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. 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. 05/08/22
meet diverse learning 12/10/21
Using knowledge of needs. 07/18/21
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. 07/18/21 in learning that ensure learning that are responsive
whole. assessments. equitable access to the to their learning needs.
curriculum. 12/10/21 05/08/22
I review student profiles I use formal and informal I use comprehensive
and demographics provided assessments (data) to meet knowledge of students to
by school. I use formal the individual needs of make on going adjustments
assessments to serve as a learners. An example I use to instruction by
baseline of students including leveled, small- incorporating engaging
knowledge and use informal groups called "Daily 5" for strategies that check for
assessment to create literacy workshop stations. I understanding. This includes
modifications for lessons. I have leveled each group to formal and informal
collaborate with resource target their needs, to either assessment during and after
teachers to find appropriate reteach, review, or lessons. 05/08/22
interventions for each challenge them. 12/10/21
diverse learner. 07/18/21 Students take ownership of
Students actively use their learning by choosing
Students engage in both various, leveled curriculum based activities
Evidence leveled whole-group and instructional resources (such as puzzles) to build
small-group instruction on a throughout the day. understanding of targeted
daily basis. During whole- Students are given modified objective. 05/08/22
group instruction, physical and digital
accommodations can be resurrect when needed.
made such as seating 12/10/21
arrangements, repeated
instruction, length of
assignment, or additional
work time. During small-
group instruction,
modifications are used at
appropriate levels to review
or enrich content. 07/18/21
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.
07/18/21
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.
12/10/21
Students make connections
between curriculum, and
their prior knowledge,
backgrounds, life
experiences, and interests.
07/18/21
Integrating
Integrates broad knowledge
of students and their
communities to inform
instruction. 05/08/22
Students are actively
engaged in curriculum,
which relates their prior
knowledge, experiences,
and interests within and
across learning activities.
12/10/21, 05/08/22
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
Throughout lessons, I
reference relatable
experiences to help deepen
student understanding. For
example, when conducting
an opinion writing lesson, I
might ask students to decide
what their favorite food is. I
would have them reflect on
ideas that are familiar to
them and get them engaged
and interested in the lesson.
07/18/21
Evidence
Students are actively I integrate a broad
making connections to knowledge of students and
curriculum, particularly their communities to inform
during reading lessons. instruction. I reference
Students refer to prior familiar examples using
knowledge on content to real-work experiences and
make connections. For connections. For example, I
example, students might had one student’s father
connect two stories with a present on the cutie of a
similar main idea or firefighter during our career
characters. Also, students lesson. 05/08/22
connect stories to their own
personal lives or interests. Students participate in
For example, students might activities that relate to their
say they are similar to the background and prior
main character in The Little knowledge. An example is
Red Hen because they are a when students completed
helper at home, too. "All About Me" activity on
07/18/21 SeeSaw. Students can
upload images of
I use school resources and themselves, their families,
online programs to help their favorite hobbies, and
integrate students prior things on a slideshow. Once
knowledge, backgrounds completed students can
and experiences into student share their work with their
learning. I use Aeries and peers. 12/10/21, 05/08/22
ELPAC test scores as data. I
use ELD and ELL resources
such as books, worksheets,
and videos to support daily
ELA lessons to connect
student knowledge with
curriculum. 12/10/21
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
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.
Applying
Integrates connections from
subject matter to
meaningful, real-life
contexts, including those
specific to students’ family
and community. 07/18/21
Students utilize real-life
connections regularly to
develop understandings of
subject matter. 07/18/21
I integrate connections
from subject matter to real-
life contexts by using
familiar examples in
students lives. For example,
I can connect a reading on
Technology at Home and
School to our use of iPads
and online programs in the
classroom. I connect the
relevance of the content to
their own lives and how it
is significant to our
community and our every
day lives. 07/18/21
Students use real-life
connections to relate to the
content. Students explore
how stories and terms are
familiar or similar to their
every day lives. Students
enjoy making these
connections that make the
content relevant both in and
out of the classroom.
07/18/21
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. 12/10/21
Students actively engage in
making and using real-life
connections to subject
matter to extend their
understanding. 12/10/21
I integrate connections of
real-life experiences with
curriculum. An example is
reading about plants and
animal needs and having
students explain the steps
they need to care for their
garden/pets at home.
12/10/21
Students actively endure in
making connections to
curriculum. Students use a
“making connections”
anchor chart to think about
their personal experiences
and share with the class.
12/10/21
Innovating
Engages student in actively
making connections to
relevant, meaningful, and
real-life contexts
throughout subject matter
instruction.05/08/22
Students routinely integrate
subject matter into their
own thinking and make
relevant applications of
subject matter during
learning activities.05/08/22
I engages student in
actively making
connections to content. For
example, every Monday,
students write a narrative
piece of two-sentences to
tell me about their weekend
and experiences. Allowing
students to reference their
personal life helps keep
them engaged in writing.
05/08/22
Students integrate subject
matter into their own
thinking. Students often
raise their hand to share
their personal experiences
and even reference these
experiences during writing
time. Students share both
whole-class during reading
lessons, and during think-
pair-share time. 05/08/22
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 Some students participate
students’ diverse in instructional strategies,
learning needs using resources and
technologies provided.
Exploring
Explores additional
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.
Applying
Utilizes a variety of
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. 07/18/21
Integrating
Creates, adapts, and
integrates a broad range of
strategies, resources, and
technologies into
instruction designed to
meet students’ diverse
learning needs. 07/18/21,
12/10/21
Students actively engage in
instruction and make use of
a variety of targeted
strategies, resources, and
technologies to meet their
individual students needs.
12/10/21
Innovating
Refines the flexible use of
an extensive repertoire of
strategies, resources, and
technologies to meet
students’ diverse learning
needs. 05/08/22
Students take
responsibilities for using a
wide range of strategies,
resources, and technologies
that successfully advance
their learning. 05/08/22
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Students participate in
instruction that meets their
diverse learning needs.
Students are provided with
appropriate materials that
can either review or enrich
concepts that were taught.
For example, my students
participate an online
program called iReady.
iReady supports student
learning based on the
individual’s level using
formal and informal
assessment. iReady
determines whether the
student needs additional
practice in an area or to
move on to the next area of
study. 07/18/21
Evidence
I create lessons that
integrate the appropriate
modifications and
accommodations to meet
the needs of diverse
learners. I use a range of
teaching strategies daily,
including whole-group,
small-group and one-on-
one instruction, as well as,
incorporating leveled online
programs. I have various
resources and materials that
support emerging,
developing, and/or
expanding leveled learners.
For example, I may work
with my emerging learners
on alphabet identification,
while working on letter
sounds with my developing
groups, and introduce CVC
blending to my expanding
students during small-group
instruction. 07/18/21,
12/10/21
I refine strategies,
resources, and technologies
to meet students’ diverse
learning needs through
assessment and appropriate
accommodations. I use
SeeSaw to create a variety
of online activities to
review or enrich
curriculum. 05/08/22
Students take
responsibilities for using a
wide range of strategies,
resources, and technologies
that successfully advance
their learning using the
online program iReady.
Students can track their
progress and
accomplishments. 05/08/22

Students actively engage in

instruction through various
resources by use of formal
and informal assessments,
digital programs,
worksheets, and small-
group activities. Some of
these resources have been
modified by level to meet
the needs of each individual
learner. 12/10/21
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 single Guide students to think Supports students to initiate Facilitates systematic
on factual knowledge and lessons or a sequence of critically through use of critical thinking through opportunities for student to
comprehension. lessons that require students questioning strategies, independently developing apply critical thinking by
to recall, interpret, and posing/solving problems, questions, posing problems designing structured
think critically. 07/18/21 and reflection on issues in and reflecting on multiple inquiries into complex
content. 12/10/21 perspectives. 05/08/22 problems.
Promoting critical
thinking though Students respond to varied Students pose problems and
inquiry, problem Some students respond to questions or tasks designed Students respond to construct questions of their Students pose and answer a
solving, and reflection questions regarding facts to promote comprehension questions and problems own to support inquiries wide-range of complex
and comprehension. and critical thinking in posed by the teacher and into content. 05/08/22 questions and problems,
single lessons or a sequence begin to pose and solve reflect, and communicate
of lessons. 07/18/21 problems of their own understandings based on in
related to the content. depth analysis of content
12/10/21 learning.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Throughout lessons, I ask
students to think about the
problem and come up with
solutions or answers based
on prior content or real-life
experiences. For example,
in the story The Boy Cried
Wolf, I might ask students
to think why lying about
seeing a wolf poses a
problem to other villagers.
This invites students to
think critically about the
text and foreshadow a
potential problem. 07/18/21
Evidence
Students participate in
whole-class and partner-
share discussions to think
critically about content. For "The Little Red Hen".
example, students may be
asked a question about a
story and they will think
about it, refer to the text, sequence of events.
and reflect on what they
know or predict will
happen. 07/18/21
Element 1.6 Emerging Exploring
I guide students through
asking questions and
sneering problems during
our whole-group lessons.
I have students think-
pair-share their thoughts
and guide students
through steps to solve
those problems. 12/10/21
Students respond to
questions and problems
posed by teacher during
daily reading lessons.
For example, students
were asked to critically
think about the story,
On SeeSaw, students had
to retell key details in the
story and identify the
Students were able to
reflect on the content in
the story and use images
to relate to the text.
12/10/21
Applying
I supports students to
initiate critical thinking
through independently
developing questions,
posing problems and
reflecting on multiple
perspectives. For example,
I incorporate thematic
STEM projects each month,
I tell students the end goal
(i.e. making a rainbow) and
the materials needed. I
allow them time to explore
different strategies to make
the tower and encourage
them to keep trying new
ideas until it works.
05/08/22
Students pose problems and
construct questions of their
own to support inquiries
into content. Students ask
questions during STEM
projects to think critically
about engineering. For
example, a student might
ask “how can I get this to
stay up?” and will explore
different strategies of
building. 05/08/22
Integrating Innovating
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Implements lessons Seeks to clarify instruction Makes ongoing adjustments Adjusts strategies during Makes adjustments to
following curriculum and learning activities to to instruction based on instruction based on the extend learning
guidelines. support student observation of student ongoing monitoring of opportunities and provide
understanding. engagement and regular individual student needs for assistance to students in
checks for understanding. assistance, support, or mastering the concepts
challenge.07/18/21, flexibly and effectively.
Monitoring student 12/10/21 05/08/22
learning and adjusting Students successfully
instruction while Some students receive Students receive assistance participate and stay Students monitor their
teaching. individual assistance during individually or in small engaged in learning Students are able to progress in learning and
instruction. groups during instruction. activities.07/18/21 articulate their level of provide information to
understanding and use teacher that informs
teacher guidance to meet adjustments in instruction.
their needs during 05/08/22
instruction. 12/10/21
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Students are engaged in
lessons through various
strategies, including Whole
Brain Thinking (WBT)
practices. Students use
whiteboards, hand-gestures
(thumbs up/thumbs down),
partner-share, call-outs, and
sentence frames during
instruction to keep them
involved. 07/18/21
Evidence
I am actively monitoring
student learning during
instruction. I informally and
formally assess to see what
adjustments can be made
for the students as an
individual or as a whole
class. I check for
participation, call on
random names to evaluate
understanding, and use
student work to determine
which strategy to use next.
For example, I might ask
my students to identify a
number greater than 6. If
students are struggling, I
would choose to reteach the
concept. I would remind
students reference our
number chart, practice
counting in number- order,
and remember the term
“greater than” means
bigger. 07/18/21, 12/10/21
Students are able to
articulate their own
understanding by setting
goals for themselves and
tracking their progress.
Students use a visual chart
and star stickers, hand
signals, and use of
whiteboards throughout the
day to track their
development and check for
understanding. 12/10/21
I make adjustments to
extend learning. I use
informal and formal
assessment to check for
understanding. Then, I can
plan for a multitude of
teaching strategies to either
reteach, review, or enrich
content based on students
needs. 05/08/22
Students monitor their
progress in learning and
provide information to
teacher that informs
adjustments in instruction.
Students are able to track
their growth in class using
goal setting sheets, charts,
and reward certificates. For
example, students can see
their letter identification
progress through
highlighted letters and a
certificate of mastery.
05/08/22