Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.1 Emerging Exploring Applying
Learns about students Gathers additional data to Uses data from a variety
through data provided by learn about individual of formal and informal
the school and/or students. sources to learn about
assessments. students and guide
selection of instructional
strategies to meet diverse
Using knowledge of learning needs. 9-4-17
students to engage
them in learning Some students may Students engage in single Student engage in
engage in learning using lessons or sequence of learning through the use
instructional strategies lessons that include some of adjustments in
focused on the class as a adjustments based on instruction to meet their
whole. assessments. needs.12-12-18
I accessed student files in
cum folders and through
Sycamore to review
academic and personal
history of my students
prior to the start of
school. Also, our school’s
Learning Support
Department provides
teachers with
Individualized Learning
Plans or IEPs for various
students. Lastly, I have
Evidence discussions with the
school counselor in
regards to students when
needed. 9-4-17
Integrating
Uses data from multiple
measures to make
adjustments to
instruction and meet
individual identified
learning needs. 2-15-18
Students actively utilize a
variety of instructional
strategies and
technologies in learning
that ensure equitable
access to the curriculum.
12-12-18
Innovating
Uses comprehensive
knowledge of students to
make ongoing
adjustments and
accommodations in
instruction. 5-1-19
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. 5-1-19
I continue to adjust
student assessments as
needed. I have modified
evaluations and project
goals for students that I
see struggle, such as
outcomes in regards to
writing or vocabulary
lessons. 5-1-19
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 interests
learning. 9-25-17 to connect to student 5-1-19
learning. 12-12-18
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.12-12-18 5-1-19.
I try to incorporate I use a variety of formal I plan lessons that I utilize teachable
lessons that connect to and informal assessments connect to grade level moments connected to
the interests and to get to know my curriculum in multiple student backgrounds and
backgrounds of my students to ensure I make subjects. One example is current holidays and
students. At the beginning personal connections. For as we study Ancient events. One example was
of the year, students fill example, students take a Greece, we read myth in exploring Lunar New Year
out various inventories Reading Inventory at the Literature, compare gods and having several
sharing about themselves, beginning of the year to from Greece and Egypt, students share their
academic preferences, share what type of reader design an Ancient Greek family traditions. 5-1-19
experiences, and goals. they are and what artifact, and present to
Also, class discussions, interests they have. This the class. 5-1-19
parent questionnaires, has been helpful in
conferences, and personal planning reading
chats allow me to gather activities throughout the
info on my students. year. 2-25-18
These avenues allow me
to choose lessons, reading
selections, projects, and
strategies to help connect
to the cultural learning
styles and backgrounds of
my students. 9-25-17
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 instruction
Connecting subject 9-25-17 students in relating to 5-1-19
matter to subject matter.12-12-18
meaningful, real-life
contexts Some students relate Students make use of Students actively engage Students routinely
subject matter to real-life. real-life connections Students utilize real-life in making and using real- integrate subject matter
provided in single lessons connections regularly to life connections to subject into their own thinking
or sequence of lessons to develop understandings matter to extend their and make relevant
support understanding of of subject matter. 2-15-18 understanding 5-1-19. applications of subject
subject matter. matter during learning
activities.
Making real life Students relate topics
connections is something learned in class to videos we
that is utilized in my watch on Discovery
classroom. In math with Education, explore
interactive websites, or
each chapter, I have my research on given websites.
students find something One example was
in the real world as discovering the Yukon
evidence to connect to the Territory during the Alaskan
lessons. Also, in Social Gold Rush connected to a
Studies, we have a current Jack London short story we
events’ discussions about read. Students watched a
the areas we are learning . video about the Gold Rush,
and then explored an online
Evidence 9-25-17
simulation where they acted
as prospectors in the Yukon.
5-1-19
Standard 1 CSTP: Engaging and Supporting All Students in Learning
tasks, which aides in of digital tools, such as
meeting the diverse BrainPop, Discovery
Education, or Google
needs of my students. Classroom. Also, I often
Also, many lessons post several reviewed
and projects involve websites connected to
Evidence differentiation, current curriculum to
allow for student
including choice.
exploration. 5-1-19
9-25-17
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
Promoting critical critically. 9-25-17
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.
I like to frontload
students with
thinking questions
before a lesson. I will
write on front board
and then hold a class
discussion to help
students begin
thinking about what
they will be learning
Evidence or interacting with. 9-
25-17
Applying
Guide students to think
critically through use of
questioning strategies,
posing/solving problems,
and reflection on issues in
content.12-12-18
Students respond to
questions and problems
posed by the teacher and
begin to pose and solve
problems of their own
related to the content.
12-12-18
Integrating Innovating
Supports students to Facilitates systematic
initiate critical thinking opportunities for student
through independently to apply critical thinking
developing questions, by designing structured
posing problems and inquiries into complex
reflecting on multiple problems.
perspectives. 5-1-19
Students pose problems Students pose and answer
and construct questions a wide-range of complex
of their own to support questions and problems,
inquiries into content. reflect, and communicate
5-1-19 understandings based on
in depth analysis of
content learning.
Throughout a lesson, I
will pose thinking
questions for students
review content, make
connections, or form
opinions. This allows for
me to assess their
knowledge and
connections to content.
Also, students have the
opportunity to ask
questions and problem
solve based on the
questions posed. 5-1-19
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 provide
student understanding. observation of student individual student needs assistance to students in
engagement and regular for assistance, support, or mastering the concepts
checks for understanding. challenge.12-12-18 flexibly and effectively.
Monitoring student
9-25-17 5-1-19
learning and
Students monitor their
adjusting instruction
Some students receive Students receive progress in learning and
while teaching.
individual assistance assistance individually or Students successfully Students are able to provide information to
during instruction. in small groups during participate and stay articulate their level of teacher that informs
instruction. engaged in learning understanding and use adjustments in
activities.12-12-18 teacher guidance to meet instruction.
their needs during
instruction. 5-1-19
As I give a lesson or Based on objectives
launch a new project, I given or review from
monitor and observe how
my students are receiving the class, students
and processing the are able to share
information. Using an content goals and
enthusiastic and expected outcomes
differentiated approach is for the lesson. 5-1-19
how I try to keep the
students engaged. If
students still appear to be
disconnected, I then
adjust the lesson or the
Evidence
work to better fit their
needs for better
understanding, such as
breaking into groups or
chunking work.
9-25-17