Cstps Band 4

Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.1 Emerging Exploring Applying Integrating Innovating

Learns about students Gathers additional data to Uses data from a variety Uses data from multiple Uses comprehensive
through data provided by learn about individual of formal and informal measures to make knowledge of students to
the school and/or students. sources to learn about adjustments to make ongoing
assessments. students and guide instruction and meet adjustments and
selection of instructional individual identified accommodations in
strategies to meet diverse learning needs. (5/1/23) instruction. (4/2024)
learning needs. 9/22/22 (10/2023)
Using knowledge of
students to engage
Some students may Students engage in single Student engage in Students take ownership
them in learning
engage in learning using lessons or sequence of learning through the use Students actively utilize a of their learning by
instructional strategies lessons that include some of adjustments in variety of instructional choosing from a wide
focused on the class as a adjustments based on instruction to meet their strategies and range of methods to
whole. assessments. 9/22/22 needs. (5/1/23) technologies in learning further their learning that
that ensure equitable are responsive to their
access to the curriculum. learning needs. (4/2024)
(10/2023)
Students engage in I review students cum

lessons as dictated by the files which provides I meet regularly with the I researched new ways to
curriculum. In some copies of prior resource teacher to provide a diverse group
cases, the work is done assessments and any identify strengths and of students tools that will
whole group, and others accommodations needed. weaknesses of the focus help them complete their
it may be completed in I discuss students’ students. I provide a lesson objectives and
small groups or partners. progress with our “Eagle variety of tools that have shared these new
Groups may be Academy” instructor allows students a variety resources with colleagues
homogenous in (special ed.). I also have of ways to learn. I also so they can do the same,
skill/reading levels, and continuing conversations conference with parents including new online
other times it may be with their prior year’s twice a year for if the leveled reading resources
heterogenous to allow teacher to assess whether student is showing a need and digital fill in the blank
Evidence support for those who emotional and/or for outside tutoring or options for students with
may need it. (9/22/22) academic behaviors are other assistance in any writing IEP’s. (4/2024)
long term or new area. (3/1/23)
behavior. (9/22/22) (10/2023) Students understand and
know how to access the
Students are able to Students access leveled resources available to
utilize word banks, stand readers to practice at them to be independent
up desks as needed. They their reading level, they workers and learners.
also have access to guided received math facts (4/2024)
reading strips to assist practice according to
with attention. Students their level, and students
also have opportunities to with learning differences
work in both are provided with online
heterogenous and resources, such speech to
homogenous groups at text for long writing
various times. (5/1/23) assignments. (10/2023)
Develops awareness of Uses gathered Uses school resources and Integrates broad Develops and
prior knowledge, culture, information about family contacts to expand knowledge of students systematically uses
backgrounds, life students’ prior understanding of and their communities to extensive information
experiences, and interests knowledge, cultural students’ prior inform instruction. regarding students’
represented among backgrounds, life knowledge, cultural (10/2023) cultural backgrounds,
students. experiences, and interest backgrounds, life prior knowledge, life
Connecting learning to support student experiences, and interests experiences, and
to students’ prior learning. 9/22/22 to connect to student interests.
knowledge, learning. (5/1/23)
backgrounds, life
experiences, and Some students connect Students participate in Students make Students can articulate
interests learning activities to their single lessons or connections between Students are actively the relevance and impact
own lives. sequences of lessons curriculum, and their engaged in curriculum, of lessons on their lives
related to their interests prior knowledge, which relates their prior and society. (10/23)
and experiences. backgrounds, life knowledge, experiences,
experiences, and and interests within and
interests. across learning activities.
9/22/22. 5/1/23
I used CUM files to review Within and across all I utilize videos and stories
students living I use mini writing learning activities, that students can relate to
arrangements as far as assignments to learn students answer that introduce a new topic
single or double about student’s interests, questions that spark prior prior to beginning a
households and guardians family, experiences, etc. I knowledge. Students lesson. I incorporate a
to better understand also engage in regular engage in discussions variety of cultural
home life. I also requested conversations with my about how the curriculum resources and activities as
a general questionnaire class as a whole and relates to their own well as common
completed by guardians individually to learn experiences such as experiences so that
requesting information of about the students’ places they have visited & students can make
students such as culture and family. I cultural traditions. connections to their own
Evidence strengths, weaknesses, incorporate student Students complete lives. (4/2024)
interests, and hobbies. interests into learning activities that encourage
(9/22/22) opportunities and them to explore these
projects. (5/1/23) experiences and share Students engage in
them with the class. readings and lessons
(9/22/22) (5/1/23) which relate to a variety
of backgrounds and
cultures. Students are
able to connect to the
content and discuss in
connection from the
content to their own lives
and experiences. (10/23)
(4/2024)
Uses real-life connections Explore using additional Integrates connections Integrates connections to Engages student in
during instruction as real-life connections to from subject matter to meaningful, real-life actively making
identified to curriculum. 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
students in relating to instruction.
Connecting subject
subject matter. 9/22/22 (10/2023)(4/2024)
matter to
(5/1/23)
meaningful, real-life
Some students relate Students make use of Students utilize real-life
contexts
subject matter to real-life. real-life connections connections regularly to Students actively engage Students routinely
provided in single lessons develop understandings in making and using real- integrate subject matter
or sequence of lessons to of subject matter. life connections to subject into their own thinking
support understanding of (5/1/23) matter to extend their and make relevant
subject matter. 9/22/22 understanding. (10/2023 applications of subject
matter during learning
activities. (4/2024)
Students engage in real I make a point of I actively incorporate

Students engage in study of real-life initiating and guiding relevant topics and
discussion as guided by situations as it relates to discussions in a direction activities into our daily
the curriculum and are curriculum. For example, that allow student to lessons allowing students
encouraged to make we are currently planning make connections to real to make connections to
connections to their own for a lemonade stand life experiences. I plan what they already know
life experiences. I guide while learning the activities that allow and/or have experienced
the discussion through principles of supply and students to better such as creative writing
questions about their demand, consumers and understand curriculum and narratives. We also
family, traditions, producers, etc. (5/1/23) objectives by relate stories in reading
homelife, and incorporating relatable as well as those reviewed
Evidence experiences. (9/22/22) activities such as travel in social studies to events
postcards from their own happening today that
past travels (history), students have heard
writing about their about or experienced.
weekend, and sharing (10/23) (04/2024)
family traditions (history
and ELA). (9/22/22) Students use a reading
(5/1/23) journal to respond to
reading selections
Students are able to reflecting on their
display mastery using a understanding and
variety of options that forming opinion about
allow them to utilize their the relevance in their
own interests and lives and to today’s
experiences. (10/2023) society. (4/2024)

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,
9/22/22 (5/1/23) learning needs.
and technologies to
(10/2023)
meet students’
Some students participate Students participate in Students actively engage Students take
diverse learning
in instructional strategies, instruction using in instruction and make responsibilities for using
needs
using resources and Students participate in strategies, resources, and use of a variety of a wide range of strategies,
technologies provided. single lessons or technologies matched to targeted strategies, resources, and
9/22/22 sequence of lessons their learning needs. resources, and technologies that
related to their interests technologies to meet their successfully advance their
and experiences. individual students learning.
(5/1/23) (10/2023) needs.
I researched new ways to
Students primarily use I primarily use the provide a diverse group
resources provided as resources as suggested by of students tools that will
suggested by the the curriculum with some help them complete their
curriculum. Our current additional resources of lesson objectives and
curriculum provides my own. I have not have shared these new
online printable ventured into using resources with colleagues
resources including Chromebooks yet. I use so they can do the same,
graphic organizers and an occasional video to including new online
visual aids. We have a support the lesson as well leveled reading resources
shared Chromebook cart, as graphic organizers to and digital fill in the blank
so they are rarely used. help students visualize options for students with
Evidence (9/22/22) the instruction. writing IEP’s. (4/2024)
(9/22/22) (5/1/23)
Students understand and
Students participate in know how to access the
group discussions, group resources available to
activities, partner them to be independent
activities and workers and learners.
independent work. They (4/2024)
also have the opportunity
to work in flexible groups
as needed. (5/1/23)

Asks questions that focus Includes questions in Guide students to think Supports students to Facilitates systematic
on factual knowledge and single lessons or a critically through use of initiate critical thinking opportunities for student
comprehension. sequence of lessons that questioning strategies, through independently to apply critical thinking
require students to recall, posing/solving problems, developing questions, by designing structured
interpret, and think and reflection on issues in posing problems and inquiries into complex
critically. 9/22/22 content. (5.1.23) reflecting on multiple problems.
Promoting critical
(10/2023) perspectives.(4/2024)
thinking though
inquiry, problem
Some students respond to Students respond to Students pose problems Students pose and
solving, and
questions regarding facts varied questions or tasks Students respond to and construct questions answer a wide-range of
reflection
and comprehension. designed to promote questions and problems of their own to support complex questions and
comprehension and posed by the teacher and inquiries into problems, reflect, and
critical thinking in single begin to pose and solve content.(4/2024) communicate
lessons or a sequence of problems of their own understandings based on
lessons. 9/22/22 related to the content. in depth analysis of
(5/2/23) (10/2023) content learning.
I ask questions that help I encourage discussion
students recall prior offering students the I encouraged to reflect on
knowledge, interpret, and opportunity to think character traits in stories
think critically about independently and to and novels and use these
various aspects of lessons solve problems. I also strategies to reflect on
across curriculum. I try to encourage reflection and their own character. I
bring prior lessons, when goal setting by having encourage students to try
relatable, into students review their new strategies and
conversation and make work at the end of the resources in class that
connections which also week, recording their will help them expand
helps reinforce previous scores and encouraging their thinking and
lessons. (9/22/22) them to set goals for learning. (4/2024)
improvement the
Evidence following week. (5/1/23) Students practice new
Students answer (10/2023) strategies regularly
questions and engage in including using online
discussion that encourage Students review work resources. Students write
discourse and higher and track their own reflective responses to
level thinking within the progress each week. They lesson from the week.
lesson and related topics also monitor their own Students set goals for
as well as expanding the AR goals and track their each quarter and monitor
topic into real life reading goals. They utilize their progress. (4/2024)
application. (9/22/22) rubrics and checklists to
ensure they have all
requirements for writing
assignments before
turning in. (5/1/23)
(10/2023)

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
Monitoring student engagement and regular for assistance, support, or students in mastering the
learning and checks for understanding. challenge. (10/2023) concepts flexibly and
adjusting instruction 9/22/22 (5/1/23) effectively. (4/2024)
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 in small groups during engaged in learning understanding and use provide information to
instruction.9/22/22 instruction. activities. teacher guidance to meet teacher that informs
their needs during adjustments in
instruction. (5/1/23) instruction.
(10/2023) (4//2024)
Students primarily learn I implement lesson

through group instruction following curriculum I provide adequate time I monitor student
but ask questions guidelines while also for students to formulate learning throughout a
throughout the asking questions to check their responses. I lesson. Using newly
instruction and for understanding. I evaluate their researched resources, I
individually during provide pre-lesson understanding of a topic can pivot and provided
independent work. activities to build base and either re-teach as students with alternate
(9/22/22) knowledge of more necessary or expand the learning tools that can
difficult skills. I walk conversation to help them meet their
around and monitor encourage further individual learning needs.
students’ responses discussion. (10/2023) (4/2024)
Evidence during independent work
to ensure comprehension.
I re-teach or expand
lessons as necessary.
(9/22/22) (5/1/23) Students engage in
quality discourse and ask
questions for clarification.
Students ask questions in
whole group setting as
well as seeing out
individual instruction as
needed. (5/1/23)
(10/2023)(4/2024)
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Models and Models fair and Reinforces positive, Develops shared Facilitates student self-
communicates respectful behavior. responsible, and responsibility with reflection and ongoing
expectations for fair and Demonstrates respectful student students for resolving improvement of the
respectful behavior to commitment to fairness interactions. Assists conflict and creating and caring community based
support social and respect in students to resolve maintaining a caring on respect, fairness, and
development. communications with conflicts. classroom community. the value of all members.
students about language Incorporates cultural Supports students in (4/2024)
and behavior. awareness to develop a taking leadership in
Promoting social Seeks to understand positive classroom developing a caring
Development and cultural perceptions of climate. community that is
responsibility caring community. responsive to the diverse Students take leadership
within a caring Some students share in Students demonstrate cultural norms of in resolving conflict and
community where responsibility for the Students participate in efforts to be positive, identities of all students. creating a fair and
each student is classroom community. occasional community accepting, and respectful 9/22/22 5/2023 respectful classroom
treated fairly and building activities, of differences. 9/22/22 (10/2023) community where
respectfully designed to promote student’s home culture is
caring, fairness, and Students take included and valued.
respect. responsibility resolving Students communicate
conflicts and with empathy and
maintaining a caring understanding in
classroom community. interactions with one
Students promote another. (4/2024)
respect and appreciation
for differences.
5/2023(10/2023)
Students make efforts to As part of our I model an accepting

be respectful and schoolwide learning environment. We openly
accepting to others. They expectations, I discuss how our actions
hold one another encourage students to be reflect who we are and
accountable when they responsible for their how they can affect not
are not. (9/22/22) actions and to hold only how others see us
Evidence others accountable for but also others’ feelings.
theirs. I facilitate healthy We role play situations
conflict resolution and how to respond to
between students. I them such as playground
teach, model, and expect disagreements, seeing
students to be accepting someone playing by
and kind to all. themselves, and fair play
(9/22/22)5/2023 in sports. (4/2024)
Students take turns

holding classroom jobs Students take turns
and showing their care holding classroom jobs
and respect for our and showing their care
classroom. Early and respect for our
finishers are also classroom. Early
encouraged to walk finishers are also
around and assist other encouraged to walk
students providing around and assist other
guidance on class work. students providing
In addition, students guidance on class work.
often work in In addition, students
heterogeneous reading often work in
groups and are heterogeneous reading
encouraged to be patient groups and are
with other readers and encouraged to be patient
help them with words with other readers and
they may not help them with words
know.5/2023 (10/2023) they may not
know.(4/2024)

Is aware of the Experiments with and/or Develops physical Maintains physical Adapts physical and/or
importance of the virtual learning environments that reflect environments that reflect environments flexibly to
physical and/or virtual environments that student diversity and student diversity and facilitate access to a wide
learning environments support student learning. provide a range of provides a broad range of range of resources that
that support student resources for learning. resources, displays, and engage students in
learning. artifacts that are current learning. Ensures that
Structures for interaction Utilizes a variety of and integral to environments enhance
Is aware that structured are taught in single structures for interaction instruction. learning and reflect
interaction between lessons or sequence of during learning activities diversity within and
Creating physical or students can support lessons to support that ensures a focus on Integrates a variety of beyond the classroom.
virtual learning learning. student learning. and completion of structures for interaction
environments that 9/22/225/2023 learning tasks. (10/2023) that engage students Selects from a repertoire
promote student constructively and of structures for
learning, reflect productively in learning. interaction to ensure
diversity, and (4/2024) accelerated learning for
encourage the full range of students.
constructive and Some students use Students use resources Students use a variety of
productive available resources in provided in learning resources in learning Students routinely use a Students participate in
interactions among learning environments environments and environments and range of resources in monitoring and changing
students during instruction. interact with each other interact in ways that learning environments the design of learning
to understand and deepen their that relate to and enhance environments and
complete learning tasks in understanding of the instruction and reflect structures for
single lessons or content and develop their diversity. interactions.
sequence of lessons. constructive social and Students share in
9/22/22 academic monitoring and
interactions.5/2023 assessment of
(10/2023) interactions to improve
effectiveness and develop
a positive culture for
learning. (4/2024)
I post vocabulary words, I rotate books in our

anchor charts, and classroom library always
student work to provide ensuring that there is a
learning resources. variety of topics, genres,
and cultures represented.
Individual lessons include I update our bulletin
a variety of whole group, boards to display student
small group, partners, work. (4/2024)
Evidence pair share discussions,
etc. (9/22/22) 5/2023 Students can freely utilize
resources around the
Students utilize classroom including
information on bulletin iPads, library, anchor
board and anchor charts charts to improve their
as reminders throughout learning. Students also
lessons. They also engage have assigned duties that
in group and partner help them take ownership
discussions. (9/22/22) of the classroom.
(4/2024)

Adheres to policies and Recognizes and Anticipates and reduces Integrates support for Shares responsibility
laws regarding safety addresses safety issues risks to physical, students to take risks with the students for
that are required by the regarding materials, intellectual, and and offer respectful the establishment and
site, district, and state. student interactions, emotional safety using opinions about maintenance of a safe
Responds to behaviors and the organization of multiple strategies that divergent viewpoints. physical, intellectual,
that impact student the learning include examining and emotional
safety as they arise. environments. biases in the learning environment focused on
environment and high quality and
curriculum. Engages in reflection on rigorous learning.
Establishing and their own language and
maintaining Explores strategies to Models and provides behavior that
learning establish intellectual instruction on skills that contributes to
environments that and emotional safety in develop resiliency and intellectual and
are physically, the classroom. 9/22/22 support intellectual and emotional safety in the
intellectually, and emotional classroom.
emotionally safe Students are aware of safety.5/2023 10/2023 Students demonstrate
required safety resiliency in
procedures and the Students follow teacher Students develop and perseverance for
school and classroom guidance regarding Students take risks, practice resiliency skills academic achievement.
rational for maintaining potential safety issues offer opinions, and and strategies to strive Students maintain
safety. 9/22/22 for self or others. share alternative for academic intellectual and
perspectives 5/2023 achievement, and emotional safety for
10/2023 establish intellectual themselves and others
and emotional safety in in the classroom.
the classroom.
I place students in a
Students have reviewed I recognize and address seating arrangement I display our classroom
and engaged in safety issues. I review that is conducive to rules which include
discussions of safety materials and videos collaboration, but also both safety and
procedures and prior to presenting. I take note of students behavior expectations. I
expectations for the use desk placement to who need or can give am intentional with my
classroom, place students near assistance and place class seating to allow
maneuvering through others who will provide them accordingly. I students partners that
Evidence the hallways, walking to safe interaction and the encourage students can be helpful and will
and using the best possibility for sharing their thoughts not hinder their
restrooms, etc. success. (9/22/22) and regularly remind learning. I use a reward
(9/22/22) students that to respect system to encourage
the speaker. We engage positive responses and
in conversations about encourages discourse
our differences and the during whole group
importance of lessons. (4/2024)
respecting those
differences 5/2023 Students practice and
10/2023. show understanding of
school and classroom
Students are rules. Students also
comfortable speaking participate in reading
up among their responses and verbal
classmates. Classmates scenarios in which they
don't hesitate to can identify appropriate
provide assistance to responses to real life
others, especially one situations. (4/2024)
particular student who
is high functioning
autistic. At times she
needs guidance to move
forward in an
assignment or logging
into a a devise, and
students are quick to
assist. 5/2023 10/2023
Emerging Exploring Applying Integrating Innovating

Element 2.4
Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor Facilitates a rigorous
learning environment on learning environment learning environment throughout the learning learning environment in
accuracy of answers and that includes accuracy, that includes accuracy, environment that values which students take
completion of learning understanding, and the analysis, problem solving, accuracy, analysis, and leadership in learning.
tasks. importance of meeting and appropriate levels of critical reading, writing Fosters extended studies,
Creating a rigorous
Is aware of the targeted learning goals. challenge. and thinking. research, analysis and
learning
importance of Works to maintain high Holds high expectations Integrates strategic purposeful use of
environment with
maintaining high expectations for students for students. Has an scaffolds and learning.
high expectations
expectations for students. while becoming aware of understanding of technologies throughout Supports students to
and appropriate
achievement patterns for achievement patterns, instruction that support utilize an extensive
support for all
individuals and groups of and uses scaffolds to the full range of learners repertoire of
students
students. 9/22/22 address achievement in meeting high differentiated strategies
gaps. 5/2023 (10/2023) expectations for to meet high
achievement. expectations.
Some students ask for Some individuals and Students engage in a
teacher support to groups of students work variety of differentiated Students actively use Students take
understand or complete with the teacher to supports and challenges supports and challenges responsibility to fully
learning tasks. 9/22/22 support accuracy and in ways that promote to complete critical utilize teacher and peer
comprehension in their their accuracy, analysis, reading, writing, higher support, to achieve
learning. and problem solving in order thinking, and consistently high levels of
learning5/2023. problem solving across factual and analytical
(10/2023) subject matter. learning.
I support students in
At this time, I am I make it clear to the long-term assignments by
primarily working with students that I have high providing the work in
students upon request for expectations but if they manageable chunks. For
help or as I observe the allow me to, I will do example, when working
need for additional everything I can to help on our first essay, we
guidance. (9/22/22) them reach those began with drawings of
expectations. I repeat key our topic details, then
elements of lessons as moved to a graphic
necessary to ensure organizer providing
comprehension and descriptions of each
Evidence detail, which then
accuracy. I guide along
the way to ensure resulted in a rough
accuracy. I also monitor draft.5/2023 10/2023
for individual learning
patterns through Students manageably
observation. (9/22/22) walked through the steps
of pre-writing, rough
draft, revising, editing,
and final draft over the
course of 3 weeks5/2023
10/2023

Establishes expectations, Develops expectations Uses multiple strategies Integrates equitable Facilitates a positive
rules, and consequences with some student including culturally expectations, positive environment using
for individual and group involvement. responsive instruction to supports, and systems that ensure
Developing,
behavior. Communicates, models develop and maintain consequences for students take an active
communicating, and
and explains expectations high standards for individual and group role in monitoring and
maintaining
for individual and group individual and group behavior within and maintaining high
high standards for
behavior. behavior. across learning activities. standards for individual
individual and group
and group behaviors.
behavior
Refers to standards for Reviews standards for Utilizes routine Guides and supports
behavior and applies behavior with students in references to standards students to self-assess,
consequences as needed. single lessons or for behavior prior and monitor, and set goals for
sequence of lessons in during individual and individual and group
anticipation of need for group work. 5/2023 behavior and
reinforcement. 9/22/22 participation. (10/2023)
Students are aware of Students know Students respond to Students demonstrate

classroom rules and expectations for behavior Students follow behavior individual and group positive behavior,
consequences. and consequences and expectations, accept behaviors and encourage consistent participation
respond to guidance in consequences and and support each other to and are valued for their
following them. 9/22/22 increase positive make improvements. unique identities.
behaviors.5/2023 (10/2023)
Students are aware of the I make clear my Rules and expectations are
expectations and expectations for behavior discussed and posted
consequences. They both for whole group, around the classroom. I use
initially respond to small group, and Class Dojo to encourage
guidance and positive individual work. I remind appropriate behavior in
reinforcement but often students at the start of which positive and
fall back into a their each lesson my negative behaviors are
talkative ways. (9/22/22) expectations. I use a voice noted and relayed to
level chart which can be parents. Students who earn
changed according to the a at least 10 points in a
type of instruction. I use week are allowed to pick a
positive incentives for prize from the treasure box.
encourage high standards I addition, positive whole
of behavior. (9/22/22) group behavior receives a
cotton ball in a jar. When
Evidence Student understand the students fill the jar, the
expectations and often class votes on a celebration
monitor one another in 5/2023. (4/2024)
order to receive whole
group incentives.
Students are quick to Students are aware of the
respond to redirection. rules and expectations.
5/2023 Students are quick to
encourage whole class
good behavior as they look
forward to the incentives.
Individual students are able
to check their Class Dojo
points and see how they are
doing and are encouraged
to keep working toward
their goals each
week.5/2023 (4/2024)

Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
routines or norms for procedures, and norms in routines and procedures monitoring and reflecting participating in
single lessons to support single lessons or that are culturally on routines, procedures, developing, monitoring,
student learning. sequence of lessons with responsive and engage and norms in ways that and adjusting routines
some student students in the are culturally responsive. and procedures focuses
involvement. development and Maintains a quality on maximizing learning.
monitoring of norms. learning climate that Classroom climate
Employing classroom
builds on student integrates school
routines, procedures,
Provides positive strengths. standards and culturally
norms, and supports
Seeks to promote positive behavior supports. relevant norms.
for positive behavior
Responds to disruptive behaviors and responds Responds appropriately Promotes positive
to ensure a climate in
behavior. to disruptive behavior. to behaviors in ways that behaviors and Promotes positive
which all students
lessen disruptions to the consistently prevents or behaviors and establishes
can learn
learning climate. refocuses behaviors preventions and a
Students participate in disruptive to the learning positive classroom
routines, procedures, and climate. (10/2023) climate that eliminate
norms and receive most disruptive behavior.
reinforcement for
positive behaviors.
Students are aware of Students receive 9/22/22 5/2023
procedures, routines, and correction for behavior Students are involved in Students share
classroom norms. that interferes with assessment and responsibility with
learning, and positive Students receive timely monitoring of routines, teacher for managing and
reinforcement in and effective feedback procedures, and norms in maintaining a positive
following routines, and consequences for ways that improve the classroom climate that
procedures, and norms. behaviors that interfere learning climate. promotes learning.
9/22/22 with learning.5/2023 (10/2023)
Students are reminded of I remind students at the I write the schedule on

the behavior expectations start of each lesson my the board each day.
before lessons and as expectations. I use a voice Student expectations are
needed throughout the level chart which can be discussed at the
lesson which often results changed according to the beginning of the year and
in an interruption of the type of instruction. I use reinforced regularly.
lesson. I also provide positive incentives for There are also reminders
positive incentives for encourage high standards around the
Evidence those modeling desired of behavior. (9/22/22) classroom.10/2023
behavior. (9/22/22)
Students encourage each Students are expected to
other to follow directions. treat all teachers with the
Positive incentives are same respect. Substitute
used for those that go teachers are given a sub-
over and above as well as binder with classroom
whole group rewards routines, student
5/2023 expectations, and
incentives. 10/2023

Paces instruction based Paces instruction with Paces instruction with Paces instruction to Paces, adjusts, and fluidly
on curriculum guidelines. some consideration of students to provide include ongoing facilitates instruction and
Develops awareness of lesson type, adjustments adequate time for assessment of student daily activities.
how transitions and for sufficient student instruction, checking for learning. Supports
classroom management work time and transitions understanding, students in the
Using instructional impact pacing and to optimize learning. completion of learning monitoring of
time to optimize lessons. 9/22/22 activities and closure. instructional time.
learning 5/2023 10/2023. (4/2024)
Some students complete Students monitor their
learning activities in time Students complete Students participate in Students use their own time, are engaged in
allotted. 9/22/22 learning activities and, as and complete a variety of instructional time to accomplishing learning
needed, may receive learning activities in the engage in and complete goals, and participate in
some adjustments of time time allotted with options learning activities and are reflection, self-
allotted for tasks or for extension and review. prepared for the next assessment, and goal
expectations for 5/2023 sequence of setting.
completion. instruction.10/2023
(4/2024)
I estimate the time needed
Many students often I use curriculum pacing as to complete an individual
require more time. I a guide while also I estimate the time lesson ensuring that
provide “catch-up” time recognizing that certain needed allowing some students can finish within
for students who need lessons are more time time for those who need the allotted time. Extra
additional time. consuming to or require more assistance. I plan practice and brain
(9/22/22) more time to present. I for explicit instruction, challenges are provided for
also recognize that new time to work together, early
concepts may require and some independent finishers10/2023.(4/2024)
more time than repeat or work time. I pull students
into small groups if Students follow routines
review lessons. All
needed who may need a and monitor their talking
Evidence lessons are planned with
little extra help (5/2023) using our voice level chart.
transition time scheduled
Students follow a Must
in with additional time in
Students engage in whole Do/May Do list on the
extra resources are need
group lessons and may board to ensure they have
such colored pencils,
work at their own pace completed necessary work
scissor for cutting, etc.
for independent work and then move on to extra
(9/22/22) items.10/2023 (4/2024)
time. Those who finish
early may start
homework or with
approval can assist other
students if needed.
(5/2023)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating

Has a foundational Examines concepts in Understands and explains Uses broad knowledge of Uses extensive
knowledge of subject subject matter and the relationship between inter-relationships of knowledge of subject
matter, related academic academic language to essential subject matter concepts, academic matter concepts, current
language, and academic identify connections concepts, academic content standards, and issues, academic
3.1 Demonstrating
content standards. between academic language, and academic academic language in language, and research to
knowledge of subject
9/22/22 content standards and content standards. ways that ensure clear make relevant
matter academic
instruction. (4/23) connections and connections to standards
content standards
relevance to students. during instruction and
(10/23) extend student learning.
(4/2024)
I understand that I review curriculum and

students need to associated standards I review and understand I utilize our curriculum
understand the academic being covered by the the content and standards guide and
language and underlying lesson. I establish breakdown the content provide mini lessons for
skills prior to mastering a objectives based on the into steps that will allow key concepts allowing me
skill and can identify the standards. (4/2023) students to understand to dive deeper into the
steps required to content in smaller content and create higher
complete the objectives. chunks, mastering each level of understanding. By
(9/22/22) part. For example, I doing so, students can
provided graphic transfer their knowledge
organizers for students to to other subjects and
practice the components apply the concepts across
of a paragraph, then multiple subject matter.
guided them through (4/2024)
putting the paragraphs
together to form an essay.
(10/23)
Has basic knowledge of Expands knowledge of Adapts instruction in Integrates knowledge of Utilizes comprehensive
student stages of student development and response to knowledge of range of students knowledge of students to
development while implements learning student development and development into guide all students to
becoming aware of activities in single lessons proficiencies to meet instructional decisions to develop proficiencies,
differences in students’ or sequence of lessons students’ diverse learning ensure student understand subject
understanding of subject that addresses students’ needs. Ensures understanding of the matter including related
matter. proficiencies and support understanding of subject subject matter including academic language.
understanding of subject matter including related related academic
Teaches subject-specific matter including related academic language. language. Engages student at all
3.2 Applying vocabulary following academic language. levels of vocabulary,
knowledge of curriculum guidelines. Provides explicit teaching Provides explicit teaching academic language, and
student development Provides explicit teaching of essential vocabulary, of specific academic proficiencies in self-
and proficiencies to of essential content idioms, key words with language, text structures, directed goal setting,
ensure student vocabulary and multiple meanings, and grammatical, and stylistic monitoring, and
understanding of associated academic academic language in language features to improvement. Guides all
subject matter language in single lessons ways that engage ensure equitable access students in using analysis
or sequence of lessons. students in accessing to subject matter strategies that provides
Explains academic subject matter text or understanding for the equitable access and deep
language, formats, and learning activities. range of student language understanding of subject
vocabulary to support (4/2023) levels and abilities. matter.
student access to subject (10/23)
matter when confusions
are identified. 9/22/22
I review content While I follow curriculum

vocabulary and academic I use curriculum for content, I also
language for individual individual lessons. I start supplement with grade
lessons. I provide lessons by reviewing level reading passages
examples that that vocabulary words and and exercises to help
students can relate to academic language to reinforce content.
ensure comprehension. ensure understanding. I (10/23)
Evidence
(9/22/22) supplement with outside
resources to reinforce
content. (4/2023)
Follows organization of Examines organization of Uses knowledge of Integrates knowledge of Uses extensive
curriculum as provided curriculum and considers curriculum and student curriculum and resources knowledge of curriculum
by site and district to adjustments in single readiness to organize and to organize and adjust and related resources to
support student lessons or sequence of adjust the curriculum to instruction within and flexibly and effectively
3.3 Organizing understanding of the lessons to support ensure student across subject matter to organize and adjust
curriculum to subject matter. understanding of subject understanding.4/2023) extend student instruction.
facilitate student matter. 9/22/22 understanding. (10/23)
understanding of the Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand.
I follow curriculum
I primarily follow the pacing however I make I pace curricular content
organization of the adjustments to align so that the reading and I have extensive
curriculum, but will lesson topics with social studies aligns when knowledge of the third
occasionally fill in gaps to relevant situations, possible. We relate our grade curriculum. I align
provide enhanced holidays, or to match fiction and non-fiction my lessons across
understanding or adjust other subjects being reading passages to the subjects so that relatable
the order of instruction to discussed in class. I also facts discussed in social lessons are taught
ensure proper reteach as necessary or studies. (10/23) together allowing
scaffolding. (9/22/22) pull small reading groups students to see multiple
to provide better perspectives of the same
Evidence understanding when topic.
needed. (4/2023) I utilize additional
resources such as videos
and pictures to help
facilitate comprehension
and we engage in whole
class discourse about the
perspectives. (4/2024)
Uses instructional Gathers and uses Selects and adapts a Integrates instructional Uses an extensive
strategies that are additional instructional variety of instructional strategies appropriate to repertoire of
provided in the strategies in single strategies to ensure subject matter to meet instructional strategies to
curriculum. lessons or sequence of student understanding of students’ diverse develop enthusiasm,
3.4 Utilizing
lessons to increase academic language learning, to ensure meta-cognitive abilities,
instructional
student understanding of appropriate to subject student understanding of and support and
strategies that are
academic language matter and that academic language, and challenge the full range of
appropriate to the
appropriate to subject addresses students’ guide student in student towards a deep
subject matter
matter. 9/22/22 diverse learning needs. understanding knowledge of subject
(4/2023) connections within and matter.
across subject matter.
(10/23)
I use instructional I utilize instructional

strategies provided by I use curriculum as well strategies that allow I use traditional
curriculum but will also as outside resources. I students to engage in strategies as well as
supplement with engage student with subject matter such as implementing new
additional resources such online resources and working in groups and strategies. I collaborate
as visual aids, graphic interactive activities that partners, including with colleagues to get
organizers, coloring help to make the subject hands-on strategies. ideas on ways to engage
opportunities, videos, etc. relevant. (4/2023) (10/23) students in a variety of
(9/22/22) ways such as online
activities, escape rooms,
whole group and partner
activities. (4/2024)
Evidence
Uses available Explores additional Selects, adapts, and Integrates a wide range of Engages students in
instructional materials, instructional materials, utilizes appropriate adapted resources, identifying and adapting
resources, and resources, and instructional materials, technologies, and resources, technologies,
technologies for specific technologies to make resources, and instructional materials to and standards-aligned
3.5 Using and lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
adapting resources, matter accessible to to students. and skill development in needs and make subject extend student
technologies, and students. subject matter. Resources matter accessible to understanding and
standards-aligned Explores how to make reflect the diversity of the students. critical thinking about
instructional Identifies technological technological resources classroom and support subject matter.
materials including resource needs. 9/22/22 available to all students. differentiated learning of Assists student with
adopted materials, to subject matter. equitable access to Ensures that student are
make subject matter materials, resources, and able to obtain equitable
accessible to all Guides students to use technologies. Seeks access to a wide range of
students available print, electronic, outside resources and technologies through
and online subject matter support. ongoing links to outside
resources based on resources and support.
individual
needs.(40/2023) (10/23)
I use available text and I explicitly teach the I explicitly teach the
coordinating workbooks. curricular content and curricular content and
I incorporate video and then provide students then provide students
handouts to supplement. with a variety of engaging with a variety of engaging
9/22/22 activities including activities including
printed activities, online printed activities, online
practice, and group practice, and group
activities to reinforce the activities to reinforce the
content. I provide content. . I provide
options via Google options via Google
Evidence
Classroom to include Classroom to include
ReadWorks articles, articles, online grammar
online grammar activities, and read-
activities, and read- alouds or online books. I
alouds or online books provide equitable access
(4/2023). (10/23) through the use of school
iPads ad utilize resources
for students with
additional learning needs
such as speech-to-text or
online audio books.
(4/2024)
Is aware of students’ Seeks additional information Identifies language Integrates knowledge of Engages English learners in
primary language and describing elements of proficiencies and English English language assessment of their progress
English language culture and language learner strengths in the development, English in English language
proficiencies based on proficiencies in listening, study of language and learners’ strengths and development and in meeting
available assessment data. speaking, reading, and content. Differentiates assessed needs into English content standards. Supports
writing. Uses multiple instruction using one or language and content students to establish and
measures for assessing more components of English instruction. monitor language and
3.6 Addressing the English learners’ language development to content goals.
needs of English performance to identify gaps support English learners.
learners and student in English language
with special needs to Provides adapted materials development. Creates and implements Develops and adapts Is resourceful and flexible in
provide equitable to help English learners scaffolds to support instruction to provide a wide the design, adjustment, and
access to the content access content. 9/22/22 Attempts to scaffold content standards-based instruction range of scaffolded support elimination of scaffolds
using visuals, models, and using literacy strategies, for language and content for based on English learners’
graphic organizers.4/2023 SDAIE, and content level the range of English proficiencies, knowledge,
English language learners. (10/23) and skills in the content.
development in order for
students to improve
language proficiencies and
understand content.
I am aware of students I utilize visual aids and I provide graphic

who are ELL’s and provide additional organizers to help guide
incorporate a variety of instruction to ensure students through
materials, such as visuals understanding of a task. I curriculum content. I
or graphic organizers as assess using multiple keep vocabulary /word
needed. Students sit with strategies to allow wall available for current
classmates that can students to show their passages visible for
provide support. understanding and students to refer. (10/23)
(9/22/22) mastery of skill. (4/2023)
Evidence
Has an awareness of the full Seeks additional information Utilizes information on the Integrates accommodations, Guides and support the full
range of students identified on the full range of students full range of students adaptations, and extensions range of student with special
with special needs through identified with special needs identified with special needs to instruction for the full needs to actively engage in
data provided by the school. to address challenges or to assess strengths and range of students with the assessment and monitor
supports in single lessons or competencies to provide special needs to ensure their own strengths,
sequence of lessons. appropriate challenge and adequate support and learning needs, and
accommodations in challenge. achievement in accessing
instruction. content.
Attends required meeting Cooperates with resource Communicates and
3.6 Addressing the with resource personnel and personnel, para-educators, Communicates regularly collaborates with colleagues, Communicates and
needs of English families. and families during with resource personnel, support staff, and families to collaborates with resource
meetings and activities in para-educators, and families ensure consistent personnel, para-educators,
learners and student
support of learning plans to ensure that student instruction. Supports families, leadership, and
with special needs to and goals. services are provided and families in positive students in creating a
provide equitable progress is made in engagement with school. coordinated program to
access to the content accessing appropriate optimize success of the full
content. Initiates and monitors range of students with
Learns about referral referral processes and special needs.
processes for students with Seeks additional information Refers students as needed in follow-up meeting to ensure
special needs. on struggling learners and a timely and appropriate that students receive Takes leadership at the
advanced learners to manner supported with support and/or extended site/district and collaborates
determine appropriateness documented data over time, learning that is integrated with resource personnel to
for referral. 9/22/22 including interventions tried into the core ensure the smooth and
previous to referral. curriculum.4/2023)(10/23) effective implementations of
referral processes.(4/2024)
I review CUM files and am I integrate IEP I have researched and

aware of students accommodations in all introduced online
requiring areas where possible. I resources that can be
accommodations. I provide additional time used with my students
review individual lesson when needed, speech to with learning differences
with resource teacher to text, and online practices. to help them meet their
identify how I can better I adivse student’s parents learning goals. I
assist students who when I make changes or collaborate with the
require assistance with implement new strategies resource teacher to
Evidence language and reading. I that can be utilized at ensure smooth transition
align learning goals with home. I review new between activities as well
those identified by the strategies with resource as ensuring a smooth
resource teacher. teacher and parents to transition to the next
(9/22/22) ensure practicality and grade level. I have
effectiveness of provided resources to the
strategies.(4/2023) administration that can
(10/23) be share with all teaching
staff and potentially be
utilized in all classrooms
as needed. (4/2024)
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Plans daily lessons using Plans single lessons or Plans differentiated Plans differentiated Plans differentiated
available curriculum and sequence of lessons using instruction based on instruction, which is instruction that provides
information from district additional assessment knowledge of students’ based on broad systematic opportunities
and state required information on student academic readiness, knowledge of students. for supporting and
assessments. academic readiness, academic language, Matches resources and extending student
language, cultural diverse cultural specific strategies to learning based on
background, and backgrounds, and students’ diverse learning comprehensive
4.1 Using knowledge of
individual development. individual cognitive, needs and cultural information on students.
students’ academic
social, emotional, and backgrounds.
readiness, language
physical development to
proficiency, cultural
meet their individual
background, and
needs.
individual development
Is aware of impact of bias Becomes aware of Planning addresses bias, Engages students in the
to plan instruction.
on learning. potential areas of bias Examines potential stereotyping, and analysis of bias,
and seeks to learn about sources of bias and assumptions about stereotyping, and
culturally responsive stereotyping when cultures an members of assumptions.
pedagogy. 9/22/22 planning lessons. Uses cultures.(4/2023)
culturally responsive (10/23)
pedagogy in planning.
Lessons are planned to

encourage discussion and I provide alternate I use alternate resources
celebration of a diverse assignments for IEP that allow my students
community. Explanations students to help them with IPE to accomplish
are provided to explain meet their goal. As well, I the same goals in a way
the different cultures and provide enrichment that is unique to them
traditions discussed in assignments for those and better meets their
individual lessons. who are beyond grade learning needs than a
Connections are made level. In addition, we traditional assignment.
between ideas among review a unit on cultures We regularly discuss and
Evidence
multiple cultures to and traditions at the celebrate the differences
further help students beginning of the year and in our classroom to
identify with and accept encourage student to include cultures,
the diverse cultures. share about their family especially as they relate
(9/22/22) traditions . We also to our reading selections
read/view videos that and social studies units. I
represent a variety of administer progress
cultures from our monitoring quarterly to
classroom.(4/2023) monitor development of
(10/23) students grade level skills
and evaluate if additional
instruction is needed.
(4/2024)
Communicates learning Establishes and shares Establishes and Establishes and Establishes and
objectives for a single learning goals for skill communicates to articulates learning goals articulates
lesson to students based development with students clear learning to students that integrate comprehensive short-
4.2 Establishing and on content standards and students in single lessons goals for content that are content standards with term and long-term
articulating goals for available curriculum. and sequence of accessible, challenging, students’ strengths, learning goals for
student learning lessons.(4/2023) and differentiated to interests, and learning students. Assists students
9/22/22 address students’ diverse needs. (10/23) (4/2024) to articulate and monitor
learning needs. learning goals.
I provide written I review learning goal

objectives and orally prior to introducing a
explain our short term new lesson. I breakdown
(daily) lesson as well as the longer lessons into
lesson sequence manageable small
goals.4/2023) (9/22/22) lessons. (10/23)
(4/2024)
Evidence
Uses available curriculum Begins to plan curriculum Establishes short- and Refines sequence of long- Utilizes extensive
for daily, short- and long- units that include a series long-term curriculum term plans to reflect knowledge of curriculum,
term plans. 9/22/22 of connected lessons and plans for subject matter integrations of content standards, and
4.3 Developing and
are linked to long-term concepts and essential curriculum guidelines, assess learning needs to
sequencing long-term and
planning to support related academic frameworks, and design cohesive and
short-term instructional
student learning. language and formats assessed instructional comprehensive long- and
plans to support student
that support student needs to ensure student short-term instructional
learning
learning.(4/2023) learning. (10/23) plans that ensure high
(4/2024) levels of learning.
I primarily use the
available curriculum for I plan a month at a time I create a year-long
daily, short and long term using estimated pacing curriculum plan and
goals. (9/22/22) guide. I adjust each week pacing guide at the
as needed and monitor beginning of the year.
need to reteach or Each month I adjust the
review(4/2023). plans and break the long -
term goals into
manageable smaller goals
that can be met within
individual assignments.
(10/23) (4/2024)
Evidence
Plans instruction that Selects strategies for Incorporates Plans instruction using a Plans instruction
incorporates strategies single lessons or differentiated wide range of strategies incorporating a
suggested by curriculum sequence of lessons that instructional strategies to address learning styles repertoire of strategies
guidelines. respond to students’ into ongoing planning and meet students’ specifically meet
diverse learning needs. that addresses culturally assessed language and students’ diverse
responsive pedagogy, learning needs. Provides language and learning
4.4 Planning instruction students’ diverse appropriate support and needs and styles to
that incorporates language, and learning challenges for students. advance learning for all.
appropriate strategies to Is aware of student Seeks to learn about needs and styles.
meet the learning needs content, learning, and students’ diverse learning Integrates results from a Facilitates opportunities
of all students language needs through and language needs Uses assessments of broad range of for students to reflect on
data provided by the site beyond basic data. students’ learning and assessments into their learning and the
and district. 9/22/22 language needs to inform planning to meet impact of instructional
planning differentiated students’ diverse learning strategies to meet their
instruction. (4/2023) and language needs. learning and language
(10/23) (4/2024) needs.
I select strategies for each I utilize visual aids, I use a wide range of
lesson or sequence videos, and adaptive strategies to ensure that
recognizing that students technology to meet all learning styles are
need a variety of student learning needs, I addressed and supported.
strategies. I asses make adjustments as I formatively assess at the
background knowledge necessary including word beginning of each lesson
and scaffold instruction, banks, to accommodate and re-assess at the end
incorporation resources IEP’s. (4/2023) to ensure students are
such as graphic grasping and
organizers, visual aids, comprehending concepts.
and group discussion to I adjust or add additional
Evidence appeal to a variety strategies as needed.
learning types. (10/23) (4/2024)
(9/22/22)
Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for
uses materials from materials in single adaptations to adjustments to a wide range of
curriculum provided. lessons or sequences of differentiate instructional instructional plans and adaptations to lessons
9/22/22 lessons to address plans. Uses culturally uses a variety of based on in depth
4.5 Adapting instructional students’ learning responsive pedagogy and materials as the analysis of individual
plans and curricular needs(4/2023). additional materials to instructional needs arises student needs.
materials to meet the support students’ diverse to support student
assessed learning needs learning needs. learning. (10/23) Engages with students to
of all students. identify types of
adjustments in
instruction that best meet
their learning goals.
I primarily use the I formatively assess

materials provided by the I plan a sequence of students understanding
curriculum to meet the lessons to include mini of a concept prior to
learning needs of lessons that will allow for teaching as well as
students and will a deeper understanding throughout the lesson. I
occasionally incorporate of specific strategies. I make adjustments and
additional resources. work with students in incorporate new
(9/22/22) small groups as needed strategies as needed. I
(4/2023). include visual aids and
hands-on activities to
Evidence ensure I meet all learning
styles. (10/23) (4/2024)
CSTP 5: Assessing Students for Learning

Is aware of the purposes Explores the use of Decides on the purpose Develops and adapts the Demonstrates purposeful
and characteristics of different types of pre- for assessment and skills range of appropriate use of a wide range of
formative and summative assessment, formative to be assessed to select assessments to address assessments to support
assessments.(4/2023) and summative appropriately matches questions about students’ differentiated student
9/22/22 assessments. pre-, formative and learning needs and learning needs and reflect
5.1 Applying
summative assessments. progress. progress.
knowledge of the
Begins to identify specific
purposes,
characteristics of Selects assessments based Integrates a variety of Draws flexibility from a
characteristics, and
assessments that yield on clear understanding of characteristics into repertoire of appropriate
uses of different
different types of the purposes and assessments to allow assessment options and
types of assessments
information about characteristics of students with a ranges of characteristics to
student preparedness, assessments to support learning needs to maximize student
progress, and proficiency. student learning. demonstrate what they demonstration of
know. (11/2023) knowledge.
(4/2024)
I am aware if the types of I use curriculum provided

assessment and dabbling assessment including text
in the use of different quizzes, and grammar
types of assessments. I quizzes. I also utilize a
primarily use formative variety of assessment
assessments during including written
individual work as I response, fill in the blank,
observe comprehension text evidence, project
or through the use of exit based, and drawing such
tickets. I also use as in a described setting
Evidence curriculum provided in a novel. (11/2023)
assessments including (4/2024)
unit assessments,
progress monitoring, and
comprehension
assessments. (4/2023)
(9/22/22)
Use data from required Explores collecting Collects a variety of formal Designs and integrates an Infuses assessments
assessments to assess additional data using and informal assessment assessment plan that strategically and
student learning. supplemental data on student learning. provides formal and systematically
assessments. informal assessment data throughout instruction to
5.2 Collecting and Follows required Uses analysis of a variety on student learning. collect ongoing
analyzing processes for data Make adjustments in of data to inform planning assessment data
assessment data analysis and draws planning for single and differentiation of Uses data analysis of a appropriate for the range
from a variety of conclusions about lessons or sequence of instruction.4/2023 broad range of of learner needs.
sources to inform student learning. lessons based on analysis (11/2023) assessments to provide
instruction. 9/22/22 of assessment data. comprehensive Uses results of ongoing
information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. (4/2024) success.
Students are pre-assessed

I use data from required using online Quizlet to I use curriculum provided
assessments to assess check their understanding assessment including text
student learning. of prior day's lesson. quizzes, and grammar
Further instruction is quizzes. I also utilize a
I follow required provided as variety of assessment
processes for data needed. 4/2023(11/2023) including written
analyses. I will make response, fill in the blank,
some adjustments t text evidence, project
lessons based on based, and drawing such
analyses. (9/22/22) as in a described setting
Evidence in a novel. (4/2024)
Reviews and monitors Reviews and monitors Reviews and monitors a Reviews and monitors a Facilitates collaborative
available assessment data additional assessment variety of data on student broad range of data work and fosters
5.3 Reviewing data,
as required by site and data individually and learning individually and individually and with colleagues ability to
both individually and
district processes. with colleagues and with colleagues to identify colleagues to analyze identify and address
with colleagues, to
identifies learning needs trends and patterns student thinking and causes for achievement
monitor student
of individual students. among groups of students. identify underlying patterns and trends.
learning
9/22/22 causes for trends.4/2023 (2024)
(11/2023)
Students read books and
take quizzes online
I review and monitor through Accelerated I review assessment data
assessment data, review Reader. I check scores and collaborate with
with my partner teacher, weekly to review colleagues to check for
resource teacher, and students' comprehension grade wide
principal to identify and look for patterns comprehension as well as
learning needs of showing a need to mastery needed to
individuals. (9/22/22) increase or adjust advance to the next
quarterly goal. 4/2023 grade. I also collaborate
(11/2023) with the resource teacher
to monitor progress of
students needing
additional reading
resources to adjust
Evidence learning goals as needed.
(4/2024)
Uses data from Uses data from available Uses a variety of Uses a broad range of Reflects on data
assessments provided by assessments to establish assessment data to set data to set learning goals continuously to make
site and district to set content-based learning student learning goals for for content and academic ongoing refinements to
learning goals for the goals for class and content and academic language that are learning goals for content
class. individual students in language. integrated across content and academic language
single lessons or standards for individuals for the fill range of
5.4 Using assessment sequences of lessons. and groups. students.
data to establish Plans instruction using Plans differentiated
learning goals and to available curriculum Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
plan, differentiate, guidelines. instruction to address to instruction to meet instruction targeted to to refine planning,
and modify learning needs of students’ diverse learning meet individual and differentiate instruction,
instruction individual students. needs. group learning needs. and make ongoing
9/22/22 adjustments to match the
Modifies lessons during evolving learning needs
instruction based on of individuals and
informal groups.(4/2024)
assessments.(4/2023)
(11/2023)
Students are grouped
based on reading level as
I set learning goals that well as understanding of I regularly assess data
are practical and a particular lesson. and refine learning goals.
appropriate based on the Students work with me in I adjust instruction to
current data available. I groups reviewing leveled include additional
adjust goals as needed readers online from the reviews of topics not
based on student learning ELA curriculum as well as mastered or add
progress. (9/22/22) working on differentiated enrichment for students
comprehension needing additional
assignments posted to challenges. I also adapt
Evidence Google Classroom. assignments to
4/2023 (11/2023) differentiate for students
who need alternate paths
to reach their goals such
as word banks, speech to
text options, etc.(4/2024)
Informs students about Begins to encourage Models and scaffolds Implements structures Provides systematic
learning objectives, students to establish student self-assessment for students to self-assess opportunities for student
outcomes, and learning goals through and goal setting processes and set learning goals self-assessment, goal
summative assessment single lessons or for learning content and related to content, setting, and progress
results. Recognizes the sequence of lessons that academic language academic language, and monitoring.
5.5 Involving all
need for individual include goal setting development. individual skills.
students in self-
learning goals. exercises. Develops students’ meta-
assessment, goal-
Guides students to Integrates student self- cognitive skills for
setting, and progress
Monitors progress using Provides students with monitor and reflect on assessment, goal setting, analyzing progress and
monitoring
available tools for opportunities in single progress on a regular and progress monitoring refining goals towards
recording. 9/22/22 lessons or sequence of basis. 4/2023 (11/2023) across the curriculum. high levels of academic
lessons to monitor their (4/2024) achievement.
own progress toward
class or individual goals.
Students are provided
custom rubrics created
I write learning through Rubistar for each Students set goals for
objectives on the board. writing assignment. each week and monitor
We discuss general group Students understand the their progress at the end
results and individual expectations for the of the week. They also
results with students. I assignment in advance monitor their AR reading
recognize goals are and then complete peer goals on a chart. In
important to set. I use conference allowing peers addition, students work
progress monitoring tools to also review their work in partners to practice
as provided by and provide corrections as their reading fluency and
curriculum. (9/22/22) needed 4/2023 monitor one another for
Evidence (11/2023) improvement. (4/2024)
Uses available Explores use of additional Uses technology to design Integrates a variety of Use a wide range of
technologies to record technologies to and implement technologies into the technologies to design,
assessments, determine implement individual assessments, record and development, implement, and analyze
proficiency levels, and assessments, record analyze results, and implementation, analysis assessments and
5.6 Using available
make required results, and communicate communicate about of assessments, and provides for an in depth
technologies to assist
communications about with administration, student learning with communication of and ongoing
in assessment,
student learning. colleagues, and families administration, student learning to all communication regarding
analysis, and
9/22/22 about student learning. colleagues, families, and audiences. (4/2024) student learning to all
communication of
students. Ensure that audiences.
student learning
communications are
received by those who
lack access to technology.
4/2023 (11/2023)
I enter grades weekly into I use online testing for
I use computerized FACTS which parents can reading proficiency and
testing to determine access to monitor math. I also use a variety
proficiency levels in students' progress as well of informal online
reading, language and as sending home progress assessment to monitor
math. Results are shared reports every 8 weeks. I student progress. I use
with parents and also utilize Class Dojo and printed reports to share
administration. email to communicate progress over time with
(9/22/22) with parents if students parents, resource
are missing work, need teachers, and next year’s
additional support, or to teacher. (4/2024)
provide updates on
behavior. Class
Evidence
newsletters are given to
students each week as
well as emailed to parents
to keep them updated on
upcoming tests, spelling
words for the week, Bible
Memory Verses, and
homework assignments.
4/2023 (11/2023)
Provides students with Provides students with Provides students with Integrates the ongoing Facilitates students’
feedback through additional feedback clear and timely sharing of leadership in seeking and
assessed work and based on formative information about comprehensible feedback using ongoing
required summative assessments from single strengths, needs, and to students from formal comprehensible
assessments. lessons or sequence of strategies for improving and informal assessments communications about
lessons. Seeks to provide academic achievement. in ways that support individual student
5.7 Using assessment
Notifies families of feedback in ways that increased learning. progress and ways to
information to share
student proficiencies, students understand. Provides opportunities for provide and monitor
timely and
challenges, and behavior comprehensible and Communicates regularly support.
comprehensible
issues through school Communicates with timely two-way with families to share a
feedback with
mandated procedures. families about student communications with range of assessment
students and their
progress, strengths, and families to share student information that is
families
needs at reporting assessments, progress, comprehensible and
periods. Contacts families raise issues and/or responsive to individual
as needs arise regarding concerns, and guide family student and family needs.
struggling students or support.(11/2023)
behavior issues.4/2023
9/22/22
I enter grades weekly into
FACTS which parents can I send home weekly
I provide students with access to monitor quizzes every Friday.
immediate feedback students' progress as well Students complete a form
advising if work needs to as sending home progress filling out their weekly
be redone. I send home reports every 8 weeks. I progress and set goals for
classwork and also re-test reading levels the following week.
assessment so parents throughout the year and Weekly report and tests
can see what students are provide updated go home to parents who
doing in class. Progress information so that sign the form stating that
reports are sent home. parents can guide they have in fact seen the
Evidence Emails are sent to parents students to the proper papers. Assessment with
when students have 3 books. Parents are a grade below a C-,
missing assignments, emailed when students students have an
when grades drop, or if a pass a math level or when opportunity to review
student is struggling in a they make three attempts content and make
particular area. 4/2023 without passing to corrections. (4/2024)
(9/22/22) encouraging parents to
continue working the
student at
home.(11/2023)
CSTP 6: Developing as a Professional Educator
Is aware of the need to Begins to engage in Engages in reflection Reflects individually Maintains ongoing
reflect on teaching reflection on teaching individually and with and with colleagues on reflective practice and
practice to support practice individually colleagues on the refinements in action research in
student learning. and with colleagues relationship between teaching practice and supporting student
Reflects individually or that is focused on making adjustments in connections among the learning and raising
with colleagues on methods to support teaching practice and elements of the CSTP the level of academic
immediate student the full range of impact on the full to positively impact achievement.
learning needs. learners. 9/22/22 range of the full range of
6.1 Reflecting on learners.4/2023 learners.(11/2023) Engages in and fosters
teaching practice in reflection among
support of student colleagues for school
wide impact on
learning
student learning.
I meet with my mentor
and principle weekly and
I self-reflect on individual review the playlists I collaborate with
lessons and at end of the I meet with my grade provided for technology colleagues to find new
day - were students level partner and we options. We review how I teaching practices and
engaged? Did they show discuss the progress of can additionally apply discuss strategies that
comprehension? What individual units and technology into the are working in their
could I have done reflect on our successes lessons and I collaborate classrooms. I compile
differently or better? I and what we would do with colleagues to information on new
also converse with grade different. Also we discuss discuss how they use resources and share
level colleagues and if units/lessons need to technology in their them with my colleagues.
other more experienced be reviewed. (4/2023) classrooms.(11/2023) (4/2024)
colleagues. (9/22/22)
Evidence
Develops goals Sets goals connected to Sets goals connected to Sets and modifies Sets and modifies a
connected to the CSTP the CSTP that take into the CSTP that are authentic goals broad range of
through required account self- authentic, challenging, connected to the CSTP professional goals
processes and local assessment of teaching and based on self- that are intellectually connected to the CSTP
protocols. practice. assessment. challenging and based to improve
on self-assessment and instructional practice
6.2 Establishing Attends required Expands knowledge Aligns personal goals feedback from a and impact student
professional goals professional and skills individually with school and variety of sources. learning within and
and engaging in development. and with colleagues district goals, and beyond the classroom.
continuous and through available focuses on improving Engages in and
purposeful professional student learning. contributes to Engages in ongoing
professional growth development. 9/22/22 professional inquiry into teacher
and development Selects and engages in development targeted practice for
professional on student professional
development based on achievement. Pursues development.
needs identified in a variety of additional
professional goals. opportunities to learn Contributes to
(4/2023)(11/2023) professionally. professional
organizations, and
development
opportunities to
extend own teaching
practice. (4/2024)
I attend administration
led professional Though my leadership
I complete all required development monthly. I project I created much
professional have also completed needed training and set
development. I consult online professional and accomplished a goal
with colleagues and development on teaching to research and train
Evidence mentor. I review career writing to third graders myself in new online
specific articles that as well as enhancing the resources provided by
provide new insight. use of technology in the our curriculum that all
(9/22/22) classroom. teachers can utilize in
4/2023)(11/2023) their classrooms.
(4/2024)
Attends staff, grade Consults with Collaborates with Collaborates with Facilitates
level, department, and colleagues to consider colleagues to improve colleagues to expand collaboration with
other required how best to support student learning and impact on teacher and colleagues.
meetings and teacher and student reflect on teaching student learning
collaborations. learning. practice at the within grade or Works to ensure the
classroom level. department and school broadest positive
Identifies student and Begins to identify how and district levels. impact possible on
6.3 Collaborating teacher resources at to access student and Interacts with instructional practice
the school and district teacher resources in members of the Engages with members and student
with colleagues and
level. the broader broader professional of the broader achievement at school
the broader professional community to access professional and district levels and
professional community. resources that support community to access for the profession.
community to teacher effectiveness resources and a wide
support teacher and student learning. range of supports for Initiates and develops
and student (4/2023) 9/22/22 teaching the full range professional learning
learning of learners.(11/2023) opportunities with the
(4/2024) broader professional
community focused on
student achievement.
I work with my partner I meet weekly with my

teacher and other mentor, principal, and
teachers withing the grade level teachers. We
school to reflect on discuss new ways to
teaching practices. We present material as well
discuss how to improve as new ways to integrate
engagement, address technology into the
accommodations for classroom. I also meet
students, and address with the resource teacher
Evidence classroom behaviors. I and reading specialist to
engage in school discuss how I can better
functions to build provide resources and
community and differentiate for student
relationships. 4/2023 with additional needs,
(9/22/22) including those with
IEP's.
(11/2023)(4/2024)
Is aware of the role of Acknowledges the Supports families to Provides opportunities Structures a wide
the family in student importance of the contribute to the and support for range of opportunities
learning and the need family’s role in student classroom and school. families to actively for families to
for interactions with learning. Seeks Adjusts participate in the contribute to the
families. 9/22/22 information about communication to classroom and school. classroom and school
cultural norms of families based on community. Supports a
families represented in awareness of cultural Communicates to school/district
6.4 Working with the school. Welcomes norms and wide range families in ways which environment in which
families to support family involvement at of experiences with show understanding of families take
student learning classroom/ school schools.(4/2023) and respect for cultural leadership to improve
events. 10/2023 norms. student learning.
Weekly newsletter are

sent home as a hard copy I hold Fall and Spring
as well as emailed to conferences and provide
I am aware of the
parents weekly. Updates families with updates on
importance of family are provided in the email. students’ progress. I
involvement and We have established at provide suggestions how
maintain the beginning of the year families can assist their
communication with that email as a source of students improve while
families on the on- communication with working with them at
goings within our non-English speaking home and make
classroom and school parents is best as they recommendations for
as well as notifying of can use Google Translate. tutoring as needed. I also
any struggles and Our class also utilizes email parents if I see
Band App run by our work or behavior that is
Evidence successes regarding
room mom who provide out of the ordinary to
their child. (9/22/22) the families with ensure if a student needs
upcoming events, additional support.
4/2023 (11/2023) (4/2024)
Develops awareness Seeks available Uses a variety of Uses a broad range of Collaborates with
about local neighborhood and neighborhood and neighborhood and community members
neighborhoods and community resources. community resources community resources to increase
communities to support the to support the instructional and
surrounding the school. Includes references or curriculum. instructional program, learning opportunities
connections to students, and families. for students.
Uses available communities in single Includes knowledge of
neighborhood and lessons or sequence of communities when Draws from Engages students in
community resources lessons. designing and understanding of leadership and service
in single lessons. implementing community to improve in the community.
6.5 Engaging local 9/22/22 instruction (4/2023) and enrich the Incorporates
communities in (11/2023) instructional program. community members
support of the into the school
instructional learning community.
program Online reading and math
assessments are review
I am familiar with the with parents. Based on As needed, I provide
local community and need, additional families with
participate in local resources are provided to recommendations for
school events and families such as tutoring or other support
Mathnasium, our own services. In the spring I
fundraisers in the
school resource teacher, provide a list of tutors as
neighborhood. and on campus tutoring. well as local educational
(9/22/22) (4/2023)(11/2023) support facilities and
encourage families to
utilize resources over the
summer to avoid regress.
Evidence (4/2024)
Develops an Maintains professional Anticipates Integrates the full Models

understanding of responsibilities in professional range of professional professionalism and
professional timely ways and seeks responsibilities and responsibilities into supports colleagues in
responsibilities. support as needed. manages time and advanced planning and meeting and exceeding
effort required to meet prepares for situations professional
Seeks to meet required Demonstrates expectations. that may be Responsibilities
commitments to commitment by challenging. effectively.
students. exploring ways to Pursues ways to
address individual support students’ Maintains continual Supports colleagues to
student needs. diverse learning needs effort to seek, develop, maintain the
6.6 Managing 9/22/22 and maintains belief in and refine new and motivation, resiliency,
professional students’ capacity for creative methods to and energy to ensure
responsibilities to achievement. (4/2023) ensure individual that all students
maintain (11/2023) student learning. achieve. (4/2024)
motivation and I am committed to
commitment to all helping each student
meet their goals. I still
students I demonstrate a I model professionalism at
often stay late to plan as
positive and well as take work home
all times. I volunteer to
professional attitude support various groups of
on weekends, but I am colleagues for annual
and complete required improving in my time events. I encourage
paperwork as needed. management and colleagues in all they do. I
I am still working to continue to leave time for offer assistance when I
balance my time but family and stress know they are overworked
am seeking ways to reducing practices. or working towards a
improve. (9/22/22) (4/2023) (11/2023) deadline, (4/2024)
Evidence
Follows all state education codes, legal requirements, district and site Maintains a high standard of personal integrity
policies, contractual agreements, and ethical responsibilities.* and commitment to student learning and the
profession in all circumstances.
* As follows:
 Take responsibility for student academic learning outcomes. Contributes to building professional community
 Is aware of own personal values and biases and recognizes ways in which and holding peers accountable to norms of
these values and biases affect the teaching and learning of students. respectful treatment and communication.
 Adheres to legal and ethical obligations in teaching the full ranges of
learners, including English learners and students with special needs. Contributes to fostering a school culture with a
 Reports suspected cases of child abuse and/or neglect as outlined in the high degree of resilience, professional integrity,
California Abuse and Neglect Reporting Act. and ethical conduct. 9/22/22 (11/2023)
 Maintains a non-hostile classroom environment and carries out laws and (4/2024)
district guidelines for reporting cases of sexual harassment.
 Understands and implements school and district policies and state and
federal law in responding to inappropriate or violent student behavior.
 Complies with legal and professional obligations to protect the privacy,
6.7 Demonstrating health, and safety of students, families, and other school professionals.
professional  Models appropriate behavior for students, colleagues, and the profession.
responsibility,  Acts in accordance with ethical considerations for students.
 Maintains professional conduct and integrity in the classroom and school
integrity, and
community.
ethical conduct
I maintain professionalism both in the classroom and

among colleagues. I have good rapport with both
administrators and staff. I contribute to the school
community by participating in extra-curricular events
and fundraisers. I follow all requirements and
expectations from administration. I keep up with
parent communication and inform parent when I see
concerns. I continue to expect that all my students can
learn and seek ways to better assist them. (9/22/22)
Our school not only requires us to sign an ethical
conduct agreement but we have school-wide
expectations for the student which I model in the
classroom, including respecting others, always doing
our best, and holding others accountable to do the
right thing. In addition, I am working with my mentor
teacher to set up professional development
opportunities so that I can continue to develop my
skills and knowledge. (11/23) (4/2024)

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Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.1 Emerging Exploring Applying Integrating Innovating

Students engage in I review students cum

Students engage in real I make a point of I actively incorporate

Element 1.4 Emerging Exploring Applying Integrating Innovating

Element 1.5 Emerging Exploring Applying Integrating Innovating

Element 1.6 Emerging Exploring Applying Integrating Innovating

Students primarily learn I implement lesson

Element 2.1 Emerging Exploring Applying Integrating Innovating

Students make efforts to As part of our I model an accepting

Students take turns

Element 2.2 Emerging Exploring Applying Integrating Innovating

I post vocabulary words, I rotate books in our

Element 2.3 Emerging Exploring Applying Integrating Innovating

Emerging Exploring Applying Integrating Innovating

Element 2.5 Emerging Exploring Applying Integrating Innovating

Students are aware of Students know Students respond to Students demonstrate

Element 2.6 Emerging Exploring Applying Integrating Innovating

Students are reminded of I remind students at the I write the schedule on

Element 2.7 Emerging Exploring Applying Integrating Innovating

Element Emerging Exploring Applying Integrating Innovating

I understand that I review curriculum and

I review content While I follow curriculum

I use instructional I utilize instructional

I am aware of students I utilize visual aids and I provide graphic

I review CUM files and am I integrate IEP I have researched and

Element Emerging Exploring Applying Integrating Innovating

Lessons are planned to

I provide written I review learning goal

I primarily use the I formatively assess

Element Emerging Exploring Applying Integrating Innovating

I am aware if the types of I use curriculum provided

Students are pre-assessed

I work with my partner I meet weekly with my

Weekly newsletter are

Develops an Maintains professional Anticipates Integrates the full Models

I maintain professionalism both in the classroom and

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