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
assessments. students and guide and meet individual adjustments and
selection of instructional identified learning needs. accommodations in
strategies to meet diverse 10/14/23 instruction. 4/27/24
Using knowledge of learning needs. 7/15/23
students to engage Students take ownership
them in learning Some students may Students engage in single Students engage in Students actively utilize a of their learning by
engage in learning using lessons or sequence of learning through the use of variety of instructional choosing from a wide
instructional strategies lessons that include some adjustments in instruction strategies and range of methods to
focused on the class as a adjustments based on to meet their needs. technologies in learning further their learning that
whole. assessments. 7/15/23 that ensure equitable are responsive to their
access to the curriculum. learning needs. 4/27/24
10/14/23
At the beginning of the ​Students engaged in a I model engagement and
year, I send home a survey project called "The Story motivation by setting high
with parents and students of My Name" where they expectations and giving
to learn more about them. researched the origins of students the tools to
I focus on getting to know their names on the advocate for themselves in
my students through my internet, interviewed the classroom and
morning and afternoon family members about the community.
meetings that we conduct meaning of their name,
regularly throughout the read a variety of books Teacher utilizes a wide
year. Students enjoy the about names, and then variety of “get to know
activities and games that completed an art and you” activities in order to
come with the morning writing project based on learn as much as possible
meeting process and this the data they collected. about the students, such
Evidence helps to build community, This allowed me to really as morning meeting.
and at times the activities get to know the students Teacher works hard to
include questionnaires, and the way they viewed hard to forge meaningful
surveys, or other means of themselves, as well as relationships with
collecting SEL and their families and their students.
academic data. 7/15/22 cultures. Examples include asking
students about their
weekend and generally
taking an interest in their
lives.
​Letter to My Future Self
Student Planning Form
Parent Hopes and Dreams
4/27/24
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 10/14/23 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. to connect to student interests. 4/27/24
knowledge,
learning. 7/15/23
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 the relevance and impact
own lives. sequences of lessons curriculum, and their of lessons on their lives
related to their interests prior knowledge, and society. 4/27/24
and experiences. backgrounds, life
experiences, and
interests. 7/15/23
I connect with families ​ ​I gather information
consistently through Students are actively about the students
conferences, engaged in curriculum, experiences and interests
parentsquare contact, and which relates their prior to inform planning.
by email, phone, in knowledge, experiences, Survey results of a recent
person meetings, etc. I use and interests within and research-based
surveys at Meet the across learning activities. argumentative essay,
Teacher, Back to School 10/14/23 administered to my
Night and in the first students to give them
month of school to collect Students learned about voice and choice. 4/27/24
data on families and trait variation in the same
students and establish a species by reading text,
Evidence connection. From there, I verbal discussion, written
nurture these response, and using a
relationships and focus on digital app that allowed
consistency and staying them to explore trait
positive. to build trust. variation in cats. Students
7/15/23 were able to access the
content from a variety of
modalities and show their
understanding of content
in many ways.
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. 7/15/23 10/14/23
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 integrate subject matter
provided in single lessons develop understandings real-life connections to into their own thinking
or sequence of lessons to of subject matter. subject matter to extend and make relevant
support understanding of their understanding. applications of subject
subject matter. 7/15/23 matter during learning
activities. 4/27/24
Through our PBL model,
students make real-life Students take in real
connections with the world connection to make
community and the real sense of the material
world. Each Trimester, my taught and to connect
class completes a with the content.
student-driven project Students ponder and
based on a real world answer questions with
question, and the end real world issues.
product allows them to 4/27/24
engage in the school or
larger community in a
Evidence variety of ways. PBL
allows students to PBL Units are connected
immerse themselves in to real world problems.
content, from building 4/27/24
Rube Goldberg machines
while studying force and
motion or creating their
own mock city council in
an investigation of local
government. 7/15/23

Element 1.4 Emerging Exploring Applying Integrating Innovating

Standard 1 CSTP: Engaging and Supporting All Students in Learning
Uses instructional Explores additional Utilizes a variety of strategies Creates, adapts, and integrates a Refines the flexible use of
strategies, instructional including culturally broad range of strategies, an extensive repertoire of
resources, and strategies, resources, responsive pedagogy, resources, and technologies into strategies, resources, and
technologies as and technologies in resources, and technologies instruction designed to meet technologies to meet
provided by school single lessons or during ongoing instruction to students’ diverse learning needs. students’ diverse learning
Using a variety of and/or district. sequence of lessons meet students’ diverse 10/14/23 needs. 4/27/24
instructional to meet students’ learning needs. 7/15/23
strategies, resources, Some students diverse learning
and technologies to participate in needs. Students participate in Students take
meet students’ instructional instruction using strategies, responsibilities for using a
diverse learning strategies, using Students participate resources, and technologies wide range of strategies,
needs resources and in single lessons or matched to their learning resources, and
technologies sequence of lessons needs. 7/15/23 technologies that
provided. related to their successfully advance their
interests and learning. 4/27/24
experiences.

I transition to each subject ​Students practice thinking Engages student in

through movement, wiggle critically about mathematical actively making
breaks, or flexible mind concepts through dot talks, connections to relevant,
break moments. My where they are asked to show a meaningful, and real-life
classroom is set up with variety of strategies for contexts throughout
flexible seating, which representing numbers in their subject matter instruction.
empowers students to math journals. They then take ​Students routinely
discover where/how they turns sharing with the class, integrate subject matter
best learn. I use rotations which allows students to be into their own thinking
during math and small exposed to many different and make relevant
Evidence groups during reading and solutions to one problem and applications of subject
writing to reach the needs of expand their number sense and matter during learning
my students, by level or ability to approach problem activities.
specific need. During small solving.
group time, students know Storytelling- A Third
what they need to be working Grade PBL, Rube Goldber
on individually and have Machine PBL
technological programs, 4/27/24
resources, and a structured
to do list to guide them
during these times. 7/15/23

Element 1.5 Emerging Exploring Applying Integrating Innovating

Asks questions that Includes questions in Guide students to think Supports students to initiate Facilitates systematic
Promoting critical
focus on factual single lessons or a critically through use of critical thinking through opportunities for student
thinking through
knowledge and sequence of lessons questioning strategies, independently developing to apply critical thinking
inquiry, problem
comprehension. that require students posing/solving problems, questions, posing problems by designing structured
Standard 1 CSTP: Engaging and Supporting All Students in Learning
solving, and to recall, interpret, and and reflection on issues in and reflecting on multiple inquiries into complex
reflection think critically. content. 7/15/23 perspectives. problems. 4/27/24
10/14/23

Students respond to Students respond to Students pose and answer

Some students respond varied questions or questions and problems a wide-range of complex
to questions regarding tasks designed to posed by the teacher and questions and problems,
facts and promote begin to pose and solve reflect, and communicate
comprehension. comprehension and problems of their own understandings based on
critical thinking in related to the content. in depth analysis of
single lessons or a 7/15/23 content learning.
sequence of lessons. 4/27/24
Through our PBL model, all ​Students pose problems and
students are challenged construct questions of their Storytelling- A Third
with inquiry/ problem own to support inquiries Grade PBL, Rube Goldber
solving based curriculum. into content. Machine PBL
They address overarching 10/14/23 4/27/24
driving questions, expand
on them, and work towards
solving them, through
experimentation, play,
discussion, interviews,
reflection, and critical
thinking. I also use a
Evidence Wonder Wall in my
classroom that encourages
students to think critically
and creatively about
themselves and the world
and supports them in
asking and answering
questions that are
important to them.
7/15/23

Element 1.6 Emerging Exploring Applying Integrating Innovating

Implements lessons Seeks to clarify Makes ongoing Adjusts strategies during Makes adjustments to
Monitoring student
following curriculum instruction and learning adjustments to instruction based on the extend learning
learning and
guidelines. activities to support instruction based on ongoing monitoring of opportunities and
adjusting instruction
student understanding. observation of student individual student needs provide assistance to
while teaching.
engagement and regular for assistance, support, or students in mastering the
Standard 1 CSTP: Engaging and Supporting All Students in Learning
checks for understanding. challenge. concepts flexibly and
7/15/23 10/14/23 effectively. 4/27/24

Some students receive Students receive Students are able to Students monitor their
individual assistance assistance individually or Students successfully articulate their level of progress in learning and
during instruction. in small groups during participate and stay understanding and use provide information to
instruction. engaged in learning teacher guidance to meet teacher that informs
activities. 7/15/23 their needs during adjustments in
instruction. instruction. 4/27/24
10/14/23
I am constantly Demonstrates integrated
monitoring student knowledge and skills
learning and adjusting Students use and from wide range of
instruction while organized and structure resources across
teaching. I assess for slideshow to present their standards. Continuously
understanding goals, work, questions, implements
consistently through exit and updates to their technology-enhanced
tickets, white boards, parents in student led teacher/learning
post-it note answers, etc. I conferences
move quicker or slower 10/14/23 Evidence:​
depending on my ​Students use an organized
students’ understanding and structured google
of the content. My slide show to present
informal assessments their goals, work,
Evidence
along the way encourage questions, and updates to
my direction and lead me their parents in their
to decide where to turn student led conferences.
during my lesson. 4/27/24
I adjust as needed
because flexibility is key.
7/15/23