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. 9/19/21 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. 4/8/23 instruction.
Using knowledge of learning needs. 4/29/22
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. 9/19/21 needs. 4/29/22 that ensure equitable further their learning that
access to the curriculum. are responsive to their
4/8/23 learning needs.
Evidence I review student In addition to reviewing Now that we are a few
demographics and profile student data from Aeries months into the school
in Aeries. Aeries identifies and ESGI Assessments, I year, students have
students who are regularly collect both learned a lot of strategies
classified as ELL or who formal and informal data. for problem solving. For
have an IEP. I use this For example, I learn a lot example, they are able to
information to about students’ interests, solve
differentiate content as backgrounds and learning multiplication/division
needed. Beginning skills styles from our daily problems using repeating
inventories are also used morning meetings. We addition/subtraction,
for grouping students play games, answer “get equal shares drawings,
who are working on the to know you questions”, and using facts they
same skill. 9/19/21 discuss things happening already know. When
our daily lives, and share planning lessons, I use
family traditions etc. I data from STARR testing,
also keep running records oral fluency assessments,
of daily observations and and end of the unit
student interactions. summative assessments
4/29/22 to meet students where
they are. 10/22

I differentiate lesson
plans based on student
need. For example, I
model, incorporate real
life objects, display
visuals, use video/audio
Standard 1 CSTP: Engaging and Supporting All Students in Learning
components, allow for
more time and more. I
allow students to
demonstrate learning
using a variety of
assessments, such as
written, verbal,
and slideshow
presentations. 4/8/23
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. 9/19/21 to connect to student interests.
knowledge,
learning. 10/22
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. 9/19/21 backgrounds, life and interests within and
experiences, and across learning activities.
interests. 10/22
Evidence In the beginning of the As the year has
year, I plan a lot of progressed, I have gotten
different kinds of “getting to know both my students
to know you” activities. and their families a lot
We also hold a daily better via Zoom meetings,
morning meeting that conferences, and Open
allows students to share House. As COVID
strengths, challenges, and restrictions have
interests. 9/19/21 loosened, I am now able
to invite parent
volunteers into our
classroom. I learn a lot
about my students and
their families from
volunteer sessions.
4/29/22

My students have gotten a

lot better at connecting
learning to prior
background knowledge.
Every day during story
time, I ask students to
share predictions and
what our story reminds
them of. We have now
Standard 1 CSTP: Engaging and Supporting All Students in Learning
learned to make stronger
text to self, text to text,
and text to world
connections. 4/29/22

When reading a text with

students, I regularly stop
and ask questions, such as
what does this remind
you of? Can you think of
any other characters that
we have read about they
displayed this particular
character trait? How is
this different from other
texts we have read?
Now that we are a few
months into the school
year, students have read
and listened to
several pieces of
literature. They are able
to compare and contrast
setting, character traits,
and morals of the story
based on what they
already know. When
working independently at
ELA rotations, students
are able to complete the
following "making
connections chart" based
on prior background
knowledge. 10/22

When students are

struggling, whether it be
academically or social
emotionally, our site
forms a team to support
these children. These
teams are often
comprised
of administration,
Standard 1 CSTP: Engaging and Supporting All Students in Learning
teacher, psychologist,
behavior specialist, and
parents. 4/8/23
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. 9/19/21 family and community. instruction to engage subject matter
Connecting subject 4/8/23 students in relating to instruction.
matter to subject matter. 10/22
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. 4/8/23 understanding. 10/22 applications of subject
subject matter. 9/19/21 matter during learning
activities.
Evidence After reading a text, we My students have
often have class definitely gotten a lot
discussions about what it better at relating content
reminds us of. Students to real life, especially
love to share how stories when it comes to social
relate to their own lives. studies or ELA. For
We are starting to example, we made
practice making text to Community books for an
self, text to text, and text Open House project. We
to world connections. talked a lot about our
9/19/21 neighborhoods, places in
our neighborhoods, and
community helpers.
Students were eager to
share about community
helpers they know
personally and describe
their roles. 4/29/22

My 3rd grade students

have been having a hard
time with
adding/subtracting
decimals, wondering why
this is important and how
they could possibly use
Standard 1 CSTP: Engaging and Supporting All Students in Learning
this in their real lives. I
decided to make the
connection to money.
Students were definitely
more engaged when I
asked who likes money?
We talked about the
importance of properly
calculating money to pay
bills and keep track of
one’s income. This made
it a lot easier for students
to understand and see the
value in working with
decimals. 10/22

We are currently learning

about how the U.S.
government is divided
into 3 separate branches,
all responsible for certain
jobs. To gain a better
understanding, we
compared it to how our
school is run. We talked
about how the office is
similar to one branch, the
teacher another, and the
students the last. 4/8/23

Element 1.4 Emerging Exploring Applying Integrating Innovating

Using a variety of Uses instructional Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of
instructional strategies, resources, and instructional strategies, strategies including integrates a broad range an extensive repertoire of
strategies, resources, technologies as provided resources, and culturally responsive of strategies, resources, strategies, resources, and
and technologies to by school and/or district. technologies in single pedagogy, resources, and and technologies into technologies to meet
meet students’ lessons or sequence of technologies during instruction designed to students’ diverse learning
diverse learning lessons to meet students’ ongoing instruction to meet students’ diverse needs.
needs diverse learning needs. meet students’ diverse learning needs. 4/8/23
learning needs. 9/19/21

Some students participate Students participate in Students participate in Students actively engage Students take
in instructional strategies, single lessons or instruction using in instruction and make responsibilities for using
using resources and sequence of lessons strategies, resources, and use of a variety of a wide range of strategies,
Standard 1 CSTP: Engaging and Supporting All Students in Learning
technologies provided. related to their interests technologies matched to targeted strategies, resources, and
and experiences. 9/19/21 their learning needs. resources, and technologies that
technologies to meet their successfully advance their
individual students’ learning.
needs. 4/8/23
Evidence Students are presented I always take into I have created morning
with choice boards for consideration that tubs for early finishers.
various assignments. In various learning styles of The early finisher tubs
addition, students are all students. I try to contain independent or
allowed to demonstrate incorporate elements for paired activities that are
understanding in many my visual, auditory, closely aligned with our
ways. 9/19/21 kinesthetic, and tactile ELA or math curriculum.
students whenever I can. Students may choose any
9/19/21 activity to work on when
finished with an
assignment. Tubs are
filled with activities such
as building sight words
with playdough, building
shapes out of pipe
cleaners, word games, or
dominos. Students have
several options based on
preferred learning styles.
4/29/22

I use Prodigy Math and

English as a supplement
for Math and ELA
rotations. Prodigy is an
online, learning game
based, platform that
adjusts content to meet
students where they are.
10/22

Early finishers have the

option to logon to Epic.
Epic is a free online
library for students,
where they can choose
books related to their
interests and level. There
is also an option to have
Standard 1 CSTP: Engaging and Supporting All Students in Learning
books read aloud. 4/8/23

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. 4/29/22 reflecting on multiple problems.
Promoting critical
perspectives. 4/8/23
thinking though
inquiry, problem
Some students respond to Students respond to Students respond to Students pose problems Students pose and
solving, and
questions regarding facts varied questions or tasks questions and problems and construct questions answer a wide-range of
reflection
and comprehension. designed to promote posed by the teacher and of their own to support complex questions and
comprehension and begin to pose and solve inquiries into content. problems, reflect, and
critical thinking in single problems of their own 4/8/23 communicate
lessons or a sequence of related to the content. understandings based on
lessons. 9/19/21 4/29/22 in depth analysis of
content learning.
We set learning goals at I often ask students open We often watch Mystery
the beginning of the year ended and higher level of Science activities as part
and reflect on progress thinking questions, using of our science curriculum.
throughout. 9/19/21 Bloom’s Taxonomy as a After each video, I ask
guide. 9/19/21 students to share three
interesting facts they
In addition to asking learned from the video
students open ended and ask three questions
questions, I now also they have based on what
display whatever it is we they have learned. We
will be learning about on then use these questions
the smartboard and ask as a research guide.
Evidence students to share what 10/22
they notice. We then
work together to create a Our ELA curriculum has
list of observations. I then an essential question that
invite students to ask any is built into each unit.
questions that they might Students are presented
have about the subject. with question at the
We had these to the list. beginning of the unit and
We revisit this list after are asked to connect it
our lesson. We update the with prior background
list with any questions we knowledge and come up
have answered and what with questions they have
Standard 1 CSTP: Engaging and Supporting All Students in Learning
we have learned. about the topic. Students
4/29/22 revisit the essential
question throughout the
unit, thinking critically, as
they work together to
answer it in depth to the
best of their ability at the
end of the unit. 4/8/23

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. 4/29/22 concepts flexibly and
learning and 9/19/21 effectively. 4/8/23
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.9/19/21 engaged in learning teacher guidance to meet teacher that informs
activities. 4/29/22 their needs during adjustments in
instruction. 10/22 instruction. 4/8/23
After whole group Each night, adjustments As I am teaching, I am As we are now a few
lessons, students typically are made to whole group now able to gauge how months into the school
work in small table lessons based on what the lesson is going. I can year, I have gotten to
groups, while I circulate, worked well that day and tell if the lesson is too know my students a lot
assist, and check for what didn’t. Sometimes challenging/too easy, too better and have a better
understanding. 9/19/21 content is retaught using long, or simply understanding of their
different deliveries. disengaging. I now have academic needs. I know
9/19/21 multiple strategies for where they need to be
adjusting instruction as challenged and
Evidence After whole group we are learning based on supported. I now modify
instruction, students now previous lessons. instruction for small
meet with small groups Knowing my students and groups, as well as
for targeted instruction. learning styles makes individual students,
Small groups are flexible adjusting strategies a lot based on where they are. 
and are based on current easier. 4/29/22 For example, most
needs. 4/29/22 students might be
After attending goal working on writing and
setting conferences, solving their own division
students are now much story problems, where as
Standard 1 CSTP: Engaging and Supporting All Students in Learning
more aware of their own a small group might be
academic needs and working on subtraction
learning styles. Students with regrouping story
with IEPs or 504 problems. 10/22
Plans have a better idea
of the kinds of
Students are now
modifications they might
need in order to be responsible for keeping
track of and monitoring
successful. 10/22
their daily and weekly
reading progress. Each
day, student complete a
reading log, explaining
what they read that day
and the progress they
made towards their
accelerated reading goals.
Students clip themselves
up on our reading chart
as they make progress
towards their goals. This
allows me to determine if
students are reading
within their range and
how they are doing with
accuracy. 4/8/23