Cstps Band 12

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 measures to make knowledge of students to
the school and/or students. sources to learn about adjustments to instruction make ongoing adjustments
assessments. students and guide and meet individual and accommodations in
selection of instructional identified learning needs. instruction.
strategies to meet diverse (5/1/23) (10/2023)
Using knowledge of learning needs. 9/22/22
students to engage Students take ownership of
them in learning Some students may engage Students engage in single Student engage in learning Students actively utilize a their learning by choosing
in learning using lessons or sequence of through the use of variety of instructional from a wide range of
instructional strategies lessons that include some adjustments in instruction strategies and technologies methods to further their
focused on the class as a adjustments based on to meet their needs. in learning that ensure learning that are responsive
whole. assessments. 9/22/22 (5/1/23) equitable access to the to their learning needs.
curriculum.
(10/2023)
Students engage in lessons I review students cum files

as dictated by the which provides copies of I meet regularly with the
curriculum. In some cases, prior assessments and any resource teacher to identify
the work is done whole accommodations needed. I strengths and weaknesses
group, and others it may be discuss students’ progress of the focus students. I
completed in small groups with our “Eagle Academy” provide a variety of tools
or partners. Groups may be instructor (special ed.). I that allows students a
homogenous in also have continuing variety of ways to learn. I
skill/reading levels, and conversations with their also conference with
other times it may be prior year’s teacher to parents twice a year for if
heterogenous to allow assess whether emotional the student is showing a
support for those who may and/or academic behaviors need for outside tutoring or
Evidence need it. (9/22/22) are long term or new other assistance in any
behavior. (9/22/22) area. (3/1/23) (10/2023)
Students are able to utilize Students access leveled

word banks, stand up desks readers to practice at their
as needed. They also have reading level, they received
access to guided reading math facts practice
strips to assist with according to their level,
attention. Students also and students with learning
have opportunities to work differences are provided
in both heterogenous and with online resources, such
homogenous groups at speech to text for long
various times. (5/1/23) writing assignments.
(10/2023)
Develops awareness of Uses gathered information Uses school resources and Integrates broad knowledge Develops and
prior knowledge, culture, about students’ prior family contacts to expand of students and their systematically uses
backgrounds, life knowledge, cultural understanding of students’ communities to inform extensive information
experiences, and interests backgrounds, life prior knowledge, cultural instruction. (10/2023) regarding students’ cultural
represented among experiences, and interest to backgrounds, life backgrounds, prior
students. support student learning. experiences, and interests knowledge, life
Connecting learning
9/22/22 to connect to student experiences, and interests.
to students’ prior
learning. (5/1/23)
knowledge,
backgrounds, life
Students participate in Students make connections Students can articulate the
experiences, and
Some students connect single lessons or sequences between curriculum, and Students are actively relevance and impact of
interests
learning activities to their of lessons related to their their prior knowledge, engaged in curriculum, lessons on their lives and
own lives. interests and experiences. backgrounds, life which relates their prior society. (10/23)
experiences, and interests. knowledge, experiences,
and interests within and
across learning activities.
9/22/22. 5/1/23
I used CUM files to review Within and across all Students engage in readings
students living I use mini writing learning activities, students and lessons which relate to
arrangements as far as assignments to learn about answer questions that spark a variety of backgrounds
single or double households student’s interests, family, prior knowledge. Students and cultures. Students are
and guardians to better experiences, etc. I also engage in discussions about able to connect to the
understand home life. I also engage in regular how the curriculum relates content and discuss in
requested a general conversations with my class to their own experiences connection from the content
questionnaire completed by as a whole and individually such as places they have to their own lives and
guardians requesting to learn about the students’ visited & cultural experiences. (10/23)
information of students culture and family. I traditions. Students
such as strengths, incorporate student complete activities that
Evidence weaknesses, interests, and interests into learning encourage them to explore
hobbies. (9/22/22) opportunities and projects. these experiences and share
(5/1/23) them with the class.
(9/22/22) (5/1/23)
Uses real-life connections Explore using additional Integrates connections Integrates connections to Engages student in actively
during instruction as real-life connections to from subject matter to meaningful, real-life making connections to
identified to curriculum. subject matter in single meaningful, real-life contexts in planning relevant, meaningful, and
lessons or sequence of contexts, including those subject matter instruction real-life contexts
lessons to support specific to students’ family and is responsive during throughout subject matter
understanding. and community. instruction to engage instruction. (10/2023)
Connecting subject students in relating to
matter to meaningful, subject matter. 9/22/22
real-life contexts (5/1/23) Students routinely integrate
Some students relate Students make use of real- Students utilize real-life subject matter into their
subject matter to real-life. life connections provided connections regularly to Students actively engage in own thinking and make
in single lessons or develop understandings of making and using real-life relevant applications of
sequence of lessons to subject matter. (5/1/23) connections to subject subject matter during
support understanding of matter to extend their learning activities.
subject matter. 9/22/22 understanding. (10/2023
Students engage in real I make a point of initiating I actively incorporate

Students engage in study of real-life situations and guiding discussions in relevant topics and
discussion as guided by the as it relates to curriculum. a direction that allow activities into our daily
curriculum and are For example, we are student to make lessons allowing students
encouraged to make currently planning for a connections to real life to make connections to
connections to their own lemonade stand while experiences. I plan what they already know
life experiences. I guide the learning the principles of activities that allow and/or have experienced
discussion through supply and demand, students to better such as creative writing
questions about their consumers and producers, understand curriculum and narratives. We also
family, traditions, etc. (5/1/23) objectives by incorporating relate stories in reading as
homelife, and experiences. relatable activities such as well as those reviewed in
Evidence (9/22/22) travel postcards from their social studies to events
own past travels (history), happening today that
writing about their students have heard about
weekend, and sharing or experienced. (10/23)
family traditions (history
and ELA). (9/22/22)
(5/1/23)
Students are able to display

mastery using a variety of
options that allow them to
utilize their own interests
and experiences. (10/2023)
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 of an extensive repertoire of
technologies as provided resources, and technologies culturally responsive strategies, resources, and strategies, resources, and
by school and/or district. in single lessons or pedagogy, resources, and technologies into technologies to meet
sequence of lessons to meet technologies during instruction designed to students’ diverse learning
Using a variety of
students’ diverse learning ongoing instruction to meet meet students’ diverse needs.
instructional
needs. 9/22/22 (5/1/23) students’ diverse learning learning needs.
strategies, resources,
(10/2023) needs.
and technologies to
meet students’ diverse
Some students participate Students participate in Students actively engage in Students take
learning needs
in instructional strategies, Students participate in instruction using strategies, instruction and make use of responsibilities for using a
using resources and single lessons or sequence resources, and technologies a variety of targeted wide range of strategies,
technologies provided. of lessons related to their matched to their learning strategies, resources, and resources, and technologies
9/22/22 interests and experiences. needs. technologies to meet their that successfully advance
(5/1/23) (10/2023) individual students needs. their learning.
Students primarily use I primarily use the

resources provided as resources as suggested by
suggested by the the curriculum with some
curriculum. Our current additional resources of my
curriculum provides online own. I have not ventured
printable resources into using Chromebooks
including graphic yet. I use an occasional
organizers and visual aids. video to support the lesson
We have a shared as well as graphic
Chromebook cart, so they organizers to help students
are rarely used. (9/22/22) visualize the instruction.
(9/22/22) (5/1/23)
Evidence I use resources from the

curriculum. I also show
videos that correspond with
the topic. I post vocabulary
on the wall and use some
digital resources that
students can access via
google classroom for
continued practice.
(12/1/23)
Students participate in
group discussions, group
activities, partner activities
and independent work.
They also have the
opportunity to work in
flexible groups as needed.
Students work in traditional
resources as well as digital
resources for skill
reinforcement. (5/1/23)
(12/1/23)

Asks questions that focus Includes questions in single Guide students to think Supports students to initiate Facilitates systematic
on factual knowledge and lessons or a sequence of critically through use of critical thinking through opportunities for student to
comprehension. lessons that require questioning strategies, independently developing apply critical thinking by
students to recall, interpret, posing/solving problems, questions, posing problems designing structured
and think critically. 9/22/22 and reflection on issues in and reflecting on multiple inquiries into complex
content. (5.1.23) (10/2023) perspectives. problems.
Promoting critical
thinking though
Students respond to varied Students pose problems
inquiry, problem
Some students respond to questions or tasks designed Students respond to and construct questions of Students pose and answer a
solving, and reflection
questions regarding facts to promote comprehension questions and problems their own to support wide-range of complex
and comprehension. and critical thinking in posed by the teacher and inquiries into content. questions and problems,
single lessons or a begin to pose and solve reflect, and communicate
sequence of lessons. problems of their own understandings based on in
9/22/22 related to the content. depth analysis of content
(5/2/23) (10/2023) learning.
I ask questions that help I encourage discussion
students recall prior offering students the
knowledge, interpret, and opportunity to think
think critically about independently and to solve
various aspects of lessons problems. I also encourage
across curriculum. I try to reflection and goal setting
bring prior lessons, when by having students review
relatable, into conversation their work at the end of the
and make connections week, recording their
which also helps reinforce scores and encouraging
previous lessons. (9/22/22) them to set goals for
improvement the following
Evidence week. (5/1/23)
Students answer questions (10/2023)
and engage in discussion
that encourage discourse Students review work and
and higher level thinking track their own progress
within the lesson and each week. They also
related topics as well as monitor their own AR
expanding the topic into goals and track their
real life application. reading goals. They utilize
(9/22/22) rubrics and checklists to
ensure they have all
requirements for writing
assignments before turning
in. (5/1/23) (10/2023)

Implements lessons Seeks to clarify instruction Makes ongoing Adjusts strategies during Makes adjustments to
following curriculum and learning activities to adjustments to instruction instruction based on the extend learning
guidelines. support student based on observation of ongoing monitoring of opportunities and provide
understanding. student engagement and individual student needs for assistance to students in
regular checks for assistance, support, or mastering the concepts
understanding. challenge. (10/2023) flexibly and effectively.
Monitoring student
9/22/22 (5/1/23)
learning and adjusting
Students monitor their
instruction while
Some students receive Students receive assistance Students successfully Students are able to progress in learning and
teaching.
individual assistance individually or in small participate and stay articulate their level of provide information to
during instruction.9/22/22 groups during instruction. engaged in learning understanding and use teacher that informs
activities. teacher guidance to meet adjustments in instruction.
their needs during
instruction. (5/1/23)
(10/2023)
Students primarily learn I implement lesson
through group instruction following curriculum I provide adequate time for
but ask questions guidelines while also students to formulate their
throughout the instruction asking questions to check responses. I evaluate their
and individually during for understanding. I understanding of a topic
independent work. provide pre-lesson and either re-teach as
(9/22/22) activities to build base necessary or expand the
knowledge of more conversation to encourage
difficult skills. I walk further discussion.
around and monitor (10/2023)
students’ responses during
independent work to ensure
Evidence comprehension. I re-teach
or expand lessons as
necessary. (9/22/22) Students engage in quality
(5/1/23) discourse and ask questions
for clarification. Students
ask questions in whole
group setting as well as
seeing out individual
instruction as needed.
(5/1/23) (10/2023)
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Models and communicates Models fair and respectful Reinforces positive, Develops shared Facilitates student self-
expectations for fair and behavior. Demonstrates responsible, and respectful responsibility with reflection and ongoing
respectful behavior to commitment to fairness student interactions. students for resolving improvement of the caring
support social and respect in Assists students to resolve conflict and creating and community based on
development. communications with conflicts. maintaining a caring respect, fairness, and the
students about language Incorporates cultural classroom community. value of all members.
and behavior. awareness to develop a Supports students in
Seeks to understand positive classroom taking leadership in
Promoting social cultural perceptions of climate. developing a caring
Development and caring community. community that is Students take leadership in
responsibility within a Some students share in Students demonstrate responsive to the diverse resolving conflict and
caring community responsibility for the Students participate in efforts to be positive, cultural norms of creating a fair and
where each student is classroom community. occasional community accepting, and respectful identities of all students. respectful classroom
treated fairly and building activities, of differences. 9/22/22 9/22/22 (10/2023) community where
respectfully designed to promote (5/1/23) student’s home culture is
caring, fairness, and Students take included and valued.
respect. responsibility resolving Students communicate
conflicts and maintaining with empathy and
a caring classroom understanding in
community. Students interactions with one
promote respect and another.
appreciation for
differences. (10/2023)
Students make efforts to As part of our schoolwide

be respectful and learning expectations, I
accepting to others. They encourage students to be
hold one another responsible for their
accountable when they are actions and to hold others
not. (9/22/22) (5/1/23) accountable for theirs. I
facilitate healthy conflict
Evidence resolution between
students. I teach, model,
and expect students to
accepting and kind to all.
(9/22/22)
Students take turns

holding classroom jobs
and showing their care
and respect for our
classroom. Early finishers
are also encouraged to
walk around and assist
other students providing
guidance on class work. In
addition, students often
work in heterogeneous
reading groups and are
encouraged to be patient
with other readers and
help them with words they
may not know. (10/2023)

Is aware of the importance Experiments with and/or Develops physical Maintains physical Adapts physical and/or
of the physical and/or virtual learning environments that reflect environments that reflect environments flexibly to
virtual learning environments that support student diversity and student diversity and facilitate access to a wide
environments that support student learning. provide a range of provides a broad range of range of resources that
student learning. resources for learning. resources, displays, and engage students in learning.
artifacts that are current and Ensures that environments
Is aware that structured Structures for interaction Utilizes a variety of integral to instruction. enhance learning and
interaction between are taught in single lessons structures for interaction reflect diversity within and
Creating physical or
students can support or sequence of lessons to during learning activities Integrates a variety of beyond the classroom.
virtual learning
learning. support student learning. that ensures a focus on and structures for interaction
environments that
9/22/22 completion of learning that engage students Selects from a repertoire of
promote student
tasks. (5/1/23) (10/2023) constructively and structures for interaction to
learning, reflect
productively in learning. ensure accelerated learning
diversity, and
for the full range of
encourage
students.
constructive and
Some students use available Students use resources Students routinely use a
productive
resources in learning provided in learning Students use a variety of range of resources in Students participate in
interactions among
environments during environments and interact resources in learning learning environments that monitoring and changing
students
instruction. with each other to environments and interact relate to and enhance the design of learning
understand and complete in ways that deepen their instruction and reflect their environments and
learning tasks in single understanding of the diversity. structures for interactions.
lessons or sequence of content and develop Students share in
lessons. 9/22/22 constructive social and monitoring and assessment
academic interactions. of interactions to improve
(5/1/23) (10/2023) effectiveness and develop a
positive culture for
learning.
I post vocabulary words, Students receive explicit

anchor charts, and student instruction, complete
work to provide learning worksheets, use digital books,
resources. and digital practice activities
to reinforce lessons. They
complete work whole group,
Individual lessons include a in partners, and at times in
Evidence variety of whole group, small groups or one-one with
small group, partners, pair teacher. (5/1/23)(11/1/23)
share discussions, etc.
(9/22/22)
Students utilize information

on bulletin board and
anchor charts as reminders
throughout lessons. They
also engage in group and
partner discussions.
(9/22/22)

Adheres to policies and Recognizes and addresses Anticipates and reduces Integrates support for Shares responsibility with
laws regarding safety that safety issues regarding risks to physical, students to take risks and the students for the
are required by the site, materials, student intellectual, and offer respectful opinions establishment and
district, and state. interactions, and the emotional safety using about divergent maintenance of a safe
Responds to behaviors organization of the multiple strategies that viewpoints. physical, intellectual, and
that impact student safety learning environments. include examining biases emotional environment
as they arise. in the learning focused on high quality
environment and and rigorous learning.
curriculum. Engages in reflection on
Explores strategies to their own language and
Establishing and establish intellectual and Models and provides behavior that contributes
maintaining learning emotional safety in the instruction on skills that to intellectual and
environments that classroom. 9/22/22 develop resiliency and emotional safety in the
are physically, support intellectual and classroom.
intellectually, and emotional safety. Students demonstrate
emotionally safe Students are aware of resiliency in perseverance
required safety Students follow teacher Students develop and for academic
procedures and the school guidance regarding Students take risks, offer practice resiliency skills achievement.
and classroom rational potential safety issues for opinions, and share and strategies to strive for Students maintain
for maintaining safety. self or others. alternative perspectives academic achievement, intellectual and emotional
9/22/22 (5/1/23) and establish intellectual safety for themselves and
(12/1/23) and emotional safety in others in the classroom.
the classroom.
Students have reviewed I recognize and address I provide students

and engaged in safety issues. I review
materials and videos prior
with appropriate
discussions of safety
procedures and to presenting. I use desk reading levels to
expectations for the placement to place reduce frustration
classroom, maneuvering students near others who and anxiety. I
through the hallways, will provide safe structure setting
walking to and using the interaction and the best
possibility for success.
arrangements so
restrooms, etc. (9/22/22)
(9/22/22) students are near
those that encourage
Evidence and strengthen their
skills. We talk
through what
thoughtful and
respectful discourse
sounds like using
both academic
language and social
language situations.
(5/1/23)
(12/1/23)
Emerging Exploring Applying Integrating Innovating

Element 2.4
Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor throughout Facilitates a rigorous
learning environment on learning environment that learning environment that the learning environment learning environment in
accuracy of answers and includes accuracy, includes accuracy, analysis, that values accuracy, which students take
Creating a rigorous
completion of learning understanding, and the problem solving, and analysis, and critical leadership in learning.
learning environment
tasks. importance of meeting appropriate levels of reading, writing and Fosters extended studies,
with high expectations
Is aware of the importance targeted learning goals. challenge. thinking. research, analysis and
and appropriate
of maintaining high Works to maintain high Holds high expectations for Integrates strategic purposeful use of learning.
support for all
expectations for students. expectations for students students. Has an scaffolds and technologies Supports students to utilize
students
while becoming aware of understanding of throughout instruction that an extensive repertoire of
achievement patterns for achievement patterns, and support the full range of differentiated strategies to
individuals and groups of uses scaffolds to address learners in meeting high meet high expectations.
students. 9/22/22 achievement gaps. expectations for
(10/2023) achievement. Students take responsibility
Some students ask for to fully utilize teacher and
teacher support to Some individuals and Students engage in a Students actively use peer support, to achieve
understand or complete groups of students work variety of differentiated supports and challenges to consistently high levels of
learning tasks. 9/22/22 with the teacher to support supports and challenges in complete critical reading, factual and analytical
accuracy and ways that promote their writing, higher order learning.
comprehension in their accuracy, analysis, and thinking, and problem
learning. problem solving in solving across subject
learning. (5/1/23) matter.
(12/1/2023)
At this time, I am primarily I make it clear to the

working with students upon students that I have high
request for help or as I expectations but if they Students work at grade level
observe the need for allow me to, I will do and beyond expectations.
additional guidance. everything I can to help Students use proper graphic
(9/22/22) them reach those organizers, rubrics, and
expectations. I repeat key written behavioral
Evidence expectations. For behavior
elements of lessons as
necessary to ensure students receive immediate
comprehension and feedback and consequences
that match (5/1/23)
accuracy. I guide along the (12/1/23)
way to ensure accuracy. I
also monitor for individual
learning patterns through
observation. (9/22/22)

Establishes expectations, Develops expectations with Uses multiple strategies Integrates equitable Facilitates a positive
rules, and consequences for some student involvement. including culturally expectations, positive environment using systems
individual and group Communicates, models and responsive instruction to supports, and consequences that ensure students take an
behavior. explains expectations for develop and maintain high for individual and group active role in monitoring
Developing,
individual and group standards for individual behavior within and across and maintaining high
communicating, and
behavior. and group behavior. learning activities. standards for individual
maintaining
and group behaviors.
high standards for
Reviews standards for Utilizes routine references Guides and supports
individual and group
Refers to standards for behavior with students in to standards for behavior students to self-assess,
behavior
behavior and applies single lessons or sequence prior and during individual monitor, and set goals for
consequences as needed. of lessons in anticipation of and group work. 9/22/22 individual and group
need for reinforcement. (5/1/23) behavior and participation.
(10/2023)
Students know
expectations for behavior Students follow behavior Students respond to Students demonstrate
Students are aware of and consequences and expectations, accept individual and group positive behavior,
classroom rules and respond to guidance in consequences and increase behaviors and encourage consistent participation and
consequences. following them. 9/22/22 positive behaviors. (5/1/23) and support each other to are valued for their unique
make improvements. identities.
(10/2023)
Students are aware of the I make clear my

expectations and expectations for behavior
consequences. They both for whole group, small
initially respond to group, and individual work.
guidance and positive I remind students at the
reinforcement but often fall start of each lesson my
back into a their talkative expectations. I use a voice
ways. (9/22/22) level chart which can be
changed according to the
type of instruction. I use
positive incentives for
encourage high standards
of behavior. (9/22/22)
Evidence
Students show their
understanding of
expectations by following
directions. Students remind
each other of expectations
when one is not meeting
them. Students follow the
routine set at the beginning
of the year. Students
understand that when
expectations are not met
that there are
consequences. (5/1/23)

Employing classroom Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
routines, procedures, routines or norms for single procedures, and norms in routines and procedures monitoring and reflecting participating in developing,
norms, and supports lessons to support student single lessons or sequence that are culturally on routines, procedures, monitoring, and adjusting
for positive behavior learning. of lessons with some responsive and engage and norms in ways that are routines and procedures
to ensure a climate in student involvement. students in the culturally responsive. focuses on maximizing
which all students can development and Maintains a quality learning.
learn monitoring of norms. learning climate that builds Classroom climate
on student strengths. integrates school standards
Seeks to promote positive and culturally relevant
behaviors and responds to Provides positive behavior Promotes positive norms.
Responds to disruptive disruptive behavior. supports. behaviors and consistently
behavior. Responds appropriately to prevents or refocuses Promotes positive
behaviors in ways that behaviors disruptive to the behaviors and establishes
lessen disruptions to the learning climate. (10/2023) preventions and a positive
learning climate. classroom climate that
Students participate in eliminate most disruptive
routines, procedures, and behavior.
norms and receive
Students receive correction reinforcement for positive Students are involved in
Students are aware of for behavior that interferes behaviors. (9/22/22) assessment and monitoring
procedures, routines, and with learning, and positive (5/1/23) of routines, procedures, and Students share
classroom norms. reinforcement in following norms in ways that responsibility with teacher
routines, procedures, and Students receive timely and improve the learning for managing and
norms. 9/22/22 effective feedback and climate. (10/2023) maintaining a positive
consequences for behaviors classroom climate that
that interfere with learning. promotes learning.
Students are reminded of I remind students at the

the behavior expectations start of each lesson my
before lessons and as expectations. I use a voice
needed throughout the level chart which can be
lesson which often results changed according to the
in an interruption of the type of instruction. I use
Evidence lesson. I also provide positive incentives for
positive incentives for encourage high standards
those modeling desired of behavior. (9/22/22)
behavior. (9/22/22) (5/1/23)

Paces instruction based on Paces instruction with Paces instruction with Paces instruction to include Paces, adjusts, and fluidly
Using instructional
curriculum guidelines. some consideration of students to provide ongoing assessment of facilitates instruction and
time to optimize
Develops awareness of lesson type, adjustments adequate time for student learning. Supports daily activities.
learning
how transitions and for sufficient student work instruction, checking for students in the monitoring
classroom management time and transitions to understanding, completion of instructional time.
impact pacing and lessons. optimize learning. 9/22/22 of learning activities and
closure.(12/1/23) Students use their
Some students complete instructional time to engage
learning activities in time Students complete learning Students participate in and in and complete learning Students monitor their own
allotted. 9/22/22 activities and, as needed, complete a variety of activities and are prepared time, are engaged in
may receive some learning activities in the for the next sequence of accomplishing learning
adjustments of time allotted time allotted with options instruction. goals, and participate in
for tasks or expectations for extension and reflection, self-assessment,
for completion. (5/1/23) review.(12/1/23) and goal setting.
Many students often I use curriculum pacing as I plan my lessons with

require more time. I a guide while also estimates of time needed
provide “catch-up” time for recognizing that certain including gathering resources
and transition times. I include
students who need lessons are more time
time for instruction and
additional time. (9/22/22) consuming to or require review, as well as preparing
more time to present. I also early finisher work when
recognize that new needed. (12/1/23)
concepts may require more
time than repeat or review
Evidence lessons. All lessons are Students work independently
planned with transition or in groups to complete a task
time scheduled in with for the day with time to review
additional time in extra or ask questions as needed.
(12/1/23)
resources are need such
colored pencils, scissor for
cutting, etc. (9/22/22)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating

Has a foundational Examines concepts in Understands and explains Uses broad knowledge of Uses extensive knowledge
knowledge of subject subject matter and the relationship between inter-relationships of of subject matter concepts,
matter, related academic academic language to essential subject matter concepts, academic content current issues, academic
3.1 Demonstrating
language, and academic identify connections concepts, academic standards, and academic language, and research to
knowledge of subject
content standards. 9/22/22 between academic content language, and academic language in ways that make relevant connections
matter academic
standards and instruction. content standards. ensure clear connections to standards during
content standards
(4/23) and relevance to students. instruction and extend
(10/23) student learning.
I understand that students I review the content and the

need to understand the related standards ensuring I review and understand the
academic language and the assignments will allow content and breakdown the
underlying skills prior to students to meet their goal. content into steps that will
mastering a skill and can I adjust or add additional allow students to
identify the steps required lessons as needed to ensure understand content in
to complete the objectives. the students can properly smaller chunks, mastering
(9/22/22) learn and master the skills. each part. For example, I
(5/1/23) provided graphic
organizers for students to
practice the components of
a paragraph, then guided
them through putting the
paragraphs together to form
an essay. (10/23)
Has basic knowledge of Expands knowledge of Adapts instruction in Integrates knowledge of Utilizes comprehensive
student stages of student development and response to knowledge of range of students knowledge of students to
development while implements learning student development and development into guide all students to
becoming aware of activities in single lessons proficiencies to meet instructional decisions to develop proficiencies,
differences in students’ or sequence of lessons that students’ diverse learning ensure student understand subject matter
understanding of subject addresses students’ needs. Ensures understanding of the including related academic
matter. proficiencies and support understanding of subject subject matter including language.
understanding of subject matter including related related academic language.
Teaches subject-specific matter including related academic language. Engages student at all
vocabulary following academic language. Provides explicit teaching levels of vocabulary,
3.2 Applying
curriculum guidelines. Provides explicit teaching of specific academic academic language, and
knowledge of student
Provides explicit teaching of essential vocabulary, language, text structures, proficiencies in self-
development and
of essential content idioms, key words with grammatical, and stylistic directed goal setting,
proficiencies to ensure
vocabulary and associated multiple meanings, and language features to ensure monitoring, and
student understanding
academic language in academic language in ways equitable access to subject improvement. Guides all
of subject matter
single lessons or sequence that engage students in matter understanding for students in using analysis
of lessons. Explains accessing subject matter the range of student strategies that provides
academic language, text or learning language levels and equitable access and deep
formats, and vocabulary to activities.(5/1/23) abilities. (10/23) understanding of subject
support student access to matter.
subject matter when
confusions are identified.
9/22/22
I review content I review lesson vocabulary While I follow curriculum

vocabulary and academic and definitions. We discuss content, I also supplement
language for individual content material and with grade level reading
lessons. I provide examples application to our prior passages and exercises to
that that students can relate knowledge. I check for help reinforce content.
to ensure comprehension. understanding of concepts (10/23)
(9/22/22) and adjust material as
Evidence needed to ensure full
understanding. (5/1/23)
Follows organization of Examines organization of Uses knowledge of Integrates knowledge of Uses extensive knowledge
curriculum as provided by curriculum and considers curriculum and student curriculum and resources to of curriculum and related
site and district to support adjustments in single readiness to organize and organize and adjust resources to flexibly and
student understanding of lessons or sequence of adjust the curriculum to instruction within and effectively organize and
3.3 Organizing the subject matter. lessons to support ensure student across subject matter to adjust instruction.
curriculum to facilitate understanding of subject understanding.(5/1/23) extend student
student understanding matter. 9/22/22 understanding. (10/23) Ensures student
of the subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand.
I primarily follow the I review the curriculum and I pace curricular content so
organization of the suggested lesson. I break that the reading and social
curriculum, but will apart lessons into smaller studies aligns when
occasionally fill in gaps to mini lessons as needed. I possible. We relate our
provide enhanced make connections to prior fiction and no-fiction
understanding or adjust the lessons and ensure reading passages to the
order of instruction to comprehension of skills facts discussed in social
ensure proper scaffolding. and new info before studies. (10/23)
(9/22/22) moving on to the next
lesson. (5/1/23)
Evidence
Uses instructional Gathers and uses additional Selects and adapts a variety Integrates instructional Uses an extensive
strategies that are provided instructional strategies in of instructional strategies to strategies appropriate to repertoire of instructional
in the curriculum. single lessons or sequence ensure student subject matter to meet strategies to develop
of lessons to increase understanding of academic students’ diverse learning, enthusiasm, meta-cognitive
3.4 Utilizing student understanding of language appropriate to to ensure student abilities, and support and
instructional strategies academic language subject matter and that understanding of academic challenge the full range of
that are appropriate to appropriate to subject addresses students’ diverse language, and guide student towards a deep
the subject matter matter. 9/22/22 learning needs.(5/1/23) student in understanding knowledge of subject
connections within and matter.
across subject matter.
(10/23)
I use instructional I review curriculum and I utilize instructional

strategies provided by provide a variety of strategies that allow
curriculum but will also instructional strategies that students to engage in
supplement with additional meet the needs of a diverse subject matter such as
resources such as visual group of students. (5/1/23) working in groups and
aids, graphic organizers, partners, including hands-
coloring opportunities, on strategies. (10/23)
videos, etc.
(9/22/22)
Evidence
Uses available instructional Explores additional Selects, adapts, and utilizes Integrates a wide range of Engages students in
materials, resources, and instructional materials, appropriate instructional adapted resources, identifying and adapting
technologies for specific resources, and technologies materials, resources, and technologies, and resources, technologies,
3.5 Using and adapting lessons to make subject to make subject matter technologies for concept instructional materials to and standards-aligned
resources, matter accessible to accessible to students. and skill development in meet identified student instructional materials to
technologies, and students. subject matter. Resources needs and make subject extend student
standards-aligned Explores how to make reflect the diversity of the matter accessible to understanding and critical
instructional materials Identifies technological technological resources classroom and support students. thinking about subject
including adopted resource needs. 9/22/22 available to all students. differentiated learning of matter.
materials, to make (5/1/23) subject matter. Assists student with
subject matter equitable access to Ensures that student are
accessible to all Guides students to use materials, resources, and able to obtain equitable
students available print, electronic, technologies. Seeks outside access to a wide range of
and online subject matter resources and support. technologies through
resources based on ongoing links to outside
individual needs. (10/23) resources and support.
I review lessons and break

I use available text and them apart into mini I explicitly teach the
coordinating workbooks. I lessons that will allow curricular content and then
incorporate video and students to focus on a provide students with a
handouts to supplement. particular skill. I also use variety of engaging
9/22/22 supplementary resources activities including printed
that will provide students activities, online practice,
with a more clear and group activities to
understanding of the reinforce the content. I
concepts and better reach provide options via Google
Evidence different learning styles. Classroom to include
(5/1/23) ReadWorks articles, online
grammar activities, and
read-alouds or online
books. (10/23)
Is aware of students’ primary Seeks additional information Identifies language Integrates knowledge of Engages English learners in
language and English describing elements of culture proficiencies and English English language assessment of their progress in
language proficiencies based and language proficiencies in learner strengths in the study development, English English language development
on available assessment data. listening, speaking, reading, of language and content. learners’ strengths and and in meeting content
and writing. Uses multiple Differentiates instruction assessed needs into English standards. Supports students
measures for assessing using one or more components language and content to establish and monitor
3.6 Addressing the English learners’ performance of English language instruction. language and content goals.
needs of English to identify gaps in English development to support
language development. English learners.
learners and student
Provides adapted materials to Is resourceful and flexible in
with special needs to help English learners access Attempts to scaffold content Creates and implements Develops and adapts the design, adjustment, and
provide equitable content. 9/22/22 using visuals, models, and scaffolds to support standards- instruction to provide a wide elimination of scaffolds based
access to the content graphic organizers. (5/1/23) based instruction using range of scaffolded support on English learners’
literacy strategies, SDAIE, for language and content for proficiencies, knowledge, and
and content level English the range of English learners. skills in the content.
language development in (10/23)
order for students to improve
language proficiencies and
understand content.
I am aware of students who I provide graphic

are ELL’s and incorporate I check for understanding organizers to help guide
a variety of materials, such using multiple methods students through
as visuals or graphic including pictures, and curriculum content. I keep
organizers as needed. concepts and opposed to vocabulary /word wall
Students sit with language. I post visual aid available for current
classmates that can provide that will assist in passages visible for
support. (9/22/22) understanding concepts. I students to refer to. I
use digital resources as provide online matching
Evidence needed that provide sound, and sorting practice for
visuals, and immediate grammar for IEP students.
feedback. (5/1/23) (10/23)
Has an awareness of the full Seeks additional information Utilizes information on the Integrates accommodations, Guides and support the full
range of students identified on the full range of students full range of students adaptations, and extensions to range of student with special
with special needs through identified with special needs identified with special needs instruction for the full range of needs to actively engage in the
data provided by the school. to address challenges or to assess strengths and students with special needs to assessment and monitor their
supports in single lessons or competencies to provide ensure adequate support and own strengths, learning needs,
sequence of lessons. appropriate challenge and challenge. and achievement in accessing
accommodations in content.
instruction. Communicates and
Attends required meeting with Cooperates with resource collaborates with colleagues, Communicates and
3.6 Addressing the resource personnel and personnel, para-educators, and Communicates regularly with support staff, and families to collaborates with resource
needs of English families. families during meetings and resource personnel, para- ensure consistent instruction. personnel, para-educators,
learners and student activities in support of educators, and families to Supports families in positive families, leadership, and
with special needs to learning plans and goals. ensure that student services engagement with school. students in creating a
provide equitable are provided and progress is coordinated program to
access to the content made in accessing appropriate Initiates and monitors referral optimize success of the full
content. processes and follow-up range of students with special
meeting to ensure that needs.
Learns about referral Seeks additional information Refers students as needed in a students receive support
processes for students with on struggling learners and timely and appropriate manner and/or extended learning that Takes leadership at the
special needs. advanced learners to supported with documented is integrated into the core site/district and collaborates
determine appropriateness for data over time, including curriculum. with resource personnel to
referral. 9/22/22 interventions tried previous to ensure the smooth and
referral.(5/1/23) effective implementations of
referral processes.
I review CUM files and am I review all prior

aware of students requiring assessment and discuss
accommodations. I review goals with resource
individual lesson with teachers. I review IEP’s
resource teacher to identify and provide parents with
how I can better assist updates throughout the year
students who require as to our adjusted goals. I
Evidence assistance with language refer additional services or
and reading. I align tutoring as needed. (5/1/23)
learning goals with those
identified by the resource
teacher. (9/22/22)
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Plans daily lessons using Plans single lessons or Plans differentiated Plans differentiated Plans differentiated
available curriculum and sequence of lessons using instruction based on instruction, which is based instruction that provides
information from district additional assessment knowledge of students’ on broad knowledge of systematic opportunities
and state required information on student academic readiness, students. Matches for supporting and
assessments. academic readiness, academic language, diverse resources and specific extending student learning
language, cultural cultural backgrounds, and strategies to students’ based on comprehensive
4.1 Using knowledge of background, and individual individual cognitive, social, diverse learning needs and information on students.
students’ academic development. emotional, and physical cultural backgrounds.
readiness, language development to meet their
proficiency, cultural individual needs.
background, and individual
development to plan Examines potential sources Planning addresses bias, Engages students in the
instruction. Is aware of impact of bias Becomes aware of potential of bias and stereotyping stereotyping, and analysis of bias,
on learning. areas of bias and seeks to when planning lessons. assumptions about cultures stereotyping, and
learn about culturally Uses culturally responsive an members of cultures. assumptions.
responsive pedagogy. pedagogy in (10/23)
9/22/22 planning.(5/1/23)
Lessons are planned to

encourage discussion and I give student the I provide alternate
celebration of a diverse opportunity to talk about assignments for IEP
community. Explanations their cultures and past students to help them meet
are provided to explain the experiences. I review files their goal. As well, I
different cultures and about their prior provide enrichment
traditions discussed in educational experiences. I assignments for those who
individual lessons. complete assessments at are beyond grade level. In
Connections are made the beginning of the year to addition, we review a unit
Evidence between ideas among see where students are on cultures and traditions at
multiple cultures to further academically. I review the beginning of the year
help students identify with curriculum and make and encourage student to
and accept the diverse adjustments as needed to share about their family
cultures. (9/22/22) ensure lessons provide a traditions . We also
well-balanced experiences read/view videos that
for a diverse group. represent a variety of
(5/1/23) cultures from our
classroom. (10/23)
Communicates learning Establishes and shares Establishes and Establishes and articulates Establishes and articulates
objectives for a single learning goals for skill communicates to students learning goals to students comprehensive short-term
lesson to students based on development with students clear learning goals for that integrate content and long-term learning
4.2 Establishing and content standards and in single lessons and content that are accessible, standards with students’ goals for students. Assists
articulating goals for available curriculum. sequence of lessons. challenging, and strengths, interests, and students to articulate and
student learning 9/22/22 differentiated to address learning needs. (10/23) monitor learning goals.
students’ diverse learning
needs. (5/1/23)
I provide written objectives I establish whole class I review learning goal prior
and orally explain our short learning goals as well as to introducing a new
term (daily) lesson as well differentiated paths for lesson. I breakdown the
as lesson sequence goals. certain students as needed longer lessons into
(9/22/22) to help them reach their manageable small lessons.
goal. (5/1/23) (10/23)
Evidence
Uses available curriculum Begins to plan curriculum Establishes short- and long- Refines sequence of long- Utilizes extensive
for daily, short- and long- units that include a series term curriculum plans for term plans to reflect knowledge of curriculum,
term plans. 9/22/22 of connected lessons and subject matter concepts and integrations of curriculum content standards, and
4.3 Developing and are linked to long-term essential related academic guidelines, frameworks, assess learning needs to
sequencing long-term and planning to support student language and formats that and assessed instructional design cohesive and
short-term instructional learning. support student learning. needs to ensure student comprehensive long- and
plans to support student (5/1/23) learning. (10/23) short-term instructional
learning plans that ensure high
levels of learning.
I primarily use the

available curriculum for I sequence learning I create a year-long
daily, short and long term activities over time to help curriculum plan and pacing
goals. (9/22/22) students reach their long- guide at the beginning of
term goal. (5/1/23) the year. Each month I
adjust the plans and break
the long -term goals into
manageable smaller goals
that can be met within
individual assignments.
(10/23)
Evidence
Plans instruction that Selects strategies for single Incorporates differentiated Plans instruction using a Plans instruction
incorporates strategies lessons or sequence of instructional strategies into wide range of strategies to incorporating a repertoire
suggested by curriculum lessons that respond to ongoing planning that address learning styles and of strategies specifically
guidelines. students’ diverse learning addresses culturally meet students’ assessed meet students’ diverse
needs. responsive pedagogy, language and learning language and learning
students’ diverse language, needs. Provides appropriate needs and styles to advance
4.4 Planning instruction and learning needs and support and challenges for learning for all.
that incorporates styles. students.
appropriate strategies to Is aware of student content, Seeks to learn about Facilitates opportunities for
meet the learning needs of learning, and language students’ diverse learning Uses assessments of Integrates results from a students to reflect on their
all students needs through data and language needs beyond students’ learning and broad range of assessments learning and the impact of
provided by the site and basic data. 9/22/22 language needs to inform into planning to meet instructional strategies to
district. planning differentiated students’ diverse learning meet their learning and
instruction. (5/1/23) and language needs. language needs.
(10/23)
I select strategies for each I provide instruction using I use a wide range of
lesson or sequence multiple strategies strategies to ensure that all
recognizing that students including visual aids, oral learning styles are
need a variety of strategies. presentations, and note addressed and supported. I
I asses background taking to help students formatively assess at the
knowledge and scaffold learn in a variety of ways. beginning of each lesson
instruction, incorporation (5/1/23) and re-assess at the end to
resources such as graphic ensure students are
organizers, visual aids, and grasping and
group discussion to appeal comprehending concepts. I
to a variety learning types. adjust or add additional
Evidence (9/22/22) strategies as needed.
(10/23)
Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for a
uses materials from materials in single lessons adaptations to differentiate adjustments to instructional wide range of adaptations
curriculum provided. or sequences of lessons to instructional plans. Uses plans and uses a variety of to lessons based on in
9/22/22 address students’ learning culturally responsive materials as the depth analysis of individual
4.5 Adapting instructional
needs. pedagogy and additional instructional needs arises to student needs.
plans and curricular
materials to support support student learning.
materials to meet the
students’ diverse learning (10/23) Engages with students to
assessed learning needs of
needs. (5/23) identify types of
all students.
adjustments in instruction
that best meet their
learning goals.
I primarily use the I formatively assess I formatively assess

materials provided by the students understanding of a students understanding of a
curriculum to meet the concept prior to teaching as concept prior to teaching as
learning needs of students well as throughout the well as throughout the
and will occasionally lesson. I make adjustments lesson. I make adjustments
incorporate additional and incorporate new and incorporate new
resources. (9/22/22) strategies as needed. I strategies as needed. I
include visual aids and include visual aids and
hands-on activities to hands-on activities to
ensure I meet all learning ensure I meet all learning
Evidence styles. (5/1/23) styles. (10/23)
CSTP 5: Assessing Students for Learning

Is aware of the purposes Explores the use of Decides on the purpose for Develops and adapts the Demonstrates purposeful
and characteristics of different types of pre- assessment and skills to be range of appropriate use of a wide range of
formative and summative assessment, formative and assessed to select assessments to address assessments to support
assessments. 9/22/22 summative assessments. appropriately matches pre-, questions about students’ differentiated student
5.1 Applying formative and summative learning needs and learning needs and reflect
knowledge of the Begins to identify specific assessments. progress. progress.
purposes, characteristics of
characteristics, and assessments that yield Selects assessments based Integrates a variety of Draws flexibility from a
uses of different types different types of on clear understanding of characteristics into repertoire of appropriate
of assessments information about student the purposes and assessments to allow assessment options and
preparedness, progress, and characteristics of students with a ranges of characteristics to maximize
proficiency (5/1/23). assessments to support learning needs to student demonstration of
student learning. demonstrate what they knowledge.
know. (12/1/23)
I provide online phonics
I use a variety of and grammar practice
I am aware if the types of reading passages to activities for IEP students
assessment and dabbling in with dysgraphia. In
the use of different types of
assess both addition, we review a unit
assessments. I primarily comprehension and on cultures and traditions at
use formative assessments fluency. Assessments the beginning of the year
during individual work as I utilize recently learned and encourage student to
observe comprehension or reading strategies and share about their family
through the use of exit traditions, and students use
tickets. I also use
genre focuses. iPads to research traditions
curriculum provided (5/1/23) from their own culture. We
Evidence assessments including unit also read/view videos that
assessments, progress represent a variety of
monitoring, and cultures from our
comprehension classroom. (12/1/23)
assessments. (9/22/22)
Use data from required Explores collecting Collects a variety of formal Designs and integrates an Infuses assessments
assessments to assess additional data using and informal assessment assessment plan that strategically and
student learning. supplemental assessments. data on student learning. provides formal and systematically throughout
informal assessment data instruction to collect
Follows required processes Make adjustments in Uses analysis of a variety on student learning. ongoing assessment data
5.2 Collecting and for data analysis and draws planning for single lessons of data to inform planning appropriate for the range of
analyzing assessment conclusions about student or sequence of lessons and differentiation of Uses data analysis of a learner needs.
data from a variety of learning. 9/22/22 based on analysis of instruction. (2/23) (11/23) broad range of assessments
sources to inform assessment data. to provide comprehensive Uses results of ongoing
instruction. information to guide data analysis to plan and
planning and differentiate instruction for
differentiation of maximum academic
instruction. success.
In addition to formal
assessments, I check
I use data from required students understanding
assessments to assess before, during, and after
student learning. individual lessons using
KWL charts and exit
I follow required processes tickets. Based on these
for data analyses. I will informal assessment, I
make some adjustments t modify future lessons
lessons based on analyses. accordingly. (2/23)
(9/22/22)
Students are pre-assessed
Evidence using online Quizlet to
check their understanding
of prior day's lesson.
Further instruction is
provided as needed.
(11/23)
Reviews and monitors Reviews and monitors Reviews and monitors a Reviews and monitors a Facilitates collaborative
5.3 Reviewing data, available assessment data additional assessment data variety of data on student broad range of data work and fosters
both individually and as required by site and individually and with learning individually and individually and with colleagues ability to
with colleagues, to district processes. colleagues and identifies with colleagues to identify colleagues to analyze identify and address causes
monitor student learning needs of trends and patterns among student thinking and for achievement patterns
learning individual students. groups of students. identify underlying causes and trends.
9/22/22 (11/23) for trends.(11/23)
I review and monitor Students read books and

assessment data, review take quizzes online through
with my partner teacher, Accelerated Reader. I
resource teacher, and check scores weekly to
principal to identify review students'
learning needs of comprehension and look
individuals. (9/22/22) for patterns showing a need
to increase or adjust
Using MAP testing and quarterly goal. (11/23)
STAR reading
assessments, I review
results individually with
colleagues to determine
academic plans for
Evidence students. I discuss results
with resource teachers to
determine possible need for
additional tutoring or one-
on-one assistance. (11/23)
Uses data from Uses data from available Uses a variety of Uses a broad range of data Reflects on data
assessments provided by assessments to establish assessment data to set to set learning goals for continuously to make
site and district to set content-based learning student learning goals for content and academic ongoing refinements to
learning goals for the class. goals for class and content and academic language that are integrated learning goals for content
individual students in language. across content standards and academic language for
single lessons or sequences for individuals and groups. the fill range of students.
5.4 Using assessment
Plans instruction using of lessons.
data to establish
available curriculum Plans differentiated lessons Plans differentiated Uses data systematically to
learning goals and to
guidelines. Plans adjustments in and modifications to instruction targeted to meet refine planning,
plan, differentiate, and
instruction to address instruction to meet individual and group differentiate instruction,
modify instruction
learning needs of students’ diverse learning learning needs. and make ongoing
individual students. needs. (2/23) adjustments to match the
9/22/22 Modifies lessons during evolving learning needs of
instruction based on individuals and groups.
informal assessments.
(11/23)
STAR reading assessment Students are grouped based

I set learning goals that are results are used to group on reading level as well as
practical and appropriate students into homogeneous understanding of a
based on the current data reading groups. Using particular lesson. Students
available. I adjust goals as these groups I provide work with me in groups
needed based on student targeted instruction to reviewing leveled readers
learning progress. students in small groups. online from the ELA
(9/22/22) (2/23) curriculum as well as
working on differentiated
comprehension
assignments posted to
Evidence Google Classroom. (11/23)
Informs students about Begins to encourage Models and scaffolds Implements structures for Provides systematic
learning objectives, students to establish student self-assessment and students to self-assess and opportunities for student
outcomes, and summative learning goals through goal setting processes for set learning goals related to self-assessment, goal
assessment results. single lessons or sequence learning content and content, academic setting, and progress
5.5 Involving all Recognizes the need for of lessons that include goal academic language language, and individual monitoring.
students in self- individual learning goals. setting exercises. development. skills.
assessment, goal- Develops students’ meta-
setting, and progress Monitors progress using Provides students with Guides students to monitor Integrates student self- cognitive skills for
monitoring available tools for opportunities in single and reflect on progress on a assessment, goal setting, analyzing progress and
recording. 9/22/22 lessons or sequence of regular basis. (11/23) and progress monitoring refining goals towards high
lessons to monitor their across the curriculum. levels of academic
own progress toward class achievement.
or individual goals. (2/23)
Using STAR Reading Students are provided

I write learning objectives Assessments to determine custom rubrics created
on the board. We discuss reading levels, I help through Rubistar for each
general group results and students create reading writing assignment.
individual results with goals to participate in our Students understand the
students. I recognize goals Accelerated Reader expectations for the
are important to set. I use program. Students track assignment in advance and
progress monitoring tools their reading and record the then complete peer
as provided by curriculum. points they earn and conference allowing peers
(9/22/22) monitor their own progress to also review their work
each quarter. (2/23) and provide corrections as
needeed . (11/23)
Evidence
Uses available technologies Explores use of additional Uses technology to design Integrates a variety of Use a wide range of
to record assessments, technologies to implement and implement technologies into the technologies to design,
determine proficiency individual assessments, assessments, record and development, implement, and analyze
levels, and make required record results, and analyze results, and implementation, analysis of assessments and provides
5.6 Using available communications about communicate with communicate about student assessments, and for an in depth and ongoing
technologies to assist student learning. 9/22/22 administration, colleagues, learning with communication of student communication regarding
in assessment, analysis, (2/23) and families about student administration, colleagues, learning to all audiences. student learning to all
and communication of learning. families, and students. audiences.
student learning Ensure that
communications are
received by those who lack
access to technology.
(11/23)
I use computerized testing I enter grades weekly into

to determine proficiency FACTS which parents can
levels in reading, language access to monitor students'
and math. Results are progress as well as sending
shared with parents and home progress reports
administration. (9/22/22) every 8 weeks. I also
utilize Class Dojo and
We send home report cards email to communicate with
at the end of each quarter parents if students are
as well as mid-quarter missing work, need
progress reports. In additional support, or to
addition, I maintain provide updates on
Evidence communication with behavior. Class newsletters
parents if students are are given to students each
missing multiple week as well as emailed to
assignments and if their parents to keep them
grade drops to a D or updated on upcoming tests,
lower. (2/23) spelling words for the
week, Bible Memory
Verses, and homework
assignments. (11/23)
Provides students with Provides students with Provides students with Integrates the ongoing Facilitates students’
feedback through assessed additional feedback based clear and timely sharing of comprehensible leadership in seeking and
work and required on formative assessments information about feedback to students from using ongoing
summative assessments. from single lessons or strengths, needs, and formal and informal comprehensible
sequence of lessons. Seeks strategies for improving assessments in ways that communications about
Notifies families of student to provide feedback in academic achievement. support increased learning. individual student progress
5.7 Using assessment
proficiencies, challenges, ways that students and ways to provide and
information to share
and behavior issues understand. Provides opportunities for Communicates regularly monitor support.
timely and
through school mandated comprehensible and timely with families to share a
comprehensible
procedures. Communicates with two-way communications range of assessment
feedback with students
families about student with families to share information that is
and their families
progress, strengths, and student assessments, comprehensible and
needs at reporting periods. progress, raise issues responsive to individual
Contacts families as needs and/or concerns, and guide student and family needs.
arise regarding struggling family support. (11/23)
students or behavior issues.
9/22/22
I provide students with I enter grades weekly into

immediate feedback FACTS which parents can
advising if work needs to access to monitor students'
be redone. I send home progress as well as sending
classwork and assessment home progress reports
so parents can see what every 8 weeks. I also re-
students are doing in class. test reading levels
Progress reports are sent throughout the year and
home. Emails are sent to provide updated
parents when students have information so that parents
3 missing assignments, can guide students to the
Evidence
when grades drop, or if a proper books. Parents are
student is struggling in a emailed when students pass
particular area. (9/22/22) a math level or when they
(2/23) make three attempts
without passing to
Students take online MAP encouraging parents to
assessments three times a continue working the
year assessing their reading student at home. (11/23)
and math. Print-outs are
provided to parents after
each test that can show
their child's progress. This
also provides me an
opportunity to discuss a
possible need for additional
tutoring or to justify the
need for challenging the
student further. (2/23)
CSTP 6: Developing as a Professional Educator
Is aware of the need to Begins to engage in Engages in reflection Reflects individually Maintains ongoing
reflect on teaching reflection on teaching individually and with and with colleagues on reflective practice and
practice to support practice individually and colleagues on the refinements in teaching action research in
student learning. with colleagues that is relationship between practice and connections supporting student
Reflects individually or focused on methods to making adjustments in among the elements of learning and raising the
with colleagues on support the full range of teaching practice and the CSTP to positively level of academic
immediate student learners. 9/22/22 impact on the full range impact the full range of achievement.
learning needs. of learners. (2/23) learners. (11/23)
6.1 Reflecting on Engages in and fosters
reflection among
teaching practice in
colleagues for school
support of student wide impact on student
learning learning.
Currently I am meeting I meet with my mentor and

I self-reflect on individual with my mentor teacher principle weekly and
lessons and at end of the regularly to discuss lesson review the playlists
day - were students plans as well I invite my provided for technology
engaged? Did they show mentor to observe my options. We review how I
comprehension? What lessons to receive can additionally apply
could I have done feedback. I use the technology into the lessons
differently or better? I also feedback and our weekly and I collaborate with
converse with grade level conversations to make colleagues to discuss how
colleagues and other more adjustments to my teaching they use technology in
experienced colleagues. practices. I also make their classrooms. (11/23)
(9/22/22) notes in my lesson plans if
I know a particular lesson
Evidence was not successful or if I a
new teaching strategy
would be recommended to
use next time I teach the
lesson. (2/23)
Develops goals Sets goals connected to Sets goals connected to Sets and modifies Sets and modifies a
connected to the CSTP the CSTP that take into the CSTP that are authentic goals broad range of
through required account self-assessment authentic, challenging, connected to the CSTP professional goals
processes and local of teaching practice. and based on self- that are intellectually connected to the CSTP
protocols. assessment. challenging and based to improve instructional
Expands knowledge and on self-assessment and practice and impact
Attends required skills individually and Aligns personal goals feedback from a variety student learning within
6.2 Establishing professional with colleagues through with school and district of sources. and beyond the
professional goals development. available professional goals, and focuses on classroom.
and engaging in development. 9/22/22 improving student Engages in and
learning. contributes to Engages in ongoing
continuous and
professional inquiry into teacher
purposeful Selects and engages in development targeted on practice for professional
professional growth professional student achievement. development.
and development development based on Pursues a variety of
needs identified in additional opportunities Contributes to
professional goals. to learn professionally. professional
(2/23) 11/23) organizations, and
development
opportunities to extend
own teaching practice.
I create a list of goals of

I complete all required practices I would like to
professional development. implement in the
I consult with colleagues classroom and then use
and mentor. I review this list to guide my
career specific articles that professional development.
provide new insight. I then search for online
(9/22/22) trainings or instructions
and/or observe other
Evidence teachers to learn ways to
implement these practices.
(2/23)
I attend administration led

professional development
monthly. I have also
completed online
professional development
on teaching writing to third
graders as well as
enhancing the use of
technology in the
classroom. (11/23)
6.3 Collaborating Attends staff, grade Consults with Collaborates with Collaborates with Facilitates collaboration
level, department, and colleagues to consider colleagues to improve colleagues to expand with colleagues.
with colleagues and
other required meetings how best to support student learning and impact on teacher and
the broader and collaborations. teacher and student reflect on teaching student learning within Works to ensure the
professional learning. practice at the classroom grade or department and broadest positive impact
community to Identifies student and level. school and district possible on instructional
support teacher and teacher resources at the Begins to identify how levels. practice and student
student learning school and district level. to access student and Interacts with members achievement at school
teacher resources in the of the broader Engages with members and district levels and
broader professional professional community of the broader for the profession.
community. to access resources that professional community
support teacher to access resources and a Initiates and develops
effectiveness and wide range of supports professional learning
student learning. 9/22/22 for teaching the full opportunities with the
(2/23) range of learners.(11/23) broader professional
community focused on
student achievement.
I meet weekly with my

I work with my partner mentor, principal, and
teacher and other teachers grade level teachers. We
withing the school to discuss new ways to
Evidence reflect on teaching present material as well as
practices. We discuss how new ways to integrate
to improve engagement, technology into the
address accommodations classroom. I also meet with
for students, and address the resource teacher and
classroom behaviors. I reading specialist to
engage in school functions discuss how I can better
to build community and provide resources and
relationships. (9/22/22) differentiate for student
with additional needs,
I work with my grade level including those with IEP's.
teacher and also cross- (11/23)
grade level teachers to
discuss what the students
need today and what I need
to work on preparing them
for next year. I also meet
with our reading specialist
who pull student out a few
times a week who need
additional one-on-one
assistance. We discuss
students' progress and I
provide her with current
curriculum show she can
help apply the her
strategies to things we are
working on in class at the
time. (2/23)
Is aware of the role of Acknowledges the Supports families to Provides opportunities Structures a wide range
the family in student importance of the contribute to the and support for families of opportunities for
learning and the need for family’s role in student classroom and school. to actively participate in families to contribute to
interactions with learning. Seeks Adjusts communication the classroom and the classroom and
families. 9/22/22 information about to families based on school. school community.
cultural norms of awareness of cultural Supports a
families represented in norms and wide range of Communicates to school/district
the school. Welcomes experiences with families in ways which environment in which
family involvement at schools. (2/23) (11/23) show understanding of families take leadership
classroom/ school and respect for cultural to improve student
6.4 Working with events. norms. learning.
families to support
student learning
I send out weekly
I am aware of the newsletters to let parents
importance of family know what we are working
on in class and what the
involvement and
homework will be for the
maintain communication week. I also include a
with families on the on- calendar of school events
goings within our in which they may want to
classroom and school as participate. (2/23)
well as notifying of any
struggles and successes Weekly newsletter are sent
regarding their child. home as a hard copy as
(9/22/22) well as emailed to parents
weekly. Updates are
provided in the email. We
Evidence have established at the
beginning of the year that
email as a source of
communication with non-
English speaking parents is
best as they can use
Google Translate. Our
class also utilizes Band
App run by our room mom
who provide the families
with upcoming events
(11/23)
Develops awareness Seeks available Uses a variety of Uses a broad range of Collaborates with
about local neighborhood and neighborhood and neighborhood and community members to
neighborhoods and community resources. community resources to community resources to increase instructional
communities support the curriculum. support the instructional and learning
surrounding the school. Includes references or program, students, and opportunities for
connections to Includes knowledge of families. students.
Uses available communities in single communities when
neighborhood and lessons or sequence of designing and Draws from Engages students in
community resources in lessons. implementing understanding of leadership and service in
6.5 Engaging local single lessons. 9/22/22 instruction (2/23) community to improve the community.
communities in (11/23) and enrich the Incorporates community
instructional program. members into the school
support of the
learning community.
instructional
program Our school is associated
I am familiar with the with a church and I always
local community and promote events that the
participate in local church is putting on as
school events and well as community events
that the school sponsors. I
fundraisers in the
do my best to attend and
neighborhood. (9/22/22) participate in these events
as well so I can connect
with the students and their
families outside of school.
(2/23)
Evidence Online reading and math

assessments are review
with parents. Based on
need, additional resources
are provided to families
such as Mathnasium, our
own school resource
teacher, and on campus
tutoring. (11/23)
Develops an Maintains professional Anticipates professional Integrates the full range Models professionalism
understanding of responsibilities in timely responsibilities and of professional and supports colleagues
professional ways and seeks support manages time and effort responsibilities into in meeting and
responsibilities. as needed. required to meet advanced planning and exceeding professional
expectations. prepares for situations Responsibilities
Seeks to meet required Demonstrates that may be challenging. effectively.
commitments to commitment by Pursues ways to support
students. exploring ways to students’ diverse Maintains continual Supports colleagues to
address individual learning needs and effort to seek, develop, maintain the motivation,
student needs. 9/22/22 maintains belief in and refine new and resiliency, and energy to
6.6 Managing students’ capacity for creative methods to ensure that all students
achievement. (2/23) ensure individual achieve.
professional
(11/23) student learning.
responsibilities to
maintain motivation While I am still working
and commitment to I demonstrate a positive on not taking work home, I
all students do ensure that I have
and professional attitude plenty of family time with
and complete required my husband and kids. I
paperwork as needed. I also practice healthy habits
am still working to to reduce stress and
balance my time but am illnesses throughout the
seeking ways to school year by eating
improve. (9/22/22) healthy, exercising, and
taking whole food
supplements. (2/23)
Evidence
I am committed to helping
each student meet their
goals. I still often stay late
to plan as well as take
work home on weekends,
but I am improving in my
time management and
continue to leave time for
family and stress reducing
practices. (11/23)
Follows all state education codes, legal requirements, district and site policies, Maintains a high standard of personal integrity and
contractual agreements, and ethical responsibilities.* commitment to student learning and the profession
in all circumstances.
* As follows:
• Take responsibility for student academic learning outcomes. Contributes to building professional community and
• Is aware of own personal values and biases and recognizes ways in which holding peers accountable to norms of respectful
these values and biases affect the teaching and learning of students. treatment and communication.
• Adheres to legal and ethical obligations in teaching the full ranges of
learners, including English learners and students with special needs. Contributes to fostering a school culture with a high
• Reports suspected cases of child abuse and/or neglect as outlined in the degree of resilience, professional integrity, and
California Abuse and Neglect Reporting Act. ethical conduct. 9/22/22 (2/23) (11/23)
• Maintains a non-hostile classroom environment and carries out laws and
district guidelines for reporting cases of sexual harassment.
• Understands and implements school and district policies and state and
federal law in responding to inappropriate or violent student behavior.
6.7 Demonstrating • Complies with legal and professional obligations to protect the privacy,
professional health, and safety of students, families, and other school professionals.
responsibility, • Models appropriate behavior for students, colleagues, and the profession.
integrity, and ethical • Acts in accordance with ethical considerations for students.
conduct • Maintains professional conduct and integrity in the classroom and school
community.
I maintain professionalism both in the classroom and

among colleagues. I have good rapport with both
administrators and staff. I contribute to the school
community by participating in extra-curricular events
and fundraisers. I follow all requirements and
expectations from administration. I keep up with parent
communication and inform parent when I see concerns. I
continue to expect that all my students can learn and seek
ways to better assist them. (9/22/22) (2/23) (11/23)

Cstps Band 12

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Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.1 Emerging Exploring Applying Integrating Innovating

Students engage in lessons I review students cum files

Students are able to utilize Students access leveled

Students engage in real I make a point of initiating I actively incorporate

Students are able to display

Students primarily use I primarily use the

Evidence I use resources from the

Element 1.5 Emerging Exploring Applying Integrating Innovating

Element 1.6 Emerging Exploring Applying Integrating Innovating

Element 2.1 Emerging Exploring Applying Integrating Innovating

Students make efforts to As part of our schoolwide

Students take turns

Element 2.2 Emerging Exploring Applying Integrating Innovating

I post vocabulary words, Students receive explicit

Students utilize information

Element 2.3 Emerging Exploring Applying Integrating Innovating

Students have reviewed I recognize and address I provide students

Emerging Exploring Applying Integrating Innovating

At this time, I am primarily I make it clear to the

Element 2.5 Emerging Exploring Applying Integrating Innovating

Students are aware of the I make clear my

Element 2.6 Emerging Exploring Applying Integrating Innovating

Students are reminded of I remind students at the

Element 2.7 Emerging Exploring Applying Integrating Innovating

Many students often I use curriculum pacing as I plan my lessons with

Element Emerging Exploring Applying Integrating Innovating

I understand that students I review the content and the

I review content I review lesson vocabulary While I follow curriculum

I use instructional I review curriculum and I utilize instructional

I review lessons and break

I am aware of students who I provide graphic

I review CUM files and am I review all prior

Element Emerging Exploring Applying Integrating Innovating

Lessons are planned to

I primarily use the

I primarily use the I formatively assess I formatively assess

Element Emerging Exploring Applying Integrating Innovating

I review and monitor Students read books and

STAR reading assessment Students are grouped based

Using STAR Reading Students are provided

I use computerized testing I enter grades weekly into

I provide students with I enter grades weekly into

Currently I am meeting I meet with my mentor and

I create a list of goals of

I attend administration led

I meet weekly with my

Evidence Online reading and math

I maintain professionalism both in the classroom and

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