Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.1 Emerging Exploring Applying Integrating Innovating

Learns about students Gathers additional data Uses data from a variety of Uses data from multiple Uses comprehensive
through data provided by to learn about individual formal and informal measures to make knowledge of students to
the school and/or students. sources to learn about adjustments to instruction make ongoing adjustments
assessments. students and guide and meet individual and accommodations in
selection of instructional identi ied learning needs. instruction.5/3/24
strategies to meet diverse (5/7/2023)
learning needs. 9/21/22 (10/22/2023)
Students take ownership of
Using knowledge of
Some students may Students engage in Student engage in learning their learning by choosing
students to engage
engage in learning using single lessons or through the use of Students actively utilize a from a wide range of
them in learning
instructional strategies sequence of lessons that adjustments in instruction variety of instructional methods to further their
focused on the class as a include some to meet their needs. strategies and learning that are
whole. adjustments based on 9/21/22 technologies in learning responsive to their
assessments. that ensure equitable learning needs.
access to the curriculum.
(5/7/2023)
(10/22/2023)
5/3/24
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 Standard 1 CSTP: Engaging and Supporting All Students in Learning
In addition to learning
about students through
assessments or STAR
Renaissance data
provided by my school, I
use other programs to
view student
achievement. I analyze
data from Freckle and
assign different
assignments for students
based on how they do. I
also create my own Google
Assessments and analyze
the results from their
scores to guide future
lessons. I modify my
lessons according to IEP’s
and ILP’s. My goal is to be
able to use the data to
separate my students into
leveled groups and
provide different levels of
Evidence assessments for each
group. The structure of my
class lends itself to
different groupings as my
students who inish early
go on to extension
activities (IXL, Freckle,
Google Slides, Boom
Cards) while my students
who are still working go to
the back table to continue
working in a smaller
group setting guided by
myself. 9/21/22
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This year, I have dived
deeper into the
assessment features that
IXL has to offer. I learned
how to use IXL Group Jam
in my classroom. Students
are able to answer
questions in real time and
I am able to view their
results quickly. This has
helped me understand
which students need
additional support.
Assessing students
through Google Forms has
also helped me provide
timely feedback to
students. I have been able
to provide more pre-
assessments than before
and use the data from IXL
in order to guide
instruction and group my
students. 5/7/2023
This year, I began my
career as a 2nd grade dual
language immersion
teacher. The method of
instruction is 80%
Spanish, 20% English.
Because it is my irst year
at a new school under a
new learning model, this
year will re lect a lot of
learning. I am currently
using data from i-Ready
diagnostic results, STAR
renaissance assessment
scores in Spanish, we will
be using i-Station this year
as well. I am also using
data from student A.R
Quizzes. (10/22/2023)
5/3/24
As I am inalizing my 1st
year as a dual language
immersion teacher, I can
say that I have grown in my
ability to make
adjustments based on my
knowledge of my students.
With the teacher
leadership project, I was
able to track the growth of
my Stars to Watch students
and made sure that they
received adequate support
through my after school
intervention group.
I still think my students are
still integrating in their
ability to use different
strategies only because I
feel like my 2nd graders
are not all yet taking
ownership of their own
learning. I have one
student who will ask for
recommendations and ask
me to print certain
activities on TPT in order
to further her learning. Ex:
When learning about Helen
Keller my student asked
me to print a braille
handout. 5/3/24
Standard 1 CSTP: Engaging and Supporting All Students in Learning
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.
Exploring Applying
Uses gathered information Uses school resources and
about students’ prior family contacts to expand
knowledge, cultural understanding of
backgrounds, life students’ prior
experiences, and interest knowledge, cultural
to support student backgrounds, life
learning. 9/21/22 experiences, and interests
to connect to student
learning. 5/7/23
Students participate in
single lessons or Students make
sequences of lessons connections between
related to their interests curriculum, and their
and experiences. 9/21/22 prior knowledge,
backgrounds, life
experiences, and interests.
5/7/23
Integrating
Integrates broad
knowledge of students
and their communities to
inform instruction.
(10/22/23)
Students are actively
engaged in curriculum,
which relates their prior
knowledge, experiences,
and interests within and
across learning activities.
(10/22/23)
Innovating
Develops and
systematically uses
extensive information
regarding students’
cultural backgrounds,
prior knowledge, life
experiences, and
interests.5/3/24
Students can articulate the
relevance and impact of
lessons on their lives and
society. 5/3/24
 Standard 1 CSTP: Engaging and Supporting All Students in Learning
I send out a Family
Information Sheet at the
beginning of the year. I
have a Philippines Unit
when we learn about
Geography and we also
discuss some of the food,
culture, and customs of
the Philippines. I also give
students the option of
researching topics that
they are most interested
in. For example, as part of
our Feature Creature
Google Slides research
project, they were able to
Evidence research the animal of
their choice. Students can
read and write reports on
the books of their choice.
They have access to Epic!
which gives them the
ability to read books
related to their interests.
9/21/22
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This semester I was able
to assign a writing project
in which students were
able to receive help from a
parent or guardian in
order to write their own
fable in English and in
their native language if
students spoke a language
other than English at
home. This encouraged
students to connect with
their language and culture.
Students also were able to
read their Fable out loud
in both English and their
native language. 5/7/23
I sent out a Family I was able to include
Information Sheet again at parents in many of my
the beginning of the year. classroom activities like
For Hispanic Heritage celebrating Dia de los
month, we had cultural ni os. I also have grown in
celebrations each Friday. my knowledge and
Students also have an All understanding of my
About Me bag where they students and their cultural
can share information and backgrounds. 5/3/24
special items that are
important to them.
(10/22/23)
My students have a deeper
understanding of the
Through vertical meaning behind lessons.
articulation, I am able to For example, during our
plan with my students Oregon Trail lesson, we
previous 1st grade teacher wrote diary entry’s where
and my students we imagined that we were
upcoming 3rd grade leaving all of our family,
teacher in order to friends, and belongings
develop lessons that are behind. My students were
on level. I am able to able to re lect on what
provide engaging that would feel like.
activities like Virtual Field 5/3/24
Trips to Chile in order to
learn about Hispanic
Heritage Month, and we
are able to dance and sing
together in order to
immerse ourselves in to
the Spanish Language and
culture. (10/22/23)
 Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging Exploring Applying Integrating Innovating
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
identi ied 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 speci ic to students’ family and is responsive during contexts throughout
understanding. and community. instruction to engage subject matter
students in relating to instruction. (10/22/23).
Connecting subject
subject matter. 9/21/22
matter to meaningful,
5/7/23
real-life contexts
Some students relate Students make use of real- Students utilize real-life Students routinely
subject matter to real-life. life connections provided connections regularly to Students actively engage integrate subject matter
in single lessons or develop understandings in making and using real- into their own thinking
sequence of lessons to of subject matter. life connections to subject and make relevant
support understanding of (10/22/23). matter to extend their applications of subject
subject matter. understanding. 9/21/22 matter during learning
5/7/23 activities. 5/3/24
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 Standard 1 CSTP: Engaging and Supporting All Students in Learning
This year, I have When learning about
younger students Place Value, we wrote
checks for our the item of
than I did previously.
our choice. As part of our
I feel like my students daily morning journals,
are able to make real- students write about their
life connections to own life experiences. For
develop example: Name a hero in
understanding of your life and list 5
characteristics they have.
subject matter
We are reading “The One
through the use of and Only Ivan” as part our
Google Earth. I also Novel Study Unit.
incorporate Students make
information about connections to real life as
their own city they discuss animal rights.
We also linked our novel
throughout their
to our faith with the idea
social studies of Stewardship. We
curriculum. When researched Jane Goodall
Evidence learning about and her efforts as an
mapping skills, animal rights activist.
students were able to 9/21/22
This semester, students
map our their own
were actively engaged in
classroom. learning about California
(10/22/23). history. They were able to
make real-life connections
by talking about which
California missions they
had visited and by sharing
pictures of their mission
experience. When
learning about fractions,
we were also able to use
pizza and math
manipulative as a way to
demonstrate a part of a
whole. 5/7/23
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As an educator, I try
to incorporate real-
life connections as
much as possible.
When learning about
landforms, we discuss
the landforms in our
own city. When
learning about
Spanish language and
culture, we are able to
fully immerse
ourselves into the
language through
speaking,
photographs, dance,
and food. (10/22/23).
This semester, my
students have been more
re lective in terms of
making personal
connections with what we
are learning. We created a
symbol that stands for
connection and my
students hold this symbol
up whenever they make a
connection between their
own life and the text. One
key moment that comes to
mind was when my
students closed their eyes
and wrote on their palms
in an effort to understand
Hellen Keller’s point of
view. 5/3/24
 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 Re ines the lexible 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. 5/3/24
instructional diverse learning needs. meet students’ diverse learning needs. 9/21/22
strategies, resources, 10/22/23 learning needs. 5/7/23
and technologies to
meet students’ Some students participate Students participate in Students actively engage Students take
diverse learning in instructional strategies, Students participate in instruction using in instruction and make responsibilities for using a
needs using resources and single lessons or sequence strategies, resources, and use of a variety of targeted wide range of strategies,
technologies provided. of lessons related to their technologies matched to strategies, resources, and resources, and
interests and experiences. their learning needs. technologies to meet their technologies that
individual students needs. successfully advance their
9/21/22 learning. 5/7/23
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 Standard 1 CSTP: Engaging and Supporting All Students in Learning
I am currently
exploring new
technologies to use
within the classroom.
I am exploring the
use of I-Ready for the
irst time, along with
instructional
platforms like
Benchmark, TCI for
social studies, and
McGraw Hill
Education for Science.
As I am in a new
grade level, teaching
DLI for the irst time,
and at a new school, I
Evidence am going back to the
exploring phase of
this standard as I
start to build on my
teacher library. I ind
that I am able to use
some of the
technology that I
used previously, but
much of what I used
before is not
applicable to my new
teaching placement.
10/22/23
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I use Google Classroom to This semester students
post weekly assignments. have grown in their ability
We create Jamboards to use the resources and
together as a class which I technology provided
post to Google Classroom. appropriately and
These Jamboards become responsibly. Students now
a resource for my create their own study
students to study from. I guides using Google Docs
create assessments on and are able to collaborate
Google Forms. I am in the with peers. Students also
process of creating digital use the study guides
interactive notebooks for provided on Google
each subject where I can Classroom to study from
imbed links to the home. 5/7/23
resources that students
need. I use videos and
visuals when teaching a After adapting and
lesson. Students are also creating binders for this
able to practice the skill grade level, I am now at
through the use of diverse the point where I can start
Google Slides, Boom translating my English
Cards, Jeopardy games, documents and adapting
Kahoot, etc. 9/21/22 resources to it the needs
of my students. 5/3/24
This semester I was
continuing to create, ind,
and implement a variety
of tools and resources into
my instruction. We read
two other novels,
“Wonder” and “Holes”. For
our novel “Holes” we were
able to create a map of
“Camp Green Lake”, write
a postcard home to
Stanley’s parents, and I
was able to create
assessments based on the
skills and strategies we
were learning in ELA.
5/7/23
 Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.5 Emerging Exploring Applying Integrating Innovating
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 re lection on issues in posing problems and inquiries into complex
Promoting critical critically. content. 9/21/22 re lecting on multiple problems.
thinking though perspectives. 5/7/23
inquiry, problem 5/4/24
solving, and Some students respond to Students respond to Students respond to Students pose and answer
re lection questions regarding facts varied questions or tasks questions and problems Students pose problems a wide-range of complex
and comprehension. designed to promote posed by the teacher and and construct questions of questions and problems,
comprehension and begin to pose and solve their own to support re lect, and communicate
critical thinking in single problems of their own inquiries into content. understandings based on
lessons or a sequence of related to the content. in depth analysis of
lessons. 9/21/22 5/7/23 content learning.
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 Standard 1 CSTP: Engaging and Supporting All Students in Learning
This year, the During class discussions,
majority of my 2nd morning journals,
classwork and
grade students are
assessments, students are
learning a second given open ended
language while still questions to guide them
striving to master to re lect on challenges
2nd grade subject characters face or
matter. I ind that that problems in the story. In
math, students are asked
they are still learning
to provide their own
to speak in the explanations of math
language and concepts and write their
answering higher own examples. When
Evidence level critical thinking learning about story
questions is more elements and plot,
students were asked to
challenging. Using
write about possible
Google JamBoards to con licts they see in the
create critical story and possible
thinking questions solutions. 9/21/22
together has been Students respond to
really helpful. We are critical thinking questions
in their ELA assessments,
able to use Ploppet to
especially regarding their
create interactive novel studies. They are
bubble maps as well. able to make their own
(10/22/23) predictions or re lect on
their own understanding
of the novel. 5/7/23
The ELA assessments that
I have created this
semester are more open
ended and require
students to think more
deeply and more critically.
We make predictions and
re lect on different points
of view. 5/7/23
This is an area that I could
still continue to develop
in. Although my older
students were able to
think more critically, my
current group of 2nd
graders are still learning
to grow in their second
language and are not able
to develop long
constructed responses
yet. 5/3/24

Element 1.6 Emerging Exploring Applying Integrating Innovating

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 Standard 1 CSTP: Engaging and Supporting All Students in Learning
Implements lessons Seeks to clarify Makes ongoing Adjusts strategies during Makes adjustments to
following curriculum instruction and learning adjustments to instruction instruction based on the extend learning
guidelines. activities to support based on observation of ongoing monitoring of opportunities and provide
student understanding. student engagement and individual student needs assistance to students in
(10/22/23) regular checks for for assistance, support, or mastering the concepts
understanding. challenge. 9/21/22 lexibly and effectively.
Monitoring student
5/7/23 5/3/24
learning and
adjusting instruction
Some students receive Students successfully Students are able to Students monitor their
while teaching.
individual assistance Students receive participate and stay articulate their level of progress in learning and
during instruction. assistance individually or engaged in learning understanding and use provide information to
in small groups during activities. teacher guidance to meet teacher that informs
instruction. (10/22/23) their needs during adjustments in
instruction. 9/21/22 instruction. 5/7/23
5/3/24
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 Standard 1 CSTP: Engaging and Supporting All Students in Learning
I am still seeking to
clarify instruction
and learning
activities to support
student learning. I
currently and still
learning to navigate
educational platforms
and planning with my
English only
coteacher and mentor
has helped to
promote my
understanding. My
goal is to have a 2nd
grade DLI hub of all
Evidence the resources that I
will use in 2nd grade
inalized by next year.
(10/22/23)
Currently my 2nd
grade students are
not as independent as
my 4th graders. They
are able to receive
individual assistance
and work in small
groups. I currently
have an instructional
aide that also helps
support student
learning. (10/22/23)
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Students complete exit
tickets after each math
lesson. They are able to
monitor how they are
grasping the lesson and
whether they need
additional support
through those short exit
tickets. Students also give
hand signals for a quick
comprehension check. I
am able to provide
feedback and comments
through Google
Classroom. Students are
able to write comments
and ask questions on
speci ic assignments on
Google Classroom. We
check homework together
as a class and they correct
their own work. They are
able to ask questions
regarding the previous
lesson before a new
lesson is started. 9/21/22
I have included more
extension opportunities
for early inishers such as
virtual ield trips when
learning about the Gold
Rush or the
Transcontinental
Railroad. I have provided
a more structured
approach to IXL by linking
IXL to the textbook of
study. 5/7/23
This semester students
are tracking their own
progress towards their
IXL goal and let me know
when they have earned
more medals towards
their IXL goal. Students
also let me know when
they have taken a new A.R
test and are able to track
their progress towards
their A.R. goal. 5/7/23
My intervention group has
helped me improve in this
standard. My students are
also able to track their
lessons on I-ready, their
scores on i-Station, and
they are especially
enjoying tracking their
badges earned on
Accelerated Reader. They
are motivated to receive
badges every time they
take a quiz. 5/3/24