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 of Uses data from multiple Uses comprehensive
through data provided by learn about individual formal and informal sources measures to make knowledge of students to
the school and/or students. to learn about students and adjustments to make ongoing
assessments. guide selection of instruction and meet adjustments and
instructional strategies to individual identified accommodations in
meet diverse learning needs. learning needs. instruction.
Using knowledge of 9/21/21
students to engage
them in learning Some students may Students engage in single Student engage in learning Students actively utilize a Students take ownership
engage in learning using lessons or sequence of through the use of variety of instructional of their learning by
instructional strategies lessons that include some adjustments in instruction strategies and choosing from a wide
focused on the class as a adjustments based on to meet their needs. technologies in learning range of methods to
whole. assessments. 9/21/21 that ensure equitable further their learning that
access to the curriculum. are responsive to their
learning needs.
This is my first year As this is week 5 of the new
teaching 3rd grade. I’m school year, I rely on
currently following information, such as reading
lesson plans with fidelity assessments from the end of
as much as I can. As I last school year and
learn more about my information shown on
students’ academic needs AERIES regarding any IEPs,
and patterns, I’ll English Learners, etc. I build
incorporate more community with my class by
differentiated conducting morning
work/tools/strategies for meeting and closing circle
them to work with. daily, which serves as a
9/21/21 checkpoint for how students
Evidence are starting the school day,
as well as reflection of end
of day. I observe peer-to-
peer interactions
(introversion/extroversion).
I also use classwork to
gauge whether or not
students are understanding
objectives learned in that
day or how they’re making
sense of what is learned.
9/21/21
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 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.
backgrounds, life
experiences, and
Some students connect Students participate in Students make Students are actively Students can articulate
interests
learning activities to their single lessons or connections between engaged in curriculum, the relevance and impact
own lives. 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. 9/21/21
I integrate social-
emotional learning into
my weekly schedule. As
part of the beginning of
the year/get-to-know-you
lessons, we talked about
what ‘identity’ and
‘positionality’ means and
how individual students
identify themselves from
a range of identity
markers - family,
Evidence ethnicity, education, to
immigration. Students use
this information to
compare and contrast
their identity to their
peers, as well as current
and historical figures we
will learn about. 9/21/21
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. 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. 9/21/21 matter during learning
activities.
Mentor texts used to
support core subject
lessons are culturally-
relevant and students
make connections to
characters/sequence of
events. 9/21/21

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.
instructional diverse learning needs. meet students’ diverse learning needs.
strategies, resources, learning needs.
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
9/21/21 technologies to meet their successfully advance their
individual students learning.
needs.
I provide different types
of manipulatives for
hands-on activities that
are accessible for
students, technology use
for small-group centers,
table group and partner
work, as well as personal
journaling to self-reflect.
9/21/21

Evidence
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
Promoting critical critically. content. reflecting on multiple problems.
thinking though perspectives.
inquiry, problem
solving, and Some students respond to Students respond to Students respond to Students pose problems Students pose and answer
reflection questions regarding facts varied questions or tasks questions and problems and construct questions a wide-range of complex
and comprehension. designed to promote posed by the teacher and of their own to support questions and problems,
comprehension and begin to pose and solve inquiries into content. reflect, and communicate
critical thinking in single problems of their own understandings based on
lessons or a sequence of related to the content. in depth analysis of
lessons. 9/21/21 content learning.
Struggle is encouraged
while problem solving.
The goal of productive
struggle is to help
learners realize what
areas they need more
support in and to persist
in challenging situations.
For more structured
areas, such as writing,
rubrics are previewed to
help students understand
Evidence and meet their goals.
9/21/21
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 9/21/21 effectively.
adjusting instruction
while teaching. Some students receive Students receive Students are able to Students monitor their
individual assistance assistance individually or Students successfully articulate their level of progress in learning and
during instruction. in small groups during participate and stay understanding and use provide information to
instruction. 9/21/21 engaged in learning teacher guidance to meet teacher that informs
activities. their needs during adjustments in
instruction. instruction.
While working
independently, students
ask questions to
individual problems or
for clarification. If I notice
a trend of similar
questions, I bring it to the
attention of the whole
group. During reading,
students are sometimes
grouped by reading level
to form a “book club”, to
Evidence answer comprehension
questions with their
peers. 9/21/21