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. 9/17/23
assessments.
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. 9/17/23
One-on-one assessments
are given to students at
the beginning, middle,
and end of the year where
additional data is
gathered for individual
students. 9/17/23
Students are taught
lessons as a whole, then a
small group of students
Evidence stay with me, the teacher,
for adjustments, further
reinforcement and
practice of the standard at
focus. 9/17/23
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. instruction.
learning needs. 3/15/24
Students 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. 3/14/24 that ensure equitable further their learning that
access to the curriculum. are responsive to their
learning needs.
Throughout the year in
both formal and informal
settings, I am gathering
data on students to best
support their needs and
improve upon their areas
where they can grow.
3/14/24
Students are given
adjustments when needed
to best support their
learning. 3/14/24
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
experiences, and
Some students connect
interests
learning activities to their
own lives.
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 3/15/24 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. 9/17/23
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
experiences, and across learning activities.
interests. 9/17/23 3/15/24
Prior to the start of the Prior to the start of the
school year, I meet with school year, I meet with
each family and student each family and student
virtually to gather virtually to gather
information on prior information on prior
knowledge, interests, knowledge, interests,
backgrounds, and what backgrounds, and what
the student would like to the student would like to
improve in. I reference improve in. I also
this data daily when continue to keep an open
teaching the students and communication
planning lessons. throughout the year with
9/17/23 students and parents to
continue to build the
relationship and inform
Lessons are planned with instruction based on that
the students’ interests data. 3/15/24
and prior knowledge in
mind. This increases Students are regularly
engagement as well. given activities and
9/17/23 portfolios that are
modified to relate to their
prior knowledge and
interests. 3/15/24
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
Explore using additional
real-life connections to
subject matter in single
lessons or sequence of
lessons to support
understanding. 9/17/23
Students make use of
real-life connections
provided in single lessons
or sequence of lessons to
support understanding of
subject matter. 9/17/23
I use real-life connections
during instruction, but do
not feel it has been a
major focus during my
lessons. This is an area I
can improve in. 9/17/23
Applying
Integrates connections
from subject matter to
meaningful, real-life
contexts, including those
specific to students’
family and community.
3/15/24
Students utilize real-life
connections regularly to
develop understandings
of subject matter.
3/15/24
I now regularly relate the
subject matter to real-life
context to better help the
students understand the
why behind the learning
objective. 3/15/24
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.
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.

Students are exposed to

Teaching 4th grade these real-world
students, I am under the examples regularly,
impression that most which helps the material
Evidence students relate the be relatable and can
subject matter to real life, deeper their
and others may not fully understanding. 3/15/24
understand how it
relates. With my
instruction, I can better
help all students
understand the relation
and the WHY behind the
learning. 9/17/23
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. 3/15/24
strategies, resources, learning needs. 9/17/23
and technologies to
meet students’ Some students participate Students participate in Students participate in Students actively engage Students take
diverse learning in instructional strategies, single lessons or instruction using in instruction and make responsibilities for using
needs using resources and sequence of lessons strategies, resources, and use of a variety of a wide range of strategies,
technologies provided. related to their interests technologies matched to targeted strategies, resources, and
and experiences. their learning needs. resources, and technologies that
9/17/23 technologies to meet their successfully advance their
individual students learning.
needs. 3/15/24
Our virtual school has This year I have tried out
numerous resources and several more SISPs for my
technologies provided to students to engage in to
us teachers to meet meet their learning needs
students’ learning needs and close the gaps,
even in a fully online whether it is in ELA or
environment. I am always Math. Some of these
learning and trying new include: iReady
strategies and Individualized Path, IXL,
technologies to see which Reflex, Frax, and Reading
work well with my Eggs. 3/15/24
students. 9/17/23
Evidence Students have been
engaged in the above SISP
Students are active programs outside of their
participants in using daily lessons to target
these strategies, their needs. 3/15/24
resources, and
technologies as they are
learning through their
individual laptops.
9/17/23
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. 9/17/23
Promoting critical
thinking though
inquiry, problem
Some students respond to Students respond to
solving, and
questions regarding facts varied questions or tasks
reflection
and comprehension. designed to promote
comprehension and
critical thinking in single
lessons or a sequence of
lessons. 9/17/23
My lesson design consists
of a spiral review
(students recall previous
learning), direct
instruction, guided
practice (interpret and
think critically), and an
exit ticket (confirm
understanding and
mastery of new skill).
Varied questions and
tasks are throughout the
Evidence lessons to promote
problem solving and
critical thinking. 9/17/23
Applying
Guide students to think
critically through use of
questioning strategies,
posing/solving problems,
and reflection on issues in
content. 3/15/24
Students respond to
questions and problems
posed by the teacher and
begin to pose and solve
problems of their own
related to the content.
3/15/24
I have been more mindful
of allowing students
proper “think time”
during instruction. As a
new teacher the silence
did not always feel
comfortable, but I realize
it is important to the
students’ learning.
3/15/24
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.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
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. 3/15/24 concepts flexibly and
learning and 9/17/23 effectively.
adjusting instruction
while teaching. Some students receive Students receive Students are able to Students monitor their
individual assistance assistance individually or Students successfully articulate their level of progress in learning and
during instruction. in small groups during participate and stay understanding and use provide information to
instruction. engaged in learning teacher guidance to meet teacher that informs
activities. 9/17/23 their needs during adjustments in
instruction. 3/15/24 instruction.
I regularly check for With the use of Nearpod
understanding during instruction, I am
throughout instruction to able to monitor the
monitor whether students’ screens, which
adjustments and acts as their digital paper.
reteaching is needed. By watching as they
Students take an exit work, I am able to see
ticket at the end of the how they are doing and
lesson which sometimes make adjustments or
consists of a problem or a provide additional
scale to show how support if needed.
confident they feel in the 3/15/24
Evidence new learning. 9/17/23
Students often “self-
check” their own work, or
When students need give a range of thumbs up
further instruction or to thumbs down based on
assistance, I reteach to a their current levels of
small group to ensure understanding. 3/15/24
they understand before
the lesson ends. 9/17/23