Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.1 Emerging Exploring
Learns about students Gathers additional data to
through data provided by learn about individual
the school and/or students.
assessments.
Using knowledge of
students to engage
them in learning Some students may Students engage in single
engage in learning using lessons or sequence of
instructional strategies lessons that include some
focused on the class as a adjustments based on
whole. assessments. 07/12/23
10/21/23
There are some lessons
that I have done that I feel
have not been engaging to
the class, specifically more
straightforward lessons
like spelling and grammar
where I feel like I could
add more student
involvement elements
(movement/song/rhyme)
to get them interested.
07/12/23
Evidence
Applying
Uses data from a variety of
formal and informal
sources to learn about
students and guide
selection of instructional
strategies to meet diverse
learning needs.
07/12/23
Student engage in learning
through the use of
adjustments in instruction
to meet their needs.
5/1/24
I use concrete data gathered
through assessments as well
as their tri-annual data from
the previous year that we
keep in an Internal
Assessment Document to
determine areas of strength
and areas of growth
academically.
I use SEL tools such as
“council” to learn more about
students socially and
personally as well as 1:1
conversations and
questionnaires.
I use a variety of co-teaching
models to provide diverse
instruction such as small
groups, station rotation, and
one teach/one support. I will
also use peer partnerships
and small groups for students
who need extra support.
Station Rotation Co-Teaching
Example
07/12/23
Students in my class are very
open to small group support
and will often seek it out from
me if I don’t directly call them
back for small groups. My
Integrating
Uses data from multiple
measures to make
adjustments to instruction
and meet individual
identified learning needs.
10/21/23
Students actively utilize a
variety of instructional
strategies and
technologies in learning
that ensure equitable
access to the curriculum.
As a school we collect data
in the beginning. middle,
and end of the year to
chart student growth. We
use an Internal
Assessment
Document to track all of
their data. We collect this
data from multiple
sources. We use Running
Records to collect reading
level data. We use the
Words Their Way
assessments to determine
spelling stage. We use the
iReady program which has
a diagnostic test that we
use to gather data on
students for both Math
and ELA. We also use an
On Demand to get writing
data on students. We use
this assessment document
to track students growth
and to analyze what areas
they are strong in and
where they might need
Innovating
Uses comprehensive
knowledge of students to
make ongoing
adjustments and
accommodations in
instruction. 5/1/24
Students take ownership
of their learning by
choosing from a wide
range of methods to
further their learning that
are responsive to their
learning needs.
I pull data from formal
assessments like iReady
data and running records,
as well as informal data
like teacher observation
and conferences, as well
as team meetings with
parents and discussions
with my students to
modify lessons and
provide accommodations
for classwork, homework,
and tests. 5/1/24
Standard 1 CSTP: Engaging and Supporting All Students in Learning
students this year have been additional
excellent advocates for what support. 10/21/23
they need to be successful in
the classroom. 5/1/24
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.2 Emerging
Develops awareness of
prior knowledge, culture,
backgrounds, life
experiences, and interests
represented among
students.
Connecting learning
to students’ prior
knowledge,
backgrounds, life
experiences, and Some students connect
interests learning activities to their
own lives.
Evidence
Exploring Applying Integrating Innovating
Uses gathered Uses school resources and Integrates broad Develops and
information about family contacts to expand knowledge of students systematically uses
students’ prior understanding of and their communities to extensive information
knowledge, cultural students’ prior inform instruction. regarding students’
backgrounds, life knowledge, cultural 5/1/24 cultural backgrounds,
experiences, and interest backgrounds, life prior knowledge, life
to support student experiences, and interests experiences, and
learning. to connect to student interests.
learning. 07/12/23
Students participate in Students make Students can articulate
single lessons or connections between Students are actively the relevance and impact
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.
and experiences. backgrounds, life knowledge, experiences,
experiences, and and interests within and
interests. 07/12/23 across learning activities.
5/1/24
My school highly values I use student
parent partnerships and interests to connect
I use this to build my lessons to things
connections with the
families. I integrate the
that will engage them
students interests into and help them to
lessons, rewards, and make authentic
incentive charts. I will connections.
often say “Remember
when we…” or “what My students this year
does this remind you have been very active
of?” and connect lessons
across subjects.
participants and very
Many of my students engaged with many of
enjoy sharing in class our lessons,
how they personally specifically and PBL
connect with a lesson by lessons we have. Most
sharing a story of an of my students are
experience they had or very dedicated to
how it connects/differs
from their culture and
furthering their
often students will make learning and
connections to previous connecting it with
lessons on their own and
Standard 1 CSTP: Engaging and Supporting All Students in Learning
share out the connection what they have done
they have made. in the past. 5/1/24
07/12/23
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging Exploring Applying
Uses real-life connections Explore using additional Integrates connections
during instruction as real-life connections to from subject matter to
identified to curriculum. subject matter in single meaningful, real-life
lessons or sequence of contexts, including those
lessons to support specific to students’
understanding. family and community.
Connecting subject
matter to
meaningful, real-life
contexts
Some students relate Students make use of Students utilize real-life
subject matter to real-life. real-life connections connections regularly to
provided in single lessons develop understandings
or sequence of lessons to of subject matter.
support understanding of 07/12/23
subject matter.
I see a lot of my students
making connections to
real-life in many of our
lessons. They
demonstrate this by
sharing out how it
connects to them
personally, how it
connects to their cultures,
how it connects to our
classroom culture. While I
see them making the
connections in class, I
Evidence don’t see them extending
it to their own thinking
outside of the classroom.
07/12/23
Integrating Innovating
Integrates connections to Engages student in
meaningful, real-life actively making
contexts in planning connections to relevant,
subject matter instruction meaningful, and real-life
and is responsive during contexts throughout
instruction to engage subject matter
students in relating to instruction. 5/1/24
subject matter.
Students routinely
Students actively engage integrate subject matter
in making and using into their own thinking
real-life connections to and make relevant
subject matter to extend applications of subject
their understanding. matter during learning
5/1/24 activities.
Particularly in our My third-grade team and I
business unit this work very hard to plan
units and field trips that
year, most of the are meaningful and have
students are making real-life context. The best
really authentic real - example I have is our
life connections. They Business Unit. Students
are also very curious are required to form
groups and create a
about all the real life business plan, assign jobs,
connections, so much make the product,
so that I set up a advertising, tracking
designated Q&A time expenses, and then they
sell their product to the
where students could
rest of the school and
ask me anything oversee counting what
about business and they have earned. We
college (that was were able to take our
what they were classes to In-N-Out for a
focused on) so that field trip for them to see
the behind the scenes of
we could address all an operating business.
their authentic Business Fair Example
questions while still 07/12/23
getting through our
lessons. 5/1/24
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.4 Emerging Exploring Applying Integrating Innovating
Uses instructional Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of
strategies, resources, and instructional strategies, strategies including integrates a broad range an extensive repertoire of
technologies as provided resources, and culturally responsive of strategies, resources, strategies, resources, and
by school and/or district. technologies in single pedagogy, resources, and and technologies into technologies to meet
lessons or sequence of technologies during instruction designed to students’ diverse learning
Using a variety of
lessons to meet students’ ongoing instruction to meet students’ diverse needs. 5/1/24
instructional
diverse learning needs. meet students’ diverse learning needs. 07/12/23
strategies, resources,
learning needs.
and technologies to
meet students’
Some students participate Students participate in Students participate in Students actively engage Students take
diverse learning
in instructional strategies, single lessons or instruction using in instruction and make responsibilities for using
needs
using resources and sequence of lessons strategies, resources, and use of a variety of targeted a wide range of strategies,
technologies provided. related to their interests technologies matched to strategies, resources, and resources, and
and experiences. their learning needs. technologies to meet their technologies that
07/12/23 individual students needs. successfully advance their
learning. 5/1/24
Some kiddos keep going For students who struggle I use co-teaching,
back to the same with reading/writing we small group
activities, not broadening have speech to text and
their “may do” tasks so I text to speech options
instruction,
have had to available to them on their modeling, teacher
encourage/require them Chromebook as well as conferencing, real life
to stretch their 1:1 or small group practice, Q&As, group
knowledge further by support with the teacher. and peer discussions,
choosing a task they For students who finish
wouldn’t normally choose early I provide extra “fun”
slide shows, videos,
before moving on to a options for them to work mentor texts,
task they do often on like a Digital choice kahoots, and more to
(usually reading on Epic!) board, Extension options, deliver instruction to
Evidence 07/12/23 or Support binders for help meet the needs
kiddos who need extra
practice.
of all students.
We use a variety of leveled 5/1/24
worksheets and activities
in class so all students can Students have fully
participate/access the taken responsibility
lesson. 07/12/23
Digital Choice Board
of using our Early
Example Finishers table to
ISTE Standard: Domain make them the most
1: Foster a culture where successful they can
students take ownership be. Students are self
of their learning goals and
assessing to
Standard 1 CSTP: Engaging and Supporting All Students in Learning
outcomes in both determine what level
independent and group worksheet they need
settings.
● I will check in
to use for extra
with students practice, to
who do poorly on determine if they
assessments and need to meet with the
have them teacher 1:1 or in a
evaluate
themselves and
small group setting
how they were for additional help,
feeling about the and to determine if
material and they need to make
whether or not accommodations to
they did their
best. Frequently
their space so that
when I do these they are focused and
check-ins I have able to work to the
students tell me best of their ability.
that they were 5/1/24
not confident
about the
material and just
didn't ask or they
will take
ownership and let
me know that
they were rushing
through and did
not do their best
work. In group
settings I always
encourage my
students to
establish roles in
the beginning so
that everyone has
a job to do based
on their ability
level and so no
one student is
sitting back while
everyone else is
doing all of the
work or so that
Standard 1 CSTP: Engaging and Supporting All Students in Learning
no student is left
behind with
nothing to do
because they are
not on the same
academic level as
the rest of the
group. Small
Group
Expectations/No
rms Poster
10/21/23

Element 1.5 Emerging Exploring Applying Integrating Innovating

Asks questions that focus Includes questions in
on factual knowledge and single lessons or a
comprehension. sequence of lessons that
require students to recall,
interpret, and think
Promoting critical critically.
thinking though
inquiry, problem
solving, and Some students respond to Students respond to
reflection questions regarding facts varied questions or tasks
and comprehension. designed to promote
comprehension and
critical thinking in single
lessons or a sequence of
lessons. 07/12/23
Guide students to think
critically through use of
questioning strategies,
posing/solving problems,
and reflection on issues in
content. 07/12/23
Students respond to
questions and problems
posed by the teacher and
begin to pose and solve
problems of their own
related to the content.
5/1/24
Supports students to
initiate critical thinking
through independently
developing questions,
posing problems and
reflecting on multiple
perspectives. 10/21/23
Students pose problems
and construct questions
of their own to support
inquiries into content.
Facilitates systematic
opportunities for student
to apply critical thinking
by designing structured
inquiries into complex
problems.
Students pose and answer
a wide-range of complex
questions and problems,
reflect, and communicate
understandings based on
in depth analysis of
content learning.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
My students are not quite Math – our program has
at posing their own critical thinking questions
questions yet but do seem built in throughout the
to have a variety of mini lessons and
answers to critical throughout the
thinking questions and independent practice
can have engaging pages.
conversations with each SS/Science – we start
other about differing each unit with an EQ and
answers. 07/12/23 we revisit the EQ
regularly throughout the
lessons.
Evidence Social Studies – EQ
Example
Reader’s workshop – we
do novel studies where
students are regularly
encouraged to think
critically about the
characters.
I feel like I could build
critical thinking questions
into our Writer’s
Workshop lessons more.
07/12/23
Element 1.6 Emerging Exploring Applying
Implements lessons Seeks to clarify Makes ongoing
following curriculum instruction and learning adjustments to
guidelines. activities to support instruction based on
student understanding. observation of student
engagement and regular
Monitoring student checks for understanding.
learning and 07/12/23
adjusting instruction
while teaching. Some students receive Students receive Students successfully
individual assistance assistance individually or participate and stay
during instruction. in small groups during engaged in learning
instruction. activities. 07/12/23
We have
created Morning
Meeting slides that
promote critical
thinking, higher
order thinking, We
follow a pattern to
create consistency
and each slide
creates in depth
conversations and
has students
discussing topics
with each other and
posing questions to
each other based on
the material
provided.
10/21/23
Integrating Innovating
Adjusts strategies during Makes adjustments to
instruction based on the extend learning
ongoing monitoring of opportunities and
individual student needs provide assistance to
for assistance, support, or students in mastering the
challenge. 5/1/24 concepts flexibly and
effectively.
Students are able to Students monitor their
articulate their level of progress in learning and
understanding and use provide information to
teacher guidance to meet teacher that informs
their needs during adjustments in
instruction. instruction.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
When co-teaching, one
teacher will walk around,
and monitor students’
understanding and will
sometime pose a question
to further understanding
that a student might be
embarrassed or unsure of
to ask. One of us might
also make immediate
adjustments while
walking around. When I
am in the classroom solo
– I check for
understanding usually by
using the “Name the Lap”
strategy and students are
incentivized to earn a
scented marker stamp. If I
Evidence notice a majority didn’t
get it right or needed help
getting there I will do
more example problems
with them, in other cases
I will just note the few
kiddos who needed extra
support and I will pull
them into a small group
during independent work
time.
Co-Teaching in Small
Groups Example
07/12/23
While students are
doing a “try it”
problem in the
beginning of a math
lesson, I go around
and collect informal
data in a tracking
folder of which
students are already
getting the concept,
which students need
clarification, and
which students need
to build up other
foundational skills
before becoming
successful on the skill
we are currently
working on. My
co-teacher and I use
this data to decide
which students to
give extension
activities to, which
students to do a small
group mini lesson
with and which
students to start with
a review of a
foundational skill
before introducing a
new one. 5/1/24