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. 9/22/20 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. 3/21 instruction. 03/22
Using knowledge of learning needs.
students to engage
them in learning Some students may Students engage in single Student engage in Students actively utilize a Students take ownership
engage in learning using lessons or sequence of learning through the use variety of instructional of their learning by
instructional strategies lessons that include some of adjustments in strategies and choosing from a wide
focused on the class as a adjustments based on instruction to meet their technologies in learning range of methods to
whole. assessments. 9/22/20 needs. 3/21 that ensure equitable further their learning that
access to the curriculum. are responsive to their
9/21 learning needs. 03/22
I use formal data from Students are given I use a variety of I use my monthly data
literacy and math differentiated tasks that assessments to tracking to create
assessments in order to meet their needs. understand my students adjustments to my
differentiate instruction Students with IEPs and and create differentiated teaching and  to create
for my students. I use English learners are given material, supports, and lesson plans for my small
this data to create supports. Students are instructional tasks. I group instruction. I use
differentiated lessons grouped by ability and assess a variety of literacy class data to inform my
that meet the needs of receive differentiated and math concepts to planning of whole group
students in my groups. reading and math determine small learning lessons and maintain
9/22/20 instruction in small groups. 3/21, 9/21 classroom data that
groups. 3/21 affects the sequence of
Students have access to a my teaching. 3/22
I use informal variety of technology that
Evidence assessments to adjust my allow for review as well Students are given
teaching while working extension. The tools choice boards that allow
with students. These provide differentiated them to take ownership
informal lessons allow me instruction that meet the in their learning. They are
to decide whether or not I need of each student. also given opportunities
should reteach a lesson, Diagnostic tests are used to engage in goal setting
as well as decide if to assign instruction and and progress monitoring.
students need monitor progress. 9/21 3/22
enrichment or extensions.
9/22/20
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. 9/22/20
I relate lessons to student
interests. We study the
people in our community;
such as farmers and
firefighters. Math lessons
focus on famer’s markets,
for writing we write
letters thanking
firefighters for keeping
our community safe.
9/22/20
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. 3/22 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. 9/22/20 to connect to student interests.
learning. 9/21
Students participate in Students make Students are actively Students can articulate
single lessons or connections between engaged in curriculum, the relevance and impact
sequences of lessons curriculum, and their which relates their prior of lessons on their lives
related to their interests prior knowledge, knowledge, experiences, and society.
and experiences. backgrounds, life and interests within and
experiences, and across learning activities.
interests. 9/21 3/22
I am aware of the I use my parent Student surveys and
background of my communication to parent surveys are used
students through interview parents about to get to know families
speaking with their their child and learn and students. The parent
previous teacher. I more. I meet with my surveys allow me to get
typically meet with school psychologist and to know the student’s
students at the beginning resource teacher to family background. The
of the year and learn better understand the lie student survey gives me
about them, in addition to experiences off certain more insight into the
sending home a
students and how that student’s learning style,
questionnaire. I also have
connects to student interests, and
monthly conferences with
learning. I partner with motivation. 3/22
parents. I try to connect
lessons to farming, parents to extend the
animals, outdoor learning at home. 9/21 Students are
activities, as well as given choice boards that
events that occur in town. Students are given allow them to choose the
9/22/20, 3/21 choice boards that allow activities that are more
them to have freedom engaging and
Lessons are developed in and choice in how they meaningful to them as a
a sequence that build complete assignments. learner. 3/22
upon previous learning Students are allowed to
experiences. 3/21 choose research topics
that interest them. 9/21
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging
Uses real-life connections
during instruction as
identified to curriculum.
9/22/20
Connecting subject
matter to
meaningful, real-life
contexts
Some students relate
subject matter to real-life.
I try to connect my
lessons to real-life stories
that match student
interests. I activate
student knowledge by
asking them to share
what they know about
subject matter or a
connection that they
have. 9/22/20
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. 9/22/20,
3/21
Lessons are connected to
real-life connections and
interests. When studying
nonfiction writing,
students picked topics to
research that were
interesting to them. 3/21
I connect the subject we
are learning to something
that students have a
connection to. In science,
we grow plants. We have
insects in class to observe
the life-cycle. We visit
farms to learn about our
community. We use
blocks and ramps and
race cars to learn about
forces. 9/22/20, 3/21
Applying Integrating Innovating
Integrates connections Integrates connections to Engages student in
from subject matter to meaningful, real-life actively making
meaningful, real-life contexts in planning connections to relevant,
contexts, including those subject matter instruction meaningful, and real-life
specific to students’ and is responsive during contexts throughout
family and community. instruction to engage subject matter
9/21 students in relating to instruction.
subject matter. 3/22
Students actively engage Students routinely
Students utilize real-life in making and using real- integrate subject matter
connections regularly to life connections to subject into their own thinking
develop understandings matter to extend their and make relevant
of subject matter. 9/21 understanding. 3/22 applications of subject
matter during learning
activities.
I choose topics that are Student learning is
meaningful to students, connected to real-world
such as the current experiences and
holidays, family meaningful contexts. In
traditions, and math, students are
community events. 9/21 working on a money unit.
They are creating items to
In math, students are “sell” and using pretend
given real-life scenarios money to purchase items.
that allow them solve a They are practicing
problem that they care addition, subtraction, and
about and use the math money skills in 
skills that they are meaningful way. Market
practicing to solve it. Day Project. 3/22
9/21
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.
Using a variety of
instructional
strategies, resources,
and technologies to
meet students’ Some students participate
diverse learning in instructional strategies,
needs using resources and
technologies provided.
9/22/20
Students use the
instructional strategies
and lessons that are
assigned to them while
learning. 9/22/20
Evidence
Exploring Applying Integrating Innovating
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. 3/22
diverse learning needs. meet students’ diverse learning needs. 9/21
9/22/20, 3/21 learning needs.
Students participate in Students actively engage Students take
Students participate in instruction using in instruction and make responsibilities for using
single lessons or strategies, resources, and use of a variety of a wide range of strategies,
sequence of lessons technologies matched to targeted strategies, resources, and
related to their interests their learning needs. 9/21 resources, and technologies that
and experiences. 3/21 technologies to meet their successfully advance their
individual students learning. 3/22
needs.
I use a variety of Students are given In math, students are Students are able to use
resources to create my differentiated instruction given a variety of math their Daily 5 choice list to
lessons, including asking in reading, writing, and tools that they are taught help them meet their
other teachers for ideas, math activities. The to use. They can choose reading needs. During
educational instruction is based on from any of the math this time I meet with
organization’s websites, their learning needs. tools when completing students in small groups
first grade teacher groups Some students receive their assignments. 9/21 and the other students
online, and educational additional support while are choosing with
research institutes. others are given learning activities they will
9/22/20, 3/21 extensions. 9/21 complete that week to
meet their goals. The
Lessons are connected to strategies and resources
real-life connections and that they choose from
interests. When studying allow them to read at
nonfiction writing, differentiated levels and
students picked topics to practice a variety of
research that were literacy skills. 3/22
interesting to them. 3/21
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.5 Emerging
Asks questions that focus
on factual knowledge and
comprehension. 9/22/20
Promoting critical
thinking though
inquiry, problem
Some students respond to
solving, and
questions regarding facts
reflection
and comprehension.
9/22/20
Most questions that I ask
students require them to
give yes/no answer,
information directly from
a text, or a factual answer
with little need for critical
thinking or
interpretation. 9/22/20
Students respond to
question with factual
answer or answer
Evidence questions about
comprehension. Example:
What happened in the
beginning of the story?
9/22/20
Exploring
Includes questions in
single lessons or a
sequence of lessons that
require students to recall,
interpret, and think
critically.
Students respond to
varied questions or tasks
designed to promote
comprehension and
critical thinking in single
lessons or a sequence of
lessons.
Applying
Guide students to think
critically through use of
questioning strategies,
posing/solving problems,
and reflection on issues in
content. 3/21, 9/21
Students respond to
questions and problems
posed by the teacher and
begin to pose and solve
problems of their own
related to the content.
3/21
Students set goals and
reflect in their progress
and learning. The use of
student-friendly rubrics
allow students to
progress monitor and
reflect on what areas they
are need to improve on.
3/21, 9/21
Integrating Innovating
Supports students to Facilitates systematic
initiate critical thinking opportunities for student
through independently to apply critical thinking
developing questions, by designing structured
posing problems and inquiries into complex
reflecting on multiple problems.
perspectives. 3/22
Students pose problems Students pose and
and construct questions answer a wide-range of
of their own to support complex questions and
inquiries into content. problems, reflect, and
9/21, 3/22 communicate
understandings based on
in depth analysis of
content learning.
In math, students create
their own word problems
that they have their
classmates solve.
Students work together
to write the word
problems in a way that
makes sense to their
reader and that can be
answered. 9/21
Students create their own
polls to ask classmates,
collect data, create
graphs, and use the data
to answer problems.
03/22
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.6 Emerging Exploring
Implements lessons Seeks to clarify
following curriculum instruction and learning
guidelines. activities to support
student understanding.
Monitoring student
learning and
adjusting instruction
while teaching. Some students receive Students receive
individual assistance assistance individually or
during instruction. in small groups during
instruction. 9/22/20
All students receive small
group instruction in
literacy and math, with no
more than 5 children in a
small group. The
instruction they receive is
differentiated by group.
9/22/20
Evidence
Applying Integrating Innovating
Makes ongoing Adjusts strategies during Makes adjustments to
adjustments to instruction based on the extend learning
instruction based on ongoing monitoring of opportunities and provide
observation of student individual student needs assistance to students in
engagement and regular for assistance, support, or mastering the concepts
checks for understanding. challenge. 3/21, 9/21 flexibly and effectively.
9/22/20 04/22
Students are able to Students monitor their
Students successfully articulate their level of progress in learning and
participate and stay understanding and use provide information to
engaged in learning teacher guidance to meet teacher that informs
activities. their needs during adjustments in
instruction. 3/21 instruction. 9/21, 4/22
I adjust instruction based I use constant informal Students keep track of
on engagement. If I see assessments to check their math fact fluency
that students aren’t understanding progress using a matrix
engaged, I check to see if throughout lessons. Hand that they color in as they
students are signals let me know master a fact. 9/21
understanding the which students feel
content or lesson. I use comfortable in the I use KWL sheets to learn
thumbs up/thumbs down material or who may about what my students
to check understanding, need additional support. already know about a
whiteboards to write 3/21, 9/21 topic, their
answers down, or have questions/misconceptions
partner-talks that I can Students are asked to rate about a subject, and as an
then listen in on. Most their understanding of a assessment tool. It allows
frequently, students topic. This lets them students to track their
aren’t engaged when the articulate their learning in addition to
lesson isn’t well-matched understanding and helps letting me know more
with background me to know how to about how to adjust my
knowledge or interest. support them. 3/21 teaching. 04/22
9/22/20