/2020
Uses data from a variety of
formal and informal
sources to learn about
students and guide
selection of instructional
strategies to meet diverse
learning needs.
Student engage in learning
through the use of
adjustments in instruction
to meet their needs.
After reading with each
student I place them in
groups according to their
reading level. Throughout
the school year, I read
three times a week with 4
small reading groups.
Students are placed in
different reading group
depending on their fluency
rate and comprehension.
7/20/2020
Uses data from multiple
measures to make
adjustments to instruction
and meet individual
identified learning needs.
Students actively utilize a
variety of instructional
strategies and technologies
in learning that ensure
equitable access to the
curriculum.
Throughout the year
students can move into
different reading groups if
need be.
After teaching a language
arts lesson, students will
work independently. I walk
around the room observing
their work and answering
questions. If students need
help I will reteach by using
different examples that are
related to the same
concept. 7/20/2020.
Uses comprehensive
knowledge of students to
make ongoing adjustments
and accommodations in
instruction.
Students take ownership of
their learning by choosing
from a wide range of
methods to further their
learning that are responsive
to their learning needs.
I have learned that when
teaching math, the students
enjoy when I use examples
with classmates names and
hands on activities. The
students enjoy coming up
to the front of the class to
show their work and also
using their own
whiteboards. 7/20/2020
For spelling concepts, I
have students use a lot of
repetition when learning a
new spelling rule. On
Monday we learn the rule
and do a call and repeat of
each spelling word. Then
students write the words on
their whiteboards.
Throughout the week,
students do spelling centers
and I try to do a spelling
game whole class once a
week.
7/20/2020

As I use technology more

throughout the school year,
I have learned more about
Standard 1 CSTP: Engaging and Supporting All Students in Learning
i-ready. This site allows me
to assign certain
assignments to each
student based on their
level. For example, I have
a student that is struggling
with phonics. I am able to
assign her just phonics
assignments to help her
while I am also able to
assign more challenging
things to my higher
readers. 11/16/20
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
Connecting learning students.
to students’ prior
knowledge,
backgrounds, life
experiences, and
interests Some students connect
learning activities to their
own lives.
Evidence When reading stories aloud
students share connections
of their own life in relation
to the story. 7/20/2020
Exploring
Uses gathered information
about students’ prior
knowledge, cultural
backgrounds, life
experiences, and interest to
support student learning.
Students participate in
single lessons or sequences
of lessons related to their
interests and experiences.
We do a Flat Stanley
project all year. Students
take their Flat Stanley on a
trip with them. Usually
they take it on a trip to
where they are from or they
send their Flat Stanley in
the mail to a family
member where they are
from. They take pictures on
their Flat Stanley near
major monuments and then
bring in the pictures to
share with the class. At the
end of the year we have a
Flat Stanley party where
families make a cultural
dish and everybody gets to
try it. They also share with
the class parts of their
cultural such as important
dances, outfits or holidays.
7/20/2020
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.
Students make connections
between curriculum, and
their prior knowledge,
backgrounds, life
experiences, and interests.
In math, I connect student's
prior knowledge by
completing a five-minute
check from the previous
days lesson to ensure they
understand before moving
on. 10/20/2020
Integrating
Integrates broad knowledge
of students and their
communities to inform
instruction.
Students are actively
engaged in curriculum,
which relates their prior
knowledge, experiences,
and interests within and
across learning activities.
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.
Our school recently started
punching more SEL
opportunities. I have
changed our journals for
the entire team to make
them more SEL related.
Students use experiences
they have been through to
write or draw about. They
can use past experiences or
how they would handle
being put in that situation.
There are different traits
that we teach for each
month. For example, the
first month we are teaching
about fairness. I have had
them write about what they
think fairness means and
then I will create pretend
senerios and ask how those
characters can solve the
problem by being fair. I
remind the students to put
themselves in the
characters shoes.
This relates to the TLS
Standard 1 CSTP: Engaging and Supporting All Students in Learning
because our school asked
us to integrate SEL and I
went to our team with a
TPT that I found and asked
if we could integrate it into
our journals. I also made a
list if books that I want the
school to purchase for us to
read to our classes.
Here is the bundle I am
using. I use some of their
examples and others I
change but keep the main
idea.
https://www.teacherspaytea
chers.com/Product/Social-
Emotional-Learning-
Bundle-Lesson-Plans-and-
Activities-2686919?
st=c6a5d5b318c084facc5cb
a64042d7938

In math, I teach students to

be able to explain their
findings either by showing
their work or sharing it out
loud with the class. They
are to use math vocabulary
when explaining such as
numerator, denominator,
sum, difference.

Students write how they

would express themselves
in certain situations. They
use problem solving skills
that they are taught and
make sure to be fair and
kind. Students can share
out loud with the class what
they chose to write about.

In math, students express

how they solved each math
Standard 1 CSTP: Engaging and Supporting All Students in Learning
word problem by showing
their word or explaining it
to the class. They make
sure to use math
vocabulary words.

4/7/21
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
Element 1.4 Emerging
Using a variety of Uses instructional
Exploring Applying
Explore using additional Integrates connections
real-life connections to from subject matter to
subject matter in single meaningful, real-life
lessons or sequence of contexts, including those
lessons to support specific to students’ family
understanding. and community.
Students make use of real- Students utilize real-life
life connections provided connections regularly to
in single lessons or develop understandings of
sequence of lessons to subject matter.
support understanding of
subject matter.
Every morning, my
students come into the
classroom with a journal
prompt on the board. The
prompts change daily but
most f them are about their
lives or their feelings. This
allows them to use their
grammar and writing skills
when writing about heir
life experiences.
7/20/2020
Exploring Applying
Explores additional Utilizes a variety of
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.
Students actively engage in
making and using real-life
connections to subject
matter to extend their
understanding.
When solving math
problems, I will create
word problems using real
life subject matter that
relates to students. As I
state examples, students
will begin to make their
own word problems similar
to mine using subject
matter of their choosing.
10/25/2020
Integrating
Creates, adapts, and
Innovating
Engages student in actively
making connections to
relevant, meaningful, and
real-life contexts
throughout subject matter
instruction.
Students routinely integrate
subject matter into their
own thinking and make
relevant applications of
subject matter during
learning activities.
For each subject, I try and
ask students if they have
experienced or noticing
whatever I am teaching
about. This allows students
to make connections. As
the year goes on they will
start to raise their hand on
their own to share their
own experiences.
For example, when
teaching social studies, I
will ask the students to
share their own
experiences about
something their family
does that is related to that
topic.
Students share their life
experiences with the class
during daily lessons.
4/7/21
Innovating
Refines the flexible use of
Standard 1 CSTP: Engaging and Supporting All Students in Learning
strategies, resources, and
technologies as provided
by school and/or district.
instructional
strategies, resources,
and technologies to
meet students’ diverse
Some students participate
learning needs
in instructional strategies,
using resources and
technologies provided.
At Heritage Oak we have
Prom boards. I love having
students come up to the
board to show their work.
We only have 4 iPads in
the classroom. I mostly use
the iPads for AR tests.
7/20/2020
Evidence
Element 1.5 Emerging
Promoting critical Asks questions that focus
instructional strategies,
resources, and technologies
in single lessons or
sequence of lessons to
meet students’ diverse
learning needs.
Students participate in
single lessons or sequence
of lessons related to their
interests and experiences.
Exploring
Includes questions in
strategies including
culturally responsive
pedagogy, resources, and
technologies during
ongoing instruction to meet
students’ diverse learning
needs.
Students participate in
instruction using strategies,
resources, and technologies
matched to their learning
needs.
If I notice a student
struggling I will reteach in
a different way. I usually
try to provide something
hands on. For example
when teaching money, I
always have the student
use play money so they can
see the different sizes of
coins and understanding
their value.
When teaching reading
comprehension, I teach
students strategies that help
them find answers. Such as
reading the questions
before the reading and
noticing key words.
7/20/2020
Applying
Guide students to think
integrates a broad range of
strategies, resources, and
technologies into
instruction designed to
meet students’ diverse
learning needs.
Students actively engage in
instruction and make use of
a variety of targeted
strategies, resources, and
technologies to meet their
individual students needs.
When a unit is complete, I
give a unit test. This is a
chance for students to use
the strategies they have
learned. When writing in
journals daily, students use
their grammar and writing
strategies. 7/20/2020
Integrating
Supports students to
an extensive repertoire of
strategies, resources, and
technologies to meet
students’ diverse learning
needs.
Students take
responsibilities for using a
wide range of strategies,
resources, and technologies
that successfully advance
their learning.
Students use their iPads
independently to complete
a variety of tasks. They use
a variety of different apps
as well, such as, studies
weekly, iReady, seesaw
and Pearson just to name a
few. They are responsible
for logging into each app
on their own and
completing different
assignments. 10/25/2020
ISTE 3a. Integrating
This year, I researched hot
to use I-ready in a new
way. This relates to TLS
because I introduced this
concept to my team and
taught them how to use it
correctly.
Students use I-ready to
complete individual
assigned lessons.
4/29
Innovating
Facilitates systematic
Standard 1 CSTP: Engaging and Supporting All Students in Learning
on factual knowledge and single lessons or a
comprehension. sequence of lessons that
require students to recall,
interpret, and think
critically.
thinking though
inquiry, problem
Some students respond to Students respond to varied
solving, and reflection
questions regarding facts questions or tasks designed
and comprehension. to promote comprehension
and critical thinking in
single lessons or a
sequence of lessons.
Evidence I do reading Students respond to
comprehension weekly questions that I ask as I
with my class. Each week I read a story to them. Then
read a different story. We on Friday, students answer
read the story at least 3 different reading
times throughout the week. comprehension questions
On Monday, I read the that are related to the same
story to them and ask story they have read
comprehension questions throughout the week. This
as I read. 7/20/2020 has them think critically
and recall information.
7/20/2020
critically through use of
questioning strategies,
posing/solving problems,
and reflection on issues in
content.
Students respond to
questions and problems
posed by the teacher and
begin to pose and solve
problems of their own
related to the content.
As I am reading a story I
may pose questions to have
them think of a time when
they could relate to the
story or what they would
do to solve the problem in
the story. 7/20/2020
initiate critical thinking opportunities for student to
through independently apply critical thinking by
developing questions, designing structured
posing problems and inquiries into complex
reflecting on multiple problems.
perspectives.
Students pose problems Students pose and answer a
and construct questions of wide-range of complex
their own to support questions and problems,
inquiries into content. reflect, and communicate
understandings based on in
depth analysis of content
learning.
When solving math We complete reading
problems, I will create comprehension weekly.
word problems using real The questions are very in-
life subject matter that depth questions asking
relates to students. As I about genre, their opinion
state examples, students and to site evidence from
will begin to make their the reading. Throughout
own word problems similar the week, I will read the
to mine using subject story and provide
matter of their choosing. opportunities for students
10/25/2020 to answer critical thinking
questions that I ask. They
are also encouraged to ask
their own questions.
We also meet in small
reading groups three times
a week. Each group reads a
different story. During that
time, I am also asking
critical thinking questions.
Students answer critically
thinking questions written
every Friday. They answer
critical thinking questions
out loud throughout the
week during whole class
instruction and small group
instruction. Students also
take AR test in their free
time to answer questions
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.6 Emerging
Implements lessons
following curriculum
guidelines.
Monitoring student
learning and adjusting
instruction while
teaching. Some students receive
individual assistance
during instruction.
Throughout the year I
begin to notice which
students need extra help in
certain areas. When I am
teaching that subject I will
be sure to check in with
those certain students by
them a certain questions
and carefully reviewing
their work. 7/20/2020
Evidence
Exploring
Seeks to clarify instruction
and learning activities to
support student
understanding.
Students receive assistance
individually or in small
groups during instruction.
I meet in small reading
groups three times a week.
Each reading group is
based on the students’
reading level. 7/20/2020
Applying Integrating
Makes ongoing Adjusts strategies during
adjustments to instruction instruction based on the
based on observation of ongoing monitoring of
student engagement and individual student needs
regular checks for for assistance, support, or
understanding. challenge.
Students successfully Students are able to
participate and stay articulate their level of
engaged in learning understanding and use
activities. teacher guidance to meet
their needs during
instruction.
Students may change If my students are not
reading groups based on understanding a lesson I
my observations. will reteach it in a
7/20/2020 completely different way. I
have found that student
involvement helps students
learn better. If some
students are excelling in
math I send home more
difficult homework to
challenge them. 7/20/2020
related to books they are
reading. 4/29
Innovating
Makes adjustments to
extend learning
opportunities and provide
assistance to students in
mastering the concepts
flexibly and effectively.
Students monitor their
progress in learning and
provide information to
teacher that informs
adjustments in instruction.
If a student is really
struggling, I will pull them
from PE and teach them
one on one or suggest
tutoring with the parents.
7/20/2020
I will also remove a student
from tutoring if I notice
they are capable of doing
things more on their own to
promote confidence and
responsibility.
My students know they can
ask for more challenge in
or difficult work from me.
This year, I have been
working on i on
challenging my high
students in math. So they
know they are welcome to
join this math group for an
extra challenge. If I notice
a student needs a challenge
and is too shy or scared to
Standard 1 CSTP: Engaging and Supporting All Students in Learning
try it on their own I will
assign it to them
independently to still give
them the challenge. 4/7/21

This relates to NBPTS 3

teachers and responsible
for managing and
monitoring student
learning.

Students ask for help when

needed or if something is
too easy, they ask for more
difficult work. 4/7