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. 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. instruction.
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. needs. that ensure equitable further their learning that
access to the curriculum. are responsive to their
(12/5/22) learning needs.
I use anecdotal data from Students have access to
a returning student’s Google docs, e-books at
teacher as well as the school and home that
data profile that is include audio
provided in our SIS to components. Students are
group students. given a choice for how to
(7/14/22) access anchor texts as
well as assignments
(digitally or as a hard
copy). (7/14/22)

During the first week of

school, students create
Evidence an "Alpha
Autobiography" on
Google slides. They
choose 5 letters of the
alphabet to describe
something about
themselves and then
present to the class to
introduce themselves.
(12/5/22)
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 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 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 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. (12/5/22)
I can struggle with My school is very
this, as sometimes I diverse and we
feel like it’s hard to recognize and
get through celebrate cultural
standards as well as days, such as Diwali,
bring in student Eid, and
interest to every Lunar New Year.
lesson. (12/5/22) Knowing that my
students embrace
Before beginning a their culture, I
lesson, students are created an
given a question to opportunity for
activate prior students to present
knowledge. As much on their culture’s
as possible they are traditions and how
given an informal they celebrate within
reflection where they their family. Students
can incorporate their were very excited to
own experiences. share about their
(12/5/22) traditions! (4/1/23)
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 students in relating to instruction.
matter to subject matter. (12/5/22)
meaningful, real-life
contexts Some students relate Students make use of Students utilize real-life Students actively engage Students routinely
subject matter to real-life. real-life connections connections regularly to in making and using real- integrate subject matter
provided in single lessons develop understandings life connections to subject into their own thinking
or sequence of lessons to of subject matter. matter to extend their and make relevant
support understanding of understanding. applications of subject
subject matter. matter during learning
activities.
While I try to front- When introducing a
load lessons with unit, I explain how it
prompts for students relates to life, bring
to make meaningful in a real-world
connections, not all example in
students are able to. I demonstration, or
want to continue to find a relevant media
find ways to engage clip to help students
all learners. relate to the lesson.
(12/5/22) (12/5/22)
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.
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 learning.
needs.
Evidence COVID school years
have asked me to get
very creative in
incorporating
technology to engage
students. I’ve used
more collaborative
tools (Google
docs/slides) and
real-time
assessments to
engage students and
check for
understanding.
(Blooket, Nearpod)

Students have been

very resilient in
learning new
technology the past
few years as new
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.5 Emerging Exploring
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. (7/14/22)
Evidence Comprehension and
critical thinking can
be a struggle for
some students, for
example ELL
students and those
who struggle with
literacy skills.
(7/14/22).
apps and devices
have been introduced
and provided by the
school.
(12/5/22)
Applying
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.
(12/5/22)
Students research
and apply knowledge
to understand the
design process.
(12/5/22)
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. (12/5/22)
perspectives. (7/14/22) (4/1/23)
Students pose problems
and construct questions Students pose and
of their own to support answer a wide-range of
inquiries into content. complex questions and
problems, reflect, and
communicate
understandings based on
in depth analysis of
content learning.
I continually look for After studying the
opportunities for Technology & Design
students to reflect on process, students are
multiple asked to research a
perspectives. piece of technology
However, I struggle and present on the
to consistently do design process.
this in math lessons Students will apply
as opposed to social critical thinking and
science, ELA, and reflection to see how
science. (7/14/22) and why the need for
the piece of
technology was
created. (12/5/22)
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Students learn about
earthquakes and the
damage they cause.
They then create
their own
“earthquake ”roof"
structures using
mini-marshmallows
and uncooked
spaghetti. (4/1/23)

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. (7/14/22) concepts flexibly and
learning and effectively. (12/5/22)
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. (7/14/22) activities. teacher guidance to meet teacher that informs
their needs during adjustments in
instruction. (12/5/22) instruction.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Students are grouped
based on ability for
math and ELA at my
school. Those who
require additional
support see our on-
site specialist. I also
meet with students
who require extra
help during the
Evidence school day as needed.
(7/14/22)
Informal checks for Teacher creates and
understanding are facilitates Blooket to
consistent check for student
throughout lessons understanding.
to help me adapt, (12/5/22)
clarify and challenge
students. (7/14/22)
Students utilize
programs like
Blooket for
homework so they
can practice
independently and
reinforce learning.
(12/5/22)