Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.1 Emerging Exploring
Learns about students Gathers additional data to
through data provided by learn about individual
the school and/or students. 9/14/21
assessments.
Using knowledge of
students to engage
them in learning
Some students may engage Students engage in single
in learning using lessons or sequence of
instructional strategies lessons that include some
focused on the class as a adjustments based on
whole. assessments. 9/14/2021
I utilized a variety of “get
to know you” activities
I’ve consulted with
colleagues and
communicated with
parents. I’ve done student
surveys & incorporates
student’s interests into
instruction.
Evidence
Applying
Uses data from a variety of
formal and informal
sources to learn about
students and guide
selection of instructional
strategies to meet diverse
learning needs.
Student engage in learning
through the use of
adjustments in instruction
to meet their needs.4.6.22
Teacher utilizes a wide
variety of “get to know
you” activities in order
to learn as much as
possible about the
students
Integrating
Uses data from multiple
measures to make
adjustments to instruction
and meet individual
identified learning needs.
Students actively utilize a
variety of instructional
strategies and technologies
in learning that ensure
equitable access to the
curriculum. 10.14.22
Teacher actively learns
about the students through
student surveys.
Innovating
Uses comprehensive
knowledge of students to
make ongoing adjustments
and accommodations in
instruction.
Students take ownership of
their learning by choosing
from a wide range of
methods to further their
learning that are responsive
to their learning needs.
Teacher regularly adjusts
the schedule and lets
students do choice boards.
4/5/23
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
Connecting learning students.
to students’ prior
knowledge,
backgrounds, life
experiences, and
interests Some students connect
learning activities to their
own lives. 9/14/2021
Teacher gathers
information about the
students experiences
and interests to inform
planning 9/14/2021
Evidence
Exploring Applying Integrating Innovating
Uses gathered information Uses school resources and Integrates broad knowledge Develops and
about students’ prior family contacts to expand of students and their systematically uses
knowledge, cultural understanding of students’ communities to inform extensive information
backgrounds, life prior knowledge, cultural instruction. regarding students’ cultural
experiences, and interest to backgrounds, life backgrounds, prior
support student learning. experiences, and interests knowledge, life
9/14/2021 to connect to student experiences, and interests.
learning.
Students participate in Students make connections Students can articulate the
single lessons or sequences between curriculum, and Students are actively relevance and impact of
of lessons related to their their prior knowledge, engaged in curriculum, lessons on their lives and
interests and backgrounds, life which relates their prior society.
experiences.4.6.22 experiences, and interests. knowledge, experiences,
and interests within and
across learning activities.
Teacher builds on prior Teacher makes
knowledge and skills connections between
to enable students to subjects. 4.4.23
apply their thinking to
solving problems or to
new situations
10.14.22
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
Element 1.4 Emerging
Exploring Applying
Explore using additional Integrates connections
real-life connections to from subject matter to
subject matter in single meaningful, real-life
lessons or sequence of contexts, including those
lessons to support specific to students’ family
understanding. 9/14/2021 and community.
Students make use of real- Students utilize real-life
life connections provided connections regularly to
in single lessons or develop understandings of
sequence of lessons to subject matter. 4.6.22
support understanding of
subject matter. 9/14/2021
Teacher uses real Some assessments are
world applications to designed so that
connect with lesson students can
content 9 /14/21 demonstrate their
knowledge and skills
by applying it to real-
world situations
Exploring Applying
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.
Students actively engage in
making and using real-life
connections to subject
matter to extend their
understanding. 4.4.23
Teacher uses real world
applications to connect
with lesson content
Integrating
Innovating
Engages student in actively
making connections to
relevant, meaningful, and
real-life contexts
throughout subject matter
instruction.
Students routinely integrate
subject matter into their
own thinking and make
relevant applications of
subject matter during
learning activities.
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 students’ diverse Some students participate
learning needs in instructional strategies,
using resources and
technologies provided.
Evidence
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. 9/14/21
Teacher strategically
selects and uses a wide
variety of instructional
strategies and
materials to meet the
needs of each learner
9/14/21
Creates, adapts, and Refines the flexible use of
integrates a broad range of an extensive repertoire of
strategies, resources, and strategies, resources, and
technologies into technologies to meet
instruction designed to students’ diverse learning
meet students’ diverse needs.
learning needs.
Students actively engage in Students take
instruction and make use of responsibilities for using a
a variety of targeted wide range of strategies,
strategies, resources, and resources, and technologies
technologies to meet their that successfully advance
individual students their learning.
needs.4.6.22
Teacher strategically Teacher regularly uses
selects and uses a wide various strategies.
variety of instructional 4.4.23
strategies and
materials to meet the
needs of each learner
10.14.22
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 students
comprehension. lessons that require questioning strategies, independently developing to apply critical thinking by
students to recall, interpret, posing/solving problems, questions, posing problems designing structured
and think critically. and reflection on issues in and reflecting on multiple inquiries into complex
content. perspectives. problems.
Promoting critical
thinking though
Students respond to varied Students pose problems
inquiry, problem
Some students respond to questions or tasks designed Students respond to and construct questions of Students pose and answer a
solving, and reflection
questions regarding facts to promote comprehension questions and problems their own to support wide-range of complex
and comprehension. and critical thinking in posed by the teacher and inquiries into content. questions and problems,
single lessons or a begin to pose and solve reflect, and communicate
sequence of lessons. problems of their own understandings based on in
related to the content. depth analysis of content
learning.
Students are given Teacher asks open- Teacher asks open-ended
opportunities to assess ended questions; high questions; high level
questions 10.14.22
their own learning and level questions 4.6.22
establish learning
goals for themselves.
Rubrics are used to
provide detailed
feedback regarding the
students’ strengths and
areas for growth
Evidence 9/14/21
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.6 Emerging
Implements lessons
following curriculum
guidelines.
Monitoring student
learning and adjusting
instruction while
teaching. Some students receive
individual assistance during
instruction.
Evidence
Exploring
Seeks to clarify instruction
and learning activities to
support student
understanding.
Students receive assistance
individually or in small
groups during instruction.
Applying Integrating Innovating
Makes ongoing Adjusts strategies during Makes adjustments to
adjustments to instruction instruction based on the extend learning
based on observation of ongoing monitoring of opportunities and provide
student engagement and individual student needs for assistance to students in
regular checks for assistance, support, or mastering the concepts
understanding. challenge. flexibly and effectively.
Students monitor their
Students successfully Students are able to progress in learning and
participate and stay articulate their level of provide information to
engaged in learning understanding and use teacher that informs
activities. 9/14/21 teacher guidance to meet adjustments in instruction.
their needs during
instruction. 4.6.22
Teacher is sensitive to
Teacher builds on the verbal and
students’ comments nonverbal signals that
and questions during each English learner
the lesson to extend might use to indicate
their understanding that he/she does not
9/14/21 understand what is
expected 10.14.22