Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element
Emerging Exploring Applying Integrating Innovating
1.1
Learns about students Gathers additional data to Uses data from a variety of formal and Uses data from multiple Uses comprehensive
through data provided learn about individual informal sources to learn about measures to make knowledge of students to
by the school and/or students. students and guide selection of adjustments to instruction make ongoing
assessments. instructional strategies to meet diverse and meet individual adjustments and
learning needs.9/25/2018 identified learning accommodations in
Using
5/6/2019 needs12.13.2019. instruction.
knowledge
of students
Student engage in learning through the
to engage
Some students may Students engage in single use of adjustments in instruction to Students actively utilize a Students take ownership
them in
engage in learning lessons or sequence of meet their needs.5/6/2019 variety of instructional of their learning by
learning
using instructional lessons that include some strategies and choosing from a wide
strategies focused on adjustments based on technologies in learning range of methods to
the class as a whole. assessments.9/25/2018 that ensure equitable further their learning that
access to the are responsive to their
curriculum12.13.2019​. learning needs.
I use grouping based on I have used data from pre-assessments I have begun to use Words
reading assessments and in math, reading, phonics, spelling, and Their Way to place
each student has two writing to group students. I also use differentiate spelling
sessions of small group knowledge of their learning style and instruction and assign
20 minute guided reading personality in my grouping.. These word sorts. I have also
each week.9/25/2018 groups are adjusted on an as-needed begun to get data from
basis throughout the term.9/25/2018 DIBELS​ to place my
students in to reading
I have been able to be more thoughtful groups based on needs.
Evidnce and adjust my instruction based on 12.13.2019
assessments due to the fact that I work I am using a variety of
at a school with no scope and sequence. data from online
I am able to teach at the rate that is best assessments. Students are
for my students. I have not been able to choosing a method to be
explore different methods of assessed, whether to
asseessment.5/6/2019 record themselves or
create a presentation.
5/5/2020
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 5/5/2020 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.5/6/2019
backgrounds, life 12.13.2019
experiences, and Some students connect Students participate in Students can articulate
interests learning activities to their single lessons or Students make Students are actively the relevance and impact
own lives.9/25/2018 sequences of lessons connections between engaged in curriculum, of lessons on their lives
related to their interests curriculum, and their which relates their prior and society.
and prior knowledge, knowledge, experiences,
experiences.5/6/2019 backgrounds, life and interests within and
12.13.2019 experiences, and across learning activities.
interests.5/5/2020
Through conversations The second Unit of The school employees My awareness of
and observations I have inquiry we taught gave their own life stories Vietnamese cultural
figured out what my involved interviewing a as an example to the expectations and family
family member to explore students as to how to tell traditions is broadening
students find
their family histories. a life history. 5/6/2019 and I am able to adjust my
interesting, and I use Students were able to instruction based on that
that information when write a biography of a We have continued our knowledge. 5/5/2020
teaching to increase family member as well as stories unit of inquiry.
engagement. For a figure in popular culture 12.13.2019
example, they all love or sports that they were
Evidence soccer and especially interested in. 5/6/2019 Students have been able
Vietnamese teams, so I to write about their visits
to various landforms in
create math stories
Vietnam in our landfrom
about the points unit. 5/5/2020
different teams have
scored.​9/25/2018
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.9/25/201 family and community. instruction to engage subject matter
8 5/6/2019 students in relating to instruction.
Connecting subject
subject
matter to
matter.12.13.2019
meaningful, real-life
Some students relate Students routinely
contexts
subject matter to real-life. Students make use of Students utilize real-life Students actively engag​e integrate subject matter
real-life connections connections regularly to in making and using into their own thinking
provided in single lessons develop understandings real-life connections to and make relevant
or sequence of lessons to of subject matter. subject matter to extend applications of subject
support understanding of 5/6/2019 their matter during learning
subject understanding.12.13.201 activities.
matter.9/25/2018 9
The PYP unit is all about As in the previous strand, My students did a final
exploring relationships, I was able to integrate project in which they
and we have created a their personal and chose an animal to
large document to relate familial histories into the research and present
the concepts of “Where we are in Place their findings. They could
relationships to their and Time” UofI. I also use chose an endangered
lives. Each student is their personal stories to animal or another animal.
writing about their own encourage them to write They could create a
responsibilities in their freely about what powerpoint or a poster
relationships and interests them. The and present it to the class
exploring the concept of students enjoy using their and their parents during
relationships in science interests to generate real 3-way conferences. As
Evidence and math.9/25/2018 life math problems. you can see if you in this
5/6/2019 screenshot ​of a google
classroom assignment the
students were given
agency in how they
researched their
animals.12.13.2019
Students have been able
to write about their visits
to various landforms in
Vietnam in our landfrom
unit. 5/5/2020
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.
instructional diverse learning needs. meet students’ diverse learning needs.5/6/2019 12.13.2019
strategies, resources, learning
and technologies to needs.9/25/2018
meet students’ Some students participate Students participate in Students actively engage Students take
diverse learning in instructional strategies, single lessons or Students participate in in instruction and make responsibilities for usin​g
needs using resources and sequence of lessons instruction using use of a variety of a wide range of strategies,
technologies provided. related to their interests strategies, resources, and targeted strategies, resources, and
and technologies matched to resources, and technologies that
experiences.9/25/2018 their learning needs. technologies to meet their successfully advance their
individual students needs. learning.12.13.2019
5/6/2019
The students have used I use the smartboard, I have worked with My students did a final
brainpop jr and pebblego manipulatives, notebooks, flexible grouping and project in which they
to direct their own anchor charts, graphic strategically partnered chose an animal to
learning, by choosing organizers, turn and talk, students in order to research and present
questions and trying to think pair share, student benefit the learning of their findings. They could
find the computer time, dances everyone. I always chose an endangered
answers.9/25/2018 and songs, and other provide graphic animal or another animal.
strategies to ensure I organizers. Students also They could create a
address all learner know they can look at the powerpoint or a poster
needs.9/25/2018 anchor charts the we and present it to the class
co-create in order to get and their parents during
help. 5/6/2019 3-way conferences. As
Evidence you can see if you in this
screenshot ​of a google
classroom assignment the
students were given
agency in how they
researched their
animals.12.13.2019
I make a wide variety of
resources available and
allow students to choose
how they will
demonstarate their
Standard 1 CSTP: Engaging and Supporting All Students in Learning
learning. Students have
been able to write about
their visits to various
landforms in Vietnam in
our landfrom unit.
5/5/2020

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.9/25/2018 content. reflecting on multiple problems.
Promoting critical perspectives.5/6/2019
thinking through 12.13.2019​5/5/2020
inquiry, problem Some students respond to Students respond to Students respond to Students pose and answer
solving, and questions regarding facts varied questions or tasks questions and problems a wide-range of complex
reflection and comprehension. designed to promote posed by the teacher and Students pose problems questions and problems,
comprehension and begin to pose and solve and construct questions reflect, and communicate
critical thinking in single problems of their own of their own to support understandings based on
lessons or a sequence of related to the inquiries into in depth analysis of
lessons. content.9/25/2018 content.5/6/2019 content learning.
12.13.2019​5/5/2020
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I always ask questions of Students always practice The students will be
the students, and I am asking their own creating questions about
still exploring their questions in reading, earthquakes and then
language ability in their during reading using various books
answers, seeing as instruction as well as and/or articles to answer
Vietnamese students are science. I have the the questions on their
very reluctant to give an students create their own own with guidance,
answer if they feel they questions in especially in wording the
might be incorrect. math.9/25/2018 questions. Students write
Students are creating an their own word problems
online portfolio where in math. 5/6/2019
they can document their Students created
progress and reflect on questions for skype a
Evidence their thinking.9/25/2018 scientist based on their
interest in the brain.
Students conducted an
inquiry into the way
pollinators function.
12.13.2019
The students continue to
work on inquiry projects
by developing and
answering questions in a
structured environment.
5/5/2020

Element 1.6 Emerging Exploring Applying Integrating Innovating

Implements lessons Seeks to clarify Makes ongoing adjustments to Adjusts strategies during Makes adjustments to
following curriculum instruction and learning instruction based on instruction based on the extend learning
guidelines. activities to support observation of student ongoing monitoring of opportunities and
student understanding. engagement and regular individual student needs provide assistance to
checks for for assistance, support, or students in mastering the
Monitoring student understanding.9/25/20185/6 challenge.12.13.2019​5/5 concepts flexibly and
learning and /2019 /2020 effectively.
adjusting instruction
while teaching. Some students Students receive Students monitor their
receive individual assistance individually or Students successfully progress in learning and
assistance during in small groups during participate and stay engaged in Students are able to provide information to
instruction. instruction.9/25/2018 learning activities.5/6/2019 articulate their level of teacher that informs
understanding and use adjustments in
teacher guidance to meet instruction.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
their needs during
instruction.12.13.2019​5/
5/2020

Most of my students are I frequently change my plan I use ​plickers​ and other
engaged in learning, and based on what I learn in a exit tickets to monitor
completing the learning formative assessment. I am student understanding
task. They are able to always aware of the students and adjust my
come to me or the TA for who have lowest english instructional pace if
assistance, and we ability and I ask them needed.12.13.2019
regularly circulate and clarifying questions to be sure I have created an online
check in on students that they are following the learning quiz so that
we know are struggling. lesson..9/25/2018 students can give
9/25/2018 information and feedback
I am aware of the nonverbal about their learning. The
cues of the EAL students that I students are able to reflect
Evidence teach and I can slow down the daily on what they learned
lesson or ask for a translation. and ask questions.
I have begun to learn 5/5/2020
Vietnamese and trying to
speak it to them is very
engaging and exciting for them.
5/6/2019