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. 11/22/22
meet diverse learning 4/22/22
needs. 9/17/21
Using knowledge of Students take ownership of
students to engage Some students may engage Students engage in single Student engage in learning Students actively utilize a their learning by choosing
them in learning 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. 9/17/21 in learning that ensure learning that are responsive
whole. assessments. equitable access to the to their learning needs.
curriculum. 4/22/22 11/22/22

4/3/23

Standard 1 CSTP: Engaging and Supporting All Students in Learning
I complete a wide variety of
assessments both informal
and formal, such and F&P
Running Records, Quick
Phonics Screeners, HFW
overviews and family
questionnaires to help me
better understand the
learning profiles of my
students. In addition, I meet
weekly with our learning
specialist team to review
students supports and to
discuss effective
Evidence instructional
strategies.9/17/21
In addition to the
assessments I listed in my
previous self assessment, I
am now utilizing student
self assessment data to
better understand and meet
the learning needs of my
students. I have also
included the use of iPad talk
to text technologies to
better support student
learning. 4/22/22
In addition to the
assessments I listed
previously and the self
assessment data incorporated
last semester, I have now
begun to use the Seesaw
application. This application
allows students to share their
understanding of content via
multiple learning modalities.
11/22/22
In addition to the
assessments I listed
previously, along with the
use of Seesaw, I have now
incorporated the Raz kids A-
Z app into my teaching
which allows students to self
select books. In addition, it
allows me to track students
reading and comprehension
levels. 4/3/23

 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.
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.
9/17/21
Students make connections
between curriculum, and
their prior knowledge,
backgrounds, life
experiences, and interests.
9/17/21
4/22/22
Integrating
Integrates broad knowledge
of students and their
communities to inform
instruction. 11/22/22
Students are actively
engaged in curriculum,
which relates their prior
knowledge, experiences,
and interests within and
across learning activities.
11/22/22
Innovating
Develops and
systematically uses
extensive information
regarding students’ cultural
backgrounds, prior
knowledge, life
experiences, and interests.
4/4/23.
Students can articulate the
relevance and impact of
lessons on their lives and
society. 4/4/23.

 Standard 1 CSTP: Engaging and Supporting All Students in Learning

As mentioned in Element My students are really My students were really
1.1, I utilize a family interested in learning more interested in learning about
questionnaire at the about our class Tortoise, the people who work near
beginning of each school Shelldon. As a result, we our school. We started by
year to help me better are developing a fully having parents come in and
understand the backgrounds integrated Math and literacy share about their roles as
of my students. In addition, unit beginning in the New community helpers to
I have students provide me Year to support the interests provide students with some
with a list of different topics of the students. We also context. We then went on a
of interest for the year. For have Tortoise experts community walk where we
example, in our science unit scheduled to come into our interviewed a police officer,
this fall the grade level class to provide additional a public works employee,
curriculum is very broad. It enrichment. 11/22/22 along with a wide variety of
outlines the study of plants other people.4/4/23
and animals. I asked my
students to tell me what
type of plants they were
interested in learning about.
They wanted to plant a
garden and grow food. Our
science curriculum this fall
revolves around the life
Evidence cycle of plants, specifically
focused on the plants
selected by the students.
Our garden contains
strawberries, spinach,
lettuce, celery, carrots,
beets, and radishes. The
students are fully engaged
in the science curriculum
because they helped to
develop the topic of study.
9/17/21

My students were interested

in studying penguins. As a
result of their interest, I
implemented a fully
integrated unit of study
focusing on penguins, that
included poetry, report
writing, measurement,
science and geography.
4/22/22

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.
Connecting subject
matter to meaningful,
real-life contexts
Some students relate
subject matter to real-life.
Exploring Applying Integrating Innovating
Explore using additional Integrates connections from Integrates connections to Engages student in actively
real-life connections to subject matter to meaningful, real-life making connections to
subject matter in single meaningful, real-life contexts in planning subject relevant, meaningful, and
lessons or sequence of contexts, including those matter instruction and is real-life contexts
lessons to support specific to students’ family responsive during throughout subject matter
understanding. and community. 9/17/21 instruction to engage instruction. 4/4/23
students in relating to
Students utilize real-life subject matter. 11/22/22
connections regularly to Students routinely integrate
Students make use of real- develop understandings of Students actively engage in subject matter into their
life connections provided in subject matter. 9/17/21 making and using real-life own thinking and make
single lessons or sequence connections to subject relevant applications of
of lessons to support 4/22/22 matter to extend their subject matter during
understanding of subject understanding. 11/22/22 learning activities. 4/4/23
matter.

Standard 1 CSTP: Engaging and Supporting All Students in Learning

As mentioned in Element
1.2 the current science unit
I developed integrates
meaningful, real-life
student centered contexts
around edible plants. In
order to better understand
the life cycle of plants, the
principles of the scientific
method, and the tier 2 and 3
vocabulary associated with
these principles, I have
developed a full science
unit around the interests of
the students in order to
Evidence develop a deeper and more
relevant understanding of
the subject matter. 9/17/21
As mentioned in Element
1.2, I have prepared a fully
integrated unit on Tortoises
that will be implemented at
the beginning of the new
year. After developing a
deep interest in our class
Tortoise, my students
wanted to learn more about
Tortoises and other reptiles.
The unit was developed to
support their interest and
curiosity. 11/22/22
As mentioned in Element
1.2 I developed a unit on
community helpers based
on my students’ interest in
learning about the people
who work near our school.
We started by having
parents come in and share
about their roles as
community helpers to
provide students with some
context. We then went on a
community walk where we
interviewed a police officer,
a public works employee,
along with a wide variety of
other people.4/4/23

As mentioned in Element
1.2, I just completed a fully
integrated unit on penguins.
During a recent visit to the
zoo, students became
fascinated with penguins
and their habitats and the
lesson was developed as a
direct result of student
interest and curiosity.
4/22/22

Element 1.4 Emerging Exploring Applying Integrating Innovating

 Standard 1 CSTP: Engaging and Supporting All Students in Learning
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.
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.
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.
Creates, adapts, and
integrates a broad range of
strategies, resources, and
technologies into
instruction designed to
meet students’ diverse
learning needs. 9/17/21
Students actively engage in
instruction and make use of
a variety of targeted
strategies, resources, and
technologies to meet their
individual students needs.
9/17/21
4/22/22
Refines the flexible use of
an extensive repertoire of
strategies, resources, and
technologies to meet
students’ diverse learning
needs. 11/22/22
4/4/23
Students take
responsibilities for using a
wide range of strategies,
resources, and technologies
that successfully advance
their learning. 11/22/22
4/4/23

 Standard 1 CSTP: Engaging and Supporting All Students in Learning

I utilize Orton-Gillingham
large body motion and
finger tapping to help with
phonics work,
incorporating kinesthetic
learning. I utilize iPads so
that students can listen to
stories while reading along
with physical books,
providing auditory, visual,
and physical stimuli. I use a
large projection screen in
the classroom so that
students can see lesson
demonstration material
Evidence clearly from both the front
and the back of the
classroom. I provide
sentence frames and word
walls for my students with
L1s other than English.
9/17/21
In addition to the tools
mentioned in the previous
semesters, I have now
begun to use the Seesaw
application to provide
students with multiple ways
to access lesson content and
demonstrate understanding.
11/22/22
In addition to the tools
mentioned in the previous
semesters, I have now
incorporated interactive
board activities. 4/4/23

I continue to utilize the

above mentioned
techniques. I have also
added the use of an iPad to
facilitate talk to text
functionality for some of
my students. 4/22/22

Element 1.5 Emerging Exploring Applying Integrating Innovating

 Standard 1 CSTP: Engaging and Supporting All Students in Learning

Promoting critical
thinking though
inquiry, problem
solving, and reflection
Asks questions that focus Includes questions in single
on factual knowledge and lessons or a sequence of
comprehension. lessons that require students
to recall, interpret, and
think critically. 9/17/21
Students respond to varied
Some students respond to questions or tasks designed
questions regarding facts to promote comprehension
and comprehension. and critical thinking in
single lessons or a sequence
of lessons. 9/17/21
4/22/22
Guide students to think
critically through use of
questioning strategies,
posing/solving problems,
and reflection on issues in
content. 11/22/22
Students respond to
questions and problems
posed by the teacher and
begin to pose and solve
problems of their own
related to the content.
11/22/22
Supports students to initiate
critical thinking through
independently developing
questions, posing problems
and reflecting on multiple
perspectives. 4/4/23
Students pose problems and
construct questions of their
own to support inquiries
into content. 4/4/23
Facilitates systematic
opportunities for student to
apply critical thinking by
designing structured
inquiries into complex
problems.
Students pose and answer a
wide-range of complex
questions and problems,
reflect, and communicate
understandings based on in
depth analysis of content
learning.

I incorporate questions that I am not incorporating daily I created a new unit on

challenge students to recall,
interpret and think critically
in Writer’s Workshop, but I
would like to challenge
myself to include more
insightful questions into all
areas of curriculum.
9/17/21
provocations in the
morning that pose open
ended questions to students
that challenge them to think
critically. 11/22/22
community helpers and
change makers based on the
interest of the students. We
are brainstorming together
and developing KWL chart
to guide our inquiry. 4/4/23

I am now incorporating
questions that promote
comprehension and critical
Evidence thinking into all areas of the
curriculum. For example,
very science lesson begins
with guiding and focus
questions like
What happens when rocks
rub together?
What happens when rocks
are placed in water?
4/22/22

Element 1.6 Emerging Exploring Applying Integrating Innovating

 Standard 1 CSTP: Engaging and Supporting All Students in Learning

Implements lessons
following curriculum
guidelines.
Monitoring student
learning and adjusting Some students receive
instruction while individual assistance during
teaching. instruction.
Seeks to clarify instruction
and learning activities to
support student
understanding. 9/17/21
Students receive assistance
individually or in small
groups during instruction.
9/17/21
Makes ongoing adjustments
to instruction based on
observation of student
engagement and regular
checks for understanding.
4/22/22
Students successfully
participate and stay
engaged in learning
activities. 4/22/22
Adjusts strategies during
instruction based on the
ongoing monitoring of
individual student needs for
assistance, support, or
challenge. 11/22/22
4/4/23
Students are able to
articulate their level of
understanding and use
teacher guidance to meet
their needs during
instruction. 11/22/22
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.

4/4/23

I am currently in the middle I am using small group In addition to the strategies

of student assessments and
have not been able to
customize small group
instruction. I typically have
specialized work for
students during literacy
centers and Reader’s
Workshop so that I can
provide targeted support
and intervention where
needed. 9/17/21
Evidence
instruction for Reader’s
Workshop, Writer’s
Workshop, and Math center
groups. The small groups
allow me to make targeted
adjustments to my teaching
to meet the needs of my
students. I have found that
the use of small groups
keeps students engaged in
learning. I am able to
incorporate games,
Reader’s Theater, and other
fun activities using the
small group model. 4/22/22
mentioned previously, I am
now using the Seesaw
application to help me
monitor individual student
needs and customize
instruction and required
scaffolding. 11/22/22
I am now also using
RazKids A-Z to help
differentiate and monitor
students reading
comprehension.4/4/23