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.
assessments. 09/22/21
Using knowledge of
students to engage
them in learning Some students may Students engage in single
engage in learning using lessons or sequence of
instructional strategies lessons that include some
focused on the class as a adjustments based on
whole. assessments.
I use pretests to gather
information about how
much the student already
know about a subject
before I teach it. I also use
exit tickets to see if the
students understood the
lesson or if I need to
reteach. Based on that
information I might
reteach the whole class or
in smaller groups. Or
move on to the next
Evidence lesson. 09/22/21
Applying Integrating Innovating
Uses data from a variety Uses data from multiple Uses comprehensive
of formal and informal measures to make knowledge of students to
sources to learn about adjustments to make ongoing
students and guide instruction and meet adjustments and
selection of instructional individual identified accommodations in
strategies to meet diverse learning needs. 4/30/23 instruction.
learning needs. 04/29/22
Student engage in Students actively utilize a Students take ownership
learning through the use variety of instructional of their learning by
of adjustments in strategies and choosing from a wide
instruction to meet their technologies in learning range of methods to
needs. 04/29/22 that ensure equitable further their learning that
access to the curriculum. are responsive to their
4/30/23 learning needs.
I formally assess my I use a variety of data to
students through pretest, plan and deliver lessons. I
exit tickets, quizzes, and use the data from
test. I also informally pretests, previous
assess them through chapter tests, online
asking them questions programs, classroom
during lessons, checking observations, and from
their work, hearing the information gathered
conversations they share from other teachers. With
with their partners. I use all this information I
the data from both tailor my lessons to
informal and informal engage students and
assessments to guide the adjust lessons as needed.
teaching. 04/29/22 4/30/23
Students are given Students are presented
differentiated strategies with different tools to
and tools to meet their utilize before, during, and
needs. One example of after instruction. These
this is having a Choice tools can include class
Board to complete their notes, graphic organizers,
homework. 04/29/22 classroom posters, lesson
slides, choice boards,
websites, and other
online resources.
4/30/23
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 09/22/21
knowledge,
backgrounds, life
experiences, and
Some students connect
interests
learning activities to their
own lives.
I ask questions
throughout the day to
learn more about each
student’s interests. I try to
relate what we are
learning in class to an
interest a student might
have. 09/22/21
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. 12/06/22 to connect to student interests.
learning. 4/30/23
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
12/06/22 experiences, and across learning activities.
interests. 4/30/23
I integrate students I keep in contact
interests and culture into communication with
lessons. One example of
this is teacher made tests
parents, and they fill
where I include their me in on how their
names in the child is doing or if
questions/problems. I there are any
also use their background concerns. During the
to connect to students.
Currently, I teach an all-
school day I take
Armenian school so I try notes on students’
to incorporate their interests and relate
traditions and customs those interests to
into our everyday lessons. what we are learning
I support students in
extra curriculum
in class. I make my
activities outside of students part of the
school. Then use those learning experience.
experience to relate it 4/30/23
back to what we are
learning in class.
12/06/22
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging
Uses real-life connections
during instruction as
identified to curriculum.
09/22/21
Connecting subject
matter to
meaningful, real-life
contexts
Some students relate
subject matter to real-life.
I like to relate what we
are learning in class to
real world problems. I do
this especially in math so
that students can see how
they will be using what
we are learning outside of
the classroom. At times I
use examples from the
book or I come up with
my own examples.
09/22/21
Evidence
Exploring Applying Integrating Innovating
Explore using additional Integrates connections Integrates connections to Engages student in
real-life connections to from subject matter to meaningful, real-life actively making
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
12/06/22 4/30/23 students in relating to instruction.
subject matter.
Students make use of
real-life connections Students actively engage Students routinely
provided in single lessons Students utilize real-life in making and using real- integrate subject matter
or sequence of lessons to connections regularly to life connections to subject into their own thinking
support understanding of develop understanding of matter to extend their and make relevant
subject matter. 12/06/22 subject matter. 4/30/23 understanding. applications of subject
matter during learning
activities.
We relate what we I help connect stories
are learning in class to we read to students’
the real world. Students
lives. We make
understand how the skills
they are learning today
comparisons
will be necessary in their between the lives of
lives outside of school. I the characters in our
use age-appropriate ELA stories to
examples for my students
student’s lives.
to connect with.
Students make their own
Students are given
math problems including opportunities to
examples of their lives. share their
12/06/22 experiences and
prior knowledge to
enhance their
learning. 4/30/23
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.4 Emerging Exploring
Uses instructional Explores additional
strategies, resources, and instructional strategies,
technologies as provided resources, and
by school and/or district. technologies in single
lessons or sequence of
Using a variety of lessons to meet students’
instructional diverse learning needs.
strategies, resources, 09/22/21
and technologies to
meet students’ Some students participate
diverse learning in instructional strategies, Students participate in
needs using resources and single lessons or
technologies provided. sequence of lessons
related to their interests
and experiences.
In the classroom I use
technology in the form of
a smartboard to project.
One example is projecting
the story we are reading
in ELA. I also use the
audio section to read the
story and highlight the
words as it moves along.
In addition, I make google
slides for science lessons
to aid the visual leaners. I
Evidence include videos in math
lessons to show different
techniques to solving the
same math problem.
09/22/21
Applying Integrating Innovating
Utilizes a variety of Creates, adapts, and Refines the flexible use of
strategies including integrates a broad range an extensive repertoire of
culturally responsive of strategies, resources, strategies, resources, and
pedagogy, resources, and and technologies into technologies to meet
technologies during instruction designed to students’ diverse learning
ongoing instruction to meet students’ diverse needs.
meet students’ diverse learning needs.
learning needs. 4/30/23
Students participate in Students actively engage Students take
instruction using in instruction and make responsibilities for using
strategies, resources, and use of a variety of a wide range of strategies,
technologies matched to targeted strategies, resources, and
their learning needs. resources, and technologies that
4/30/23 technologies to meet their successfully advance their
individual students learning.
needs.
I scaffold lessons to meet
the needs of all my
students. I include visuals
in the form of posters,
premade lesson slides,
videos, and
manipulatives.
Students utilize the
resources provided
during lessons to enhance
their understanding.
Students have
opportunities to complete
classwork, homework,
and enrichment activities
using their Chromebooks.
4/30/23
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.
04/29/22
Promoting critical
thinking though
Some students respond to
inquiry, problem
questions regarding facts Students respond to
solving, and
and comprehension. varied questions or tasks
reflection
designed to promote
comprehension and
critical thinking in single
lessons or a sequence of
lessons. 04/29/22
Applying
Guide students to think
critically through use of
questioning strategies,
posing/solving problems,
and reflection on issues in
content. 4/30/23
Students respond to
questions and problems
posed by the teacher and
begin to pose and solve
problems of their own
related to the content.
4/30/23
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.
perspectives.
Students pose problems Students pose and
and construct questions answer a wide-range of
of their own to support complex questions and
inquiries into content. problems, reflect, and
communicate
understandings based on
in depth analysis of
content learning.

I ask students to I pose questions

recognize and recall
details from our lessons. I
guide students to think
more deeply by
identifying what is
important and placing
that information into
categories in the form of a
graphic organizer. I work
with students to
synthesize a text in order
Evidence to make connections.
09/22/21
Students are responsive
to teacher questions. I use
higher order thinking
questions to develop
critical thinking. Students
write down questions
they have and research
the answers on their own.
throughout the lesson
that require higher order
thinking. Students are
given open-ended
questions with multiple
ways to answer. I do not
give students the answers
but instead guide them to
find the answers on their
own or provide them
with the tools to get there
on their own. 4/30/23
Students pose questions
during the lesson. This
shows that they are
engaged and invested in
what they are learning. I
ask students to write
down questions they have
and then together we find
the answers. Students are
encouraged to ask
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Then they share their questions. 4/30/23
answers with the whole
class. 04/29/22

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
09/22/21 engagement and regular for assistance, support, or students in mastering the
Monitoring student checks for understanding. challenge. 4/30/23 concepts flexibly and
learning and 04/29/22 effectively.
adjusting instruction
while teaching. Some students receive Students are able to Students monitor their
individual assistance Students receive Students successfully articulate their level of progress in learning and
during instruction. assistance individually or participate and stay understanding and use provide information to
in small groups during engaged in learning teacher guidance to meet teacher that informs
instruction. 09/22/21 activities. 3/30/23 their needs during adjustments in
instruction. instruction.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
During lessons I ask for
students to assess
themselves and show me
how well they understand
the lesson by giving a
thumbs up/down or in
the middle. I also give the
student exit tickets so I
can monitor their
understanding of the
lesson. During
independent time, I walk
Evidence around the classroom and
check in on each student,
helping along the way.
09/22/21
I adjust instruction based
on the data gathered from
formal and informal
assessments. I am
constantly checking for
understanding using
thumbs up/down. I stop
and clarify
misconceptions and
review lessons. 04/29/22
Students are attentive
and engaged during
lessons. They self-reflect
at the end of each lesson
and check a box whether
they met the learning goal
or if they are still working
towards meeting the goal.
4/30/23
I monitor for
understanding during
lessons by asking
questions, walking
around the classroom
observing students and
their classwork. When
students are confused or
have misconceptions, I
address them right away.
I chunk problems to make
them easier to
understand. When
students demonstrate an
understanding of the
subject matter, I pose
harder questions to
develop higher order
thinking. 4/30/23