Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.1 Emerging Exploring Applying Integrating Innovating

Learns about students Gathers additional data to Uses data from a variety Uses data from multiple Uses comprehensive
through data provided by learn about individual of formal and informal measures to make knowledge of students to
the school and/or students. sources to learn about adjustments to make ongoing
assessments. students and guide instruction and meet adjustments and
selection of instructional individual identified accommodations in
strategies to meet diverse learning needs. instruction.
Using knowledge of learning needs.
students to engage
them in learning Some students may Students engage in single Student engage in Students actively utilize a Students take ownership
engage in learning using lessons or sequence of learning through the use variety of instructional of their learning by
instructional strategies lessons that include some of adjustments in strategies and choosing from a wide
focused on the class as a adjustments based on instruction to meet their technologies in learning range of methods to
whole. assessments. needs. that ensure equitable further their learning that
access to the curriculum. are responsive to their
learning needs.
During grade-level co- Able to provide on the
planning sessions, we spot accommodations to
discuss accommodations students in addition to
and modifications needed pre-planned
to support students by accommodations for
using IEPs and Alternate instruction. After
Achievement Standards. instruction is provided, I
We work to have also know which students
materials ready prior to to target for additional
the new week of learning. reteaching or practice in
We also have a internal small group instruction
assessment data and one-on-one
document that we use to interventions.
guide small group or 1:1
Evidence
supports for students if Students complete a
needed . variety of learning tasks
both on paper-based and
Instructional strategies digital platforms to
and technologies are showcase their
modeled and taught in a knowledge.
variety of co-teaching 5/2/2024
models. Students often
engage in instructional
activities through an ‘I do,
We do, You do’ approach.
Many of my students still
need some support with
accommodations such as
Standard 1 CSTP: Engaging and Supporting All Students in Learning
text-to-speech. So, I hope
to build their
independence in
accessing these supports.
7/15/2023

Utilize data from iReady,

running records, IABs,
classroom assessments,
intervention cycles, and
KTEA-3. Students are
provided modeling of
various strategies and
engage in online activities
for additional practice &
extensions.
12/8/2023
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.2 Emerging Exploring Applying Integrating Innovating
Develops awareness of Uses gathered Uses school resources and Integrates broad Develops and
prior knowledge, culture, information about family contacts to expand knowledge of students systematically uses
backgrounds, life students’ prior understanding of and their communities to extensive information
experiences, and interests knowledge, cultural students’ prior inform instruction. regarding students’
represented among backgrounds, life knowledge, cultural cultural backgrounds,
students. experiences, and interest backgrounds, life prior knowledge, life
Connecting learning
to support student experiences, and interests experiences, and
to students’ prior
learning. to connect to student interests.
knowledge,
learning.
backgrounds, life
experiences, and
Some students connect Students participate in Students make Students are actively Students can articulate
interests
learning activities to their single lessons or connections between engaged in curriculum, the relevance and impact
own lives. sequences of lessons curriculum, and their which relates their prior of lessons on their lives
related to their interests prior knowledge, knowledge, experiences, and society.
and experiences. backgrounds, life and interests within and
experiences, and across learning activities.
interests.
At the beginning of the Now that I’ve gotten to I have developed holistic
school year, I connect know my new students profiles of my students at
with families on my for nearly a semester, I this time of year
caseload to fill out a feel that I have a better containing their academic
‘snapshot’ document so grasp on their progress, interests, and
we can better know their communities and family backgrounds. I
student’s culture, personal interests, in have also connected with
interests, areas of need, which I am able to embed parents often to gather
and gather photos to use into accommodations, additional information
as visuals as needed for modifications, and and pictures to support
assignments. incentive systems. their students. I often
used pictures sent from
When support of visuals, Student engagement has families in modifications
Evidence
students on my caseload shown an increase with and accommodations for
are able to reflect on prior curriculum and students, especially in the
knowledge and personalized materials as area of writing.
experiences by describing they relate to high-
the visual and making interest items/elements. Students are provided
connects to the 12/8/2023 opportunities in novel
curriculum. For reading units to make text-to-self
units, I try to incorporate connections. Additionally,
text-to-self connection incorporating personal
questions. For writing, I photos and high-interest
often use picture writing materials have helped to
prompts that have been increase engagement and
taking by me or sent by build on prior knowledge.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
families. For math, I 5/2/24
attempt to use student
interest to encourage
engagement and meaning.
7/15/2023
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging Exploring Applying Integrating Innovating
Uses real-life connections Explore using additional Integrates connections Integrates connections to Engages student in
during instruction as real-life connections to from subject matter to meaningful, real-life actively making
identified to curriculum. subject matter in single meaningful, real-life contexts in planning connections to relevant,
lessons or sequence of contexts, including those subject matter instruction meaningful, and real-life
lessons to support specific to students’ and is responsive during contexts throughout
understanding. family and community. instruction to engage subject matter
Connecting subject students in relating to instruction.
matter to subject matter.
meaningful, real-life
contexts Some students relate Students make use of Students utilize real-life Students actively engage Students routinely
subject matter to real-life. real-life connections connections regularly to in making and using real- integrate subject matter
provided in single lessons develop understandings life connections to subject into their own thinking
or sequence of lessons to of subject matter. matter to extend their and make relevant
support understanding of understanding. applications of subject
subject matter. matter during learning
activities.
At the beginning of the Now that I’ve gotten to I have developed holistic
school year, I connect know my new students profiles of my students at
with families on my for nearly a semester, I this time of year
caseload to fill out a feel that I have a better containing their academic
‘snapshot’ document so grasp on what is progress, interests, and
we can better know their meaningful to them, in family backgrounds. I
student’s culture, which I am able to embed have also connected with
interests, areas of need, into accommodations, parents often to gather
and gather photos to use modifications, and additional information
as visuals as needed for incentive systems. and pictures to support
assignments. their students. I often
Student engagement has used pictures sent from
With support of visuals, shown an increase with families in modifications
Evidence students on my caseload curriculum and and accommodations for
are able to reflect on personalized materials as students, especially in the
prior knowledge and they relate to high- area of writing.
experiences by describing interest items/elements. I
the visual and making work to embed lots of Students are provided
connects to the picture supports and opportunities in novel
curriculum. connect with families to units to make text-to-self
7/15/2023 send in personal photos connections. Additionally,
to use as well. incorporating personal
12/8/2023 photos and high-interest
materials have helped to
increase engagement and
build on prior knowledge.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
5/2/24

Element 1.4 Emerging Exploring Applying Integrating Innovating

Uses instructional Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of
strategies, resources, and instructional strategies, strategies including integrates a broad range an extensive repertoire of
technologies as provided resources, and culturally responsive of strategies, resources, strategies, resources, and
by school and/or district. technologies in single pedagogy, resources, and and technologies into technologies to meet
lessons or sequence of technologies during instruction designed to students’ diverse learning
Using a variety of
lessons to meet students’ ongoing instruction to meet students’ diverse needs.
instructional
diverse learning needs. meet students’ diverse learning needs.
strategies, resources,
learning needs.
and technologies to
meet students’
Some students participate Students participate in Students participate in Students actively engage Students take
diverse learning
in instructional strategies, single lessons or instruction using in instruction and make responsibilities for using
needs
using resources and sequence of lessons strategies, resources, and use of a variety of a wide range of strategies,
technologies provided. related to their interests technologies matched to targeted strategies, resources, and
and experiences. their learning needs. resources, and technologies that
technologies to meet their successfully advance their
individual students learning.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
needs.
During grade-level co- Provide differentiated
planning sessions, we instruction and
discuss accommodations individualized
and modifications needed interventions by
to support students by providing
using IEPs and Alternate accommodations that
Achievement Standards. reinforce multiple means
We work to have of expression and
materials ready prior to representation of content
the new week of learning. knowledge. Instruction is
also provided in a variety
Instructional strategies of ways and often uses a
and technologies are multi-model approach.
modeled and taught in a
variety of co-teaching At this point in the school
models. Students often year, many students are
engage in instructional able to access strategies
Evidence activities through an ‘I do, and technologies
We do, You do’ approach. independently to support
Some students on my their learning. For
caseload are still working instance, many of my
to building their third grade students
independence in utilize speech-to-text and
accessing frequently used text-to-speech
accommodations such as independently when
text-to-speech and completing digital
speech-to-text. assignments.
7/15/2023 5/2/24

Utilize videos, modeling,

hands-on learning, access
to manipulatives, speech-
to-text, text-to-speech,
and checklists.
12/8/2023

Element 1.5 Emerging Exploring Applying Integrating Innovating

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

Some students respond to Students respond to Students respond to Students pose problems Students pose and
questions regarding facts varied questions or tasks questions and problems and construct questions answer a wide-range of
and comprehension. designed to promote posed by the teacher and of their own to support complex questions and
comprehension and begin to pose and solve inquiries into content. problems, reflect, and
critical thinking in single problems of their own communicate
lessons or a sequence of related to the content. understandings based on
lessons. in depth analysis of
content learning.
Critical thinking During our final novel
strategies are modeled unit, my co-teachers and I
for students and often had whole-group
represented by writing discussions after each
questions down in a chapter to facilitate
designated notebook or opportunities for
space on the assignment. students to express their
I engage in discourse to reading comprehension.
expand thinking by Students further
asking students to be developed questions
more specific or provide about the text and made
sentence stems for real-life connections to
students that need more the characters. After
support. reading new chapters, we
would then revisit old
Many students are often questions students
engaged when inquired about and
Evidence responding to questions connect their new
or problems, but still learning to their prior
often rely on teacher knowledge.
support and guidance for
solving their own In our current business
problems. unit, students are
7/15/2023 provided the autonomy to
create their own business
plan and implementation.
Students engage in This has provided the
lessons by responding to opportunity for students
teacher proposed to plan out their own
questions relating to the problems and solutions.
curriculum. Students also 5/2/24
engage in fun brain
puzzles during morning
meeting to promote
Standard 1 CSTP: Engaging and Supporting All Students in Learning
critical thinking as a
GATE strategy.
12/8/2023

Element 1.6 Emerging Exploring Applying Integrating Innovating

Implements lessons Seeks to clarify Makes ongoing Adjusts strategies during Makes adjustments to
following curriculum instruction and learning adjustments to instruction based on the extend learning
guidelines. activities to support instruction based on ongoing monitoring of opportunities and
student understanding. observation of student individual student needs provide assistance to
engagement and regular for assistance, support, or students in mastering the
Monitoring student checks for understanding. challenge. concepts flexibly and
learning and effectively.
adjusting instruction
while teaching. Some students receive Students receive Students successfully Students are able to Students monitor their
individual assistance assistance individually or participate and stay articulate their level of progress in learning and
during instruction. in small groups during engaged in learning understanding and use provide information to
instruction. activities. teacher guidance to meet teacher that informs
their needs during adjustments in
instruction. instruction.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
As co-teachers, we engage I’ve become more
in frequent checks for consistent planning
student understanding. If extensions and additional
re-teaching is not small group instruction
necessary for the whole for targeted students.
class setting, I like to During our most recent
announce that I will be math intervention cycle, I
pulling small groups and would create/establish
will take in target kids as three differentiated
well as inviting kids who worksheets for students
recognize they need more to complete during
support. My students last independent time:
year were great in accommodated, general,
jumping into small group and extension versions.
support sessions.
For math specifically, I try Students now monitor
to use multiple means of their academic progress
representation and in data folders that will be
content so students are used to guide their
Evidence provided with a variety of student led conferences
strategies, in which they at the end of May.
can take ownership in 5/2/24
deciding which works
best for them.
7/15/2023

We provide frequent
check-ins to students and
utilize whole-group
checklists so that those
that are early finishers
can move on, or those still
working on the must do
assignments can join
small group instruction
or ask for additional
support.
12/8/2023