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 measures to make knowledge of students to
the school and/or students. sources to learn about adjustments to instruction make ongoing
assessments. students and guide and meet individual adjustments and
selection of instructional identified learning needs. accommodations in
strategies to meet diverse 9/21/20 instruction. 4/26/21
learning needs.
Using knowledge of
students to engage Some students may Students engage in single Student engage in learning Students actively utilize a Students take ownership
them in learning engage in learning using lessons or sequence of through the use of variety of instructional of their learning by
instructional strategies lessons that include some adjustments in instruction strategies and choosing from a wide
focused on the class as a adjustments based on to meet their needs. technologies in learning range of methods to
whole. assessments. 9/21/20 that ensure equitable further their learning that
access to the curriculum. are responsive to their
4/26/21 learning needs.
11/29/21
4/28/22
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I will create small groups I review students' ILP
where I feel students have folders which contain
similar areas where they their assessments and
need more support. I will work from the previous
also provide one-on-one years. I also ask parents to
support for students who fill out a survey about
need more support. I their child to gain some
would like to use more insight on how the parents
technology to meet the view their children’s
diverse needs of students. learning styles and
9/21/20 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.
Evidence
9/21/20
I was able to incorporate
technology into reading by
using Epic! This app gave
students access to
hundreds of free digital
books that were at their
reading level. I also used
the accessibility tools in
Google Docs for students
who struggled with
writing.
4/26/21
At this point in the school
year I know my students
are learners very well. I
used the data from the ILP
folders at the beginning of
the year to create a
benchmark for each
student. As I got to know
students better, I was able
to make adjustments in
my instruction that would
reach my various types of
learners. For example, I
created anchor charts for
my visual learners. I
would repeat the steps
and model steps on how
to practice the strategies
for my auditory learners
and tactile learners.
4/26/21
For English, I have the
students do rotations of
different activities. I list
the activities on the board,
as well as in Google
Classroom and tell
students they can choose
to complete the activities
in any order as long as
they are completed by the
end of their rotation. This
allows students to take
ownership in their
learning and make
choices.
11/29/21
Beyond using center
rotations, I also use choice
boards for students to
complete activities. I
require students to finish
Standard 1 CSTP: Engaging and Supporting All Students in Learning
a certain number of
activities, depending on
how many there are. This
reinforces skills taught
and gives students
ownership over their
work.
4/28/22
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
Uses gathered Uses school resources and Integrates broad
information about family contacts to expand knowledge of students
students’ prior understanding of and their communities to
knowledge, cultural students’ prior inform instruction.
backgrounds, life knowledge, cultural 9/21/20
experiences, and interest backgrounds, life 4/26/21
to support student experiences, and interests
learning. to connect to student
learning. Students are actively
engaged in curriculum,
Students participate in Students make which relates their prior
single lessons or connections between knowledge, experiences,
sequences of lessons curriculum, and their and interests within and
related to their interests prior knowledge, across learning activities.
and experiences. backgrounds, life 9/21/20
experiences, and 4/26/21
interests.
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
I incorporated a PBL
project to go alongside
their narrative unit. The
students showed strong
interest in Pokemon cards
and the idea of playing
games.
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.
11/23/21
4/28/22
At the beginning of the
year, I introduce the
Colors of Us Project. To
kick off this project, I read
aloud the book The Colors
of Us by Karen Katz. As I
read the book, we
discussed how there are
many shades of skin color
but we are not defined by
the color of our skin. I
emphasize that we are all
human and each person is
special and unique. After
the read aloud, I have
students create their own
skin shade by mixing
different colors of paint
together. I then model for
students how to write a
poem that names the
color of their skin and
explains how there is
much more to us than
simply the color of our
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Our narrative unit focused skin. For example, "My
on character studies. The skin is the color of a
students then took what vanilla latte. But my skin
they learned from the unit does not tell you that I
to create Character like to sing." At the end of
Trading Cards from the the project I put together
character’s and their a class mural made of all
traits in our class read our shades to put up in
aloud. the classroom for the rest
4/26/21 of the school year.
11/23/21

I had students explore

their family tree in order
to relate to the class novel
we were reading. The
students then had to
share stories that have
been passed down in their
family and share their
traditions with the class.
4/28/22
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
9/21/20 students in relating to instruction.
Connecting subject subject matter.
matter to 4/26/21
meaningful, real-life Some students relate Students make use of 11/23/21 Students routinely
contexts subject matter to real-life. real-life connections Students utilize real-life integrate subject matter
provided in single lessons connections regularly to Students actively engage into their own thinking
or sequence of lessons to develop understandings in making and using and make relevant
support understanding of of subject matter. real-life connections to applications of subject
subject matter. 9/21/20 subject matter to extend matter during learning
their understanding. activities.
4/26/21 4/28/22
11/23/21
In Writer’s Workshop I In our book clubs this In Social Studies we
have the students derive year, the students read studied the Gold Rush and
the ideas for their writing books with strong Early California history. At
personal narratives from characters for them to the end of the unit the
real-life scenarios. In relate to. The characters class went on a field trip
Reader’s Workshop I also were put in real-life to Knott’s Berry Farm
have them reflect on their situations where there where they took an
own personal life was a problem and a educational tour that
experiences to relate to solution. The students focused on Early
the characters in the reflected on what they California and the Old
stories we are reading. would do if they were in West. This tour will give
9/21/20 the character’s position. students the opportunity
Evidence 4/26/21 to meet a variety of
individuals, such as Nancy
​I use Padlet to connect Kelsey and a Fur Trapper;
subject matter to as well as learn how these
meaningful, real-life different groups of people
contexts. In the month of contributed to the
October, we celebrate creation of California and
Hispanic Heritage Month. other western states.
I have students either 4/28/22
watch a short video or
read an article to learn
about the Hispanic
culture and recognize the
Standard 1 CSTP: Engaging and Supporting All Students in Learning
contributions and
influence of Hispanic
Americans to the history,
culture, and achievements
of the United States. At
the end of the month, the
students added three
things they learned about
the Hispanic culture and
an image that best
represents their response
to the class Padlet.
11/23/21
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,
Some students participate
and technologies to
in instructional strategies,
meet students’
using resources and
diverse learning
technologies provided.
needs
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.
diverse learning needs. meet students’ diverse learning needs. 9/21/20 4/26/21
learning needs. 12/6/21
Students participate in Students participate in Students actively engage
single lessons or instruction using in instruction and make Students take
sequence of lessons strategies, resources, and use of a variety of responsibilities for using
related to their interests technologies matched to targeted strategies, a wide range of strategies,
and experiences. their learning needs. resources, and resources, and
technologies to meet their technologies that
individual students needs. successfully advance their
9/21/20 learning.
4/26/21
12/6/21
4/28/22
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I make sure that when I I made sure to have books
am delivering a lesson I and resources ready and
hit as many learning available for students of
modalities as possible. I all reading levels for
make charts for visual when I met with small
learners, I walk the groups.
students through the
practice step by step for I also write on the board
auditory learners, I also and posted pictures of the
have students practice the activities they could do
steps with partners for when they completed
kinesthetic learners. their independent
9/21/20 practice. This gave the
students a sense of choice
as well as responsibility
for advancing their
learning.
4/26/21

To build students’ reading

comprehension skills, I
give them a variety of
Evidence options to choose from
during independent
reading. They can choose
books on Epic! to read
that include
comprehension quizzes at
the end of the books, the
can do a ReadWorks
practice, where they read
a nonfiction article and
write the main idea and
supporting details, or
they can write a summary
of the chapter they just
read in their Reader’s
Notebook.
12/6/21

This school year I started

reading intervention
groups to focus on
specific skills students
Standard 1 CSTP: Engaging and Supporting All Students in Learning
need in order to
strengthen their reading
skills. These groups are
differentiated and
tailored to students’
needs.
4/28/22

Element 1.5 Emerging Exploring Applying Integrating Innovating

Asks questions that focus Includes questions in
on factual knowledge and single lessons or a
comprehension. sequence of lessons that
require students to recall,
interpret, and think
critically.
Promoting critical
thinking though
inquiry, problem
Some students respond to Students respond to
solving, and
questions regarding facts varied questions or tasks
reflection
and comprehension. designed to promote
comprehension and
critical thinking in single
lessons or a sequence of
lessons.
Guide students to think
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.
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.
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
9/21/20 understandings based on
4/26/21 in depth analysis of
content learning.
12/3/21
Standard 1 CSTP: Engaging and Supporting All Students in 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 The first reading unit
focused on reading
strategies such as
monitoring for sense,
making predictions, and
stop and jots. These
strategies allow students
to construct questions
and find evidence to
support their thinking.
4/26/21
In Social Studies, students
work on a Quest
throughout the unit that
encourages them to think
about how they would
solve a problem from the
past.
12/3/21
In Science, the units are
designed for students to
use hands-on learning to
understand a
phenomenon that occurs
in the world.
4/28/22

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
Standard 1 CSTP: Engaging and Supporting All Students in Learning
instruction. 9/21/20
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
sending them off to
complete their
independent practice.
Then I can see who needs
to have the material
retaught to them.
9/21/20
Evidence
instruction.
4/26/21
11/23/21
4/28/22
For students’ final writing
pieces, I gave them a
rubric and a checklist at
the beginning of their
writing process as a guide
for them. I also had them
make writing goals at the
beginning and adjust
their goals as we moved
through the writing
process.
4/26/21
I use ReadWorks to
monitor my students'
understanding of targeted
reading skills. In
ReadWorks, I can assign
students content and an
activity based on the
targeted skill I have
chosen. For example, if I
want my students to focus
on Author's Purpose, they
will be given a reading
passage and questions to
answer about the author's
purpose in that passage.
Students will receive
immediate feedback on
how they did on this skill.
I can then, meet with
students who need
remediation and assign
more practice to those
students.
11/23/21
When I give students a
test in science or social
Standard 1 CSTP: Engaging and Supporting All Students in Learning
studies, I grade the test
then return it and allow
students to try to answer
any questions they got
wrong the first time in
order to increase their
scores. I encourage them
to read the questions
closely and slow down.
4/28/22