Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.1 Emerging Exploring Applying Integrating Innovating

Learns about students Gathers additional Uses data from a variety of Uses data from multiple Uses comprehensive
through data data to learn about formal and informal sources to measures to make knowledge of students
provided by the individual students. learn about students and guide adjustments to instruction to make ongoing
school and/or selection of instructional and meet individual adjustments and
assessments. strategies to meet diverse identified learning needs. accommodations in
learning needs. instruction.
Using knowledge of
Student engage in learning Students actively utilize a
students to engage
Students engage in through the use of adjustments variety of instructional Students take
them in learning
Some students may single lessons or in instruction to meet their strategies and technologies in ownership of their
engage in learning sequence of lessons needs. learning that ensure learning by choosing
using instructional that include some equitable access to the from a wide range of
strategies focused on adjustments based on curriculum. methods to further
the class as a whole. assessments. their learning that are
responsive to their
learning needs.
Students partake in a variety of Prior to the start of the school Based on the data I
different instruction and year, I analyze student collect throughout
activity throughout the year profiles from the previous each week, I modify
with access to necessary years/schools. The data lesson/activities to
resources. Every week, reading includes observations and meet the needs of
and math small groups are notes from previous each individual
facilitated depending on their teachers- academically, student. I collect data
levels. The groups are adjusted socially, and behaviorally. from various sources-
based on their growth in the Any medical conditions observations,
subject area. As a whole class, I and/or modifications are also classroom discussion,
try to change their seating in reviewed. During the school written assignments,
the classroom for a change of year, I differentiate my exit tickets, group
scenery, as well in hopes of instruction based on data work, parent
Evidence providing a better learning from different sources. At my communication,
experience for specific students school we use a program iReady data, etc. I
(placing students who cannot called iReady, which helps me make sure to analyze
see as well in the front, moving identify strengths and data from multiple
a student away from a weaknesses of my students. sources to ensure a
distraction he or she may have, This data helps me more accurate
etc.) 7/15/22 strengthen my lesson plans representation of
for individual students and student knowledge.
the class as a whole. I try to 12/2/22
monitor and reflect on this
every month to ensure I continue to use
student success. 7/15/22 differentiated
instruction techniques
to tailor each lesson.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Students are exposed to I.e. modifying the
various technological tools to content or delivery
enhance learning. The method and providing
different tools allow students alternative
to express their assignments that
understanding of subject allow students to
material through multiple demonstrate their
means- verbal, written, understanding in a
drawings, etc. The students way that is more
also partake in a computer accessible to them. I
science class once a week to also use my
strengthen their knowledge of my
technological skills- typing, students to provide
coding, etc.12/2/22 targeted feedback and
assessment.5/5/23

Students select
activities and tasks
that align with their
interests, preferences,
and learning styles.
Students became
more self-directed
with the choices they
are given, and they
feel more empowered.
5/5/23
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.2 Emerging Exploring Applying Integrating Innovating
Develops awareness Uses gathered Uses school resources and family Integrates broad knowledge of Develops and
of prior knowledge, information about contacts to expand understanding students and their systematically uses
culture, backgrounds, students’ prior of students’ prior knowledge, communities to inform extensive
life experiences, and knowledge, cultural cultural backgrounds, life instruction. information
interests represented backgrounds, life experiences, and interests to regarding students’
among students. experiences, and connect to student learning. cultural
Connecting learning
interest to support backgrounds, prior
to students’ prior
student learning. Students make connections knowledge, life
knowledge,
between curriculum, and their experiences, and
backgrounds, life
prior knowledge, backgrounds, interests.
experiences, and
Some students Students participate life experiences, and interests. Students are actively engaged
interests
connect learning in single lessons or in curriculum, which relates
activities to their own sequences of lessons their prior knowledge, Students can
lives. related to their experiences, and interests articulate the
interests and within and across learning relevance and impact
experiences. activities. of lessons on their
lives and society.
I deepen my relationships with Students are actively engaged I use students’
my students by understanding in meaningful discussions and cultural backgrounds
their background contexts. I activities that open up their and life experiences
utilize a variety of different awareness of cultural to make connections
resources provided by the school perspectives other than their to the curriculum.
and family contacts to do so. A own. Some of these activities For example, I use
key component to this is include show and tells, journal real-world examples
communicating with writing, readers theatre, to teach certain math
parents/family members cultural events, and exposure concepts or
throughout the year. This allows to diverse texts. In opening up incorporate what is
me to gather information that I their lens to different life popular in the
usually cannot receive solely from experiences, the students in current youth culture
the child. i.e. living situation, my classroom slowly start to into lesson plans to
Evidence interests at home, relationships feel more secure and safe to make them more
outside of school, etc. Parent their peers in sharing their engaging.5/5/23
teacher conferences are also own personal backgrounds
conducted. 7/15/22 with others. 7/15/22 Students can relate
to the curriculum
I provide many opportunities being taught when it
for students to share their is more geared
interests, cultures, and towards their
hobbies with the class in a interests and own
safe and warm environment. experiences. They
For example, one of our class feel more connected
rewards is share a to their learning and
talent/show and tell and the more invested in
students get so ecstatic to
Standard 1 CSTP: Engaging and Supporting All Students in Learning
bring in an item that is near their education.
and dear to their heart. It 5/5/23
shows them a piece of their
home life and allows me and
the class to get to know the
student on a deeper level.
Then based on their interests,
I can modify lesson plans and
monitor student behavior by
catering towards their
interests. 12/2/22

Students continue to share

and learn about different
cultures, interests, and
hobbies in the school
environment. Every month,
we celebrate and honor a
culture or holiday that opens
and expands their lens to the
world. 12/2/22
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging Exploring Applying Integrating Innovating
Uses real-life Explore using additional Integrates connections from Integrates connections Engages student in
connections during real-life connections to subject matter to meaningful, to meaningful, real-life actively making
instruction as identified subject matter in single real-life contexts, including contexts in planning connections to relevant,
to curriculum. lessons or sequence of those specific to students’ subject matter meaningful, and real-life
lessons to support family and community. instruction and is contexts throughout
understanding. responsive during subject matter
Connecting subject instruction to engage instruction.
matter to students in relating to
meaningful, real-life Students utilize real-life subject matter.
contexts Students make use of connections regularly to Students routinely
Some students relate real-life connections develop understandings of Students actively integrate subject matter
subject matter to real- provided in single subject matter. engage in making and into their own thinking
life. lessons or sequence of using real-life and make relevant
lessons to support connections to subject applications of subject
understanding of matter to extend their matter during learning
subject matter. understanding. activities.
I use real-life scenarios and I make lessons and I make sure to use
contexts to connect with the activities relatable and students’ life
content material. Especially in relevant to students experiences to create
my math instruction, I and their interests. more meaningful and
demonstrate by utilizing Especially because I relevant lessons. For
manipulatives and life teach younger example, I might ask
situations that the students elementary, I find it students to write a
recognize. i.e. if my students are very important to personal narrative or
into a particular movie create content that is persuasive essay about
character at the moment, I use not only enjoyable, but something they are
that character (sonic the also pertinent to the passionate about or an
hedgehog) to carry out a math child’s life and event in their own
problem.7/15/22 interests. Showing kid- lives.5/5/23
friendly videos or
Evidence
My students have autonomy sharing journal Students feel
when it comes to choosing prompts are some encouraged to think
individual writing topics or a examples. 12/2/22 freely and be creative.
math strategy that they are They feel comfortable
most comfortable with (draw, Students are during classroom
write an equation, act it out, continuing to show discussions to share
etc). 7/15/22 autonomy and their thoughts and
independence when experiences with the
completing tasks on class. 5/5/23.
their own. I choose
writing prompts that
are broad so that the
students can connect it
to their own personal
Standard 1 CSTP: Engaging and Supporting All Students in Learning
lives and share it with
the class. 12/2/22

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.
instructional diverse learning needs. meet students’ diverse learning needs.
strategies, resources, learning needs.
and technologies to
meet students’ Some students Students participate in Students participate in Students actively engage Students take
diverse learning participate in single lessons or instruction using in instruction and make responsibilities for using
needs instructional strategies, sequence of lessons strategies, resources, and use of a variety of a wide range of
using resources and related to their interests technologies matched to targeted strategies, strategies, resources, and
technologies provided. and experiences. their learning needs. resources, and technologies that
technologies to meet successfully advance
their individual students their learning.
needs.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Students use a variety of I explore the use of
different apps on 1:1 different resources,
iPads to keep learning technologies, and
fun and stimulating. strategies that are
Some examples of these available to me
applications that are used throughout the school
daily are Seesaw, iReady, year. In addition to
First in Math, and teaching to the whole
Accelerated Reading. class or in small groups, I
Most or all of these also carry out one-on-one
programs are tailored data chats based on
towards the individual’s iReady data as well as
specific needs and levels. individual writing
This allows me to conferences. I also try to
pinpoint specific areas of implement turn and talks
need for students to as well as group activities
strengthen their on a weekly basis to
individual skills. 7/15/22 provide more
opportunities to the
students who feel
overwhelmed or shy to
speak in front of the
Evidence whole class. 7/15/22

To keep students
engaged, I plan activities
that offer a wide range of
expression and creativity.
I keep in mind that
students learn in various
ways, whether it be
auditory, verbally,
visually, etc. Utilizing
digital tools allows me to
create activities that
explore these different
senses. 12/2/22

Students are exposed to a

variety of different
resources and
technological tools
provided by the school.
Our classroom also has a
library where students
Standard 1 CSTP: Engaging and Supporting All Students in Learning
can choose books
according to their reading
level, a student center
where they can grab their
needed supplies, and 1-
to-1 iPads that has up to
date apps and tools for
them to utilize. 12/2/22

I continue to use a variety

of different resources and
strategies to meet the
needs of all students. For
example, library
materials, online
resources, and
community resources
such as field trips and
cultural centers. I also
utilize graphic organizers,
visual aids, and
manipulatives to support
student learning.5/5/23

Students continue to
participate in group work
and collaboration, use
digital apps, and watch
videos. They are engaged
and invested in a rich and
dynamic learning
environment. 5/5/23.

Element 1.5 Emerging Exploring Applying Integrating Innovating

Asks questions that Includes questions in Guide students to think Supports students to Facilitates systematic
focus on factual single lessons or a critically through use of initiate critical thinking opportunities for student
knowledge and sequence of lessons that questioning strategies, through independently to apply critical thinking
Promoting critical
comprehension. require students to recall, posing/solving problems, developing questions, by designing structured
thinking though
interpret, and think and reflection on issues in posing problems and inquiries into complex
inquiry, problem
critically. content. reflecting on multiple problems.
solving, and
perspectives.
reflection
Students respond to Students respond to Students pose Students pose and
varied questions or tasks questions and problems problems and answer a wide-range of
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Some students respond designed to promote posed by the teacher and construct questions of complex questions and
to questions regarding comprehension and begin to pose and solve their own to support problems, reflect, and
facts and critical thinking in single problems of their own inquiries into content. communicate
comprehension. lessons or a sequence of related to the content. understandings based on
lessons. in depth analysis of
content learning.
Students are given various I assign activities that I model the process of
opportunities to evaluate provide various developing questions,
their own learning and opportunities of exploration posing problems and
thinking. This is done for the students. I also reflecting. I ask open-
through discussions, provide a wide window of ended questions and
written work such as time for completion of these pose challenging
portfolios and rubrics, and assignments. On a weekly problems. I also make
verbal affirmations. basis, I have a list of Must- sure to provide the
During whole class Dos, May-Dos and Catch-Ups tools and strategies to
instruction, for example, during my small reading help students with this
introduction of a new text, groups. This allows the process such as graphic
genre, and reading students to work on their organizers,
strategy, the students independent working skills brainstorming
build upon their critical and teaches them techniques, and
thinking and reading responsibility. When reflective
comprehension skills. opening it up for whole class journals.5/5/23
Whether it be answering discussions afterwards, this
questions that probe opens room for creativity Now that it is later in
deeper into that specific and deeper level thinking as the year, students
Evidence topic area or partaking in students feed off of one explore and investigate
varied activities/projects, another. I ask critical, topics on their own.
students develop their deeper-level questions. For They are able to make
own ability to think example, a student may say, decisions
outside the box and solve “I agree with Sarah, but I independently and take
problems. 7/15/22 solved it a different way…” more risks5/5/23
7/15/22

Students are continuing to

reflect on their own learning
and problem solve on a daily
basis. 1st grade is a very
important year where they
are encouraged to be
independent thinkers and
complete tasks on their own
with guidance in the
beginning of the year. With
full guidance in the
beginning of the year, I
Standard 1 CSTP: Engaging and Supporting All Students in Learning
gradually start to let go of
their hands starting second
or third quarter as
expectations start to rise.
12/2/22

Students are posed with

critical thinking questions
before the start of a math
lesson. I ask students to
question their strategies and
think critically about each
topic and its objective. They
are then given the choice to
choose a strategy to solve a
math problem that they feel
most comfortable with.
12/2/22

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.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I plan both verbal and I utilize data from I make sure to remain
written check for different sources to flexible and responsive to
understanding activities differentiate curriculum. I student needs throughout
throughout the week. Exit group students based on lessons. I am open to
tickets are used to assess their needs for both unexpected questions,
students’ understanding reading and math in incorporate student
of content material. small groups of 5 or 6. interest and feedback,
Sticky note activities are Reading groups take and adjust pacing or
also a weekly place 3-4 days a week, instruction as needed. I
implementation as the and math groups almost also frequently use
younger students every day there is a full formative assessment
absolutely love them. For lesson. 12/2/22 techniques such as quick
example, I pass out two checks for understanding
Evidence different colored sticky For the most part, and exit tickets, to gather
notes randomly to the students are now able to ongoing information
students. Depending on complete assignments about student
the color they receive, and activities learning.5/5/23
they will write either a independently with a
common or proper noun. little bit of guidance from Students continue to
7/15/22 the teacher. Now that monitor their own
they are familiar with the learning by making goals
In addition to whole class classroom routine and and tracking them. They
discussion and activities, structure, students know utilize digital apps called
students enjoy engaging, exactly what to do at any iReady and AR to do this
hands-on activities that given time of the day. in both reading and
allow for peer 12/2/22 math.5/5/23
collaboration. 7/15/22