Evidence for CSTP 1 – Engaging and Supporting All Students in Learning

Standard Element Source of Evidence

Evidence
■ 2nd and 3rd Grade resources provided as options to ensure interest and
challenge in the learning.
Reflection ■ Students demonstrate skill sets and their desire to be challenged with the
selection of varying type of lessons (free choice options.)

Student ■ Students are given an “About Me” Activity to introduce themselves and share 2
Activity thoughts with the class.
documents
■ Each student presents chosen ideas about themselves
1.1 Using knowledge of
students to engage Focus Student ■ Teacher uses information from “About Me” and “Find a Friend” to learn more about
them in learning or Reflection student interests, homelife, and character.

■ Parent Meetings: If there is a struggle in connecting with or understanding the

student, a parent meeting will be scheduled to learn more about student interests
and preferred learning styles.

■ Meet with former teacher(s) to discuss background.

Teacher actively learns about the students through:

o Student interest surveys
o Consultations with colleagues
o Conferences with parents
Documentation o Reviewing student files
or Reflection o Journal entries
o “Get to Know You” activities

Nicole Ricketts-Brown CSTP1

 Standard Element Source of Evidence
Evidence
■ Students fill in Reading Packets that ask to describe prior knowledge and or connections
1.2 Connecting learning Student to reading.
to students’ prior Activity ■ Students use “free choice” activities to share their interests and present to the
knowledge, Documents/ class.
backgrounds, life Reflection ■ Students can share with each other (pair share, or group share) about how the class
experiences, and reading connects with their lives.
interests
Reflection ■ Students are given Journals for reflection on assignments or topics.
■ Students reflect in the journals how they feel/connect to their reading and/or
assignment.

Student Text/ ■ Students use Math text assignments to make connections to the real world.
Student ■ Students use word problem solving to identify connections to the real world.
Activity ■ Students use poetry and writing connect to their perceptions about the real world.
1.3 Connecting subject
matter to meaningful,
■ Students use PBL assessments to demonstrate their knowledge on connections to
real-life contexts
the real world.
Reflection

■ Students identifying shapes and 3-D objects to identify real world objects.
Classroom
Observation

Nicole Ricketts-Brown CSTP1

 Standard Element Source of Evidence
Evidence

Teacher Instructional Student Activities

Methods
Facilitate Question Read Role Play
Lecture Differentiated Write Class
learning Discussion
Observe Model Presentation Build models
ELD Support One-on- Journal Choral
one Reading
Small Group SEL Hands-on Group
Instruction activities/projects Activities
Stations Multi-media Experiment Partner
1.4 Using a variety of
Activities
instructional strategies,
Reflection on
resources, and Classroom Learning
technologies to meet Observation or
students’ diverse Student
learning needs Activity / ■ Facilitate discussions through students sharing connections to the new topic.
Lesson ■ Lecture: Introduce/teach new topics (i.e., figurative language).
Presentation/ ■ Observe: Walk through the classroom as students work on assignments
Lesson independently
Outcome ■ ELD Support: Vocabulary assignments that provide context to new language.
■ Small Group and one on one to provide deeper clarification.
■ Stations when students demonstrate the ability to work in small groups, in a
rotational manner.
■ SEL used to build class community and class culture.
■ Modeling used to demonstrate understanding of a concept.
■ Differentiated Learning used to challenge students at developmentally acceptable
levels.
■ Multi-media (videos, computer programs, PowerPoint) for PBL and self-practice.

Nicole Ricketts-Brown CSTP1

 Standard Element Source of Evidence
Evidence
■ Students research and identify key aspects of their learning (reading
Classroom comprehension questions (short and long), illustrations, summary writing, etc.)
Observation or ■ Students review material on their own and attempt the assignment.
Activity Page (Differentiated approach)
or Student
■ Students choose questions and research topics and demonstrate their
Rubric or
knowledge through writing, presenting, modeling, illustrations, etc.)
■ Differentiate based on variation of student understanding, interest, and
achievement.
■ Offer additional meaningful ways to dive deeper into the material when
Classroom students finish work early.
1.5 Promoting critical Observation/
thinking through Activity Sheet
inquiry, problem
solving, and reflection
■ Reviewing homework and/or classwork to determine the need to reteach as a
class, small group, or one-on-one.
■ Reviewing assessments or pre-assessments to adapt to student needs for
1.6 Monitoring student Classroom further development, or to move onto the next topic.
learning and adjusting Observation/
instruction while Reflection
teaching

Nicole Ricketts-Brown CSTP1

Nicole Ricketts-Brown CSTP1