The document summarizes Standard 1 CSTP, which focuses on engaging and supporting all students in learning. It provides descriptions of teacher practices at different levels, from emerging to innovating. At emerging levels, teachers learn basic information about students and connect some learning activities to students' lives. More advanced levels include teachers using diverse formal and informal data to understand each student, making ongoing adjustments to instruction to meet individual needs, and facilitating student ownership of learning. The highest levels encompass teachers developing comprehensive knowledge of students to inform wide-ranging instructional methods responsive to learning needs.
The document summarizes Standard 1 CSTP, which focuses on engaging and supporting all students in learning. It provides descriptions of teacher practices at different levels, from emerging to innovating. At emerging levels, teachers learn basic information about students and connect some learning activities to students' lives. More advanced levels include teachers using diverse formal and informal data to understand each student, making ongoing adjustments to instruction to meet individual needs, and facilitating student ownership of learning. The highest levels encompass teachers developing comprehensive knowledge of students to inform wide-ranging instructional methods responsive to learning needs.
The document summarizes Standard 1 CSTP, which focuses on engaging and supporting all students in learning. It provides descriptions of teacher practices at different levels, from emerging to innovating. At emerging levels, teachers learn basic information about students and connect some learning activities to students' lives. More advanced levels include teachers using diverse formal and informal data to understand each student, making ongoing adjustments to instruction to meet individual needs, and facilitating student ownership of learning. The highest levels encompass teachers developing comprehensive knowledge of students to inform wide-ranging instructional methods responsive to learning needs.
The document summarizes Standard 1 CSTP, which focuses on engaging and supporting all students in learning. It provides descriptions of teacher practices at different levels, from emerging to innovating. At emerging levels, teachers learn basic information about students and connect some learning activities to students' lives. More advanced levels include teachers using diverse formal and informal data to understand each student, making ongoing adjustments to instruction to meet individual needs, and facilitating student ownership of learning. The highest levels encompass teachers developing comprehensive knowledge of students to inform wide-ranging instructional methods responsive to learning needs.
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. 12/9/21 instruction. 5/2/22 Using knowledge of learning needs. 7/18/21 students to engage them in learning Some students may Students engage in single Student 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. 7/18/21 that ensure equitable further their learning that access to the curriculum. are responsive to their 12/9/21 learning needs. 5/2/22 Prior to the start of the I’ve recently We have implemented school year, I review implemented regular weekly RISE meetings student portfolios and review of any IEP/504 during which we meet information on RenWeb documentation for my with administration to database. I also students. Further, attend address any needs or participate in transition staff meetings and SST adjustments that need to meetings with previous meetings to ensure that be made for our students. teacher to learn more students are receiving the This allows us to about each student. support they need in regularly reflect on how Further, towards the order to succeed. our students are doing. beginning of the school 12/9/21 year, students are asked I also try to regularly to complete incorporate student Evidence questionnaires and choice into the classroom. parents provide This might be providing additional information. numerous ways a student 7/18/21 can demonstrate their mastery of a concept/skill and allowing them to choose. 5/2/22 Standard 1 CSTP: Engaging and Supporting All Students in Learning Element 1.2 Emerging Exploring Applying Integrating Innovating 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 12/9/21 5/2/22 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. to connect to student interests. knowledge, learning. 7/18/21 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. and experiences. 7/18/21 backgrounds, life knowledge, experiences, experiences, and and interests within and interests. 12/9/21 across learning activities. 5/2/22 I try to make sure that When crafting lessons, I I am able to act a liaison students interests and intentionally design for students, families, experiences are regularly activities/resources with teachers, and incorporated into lessons students’ prior administration to inform and/or activities. knowledge, cultural instruction and ensure 7/18/21 backgrounds, life student learning needs experiences, and interests are met. 12/9/21 5/2/22 in mind. I also allow for student choice within the I try to incorporate classroom. 7/18/21 student interests, current events, and even cross- I try to start each lesson curricular subjects into Evidence or lesson series by asking content being students to share (either taught/learned. 5/2/22 electronically though polling websites, on post- it notes, or by turning to a partner) their prior knowledge of the subject. 12/9/21 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. 7/18/21 family and community. instruction to engage subject matter Connecting subject students in relating to instruction. matter to subject matter. 12/9/21 meaningful, real-life 5/2/22 contexts Some students relate Students make use of Students utilize real-life Students routinely subject matter to real-life. real-life connections connections regularly to Students actively engage integrate subject matter provided in single lessons develop understandings in making and using real- into their own thinking or sequence of lessons to of subject matter. life connections to subject and make relevant support understanding of matter to extend their applications of subject subject matter. 7/18/21 understanding. 12/9/21 matter during learning 5/2/22 activities. In one particular lesson, I In my “What is a incorporated sneakers Boundary?” lesson series, into activities and I was able incorporate worksheets regarding meaningful contexts as precents. Students student not only applied these math skills discussed real-life to find sale prices, tax, boundaries, but also used and so on. 7/18/21 Google Earth and Google Maps to locate examples of boundaries via technology.12/9/21 5/2/22 Evidence 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. 5/2/22 instructional diverse learning needs. meet students’ diverse learning needs. 12/9/21 strategies, resources, learning needs. 7/18/21 and technologies to meet students’ Some students participate Students participate in Students participate in Students actively engage Students take diverse learning in instructional strategies, single lessons or instruction using in instruction and make responsibilities for using needs using resources and sequence of lessons strategies, resources, and use of a variety of a wide range of strategies, technologies provided. related to their interests technologies matched to targeted strategies, resources, and and experiences. their learning needs. resources, and technologies that 7/18/21 technologies to meet their successfully advance their individual students learning. 5/2/22 needs. 12/9/21 I frequently allow for I designed a lesson series Particularly with our high student choice in the that incorporates various school students, we have classroom. For example, different skills and recently implemented a students may be able to resources in order for process where we meet choose from a variety of students to gain a deeper with families, the student, ways to demonstrate understanding of and administration to go their mastery of the boundaries. The online over the various content. I also try to resources also allow for accommodations that are incorporate small group learner variability. For implemented based on work that better allows example, Newsela offers their multi-disciplinary for differentiation. the same article in assessment. This allows 7/18/21 different reading levels all parties to take an Evidence which makes the article active role in the learning accessible to diverse taking place and unique learners. Further, learning needs that are Newsela also has a built- being met. 5/2/22 in program that allows the article to be read aloud.12/9/21 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 reflection on issues in posing problems and inquiries into complex critically. content. 7/18/21 reflecting on multiple problems. Promoting critical 12/9/21 perspectives. 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.5/2/22 communicate lessons or a sequence of problems of their own understandings based on lessons. related to the content. in depth analysis of 7/18/21 12/9/21 content learning. When assigning writing I recently implemented activities, students are weekly RISE Grade provided with a checklist Reflections in which that guides them through students are asked to list assessing and reflecting their current grades and on their work/learning. I reflect on what is working also try to promote and what is not working. critical thinking through They also are asked to set the questions asked a goal for the upcoming throughout classroom week based on this discussion and more. reflection. 5/2/22 7/18/2112/9/21 Evidence 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 checks for understanding. challenge. 7/18/21 concepts flexibly and Monitoring student effectively. 12/9/21 learning and 5/2/22 adjusting instruction Some students receive Students receive Students successfully Students are able to while teaching. individual assistance assistance individually or participate and stay articulate their level of Students monitor their during instruction. in small groups during engaged in learning understanding and use progress in learning and instruction. activities. teacher guidance to meet provide information to their needs during teacher that informs instruction. 7/18/21 adjustments in instruction. 12/9/21 5/2/22 I regularly check for I remain flexible as a student understanding teacher and prepare for formally and informally. changes and adjustments This may be through in instruction as I see fit. whiteboard work, circling By informally assessing the classroom, asking students regularly, I am students to reflect on able to adapt the way I their learning with hand teach a concept while signals, and more. instructing. 12/9/21 7/18/21 5/2/22