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.
Some students may 10/22/23-Students
engage in learning using engage in single lessons or
instructional strategies sequence of lessons that
focused on the class as a include some adjustments
whole. based on assessments.
Using knowledge of
ISTE 1.1c Use technology
students to engage
to seek feedback that
them in learning
informs and improves
their practice and to
demonstrate their
learning in a variety of
ways.
Applying Integrating Innovating
Uses data from a variety of Uses data from multiple Uses comprehensive
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. instruction.
learning needs.
10/22/23-Uses data from Students actively utilize a Students take ownership
a variety of formal and variety of instructional of their learning by
informal sources to learn strategies and choosing from a wide
about students and guide technologies in learning range of methods to
selection of instructional that ensure equitable further their learning that
strategies to meet diverse access to the curriculum. are responsive to their
learning needs. learning needs.
ISTE: 2.7a Provide
alternative ways for
students to demonstrate
competency and reflect on
their learning using
technology.
Students engage in
learning through the use
of adjustments in
instruction to meet their
needs.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
09/25/22-Many but not
all students are engaged
when I present
instructional strategies in
whole class teaching. I
would like to do more to
connect them to the class
and learning. I have
considered that it may be
that they are not all on
grade level and they
“check-out” when the
learning is challenging.
Those that are engaged
participate in discussion.
They are posing
questions and making
comments. They are
raising their hands to
participate and even if
called upon without a
Evidence raised hand they
demonstrate that they
have been attune to the
lesson by talking on topic.
10/22/23-Students
engaged in a sequence of
lessons that included
adjustments based on
ongoing data of their
levels of proficiency.
Students initially received
direct instruction and
completed exit tickets
independently. Following
the data, at the next
instructional session I
instructed the entire class
using an interactive white
board in ClassKick
(ClassKick.com) while
encouraging the students
to copy each step on their
boards. While
demonstrating, I paused
and responded to
questions and clarified
misunderstandings. I also
challenged their answers
to know the “why” behind
their solutions.
Data then revealed that I
needed to step back and
review place value to help
the students to better
understand writing in
expanded form.
Finally, students were
placed in heterogeneous
groups to help one
another to solve division
without remainders using
an area model.They were
encouraged to share how
they were solving and to
ask questions of one
another. They had access
Using data from
assessments and
communication from
students and parents I
plan instructional
strategies to meet the
students’ needs. Examples
are incorporating short
cartoon snips,
multiplication songs and
small group or 1:1
instruction.
10/22/23-
In math, students
completed exit tickets in
the form of individual
performance tasks, group
performance tasks, polls,
and division word games
through Blooket. Using
this data, I reflected on the
students' understanding
of the learning target and
made adjustments for the
next day.
Formative assessments
were conducted during
instruction through
observation of the
students' responses to
explanatory questions
such as, “Why is that
true?” or “How do you
know?” Also, causal
questioning as in, “What
will happen if?”
Based on the data, I made
immediate adjustments by
delaying a step, restating a
concept, or advancing.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
to the digital whiteboard
in and could share screens.
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 students.
learning to
students’ prior
knowledge,
backgrounds, life
experiences, and Some students connect
interests learning activities to their
own lives.
Exploring Applying Integrating Innovating
Uses gathered Uses school resources Integrates broad Develops and
information about and family contacts to knowledge of students systematically uses
students’ prior expand 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.
I incorporate As prior knowledge
students’ prior or experiences are
knowledge to incorporated into the
scaffold to the next classroom, students
learning level. This is share what they
most applied in small know and connect it
groups or 1:1 to the lesson.
targeted enhanced
learning.

Evidence
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.
This successfully
occurs during Social
Emotional Learning
class and social
studies. Students are
guided toward
applying the subject
matter to their
personal lives.
Evidence I am now
incorporating more
actively in math. My
hope is the
connection will grow
lasting
understanding as
well as test scores.
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 meaningful, and real-life
lessons to support specific to students’ instruction and is contexts throughout
understanding. family and community. responsive during subject matter
instruction to engage instruction.
students in relating to
subject matter.
Students make use of Students utilize real-life Students routinely
real-life connections connections regularly to Students actively engage integrate subject matter
provided in single lessons develop understandings in making and using into their own thinking
or sequence of lessons to of subject matter. real-life connections to and make relevant
support understanding of subject matter to extend applications of subject
subject matter. their understanding. matter during learning
activities.
As students make
real life connections,
they can carry it
through a sequence
of lessons with
review and front
loading of
subsequent lessons.
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 Students participate in Students participate in Students actively engage Students take
diverse learning participate in single lessons or instruction using in instruction and make responsibilities for using
needs instructional strategies, sequence of lessons strategies, resources, and use of a variety of a wide range of
using resources and related to their interests technologies matched to targeted strategies, strategies, resources, and
technologies provided. and experiences. their learning needs. resources, and technologies that
technologies to meet successfully advance
their individual students their learning.
needs.
I research online and
use resources from
colleagues, books,
and trainings for all
subject matter to
meet students
learning needs. I
make use of both low
and high technology
to keep the class
interesting and to
Evidence
access certain State
standards, like using
media and
technology to
demonstrate
understanding or
conduct research.

Students do
participate in lessons
related to their
Standard 1 CSTP: Engaging and Supporting All Students in Learning
interest and
experience. This is
evidenced based on
their eager
responses to
participate and
complete certain
assignments.

Element 1.5 Emerging Exploring Applying Integrating Innovating

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 Students respond to
solving, and
to questions regarding varied questions or tasks
reflection
facts and comprehension. designed to promote
comprehension and
critical thinking in single
lessons or a sequence of
lessons.
Guide students to think Supports students to Facilitates systematic
critically through use of initiate critical thinking opportunities for student
questioning strategies, through independently to apply critical thinking
posing/solving problems, developing questions, by designing structured
and reflection on issues posing problems, and inquiries into complex
in content. reflecting on multiple problems.
perspectives.
Students respond to Students pose problems Students pose and
questions and problems and construct questions answer a wide range of
posed by the teacher and of their own to support complex questions and
begin to pose and solve inquiries into content. problems, reflect, and
problems of their own communicate
related to the content. understandings based on
in depth analysis of
content learning.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Students are actively There are frequent
engaged in well pauses during
planned questions instruction for
according to the students to pose a
Depth of Knowledge subject related
wheel. question or make a
comment. Students
are also encouraged
to help others by
adding to their
Evidence response or clarify
information.

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. concepts flexibly and
learning and effectively.
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. activities. teacher guidance to meet teacher that informs
their needs during adjustments in
instruction. instruction.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Based on informal
and formal
assessments, in-class
adjustments are
made such as,
changing the pace,
adjusting the
requirements of an
assignment, or
skipping over or
extending a section.
Evidence
Students are
encouraged to share
their level of
understanding
through class
surveys, during
instructing during
times of pause for
processing and in the
chat room or by raise
of hands.