CSTP 1 Hinkson 100117

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.10/1/17 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. 10/1/17 that ensure equitable further their learning that
access to the curriculum. are responsive to their
learning needs.
I review student files to I constantly perform
see strengths and areas formative assessments to
for improvement. ensure students are on
10/1/17 track and make changes
to the lesson if I see they
are not understanding.
10/1/17
Evidence
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
to support student experiences, and interests experiences, and
Connecting learning
learning. to connect to student interests.
to students prior
learning. 10/1/17
knowledge,
backgrounds, life
Some students connect Students participate in Students are actively Students can articulate
experiences, and
learning activities to their single lessons or engaged in curriculum, the relevance and impact
interests
own lives. sequences of lessons Students make which relates their prior of lessons on their lives
related to their interests connections between knowledge, experiences, and society.
and experiences. curriculum, and their and interests within and
prior knowledge, across learning activities.
backgrounds, life 10/1/17
experiences, and
interests.
I become aware of I apply cultural
the cultural context such as
differences and language to the
family background. I curriculum whenever
include this in my possible.10/1/17
lesson to show the
students their culture
is respected.10/1/17
Evidence
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 meaningful, and real-life
lessons to support specific to students instruction and is contexts throughout
understanding. family and community. responsive during subject matter
10/1/17 instruction to engage instruction.
Connecting subject students in relating to
matter to subject matter.
meaningful, real-life Some students relate Students make use of Students routinely
contexts subject matter to real-life. real-life connections Students actively engage integrate subject matter
provided in single lessons in making and using real- into their own thinking
or sequence of lessons to Students utilize real-life life connections to and make relevant
support understanding of connections regularly to subject matter to extend applications of subject
subject matter. develop understandings their understanding. matter during learning
of subject matter. 10/1/17 activities.
I apply real life I ask students to

situations in in the think of a situation
math. I use practical where the situation
examples from the could apply in their
class. 10/1/17 lives. 10/1/17
Evidence

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
10/1/17 lessons or sequence of technologies during instruction designed to students diverse learning
lessons to meet students ongoing instruction to meet students diverse needs.
Using a variety of
diverse learning needs. meet students diverse learning needs.
instructional
learning needs.
strategies, resources,
and technologies to
Students participate in Students participate in Students actively engage Students take
meet students
Some students single lessons or instruction using in instruction and make responsibilities for using
diverse learning
participate in sequence of lessons strategies, resources, and use of a variety of a wide range of
needs
instructional strategies, related to their interests technologies matched to targeted strategies, strategies, resources, and
using resources and and experiences. their learning needs. resources, and technologies that
technologies provided. technologies to meet successfully advance
10/1/17 their individual students their learning.
needs.
I follow the
curriculum as stated.
Other applications
for the use of
technology are not
stated. 10/1/17
Evidence

Asks questions that focus Includes questions in Guide students to think Supports students to Facilitates systematic
on factual knowledge and single lessons or a critically through use of initiate critical thinking opportunities for student
comprehension. sequence of lessons that questioning strategies, through independently to apply critical thinking
require students to recall, posing/solving problems, developing questions, by designing structured
interpret, and think and reflection on issues posing problems and inquiries into complex
critically. in content. reflecting on multiple problems.
Promoting critical perspectives10/1/17
thinking though
inquiry, problem Some students respond Students respond to Students respond to Students pose and
solving, and to questions regarding varied questions or tasks questions and problems answer a wide-range of
reflection facts and comprehension. designed to promote posed by the teacher and Students pose problems complex questions and
comprehension and begin to pose and solve and construct questions problems, reflect, and
critical thinking in single problems of their own of their own to support communicate
lessons or a sequence of related to the content. inquiries into content. understandings based on
lessons. 10/1/17 in depth analysis of
content learning.
In require students
to come up with
questions about the
material we are
using. Questioning
strategies are
integrated into the
lesson plans. 10/1/17
Evidence

Implements lessons Seeks to clarify Makes ongoing Adjusts strategies during Makes adjustments to
following curriculum instruction and learning adjustments to instruction based on the extend learning
guidelines. activities to support instruction based on ongoing monitoring of opportunities and
student understanding. observation of student individual student needs provide assistance to
engagement and regular for assistance, support, or students in mastering the
checks for understanding. challenge. 10/1/17 concepts flexibly and
Monitoring student effectively.
learning and
adjusting instruction Some students receive Students receive Students successfully Students monitor their
while teaching. individual assistance assistance individually or participate and stay progress in learning and
during instruction. in small groups during engaged in learning Students are able to provide information to
instruction. 10/1/17 activities. articulate their level of teacher that informs
understanding and use adjustments in
teacher guidance to meet instruction.
their needs during
instruction.
We participated in I constantly perform
small group lessons formative assessments to
ensure students are on
with individualized track and make changes
attention. 10/1/17 to the lesson if I see they
10/1/17
Evidence

students to engage
learning needs.
10/1/17
Evidence
Connecting learning
to students prior
learning. 10/1/17
knowledge,
backgrounds, life
experiences, and
interests
experiences, and
interests.
lesson to show the
Evidence

class. 10/1/17 lives. 10/1/17
Evidence

Using a variety of
instructional
learning needs.
and technologies to
meet students
diverse learning
needs
needs.
I follow the
Other applications
for the use of
technology are not
stated. 10/1/17
Evidence

thinking though
content learning.
In require students
to come up with
questions about the
material we are
using. Questioning
strategies are
integrated into the
Evidence

learning and
their needs during
instruction.
10/1/17
Evidence

students to engage
learning needs.
10/1/17
Evidence
Connecting learning
to students prior
learning. 10/1/17
knowledge,
backgrounds, life
experiences, and
interests
experiences, and
interests.
lesson to show the
Evidence

class. 10/1/17 lives. 10/1/17
Evidence

Using a variety of
instructional
learning needs.
and technologies to
meet students
diverse learning
needs
needs.
I follow the
Other applications
for the use of
technology are not
stated. 10/1/17
Evidence

thinking though
content learning.
In require students
to come up with
questions about the
material we are
using. Questioning
strategies are
integrated into the
Evidence

learning and
their needs during
instruction.
10/1/17
Evidence

students to engage
learning needs.
10/1/17
Evidence
Connecting learning
to students prior
learning. 10/1/17
knowledge,
backgrounds, life
experiences, and
interests
experiences, and
interests.
lesson to show the
Evidence

class. 10/1/17 lives. 10/1/17
Evidence

Using a variety of
instructional
learning needs.
and technologies to
meet students
diverse learning
needs
needs.
I follow the
Other applications
for the use of
technology are not
stated. 10/1/17
Evidence

thinking though
content learning.
In require students
to come up with
questions about the
material we are
using. Questioning
strategies are
integrated into the
Evidence

learning and
their needs during
instruction.
10/1/17
Evidence

students to engage
learning needs.
10/1/17
Evidence
Connecting learning
to students prior
learning. 10/1/17
knowledge,
backgrounds, life
experiences, and
interests
experiences, and
interests.
lesson to show the
Evidence

class. 10/1/17 lives. 10/1/17
Evidence

Using a variety of
instructional
learning needs.
and technologies to
meet students
diverse learning
needs
needs.
I follow the
Other applications
for the use of
technology are not
stated. 10/1/17
Evidence

thinking though
content learning.
In require students
to come up with
questions about the
material we are
using. Questioning
strategies are
integrated into the
Evidence

learning and
their needs during
instruction.
10/1/17
Evidence

Models and Models fair and Reinforces positive, Develops shared Facilitates student self-
communicates respectful behavior. responsible, and responsibility with reflection and ongoing
expectations for fair and Demonstrates respectful student students for resolving improvement of the
respectful behavior to commitment to fairness interactions. Assists conflict and creating and caring community based
Promoting social support social and respect in students to resolve maintaining a caring on respect, fairness, and
Development and development. communications with conflicts. classroom community. the value of all members.
responsibility within students about language Incorporates cultural Supports students in
a caring community and behavior. awareness to develop a taking leadership in
where each student Seeks to understand positive classroom developing a caring
is treated fairly and cultural perceptions of climate. community that is Students take leadership
respectfully caring community. responsive to the diverse in resolving conflict and
Some students share in Students demonstrate cultural norms of creating a fair and
responsibility for the Students participate in efforts to be positive, identities of all students. respectful classroom
classroom community. occasional community accepting, and respectful 10/1/17 community where
building activities, of differences. 10/1/17 students home culture is
designed to promote Students take included and valued.
caring, fairness, and responsibility resolving Students communicate
respect. conflicts and maintaining with empathy and
a caring classroom understanding in
community. Students interactions with one
promote respect and another.
appreciation for
differences.
Tolerance, kindness and Students are helps
respect are taught and accountable for their
rewarded. 10/1/17 choices. 10/1/17
Evidence
Is aware of the Experiments with and/or Develops physical Maintains physical Adapts physical and/or
importance of the virtual learning environments that reflect environments that reflect environments flexibly to
physical and/or virtual environments that student diversity and student diversity and facilitate access to a wide
learning environments support student learning. provide a range of provides a broad range of range of resources that
that support student resources for learning. resources, displays, and engage students in
learning. artifacts that are current learning. Ensures that
Structures for interaction Utilizes a variety of and integral to environments enhance
Is aware that structured are taught in single structures for interaction instruction. 10/1/17 learning and reflect
interaction between lessons or sequence of during learning activities diversity within and
Creating physical or
students can support lessons to support that ensures a focus on Integrates a variety of beyond the classroom.
virtual learning
learning. student learning. and completion of structures for interaction
environments that
learning tasks. that engage students Selects from a repertoire
promote student
constructively and of structures for
learning, reflect
productively in learning. interaction to ensure
diversity, and
accelerated learning for
encourage
the full range of students.
constructive and
Some students use Students use resources Students use a variety of Students routinely use a
productive
available resources in provided in learning resources in learning range of resources in Students participate in
interactions among
learning environments environments and environments and learning environments monitoring and changing
students
during instruction. interact with each other interact in ways that that relate to and enhance the design of learning
to understand and deepen their instruction and reflect environments and
complete learning tasks understanding of the their diversity. structures for
in single lessons or content and develop Students share in interactions.
sequence of constructive social and monitoring and
lessons10/1/17 academic interactions. assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.
Students use the The resources in the
classroom displays classroom include
and anchor charts to pictures of actual
assist their learning. students in the class
10/1/17 of diverse
Evidence
backgrounds.10/1/17
Adheres to policies and Recognizes and Anticipates and reduces Integrates support for Shares responsibility
laws regarding safety addresses safety issues risks to physical, students to take risks and with the students for the
that are required by the regarding materials, intellectual, and offer respectful opinions establishment and
site, district, and state. student interactions, and emotional safety using about divergent maintenance of a safe
Responds to behaviors the organization of the multiple strategies that viewpoints. physical, intellectual, and
that impact student learning environments. include examining biases emotional environment
safety as they arise. in the learning focused on high quality
environment and and rigorous learning.
curriculum. 10/1/17 Engages in reflection on
Establishing and
Explores strategies to their own language and
maintaining learning
establish intellectual and Models and provides behavior that contributes
environments that
emotional safety in the instruction on skills that to intellectual and
are physically,
classroom. develop resiliency and emotional safety in the
intellectually, and
support intellectual and classroom.
emotionally safe
emotional safety. Students demonstrate
Students are aware of resiliency in
required safety Students follow teacher Students develop and perseverance for
procedures and the guidance regarding Students take risks, offer practice resiliency skills academic achievement.
school and classroom potential safety issues for opinions, and share and strategies to strive Students maintain
rational for maintaining self or others. alternative perspectives for academic intellectual and
safety. achievement, and emotional safety for
establish intellectual and themselves and others in
emotional safety in the the classroom.
classroom. 10/1/17
Cultural biases are Students are
addressed when encouraged to try
planning each lesson. and fail and keep
10/1/17 trying. 10/1/17
Evidence
Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor Facilitates a rigorous
learning environment on learning environment learning environment throughout the learning learning environment in
accuracy of answers and that includes accuracy, that includes accuracy, environment that values which students take
completion of learning understanding, and the analysis, problem solving, accuracy, analysis, and leadership in learning.
tasks. importance of meeting and appropriate levels of critical reading, writing Fosters extended studies,
Is aware of the targeted learning goals. challenge. and thinking. research, analysis and
importance of Works to maintain high Holds high expectations Integrates strategic purposeful use of
maintaining high expectations for students for students. Has an scaffolds and learning.
Creating a rigorous
expectations for students. while becoming aware of understanding of technologies throughout Supports students to
learning
achievement patterns for achievement patterns, instruction that support utilize an extensive
environment with
individuals and groups of and uses scaffolds to the full range of learners repertoire of
high expectations
students. address achievement in meeting high differentiated strategies
and appropriate
gaps. 10/1/17 expectations for to meet high
support for all
achievement. expectations.
students
Some students ask for Some individuals and Students engage in a
teacher support to groups of students work variety of differentiated Students actively use Students take
understand or complete with the teacher to supports and challenges supports and challenges responsibility to fully
learning tasks. support accuracy and in ways that promote to complete critical utilize teacher and peer
comprehension in their their accuracy, analysis, reading, writing, higher support, to achieve
learning. and problem solving in order thinking, and consistently high levels of
learning. 10/1/17 problem solving across factual and analytical
subject matter. learning.
Students are held

accountable,
students are given
the opportunity to
complete every
task10/1/17
Evidence
Establishes expectations, Develops expectations Uses multiple strategies Integrates equitable Facilitates a positive
rules, and consequences with some student including culturally expectations, positive environment using
for individual and group involvement. responsive instruction to supports, and systems that ensure
behavior. Communicates, models develop and maintain consequences for students take an active
and explains expectations high standards for individual and group role in monitoring and
for individual and group individual and group behavior within and maintaining high
behavior. behavior. across learning activities. standards for individual
Developing, and group behaviors.
communicating, and Refers to standards for Reviews standards for Utilizes routine Guides and supports
maintaining behavior and applies behavior with students in references to standards students to self-assess,
high standards for consequences as needed. single lessons or for behavior prior and monitor, and set goals for
individual and group sequence of lessons in during individual and individual and group
behavior anticipation of need for group work. 10/1/17 behavior and
reinforcement. participation.
Students are aware of Students know Students follow behavior Students respond to Students demonstrate
classroom rules and expectations for behavior expectations, accept individual and group positive behavior,
consequences. and consequences and consequences and behaviors and encourage consistent participation
respond to guidance in increase positive and support each other to and are valued for their
following them10/1/17. behaviors. make improvements. unique identities.
Classroom rules are Routines and

recited every day. procedures are
Students know the explicitly taught for
consequences of all class scenarios.
their behavior 10/1/17.
10/1/17
Evidence
Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
routines or norms for procedures, and norms in routines and procedures monitoring and reflecting participating in
single lessons to support single lessons or that are culturally on routines, procedures, developing, monitoring,
student learning. sequence of lessons with responsive and engage and norms in ways that and adjusting routines
some student students in the are culturally responsive. and procedures focuses
involvement. development and Maintains a quality on maximizing learning.
monitoring of norms. learning climate that Classroom climate
builds on student integrates school
strengths. standards and culturally
Seeks to promote positive Provides positive relevant norms.
Employing
Responds to disruptive behaviors and responds behavior supports. Promotes positive
classroom routines,
behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
procedures, norms,
to behaviors in ways that consistently prevents or behaviors and establishes
and supports for
lessen disruptions to the refocuses behaviors preventions and a
positive behavior to
learning climate. disruptive to the learning positive classroom
ensure a climate in
Students participate in climate. climate that eliminate
which all students
routines, procedures, and most disruptive behavior.
can learn
norms and receive
reinforcement for
Students are aware of Students receive positive behaviors.
procedures, routines, and correction for behavior 10/1/17 Students are involved in Students share
classroom norms. that interferes with assessment and responsibility with
learning, and positive Students receive timely monitoring of routines, teacher for managing and
reinforcement in and effective feedback procedures, and norms in maintaining a positive
following routines, and consequences for ways that improve the classroom climate that
procedures, and norms. behaviors that interfere learning climate. promotes learning.
10/1/17 with learning.
Students are aware Positive behavior is

of the behavior chart acknowledged and
and are adjusted rewarded10/1/17
accordingly. 10/1/17
Evidence

Paces instruction based Paces instruction with Paces instruction with Paces instruction to Paces, adjusts, and fluidly
on curriculum guidelines. some consideration of students to provide include ongoing facilitates instruction and
Develops awareness of lesson type, adjustments adequate time for assessment of student daily activities.
how transitions and for sufficient student instruction, checking for learning. Supports
classroom management work time and transitions understanding, students in the
impact pacing and to optimize learning. completion of learning monitoring of
Using instructional lessons. activities and instructional time.
time to optimize closure10/1/17.
learning Some students complete Students complete Students use their Students monitor their
learning activities in time learning activities and, as Students participate in instructional time to own time, are engaged in
allotted. needed, may receive and complete a variety of engage in and complete accomplishing learning
some adjustments of time learning activities in the learning activities and goals, and participate in
allotted for tasks or time allotted with options are prepared for the next reflection, self-
expectations for for extension and review. sequence of instruction. assessment, and goal
completion10/1/17. setting.
Time bonded Lessons are extended

activities are if additional
adjusted according to reinforcement is
class needs. 10/1/17 needed. 10/1/17
Evidence
Element Emerging Exploring Applying Integrating Innovating
Has a foundational Examines concepts in Understands and explains Uses broad knowledge of Uses extensive
knowledge of subject subject matter and the relationship between inter-relationships of knowledge of subject
matter, related academic academic language to essential subject matter concepts, academic matter concepts, current
3.1 Demonstrating language, and academic identify connections concepts, academic content standards, and issues, academic
knowledge of subject content standards. between academic language, and academic academic language in language, and research to
matter academic content standards and content ways that ensure clear make relevant
content standards instruction. standards10/1/17. connections and connections to standards
relevance to students. during instruction and
extend student learning.
The main focus of the

lesson is covered other
concepts are adjusted as
needed. 10/1/17
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 students diverse learning ensure student understand subject
understanding of subject that addresses students needs. Ensures understanding of the matter including related
matter. proficiencies and support understanding of subject subject matter including academic language.
understanding of subject matter including related related academic
Teaches subject-specific matter including related academic language. language. Engages student at all
3.2 Applying vocabulary following academic language. 10/1/17 levels of vocabulary,
knowledge of curriculum guidelines. Provides explicit teaching academic language, and
student development Provides explicit teaching Provides explicit teaching of specific academic proficiencies in self-
and proficiencies to of essential content of essential vocabulary, language, text structures, directed goal setting,
ensure student vocabulary and idioms, key words with grammatical, and stylistic monitoring, and
understanding of associated academic multiple meanings, and language features to improvement. Guides all
subject matter language in single lessons academic language in ensure equitable access students in using analysis
or sequence of lessons. ways that engage to subject matter strategies that provides
Explains academic students in accessing understanding for the equitable access and
language, formats, and subject matter text or range of student language deep understanding of
vocabulary to support learning activities. levels and abilities. subject matter.
student access to subject
matter when confusions
are identified.
Concepts that are not

mastered will be re-
enforced.10/1/17
Follows organization of Examines organization of Uses knowledge of Integrates knowledge of Uses extensive
curriculum as provided curriculum and considers curriculum and student curriculum and resources knowledge of curriculum
by site and district to adjustments in single readiness to organize and to organize and adjust and related resources to
support student lessons or sequence of adjust the curriculum to instruction within and flexibly and effectively
3.3 Organizing understanding of the lessons to support ensure student across subject matter to organize and adjust
curriculum to subject matter. understanding of subject understanding10/1/17. extend student instruction.
facilitate student matter. understanding.
understanding of the Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand.
Lesson are adjust as
needed to meet the needs
of all students 10/1/17
Uses instructional Gathers and uses Selects and adapts a Integrates instructional Uses an extensive
strategies that are additional instructional variety of instructional strategies appropriate to repertoire of
provided in the strategies in single strategies to ensure subject matter to meet instructional strategies to
3.4 Utilizing curriculum. lessons or sequence of student understanding of students diverse develop enthusiasm,
instructional lessons to increase academic language learning, to ensure meta-cognitive abilities,
strategies that are student understanding of appropriate to subject student understanding of and support and
appropriate to the academic language matter and that academic language, and challenge the full range of
subject matter appropriate to subject addresses students guide student in student towards a deep
matter. diverse learning needs. understanding knowledge of subject
10/1/17 connections within and matter.
across subject matter.
Group work, individual
work and varied methods
are used to ensure
student understanding
10/1/17
Uses available Explores additional Selects, adapts, and Integrates a wide range Engages students in
instructional materials, instructional materials, utilizes appropriate of adapted resources, identifying and adapting
resources, and resources, and instructional materials, technologies, and resources, technologies,
technologies for specific technologies to make resources, and instructional materials to and standards-aligned
3.5 Using and
lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
adapting resources,
matter accessible to to students. and skill development in needs and make subject extend student
technologies, and
students. 10/1/17 subject matter. Resources matter accessible to understanding and
standards-aligned
Explores how to make reflect the diversity of the students. critical thinking about
instructional
Identifies technological technological resources classroom and support subject matter.
materials including
resource needs. 10/1/17 available to all students. differentiated learning of Assists student with
adopted materials, to
subject matter. equitable access to Ensures that student are
make subject matter
materials, resources, and able to obtain equitable
accessible to all
Guides students to use technologies. Seeks access to a wide range of
students
available print, electronic, outside resources and technologies through
and online subject matter support. ongoing links to outside
resources based on resources and support.
individual needs.
The school is a bring
your own device school
but we have not used
them during our lessons
as yet. 10/1/17
Is aware of students Seeks additional Identifies language Integrates knowledge of Engages English learners in
primary language and information describing proficiencies and English English language assessment of their progress
English language elements of culture and learner strengths in the development, English in English language
proficiencies based on language proficiencies in study of language and learners strengths and development and in meeting
available assessment data. listening, speaking, reading, content. Differentiates assessed needs into English content standards. Supports
and writing. Uses multiple instruction using one or language and content students to establish and
measures for assessing more components of English instruction. monitor language and
3.6 Addressing the English learners language development to content goals.
performance to identify support English learners.
needs of English
gaps in English language
learners and student
Provides adapted materials development. Creates and implements Develops and adapts Is resourceful and flexible in
with special needs to to help English learners scaffolds to support instruction to provide a the design, adjustment, and
provide equitable access content. Attempts to scaffold content standards-based instruction wide range of scaffolded elimination of scaffolds
access to the content using visuals, models, and using literacy strategies, support for language and based on English learners
graphic organizers. SDAIE, and content level content for the range of proficiencies, knowledge,
English language English learners. and skills in the content.
development in order for
students to improve
language proficiencies and
understand content.
10/1/17
Students work in small
groups based on ability to
target learning outcomes.
10/1/17
Has an awareness of the full Seeks additional Utilizes information on the Integrates accommodations, Guides and support the full
range of students identified information on the full full range of students adaptations, and extensions range of student with
with special needs through range of students identified identified with special needs to instruction for the full special needs to actively
data provided by the school. with special needs to to assess strengths and range of students with engage in the assessment
address challenges or competencies to provide special needs to ensure and monitor their own
supports in single lessons or appropriate challenge and adequate support and strengths, learning needs,
sequence of lessons. accommodations in challenge. and achievement in
instruction. accessing content.
Attends required meeting Communicates and
with resource personnel and Cooperates with resource Communicates regularly collaborates with Communicates and
arget3.6 Addressing families. personnel, para-educators, with resource personnel, colleagues, support staff, collaborates with resource
the needs of English and families during para-educators, and families and families to ensure personnel, para-educators,
learners and student meetings and activities in to ensure that student consistent instruction. families, leadership, and
with special needs to support of learning plans services are provided and Supports families in positive students in creating a
provide equitable and goals. progress is made in engagement with school. coordinated program to
access to the content accessing appropriate optimize success of the full
content. 10/1/17 Initiates and monitors range of students with
Learns about referral referral processes and special needs.
processes for students with Refers students as needed in follow-up meeting to ensure
special needs. Seeks additional a timely and appropriate that students receive Takes leadership at the
information on struggling manner supported with support and/or extended site/district and
learners and advanced documented data over time, learning that is integrated collaborates with resource
learners to determine including interventions tried into the core curriculum. personnel to ensure the
appropriateness for referral. previous to referral. smooth and effective
implementations of referral
processes.
Constant contact with the
curriculum coordinator is
made to ensure content is
able to be accessed by all
students.10/1/17
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 instruction that provides
information from district additional assessment knowledge of students based on broad systematic opportunities
and state required information on student academic readiness, knowledge of students. for supporting and
assessments. academic readiness, academic language, Matches resources and extending student
language, cultural diverse cultural specific strategies to learning based on
4.1 Using knowledge background, and backgrounds, and students diverse comprehensive
of students individual development. individual cognitive, learning needs and information on students.
academic readiness, 10/1/17 social, emotional, and cultural backgrounds.
language proficiency, physical development to
cultural background, meet their individual
and individual needs.
development to plan Is aware of impact of bias Planning addresses bias, Engages students in the
instruction. on learning. Becomes aware of Examines potential stereotyping, and analysis of bias,
potential areas of bias sources of bias and assumptions about stereotyping, and
and seeks to learn about stereotyping when cultures an members of assumptions.
culturally responsive planning lessons. Uses cultures.
pedagogy10/1/17 culturally responsive
pedagogy in planning.
Lessons are altered to

address potential cultural
and language biases.
10/1/17
Communicates learning Establishes and shares Establishes and Establishes and Establishes and
objectives for a single learning goals for skill communicates to articulates learning goals articulates
lesson to students based development with students clear learning to students that integrate comprehensive short-
4.2 Establishing and on content standards and students in single lessons goals for content that are content standards with term and long-term
articulating goals for available curriculum. and sequence of lessons. accessible, challenging, students strengths, learning goals for
student learning 10/1/17 and differentiated to interests, and learning students. Assists students
address students diverse needs. to articulate and monitor
learning needs. learning goals.
The learning goal is

displayed on the board
and repeated throughout
the lesson. 10/1/17
Uses available curriculum Begins to plan curriculum Establishes short- and Refines sequence of long- Utilizes extensive
for daily, short- and long- units that include a series long-term curriculum term plans to reflect knowledge of curriculum,
4.3 Developing and term plans. of connected lessons and plans for subject matter integrations of content standards, and
sequencing long- are linked to long-term concepts and essential curriculum guidelines, assess learning needs to
term and short-term planning to support related academic frameworks, and design cohesive and
instructional plans student learning. language and formats assessed instructional comprehensive long- and
to support student 10/1/17 that support student needs to ensure student short-term instructional
learning learning. learning. plans that ensure high
levels of learning.
All lessons in each unit

are planned and
constructed under s
common theme. 10/1/17
Plans instruction that Selects strategies for Incorporates Plans instruction using a Plans instruction
incorporates strategies single lessons or differentiated wide range of strategies incorporating a
suggested by curriculum sequence of lessons that instructional strategies to address learning styles repertoire of strategies
guidelines. 10/1/17 respond to students into ongoing planning and meet students specifically meet
diverse learning needs. that addresses culturally assessed language and students diverse
4.4 Planning responsive pedagogy, learning needs. Provides language and learning
instruction that students diverse appropriate support and needs and styles to
incorporates language, and learning challenges for students. advance learning for all.
appropriate Is aware of student Seeks to learn about needs and styles.
strategies to meet content, learning, and students diverse learning Integrates results from a Facilitates opportunities
the learning needs of language needs through and language needs Uses assessments of broad range of for students to reflect on
all students data provided by the site beyond basic data. students learning and assessments into their learning and the
and district. language needs to inform planning to meet impact of instructional
planning differentiated students diverse strategies to meet their
instruction. 10/1/17 learning and language learning and language
needs. needs.
All lessons are planned in Assessments are used to

accordance with the find reading levels and
standards. 10/1/17 reading groups10/1/17.
Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for
uses materials from materials in single adaptations to adjustments to a wide range of
curriculum provided. lessons or sequences of differentiate instructional instructional plans and adaptations to lessons
lessons to address plans. Uses culturally uses a variety of based on in depth
4.5 Adapting
students learning needs. responsive pedagogy and materials as the analysis of individual
instructional plans
10/1/17 additional materials to instructional needs arises student needs.
and curricular
support students diverse to support student
materials to meet the
learning needs. learning. Engages with students to
assessed learning
identify types of
needs of all students.
adjustments in
instruction that best meet
their learning goals.
The resources are used in

accordance with the
curriculum but adjusted
to meet the abilities if the
class. 10/1/17
Is aware of the purposes Explores the use of Decides on the purpose Develops and adapts the Demonstrates purposeful
and characteristics of different types of pre- for assessment and skills range of appropriate use of a wide range of
formative and summative assessment, formative to be assessed to select assessments to address assessments to support
assessments. and summative appropriately matches questions about students differentiated student
5.1 Applying assessments10/1/17. pre-, formative and learning needs and learning needs and
knowledge of the summative assessments. progress. reflect progress.
purposes, Begins to identify specific
characteristics, and characteristics of Selects assessments Integrates a variety of Draws flexibility from a
uses of different assessments that yield based on clear characteristics into repertoire of appropriate
types of assessments different types of understanding of the assessments to allow assessment options and
information about purposes and students with a ranges of characteristics to
student preparedness, characteristics of learning needs to maximize student
progress, and proficiency. assessments to support demonstrate what they demonstration of
student learning10/1/17. know. knowledge.
Multiple assessments The assessments selected
types are used for each are aligned with the
lesson. 10/1/17 standards and lesson
content10/1/17.
Use data from required Explores collecting Collects a variety of Designs and integrates an Infuses assessments
assessments to assess additional data using formal and informal assessment plan that strategically and
student learning. supplemental assessment data on provides formal and systematically
assessments. student learning. informal assessment data throughout instruction to
5.2 Collecting and Follows required on student learning. collect ongoing
analyzing processes for data Make adjustments in Uses analysis of a variety assessment data
assessment data analysis and draws planning for single of data to inform Uses data analysis of a appropriate for the range
from a variety of conclusions about lessons or sequence of planning and broad range of of learner needs.
sources to inform student learning lessons based on analysis differentiation of assessments to provide
instruction. of assessment data. instruction. comprehensive Uses results of ongoing
10/1/17 information to guide data analysis to plan and
planning and differentiate instruction
differentiation of for maximum academic
instruction. success.
Based on the results for
both formative and
summative assessments
lesson instruction will be
altered to address any
deficiencies. 10/1/17
Reviews and monitors Reviews and monitors Reviews and monitors a Reviews and monitors a Facilitates collaborative
5.3 Reviewing data, available assessment additional assessment variety of data on student broad range of data work and fosters
both individually and data as required by site data individually and learning individually and individually and with colleagues ability to
with colleagues, to and district processes. with colleagues and with colleagues to colleagues to analyze identify and address
monitor student 10/1/17 identifies learning needs identify trends and student thinking and causes for achievement
learning of individual students. patterns among groups of identify underlying patterns and trends.
students. causes for trends.
Assessment data is
viewed periodically.
10/1/17
Uses data from Uses data from available Uses a variety of Uses a broad range of Reflects on data
assessments provided by assessments to establish assessment data to set data to set learning goals continuously to make
site and district to set content-based learning student learning goals for for content and academic ongoing refinements to
learning goals for the goals for class and content and academic language that are learning goals for content
class. individual students in language. integrated across content and academic language
5.4 Using assessment single lessons or standards for individuals for the fill range of
data to establish sequences of lessons. and groups. students.
learning goals and to Plans instruction using Plans differentiated
plan, differentiate, available curriculum Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
and modify guidelines. instruction to address to instruction to meet instruction targeted to to refine planning,
instruction learning needs of students diverse meet individual and differentiate instruction,
individual students. learning needs. group learning needs. and make ongoing
10/1/17 adjustments to match the
Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal assessments.
Changes in lesson plans
are made based on
student need10/1/17.
Informs students about Begins to encourage Models and scaffolds Implements structures Provides systematic
learning objectives, students to establish student self-assessment for students to self-assess opportunities for student
outcomes, and learning goals through and goal setting and set learning goals self-assessment, goal
summative assessment single lessons or processes for learning related to content, setting, and progress
results. Recognizes the sequence of lessons that content and academic academic language, and monitoring.
5.5 Involving all need for individual include goal setting language development. individual skills.
students in self- learning goals. 10/1/17 exercises. Develops students meta-
assessment, goal- Guides students to Integrates student self- cognitive skills for
setting, and progress Monitors progress using Provides students with monitor and reflect on assessment, goal setting, analyzing progress and
monitoring available tools for opportunities in single progress on a regular and progress monitoring refining goals towards
recording. lessons or sequence of basis. across the curriculum. high levels of academic
lessons to monitor their achievement.
own progress toward
class or individual goals.
10/1/17
The learning objects are Students complete self-
displayed and reviewed assessments to monitor
throughout the their own growth and
lesson10/1/17. progress. 10/1/17
Uses available Explores use of additional Uses technology to design Integrates a variety of Use a wide range of
technologies to record technologies to and implement technologies into the technologies to design,
assessments, determine implement individual assessments, record and development, implement, and analyze
proficiency levels, and assessments, record analyze results, and implementation, analysis assessments and
5.6 Using available
make required results, and communicate communicate about of assessments, and provides for an in depth
technologies to assist
communications about with administration, student learning with communication of and ongoing
in assessment,
student learning. colleagues, and families administration, student learning to all communication
analysis, and
10/1/17 about student learning. colleagues, families, and audiences. regarding student
communication of
students. Ensure that learning to all audiences.
student learning
communications are
received by those who
lack access to technology.
Some assessments are

delivered on computers
and results are recorded
online. 10/1/17
Provides students with Provides students with Provides students with Integrates the ongoing Facilitates students
feedback through additional feedback clear and timely sharing of leadership in seeking and
assessed work and based on formative information about comprehensible feedback using ongoing
required summative assessments from single strengths, needs, and to students from formal comprehensible
assessments. lessons or sequence of strategies for improving and informal communications about
lessons. Seeks to provide academic achievement. assessments in ways that individual student
5.7 Using assessment
Notifies families of feedback in ways that support increased progress and ways to
information to share
student proficiencies, students understand. Provides opportunities learning. provide and monitor
timely and
challenges, and behavior 10/1/17 for comprehensible and support.
comprehensible
issues through school timely two-way Communicates regularly
feedback with
mandated procedures. Communicates with communications with with families to share a
students and their
families about student families to share student range of assessment
families
progress, strengths, and assessments, progress, information that is
needs at reporting raise issues and/or comprehensible and
periods. Contacts families concerns, and guide responsive to individual
as needs arise regarding family support. student and family needs.
struggling students or
behavior issues. 10/1/17
Parents are given results
of assessments and
informed of how to assist
their children at home.
10/1/17
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 colleagues on the refinements in action research in
student learning. and with colleagues relationship between teaching practice and supporting student
Reflects individually or that is focused on making adjustments in connections among learning and raising
with colleagues on methods to support teaching practice and the elements of the the level of academic
immediate student the full range of impact on the full CSTP to positively achievement.
learning needs. learners. range of learners. impact the full range
10/1/17 of learners. Engages in and fosters
reflection among
colleagues for school
wide impact on
student learning.
Weekly team meetings
are held to reflect on
6.1 Reflecting on progress and improve
learner outcomes
teaching practice in 10/1/17
support of student
learning
Develops goals Sets goals connected Sets goals connected Sets and modifies Sets and modifies a
connected to the CSTP to the CSTP that take to the CSTP that are authentic goals broad range of
through required into account self- authentic, challenging, connected to the CSTP professional goals
processes and local assessment of and based on self- that are intellectually connected to the CSTP
protocols. 10/1/17 teaching practice. assessment. challenging and based to improve
on self-assessment instructional practice
Attends required Expands knowledge Aligns personal goals and feedback from a and impact student
professional and skills individually with school and variety of sources. learning within and
development. 10/1/17 and with colleagues district goals, and beyond the classroom.
through available focuses on improving Engages in and
professional student learning. contributes to Engages in ongoing
development. professional inquiry into teacher
Selects and engages in development targeted practice for
6.2 Establishing professional on student professional
professional goals development based on achievement. Pursues development.
and engaging in needs identified in a variety of additional
professional goals. opportunities to learn Contributes to
continuous and
professionally. professional
purposeful organizations, and
professional development
growth and opportunities to
development extend own teaching
practice.
All school mandated
professional
development sessions
are attended10/1/17
Attends staff, grade Consults with Collaborates with Collaborates with Facilitates
level, department, and colleagues to consider colleagues to improve colleagues to expand collaboration with
other required how best to support student learning and impact on teacher and colleagues.
meetings and teacher and student reflect on teaching student learning
collaborations. learning. practice at the within grade or Works to ensure the
classroom level. department and broadest positive
Identifies student and Begins to identify how 10/1/17 school and district impact possible on
teacher resources at to access student and levels. instructional practice
the school and district teacher resources in Interacts with and student
level. the broader members of the Engages with achievement at school
professional broader professional members of the and district levels and
community. community to access broader professional for the profession.
resources that support community to access
teacher effectiveness resources and a wide Initiates and develops
6.3 Collaborating and student range of supports for professional learning
with colleagues and learning10/1/17 teaching the full range opportunities with the
the broader of learners. broader professional
professional community focused on
community to student achievement.
support teacher Weekly team meetings
are held to discuss
and student
lessons and student
learning progress10/1/17
Is aware of the role of Acknowledges the Supports families to Provides Structures a wide
the family in student importance of the contribute to the opportunities and range of opportunities
learning and the need familys role in student classroom and school. support for families tofor families to
for interactions with learning. Seeks Adjusts actively participate incontribute to the
families. information about communication to the classroom and classroom and school
cultural norms of families based on school. community. Supports
families represented awareness of cultural a school/district
in the school. norms and wide range Communicates to environment in which
Welcomes family of experiences with families in ways which families take
involvement at schools. 10/1/17 show understanding leadership to improve
classroom/ school of and respect for student learning.
events. cultural norms.
Newsletters are sent
to parents to inform
them on lesson
6.4 Working with
families to support content and ways to
student learning help10/1/17
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
neighborhoods and community resources. community resources community resources to increase
communities to support the to support the instructional and
surrounding the Includes references or curriculum. 10/1/17 instructional program, learning opportunities
school. connections to students, and families. for students.
communities in single Includes knowledge of
Uses available lessons or sequence of communities when Draws from Engages students in
neighborhood and lessons. designing and understanding of leadership and service
community resources implementing community to improve in the community.
in single lessons. instruction10/1/17 and enrich the Incorporates
instructional program. community members
into the school
learning community.
Community resources
and areas are included in
6.5 Engaging local the lessons to provided
communities in relatibility10/1/17
support of the
instructional
program
Develops an Maintains professional Anticipates Integrates the full Models
understanding of responsibilities in professional range of professional professionalism and
professional timely ways and seeks responsibilities and responsibilities into supports colleagues in
responsibilities. support as needed. manages time and advanced planning meeting and exceeding
effort required to meet and prepares for professional
Seeks to meet required Demonstrates expectations. 10/1/17 situations that may be Responsibilities
commitments to commitment by challenging. effectively.
students. exploring ways to Pursues ways to
address individual support students Maintains continual Supports colleagues to
student needs. diverse learning needs effort to seek, develop, maintain the
10/1/17 and maintains belief in and refine new and motivation, resiliency,
students capacity for creative methods to and energy to ensure
achievement. ensure individual that all students
student learning. achieve.
6.6 Managing
Lesson are reviewed The school calendar
professional
in an attempt to find is monitored to
responsibilities to
maintain areas for ensure all deadlines
differentiation. are met. 10/1/17
motivation and 10/1/17
commitment to all
students
Follows all state education codes, legal requirements, district and site Maintains a high standard of personal integrity
policies, contractual agreements, and ethical responsibilities.* and commitment to student learning and the
profession in all circumstances.
* As follows:
Take responsibility for student academic learning outcomes. Contributes to building professional community
Is aware of own personal values and biases and recognizes ways in and holding peers accountable to norms of
which these values and biases affect the teaching and learning of respectful treatment and communication.
students.
Adheres to legal and ethical obligations in teaching the full ranges of Contributes to fostering a school culture with a
learners, including English learners and students with special needs. high degree of resilience, professional integrity,
Reports suspected cases of child abuse and/or neglect as outlined in the and ethical conduct.
California Abuse and Neglect Reporting Act.
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
integrity, and profession.
ethical conduct Acts in accordance with ethical considerations for students.
Maintains professional conduct and integrity in the classroom and
school community.
Ensures that license is up to date and all students are treated fairly. All cases of
suspected abuse are reported. 10/1/17

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Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.1 Emerging Exploring Applying Integrating Innovating

I apply real life I ask students to

Element 1.4 Emerging Exploring Applying Integrating Innovating

Element 1.5 Emerging Exploring Applying Integrating Innovating

Element 1.6 Emerging Exploring Applying Integrating Innovating

Element 1.1 Emerging Exploring Applying Integrating Innovating

I apply real life I ask students to

Element 1.4 Emerging Exploring Applying Integrating Innovating

Element 1.5 Emerging Exploring Applying Integrating Innovating

Element 1.6 Emerging Exploring Applying Integrating Innovating

Element 1.1 Emerging Exploring Applying Integrating Innovating

I apply real life I ask students to

Element 1.4 Emerging Exploring Applying Integrating Innovating

Element 1.5 Emerging Exploring Applying Integrating Innovating

Element 1.6 Emerging Exploring Applying Integrating Innovating

Element 1.1 Emerging Exploring Applying Integrating Innovating

I apply real life I ask students to

Element 1.4 Emerging Exploring Applying Integrating Innovating

Element 1.5 Emerging Exploring Applying Integrating Innovating

Element 1.6 Emerging Exploring Applying Integrating Innovating

Element 1.1 Emerging Exploring Applying Integrating Innovating

I apply real life I ask students to

Element 1.4 Emerging Exploring Applying Integrating Innovating

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 are held

Classroom rules are Routines and

Students are aware Positive behavior is

Element 2.7 Emerging Exploring Applying Integrating Innovating

Time bonded Lessons are extended

The main focus of the

Concepts that are not

Lessons are altered to

The learning goal is

All lessons in each unit

All lessons are planned in Assessments are used to

The resources are used in

Some assessments are

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