Green : 5/2023

Yellow :9/2022

Standard 1 CSTP: Engaging and Supporting All Students in Learning Blue: 10/2023
Pink 5/1/24

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. instruction.
Using knowledge of learning needs.
students to engage
them in learning Some students may Students engage in single Students engage in Students actively utilize a Students take ownership
engage in learning using lessons or sequence of learning through the use variety of instructional of their learning by
instructional strategies lessons that include some of adjustments in strategies and choosing from a wide
focused on the class as a adjustments based on instruction to meet their technologies in learning range of methods to
whole. assessments. needs. that ensure equitable further their learning that
access to the curriculum. are responsive to their
learning needs.
I use various assessments
As I move throughout the
to gather student data.
lesson I make sure to make
Some data is from
observations in student
dibbles, end of unit
discussions, exit tickets,
assessments, and exit
independent work, and test.
tickets. Informal
Based on how students are
assessments are done
through observation. doing I make sure to make
Including hearing student adjustments. I make sure to
discussions, have a visual provide different opportunities
of thumbs up or down, for students to share their work.
and students’ self- For example in writing I make
evaluation. sure to provide different paper
Evidence Based on the data I have a options, sentence starters, and
better understanding work banks to better support
who needs better students. I make sure to
support. Now I am aware represent information and use
what students might need manipulatives/visuals in
sentence starters, word different ways when I see
banks, or need to be students might still be
challenged in their confused. I pause and make
writing. adjustments thoughout the
lesson and have students self-
reflect thoughout the lesson.
Updates I continue to use different resources to gather student data
and better adjust instruction. I’ve also began integrating checklist for
students to check-themselves, then partner check-, then teacher
check. I’ve incorporated more technology where students have
various options to showcase their knowledge (newspapers,
powerpoint, diagrams, brochures, games, comics, etc.)
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 cultural backgrounds,
experiences, and interest backgrounds, life prior knowledge, life
to support student experiences, and interests experiences, and
learning. to connect to student interests.
learning.
Students participate in Students make Students are actively Students can articulate
single lessons or connections between engaged in curriculum, the relevance and impact
sequences of lessons curriculum, and their which relates their prior of lessons on their lives
related to their interests prior knowledge, knowledge, experiences, and society.
and experiences. backgrounds, life and interests within and
experiences, and across learning activities.
interests.
Before every unit we
make a KWL chart to At the beginning of the
school year we engage in
list what we already many get to know you task
know and what we to build understanding of
student interest and
would like to learn. cultural background.
The unit on During morning meeting,
community members students are given a
question to respond to, to
we focused on continue to build
members around the knowledge on their
interest. When it comes
school community. to learning new content I
Instead of mentioning try to create lessons to
different places a connect with life
experiences/ real world
community has we examples. We are learning
had a map of our own about animal adaptations
and I link that to how
community that way animals are adapting and
students can bring the consequences of
their own climate change. Students
are intrigued to learn more
experiences and and are invested in
knowledge into the applying what they have
already leaned about
content. It animals to expand their
maintained student research.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
engagement because
students knew these
places and people.
In our writing I make sure
to touch on student
experiences to keep them
engaged. We were
learning about sequence
writing and we had just
gone on a field trip to the
aquarium so we wrote a
book together on our trip.
This helped students tap
into their experiences and
really understand
sequencing. Once they
understood the they were
off to write about a
different day in their life.
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
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
Connecting subject students in relating to instruction.
matter to subject matter.
meaningful, real-life
contexts Some students relate Students make use of Students utilize real-life Students actively engage Students routinely
subject matter to real-life. real-life connections connections regularly to in making and using real- integrate subject matter
provided in single lessons develop understandings life connections to subject into their own thinking
or sequence of lessons to of subject matter. matter to extend their and make relevant
support understanding of understanding. applications of subject
subject matter. matter during learning
activities.
In math rather than
giving any word In science we have been
problem I try to learning about air and we go When planning lessons I When introducing
ahead and make different find real world
make it a situation connections to link to
a new unit I make
connections to
connections to how its
that they may have important to know the content. Cause and effect, real world
encountered or using importance of air, how it
their actions cause the examples to
capture student
effect and they share thier
items that they take compresses, and takes up own experiences and intrest and form
connections. For
interest in. When space. The students were able situation. I like that I can
example we are
to make connections with how link it to reading, science
reading stories about but they understand it
currently learning
we use it and it allows things about
characters and their through the lens of their communities. I
to work around us. in math we
Evidence feeling students link our math problems to
own experiences. In make sure to
science we are learning show them a map
make a connection on solving problems on “buying about animal adaptations of our school
how that made them item”, making thing, and and students dig deeper to community. They
understand how animals share what is in
feel or if they ever sharing. In writing we learn
are adapting now due to our community
encountered a about narratives and climate change. They are and we include
expository but then students our experiences
similar situation. becoming aware of real
along with the
go ahead and write about world problems and the
affect it has. text.
their experiences within the
writing genre.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.4 Emerging
Uses instructional
strategies, resources, and
technologies as provided
by school and/or district.
Using a variety of
instructional
strategies, resources,
and technologies to
meet students’ Some students participate
diverse learning in instructional strategies,
needs using resources and
technologies provided.
We recently received
iPads for every
student, and they
have applications like
prodigy, zearn, and
ST math that meet
students at their
level. Based off
student testing from
Dibbles I use
Evidence different games, and
activities that
students can do
during small group or
when they finish
early.
Exploring
Explores additional
instructional strategies,
resources, and
technologies in single
lessons or sequence of
lessons to meet students’
diverse learning needs.
Students participate in
single lessons or
sequence of lessons
related to their interests
and experiences.
I teach in a dual langugae
program and I have found a
dual language alphabet chart
to help Spanish speakers
learn their English letter
sounds. In writing I make sure
to give students the freedom
to write but also provide work
banks and sentence starters
for students. I use different
strategies to teach students
blending such as 95%,
phonemic awareness, and
other resources provided by
the district. TImers and breaks
are integrated into my
teaching to make sure I meed
student needs.
Applying Integrating Innovating
Utilizes a variety of Creates, adapts, and Refines the flexible use of
strategies including integrates a broad range an extensive repertoire of
culturally responsive of strategies, resources, strategies, resources, and
pedagogy, resources, and and technologies into technologies to meet
technologies during instruction designed to students’ diverse learning
ongoing instruction to meet students’ diverse needs.
meet students’ diverse learning needs.
learning needs.
Students participate in Students actively engage Students take
instruction using in instruction and make responsibilities for using
strategies, resources, and use of a variety of a wide range of strategies,
technologies matched to targeted strategies, resources, and
their learning needs. resources, and technologies that
technologies to meet their successfully advance their
individual students learning.
needs.
Having availability to
so much technology
has helped utilize
different strategies to
meet student needs.
I have many
newcomers and apps
like rosetta stone,
iready, startfall, and
many more have
really helped.
Specifically SEESAW
there are some
students that cannot
write and SEESAW
provides different
options to submit
assignments such as
voice recording,
pictures, text and
video. Also
integrating arts into
lessons to meet
different student
needs and challenge
student who are
already performing
above grade level.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.5 Emerging Exploring
Asks questions that focus Includes questions in
on factual knowledge and single lessons or a
comprehension. sequence of lessons that
require students to recall,
interpret, and think
critically.
Promoting critical
thinking though
inquiry, problem
Some students respond to Students respond to
solving, and
questions regarding facts varied questions or tasks
reflection
and comprehension. designed to promote
comprehension and
critical thinking in single
lessons or a sequence of
lessons.
When asking
students question
whether it is
language arts or
math, I try to ask
open ended
questions to get
students thinking. I
like to ask students if
there is a different
Evidence way/perspective.
Students hare their
different answers
and analyze what
methods each other
used and how are
they similar (if
applicable).
Applying Integrating Innovating
Guide students to think Supports students to Facilitates systematic
critically through use of initiate critical thinking opportunities for student
questioning strategies, through independently to apply critical thinking
posing/solving problems, developing questions, by designing structured
and reflection on issues in posing problems and inquiries into complex
content. reflecting on multiple problems.
perspectives.
Students respond to Students pose problems Students pose and
questions and problems and construct questions answer a wide-range of
posed by the teacher and of their own to support complex questions and
begin to pose and solve inquiries into content. problems, reflect, and
problems of their own communicate
related to the content. understandings based on
in depth analysis of
content learning.
When having
dicussions I try
to have open
When engaging in discussions ended
I’ve began giving discussion task questions that
cards to guide the student led require
discussions. I’ve asked more students to
open ended questions and have think critically.
students give reasoning behind We also
always try to
their responses. We ask a lot of
discuss
Why? We are contantly placing
ourselves in other shoes, making
different ways
to solve a
inferences, and predicting. problem and
the different
steps to
achieve a
solution. There
are DOK
leveled
questions. As a
grade level we
discuss
different DOK
level questions
to get students
to think
critically.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.6 Emerging Exploring Applying Integrating Innovating
Implements lessons Seeks to clarify Makes ongoing Adjusts strategies during Makes adjustments to
following curriculum instruction and learning adjustments to instruction based on the extend learning
guidelines. activities to support instruction based on ongoing monitoring of opportunities and
student understanding. observation of student individual student needs provide assistance to
engagement and regular for assistance, support, or students in mastering the
Monitoring student checks for understanding. challenge. concepts flexibly and
learning and effectively.
adjusting instruction
while teaching. Some students receive Students receive Students successfully Students are able to Students monitor their
individual assistance assistance individually or participate and stay articulate their level of progress in learning and
during instruction. in small groups during engaged in learning understanding and use provide information to
instruction. activities. teacher guidance to meet teacher that informs
their needs during adjustments in
instruction. instruction.
Students usually take
assessments after Ive learned to leave wiggle room
in lessons to pause and reteach
completing a unit for or re intorduce a topic. There has
me to understand been times where I have notice As I teach lessons I
what I can better students not undertanding the
write down notes on
how the lesson went
support them in. topic and a stop to reevaluate to make
They are being how to better introduce it. Ive accommodations for
learned that visuals, videos, the following
progressed lessons. We are
manipulatives, and gamification
monitored through really helps students. I leave currently
dibbles to adjust more room for students to work
participating in
PDSA cycles where
instruction in small with each other. Before having students are getting
Evidence groups. Monitory students work independently I progress monitored
students is also done make sure to check-in with every 2 weeks and
students for understanding. I do take a test at the
on the daily through end of the month to
lots of examples while students
student self- work on the whiteboard because
track their learing.
reflection and We are also setting
it helps me better walk around iready goals based
observations. Based and support studnents who may on MOY and BOY.
on what I observe I need it. I’ve also learned to pull Students take a look
small groups of the students who at their schools and
ca alter my lesson then create SMART
may need additional support.
and provide goals for EOY.
additional support
for students who
need it.