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. 9/19/22 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. instruction.
Using knowledge of learning needs.
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. 9/19/22 assessments. needs. that ensure equitable further their learning that
access to the curriculum. are responsive to their
learning needs.
I find myself somewhere At the beginning of the Throughout the first year
in the middle of Emerging school year, I like to hand of this program, I have
and Exploring. I do make out a “get to know you” utilized a variety of
adjustments to lessons assignment. This helps formal and informal
based on the context of me understand their likes assessments to gauge
my classroom, however I and dislikes, personally students understanding
don’t often adjust lessons and academically. I try to and make adjustments to
based on assessments. I spend time at recess with meet the. needs of
do use a variety of students, getting to know students. I have also
instructional strategies at their interests outside of started using centers
the beginning of the the classroom to bring more to incorporate
school year to identify personal likes into their movement, as students
what works and does not academics. I also review identified that they feel
work for each class. our cumulative folders to they learn better when
Evidence
9/19/22 see if students receive they are able to move and
services or in-class collaborate.
modifications. Groups,
“Elbow Partners” Students have begun to
(providing support to ask for activities like the
students needing Jigsaw, or group work, as
additional resources), they have identified what
and small groups with does and does not work
teacher assistance are for them. They utilize
utilized frequently. their math notebook to
9/19/22 assist them when they are
not understanding prior
to asking the teacher for
help. 5/9/23
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 5/9/23 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.9/19/22 to connect to student interests.
knowledge, learning.
backgrounds, life
experiences, and Some students connect Students participate in Students make Students can articulate
interests learning activities to their single lessons or connections between Students are actively the relevance and impact
own lives. sequences of lessons curriculum, and their engaged in curriculum, of lessons on their lives
related to their interests prior knowledge, which relates their prior and society. 5/9/23
and experiences. backgrounds, life knowledge, experiences,
experiences, and and interests within and
interests. across learning activities.
9/19/22
Evidence I like to review prior Our curriculum is written Students are frequently
standardized testing in a way that uses real asked, “Why? Why do we
scores (and beginning of world examples for math, learn this, and why are we
the year scores) to create and stories that are learning this now?” With
groups for math and ELA. interesting/relatable for practice, students have
I also review our Language Arts. The developed the ability to
cumulative folders to see spelling, grammar, and articulate why we learn
if students receive writing topics for each things and the impact it
services or in-class week correlate to the has on their lives. 5/9/23
modifications. During story as well, to further
small group work, I will support comprehension
change the wording on a of the story. In Social
question or math exercise Studies, I try to link the
to relate to the child’s events in the textbook to
interests, which helps a similar event that has
students to engage with meaning to them.
the material and make 9/19/22
connections necessary to
grasp the concept. Many of my students
9/19/22 enjoy sports. Knowing
they enjoy sports, I was
able to incorporate
different sports analogies
to help students
understand concepts in
Standard 1 CSTP: Engaging and Supporting All Students in Learning
math and language arts.
We were also able to
relate these ideas to
science, as we were
studying environments
and everything in an
environment serves a
purpose. I utilized a
variety of their likes and
interests to engage
students in the
curriculum and standards.
5/9/23
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. family and community. instruction to engage subject matter
Connecting subject students in relating to instruction.
matter to subject matter.5/9/23
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 understanding of life connections to subject into their own thinking
or sequence of lessons to subject matter.5/9/23 matter to extend their and make relevant
support understanding of understanding. applications of subject
subject matter.9/19/22 matter during learning
activities.
Evidence Students are making At the end of a math While creating
connections with the lesson, I ask students, lessons, I think about
lesson using real life “How can we use this?
examples, however the How can we make this
what sport students
connections do not more than just a topic in are playing, what
extend further than an our textbook? How will part of the liturgical
individual lesson. It does this help us in the real calendar we are in, or
support their world?” what school event is
understanding, but not all Similar connections are
students will recall the made during Language
coming up. I try to
connection after the Arts. If an event occurs in incorporate those
lesson. 9/19/22 a story they are reading, I concepts to create a
try to compare it using more meaningful
students who have connection for
volunteered to be in an
example. I ask them,
students. Taking time
“How would YOU feel if to talk with students
this happened to you?” and find out what is
Making that connection going on and what
helps students to retain they are interested in
the information and
is a crucial part of
utilize it going forward.
9/19/22 how I formulate
lessons. 5/9/23
Students relate their real
life experiences to subject
Standard 1 CSTP: Engaging and Supporting All Students in Learning
matter to help them
understand the topic.
They can make their own
math problems with
examples from their lives
to help themselves and
others gain a higher
understanding of the
concept. 5/9/23

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
lessons to meet students’ ongoing instruction to meet students’ diverse needs.
Using a variety of diverse learning needs. meet students’ diverse learning needs. 5/9/23
instructional learning needs. 9/19/22
strategies, resources,
and technologies to Some students participate Students participate in Students participate in Students take
meet students’ in instructional strategies, single lessons or instruction using Students actively engage responsibilities for using
diverse learning using resources and sequence of lessons strategies, resources, and in instruction and make a wide range of strategies,
needs technologies provided. related to their interests technologies matched to use of a variety of resources, and
and experiences. their learning needs. targeted strategies, technologies that
resources, and successfully advance their
technologies to meet their learning.
individual students
needs.9/19/22 and
5/9/23
I use a first person
interactive game to help
students identify with
and connect to the
information in our Social
Studies curriculum.
Evidence Students are the ones
leading their learning in
this way, which helps
students to engage with
the material. Students
find this to be a great
support for the
Standard 1 CSTP: Engaging and Supporting All Students in Learning
information in our
curriculum and make
long-lasting connections
with the material. I try to
incorporate differentiated
instruction, small group
instruction, audio
recordings of stories we
read, and any other
resources available. I
enjoy finding new
technology that will assist
students in grasping the
concepts, and I do believe
this is one of my
strengths as a teacher.
5/9/23 9/19/22

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.9/19/22 content. 5/9/23 reflecting on multiple problems.
Promoting critical
perspectives.
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 communicate
lessons or a sequence of related to the content. understandings based on
lessons.9/19/22 5/9/23 in depth analysis of
content learning.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I provide questions for Specifically in math we
students to answer that have been focusing on
require them to recall, problem solving and
interpret, and think critically thinking.
critically. Sometimes Students have begun to
students are asked to ask questions about how
record their answers on things apply to their lives,
paper or Google how they will use it in the
Classroom, and future, and why it is being
sometimes they discuss taught to them. For Social
their thoughts with an Studies, students are
elbow partner, small learning about civil rights
Evidence group, or whole class. issues at the beginning of
9/19/22 our country. They are
recognizing parallels
between the issues faced
at the beginning of our
country, and issues
currently going on.
Students are thinking
critically and deciding for
themselves that they do
not wish to continue a
world like it was. 5/9/23

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
checks for understanding. challenge. 9/19/22, concepts flexibly and
Monitoring student 5/9/23 effectively.
learning and
adjusting instruction Some students receive Students receive Students successfully Students monitor their
while teaching. individual assistance assistance individually or participate and stay Students are able to progress in learning and
during instruction. in small groups during engaged in learning articulate their level of provide information to
instruction. activities. understanding and use teacher that informs
teacher guidance to meet adjustments in
their needs during instruction.
instruction. 9/19/22,
5/9/23
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I utilize a variety of tools
to check student
understanding. I use a
self-assessment tool
called the Levels of
Understanding (LOU), in
which students put their
heads down on their
desks and raise their
hand showing a level of 1-
4 understanding: 4 being
mastery. This helps me
redirect instruction to
provide more direct
Evidence instruction, additional
time for small group
instruction, or allows me
to move on to
independent practice.

I also circulate around the

classroom during
independent practice or
independent time to
check in with students. I
observe their work, then
decide how best to
continue instruction.
9/19/22, 5/9/23