CSTP 1 Gladden 4

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.
Students are given a I regularly review student Data I use includes the
variety of adjustments to cumulative folders, taking following: student
their everyday note of previous teacher’s cumulative folders,
assignments including, comments as well as any assessment data from
but not limited to, the IEPs students may have throughout the year,
following: more time on had before coming to my student homework,
tests, priority seating, school. Additionally, I use feedback from other
purposeful grouping, and observation in the teachers and staff my
one-on-one “tutoring” classroom to gauge students interact with,
with a parent helper. students and their needs, and feedback from
09/27/17 because there is not parents and family
always relevant members during parent-
information in their teacher conferences, etc.
cumulative folders. The These resources are just
Evidence
information in these part of the ways I gather a
folders as well as my complete picture of my
general observations help students needs.
me, as a teacher, know Whenever there is a
how to better reach my concern, or need, I try to
students and their needs. make sure to implement
09/27/17 at least one activity per
lesson that will help make
In any given lesson, I try their learning more
to have one activity to suited to individual
meet the needs of each needs.
student. I try to include 05/06/18
kinesthetic, 10/26/18
mathematical/logical, and 4/10/19
visual lesson aspects
because I know all of my This year, I have much
students fit into one of more access to and am
those three categories. more informed on
Additionally, I have a tier technologies I can use in
of learning goals with the classroom. I ensure
every lesson. On goal is that my students have
for advanced students, equitable access through
one is for my students usage of Amazon Fires in
who are “right there” and our ELA classes. Students
one is for students who can use the Fires which
need extra support and have digital eBook
may be somewhat below versions of the literature
grade level. we are reading, as well as
05/06/18 a Kindle app so that
students can have an
audiobook version, if
needed, as well. Students
are able to use a
paperback version of the
book, also, because some
fare better with the
standard printed form.
There are many literature
resources depending on
student need. (ISTE
Standards for Students -
1b).
10/26/18
4/10/19
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.
In my lessons, I use This was my first year In an upcoming lesson,
information gathered in teaching at my new students are reacting to
conversation with school. Because of that, I real-life cases where
student’s previous didn’t know much about people’s lives were
teachers and their the students or the negatively affected by
parents, as well as the community. On the first their usage of social
information listed in their period of our Bible class (I media. Through this
student files to help me teach at a Christian assignment, students will
make connections that school) I gave students a create a reflective video
are relevant to their lives. questionnaire about their “documentary” describing
Casual conversations with religious background, the true impact of this
students on the their affiliations, if they person’s decisions on
playground also help me were baptized or would their life and the lives of
Evidence
better understand their like to be, how strong others. Additionally,
interests, which I try to they believe their students are prompted to
incorporate into my relationship with God is, do this on a regular basis
lessons. etc. This acted as a widely in ELA. Whenever we
09/27/17 influential survey that has read a book, short story,
05/06/18 helped me connect with or such, we discuss ways
10/26/18 them throughout the that the story relates to
school year, know about our lives. For example, we
During lessons, I often get their background and read the picture book
several hands community, and has “The Gardener” as a
skyrocketing up with allowed to me mold my mentor text for learning
students sharing some instruction based upon about how a setting
connection the lesson has where my students are at affects the story. With this
to their lives. For in their relationship with book, students were
example, one student God. (NBPTS Proposition prompted to hypothesize
compared the ovaries in a 1). how this book would be
flower to when his 4/10/19 different if it took place
mother was pregnant today as opposed to
with his little brother. At this point in the year, I during The Great
Seeds are formed in the know a lot about my Depression. (ISTE
ovaries, just like his students. Because of this, I Standards for Students -
brother was “made in can plan lessons around 3d).
[his] mother’s stomach”. what they know and love. 10/26/18
This was an example For example, several of 4/10/19
many students could my students really like art
relate to since several of so during our study of the
them have younger Gold Rush we had an arc
siblings. of lessons that focused on
09/27/17 the flies and propaganda
posters that were
produced to help lure
people to California to
find gold. Also, many of
my students come from
Hispanic backgrounds so I
make sure to emphasize
the Hispanic side of
whatever history lesson
we are covering, even if it
is not in our textbooks.
05/06/18
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.
In everything I do, I try Real-life contexts are
my best to make it easily found in language
relevant to the students. arts. We have been doing
Comparing it to what they a lot of QAR questions in
know in everyday life is response to the books we
the best way to ensure have been reading. The
that their knowledge is On Your Own questions
sticking. Recently in Bible (tier 4) require students
class, we’ve been talking to use their own
about the fruit of the experiences and
spirit. I was able to background knowledge to
combine that with what answer a question that
we are learning about in pertains to whatever is
Evidence science with plant life and happening in the book.
the needs of plants, Also, I try to be very
bringing it full circle to responsive during my
our needs to thrive in life instruction. I also over-
and in our Christian walk. plan for my lessons.
Comparing our needs for Based on my read of the
survival to that of a plant audience, if a particular
made it much easier for activity or strain of
students to remember explanation is not
what a plant needs. working, I can easily
09/27/17 segue into something that
might be more impactful.
Just like I have students 05/06/18
activating their prior 10/26/18
knowledge to make 4/10/19
connections, I have
several students who like In math class, one of my
to compare what we are favorite questions to ask
learning to real-life my students in the closing
contexts. An example of of a lesson is the
this is when we were following: How would
learning about plant cells. you apply these skills in
One student compared all everyday life? It promotes
the organelles in the cell a discussion amongst the
to the structure of our students and helps them
classroom, specifically as to understand that what
a Christian school. They we are learning will truly
cited that I (the teacher) make a difference one
am the nucleus because I day.
“know everything” and 05/06/18
that Jesus is the 10/26/18
cytoplasm because we see 4/10/19
his presence in the
classroom daily and he is
a part of everything we
do, never going away.
09/27/17

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.
needs.
I always try my best to Within a given lesson, I At our school, we have
find strategies and try to utilize various the privilege of using
resources to help my teaching techniques and various types of books for
students be more resources to best meet literature studies.
successful in the the needs of my students. Students are assigned a
classroom. Often times, I Especially in math, there reading source that best
think I do a good job but I is multiple ways to come fits their needs. For
know I struggle in always to a correct answer, in example, we have
meeting my kinesthetic many ways. For my Amazon Fires for those
learners so that is kinesthetic/tactile students who prefer
something I need to work students, I always technology over a
on. In regards to some encourage them to use standard book. On the
additional technologies I manipulatives until they Fires, we have the Kindle
have used, last year for are confident in their app for our ELL students,
my students who skills. I will often have those who struggle with
struggled with reading, I rhymes or songs to help reading, and for our audio
tried to find audiobook my musical/artsy learners. Lastly, we also
versions of the books we students. And for my have the standard text for
were reading in class. visual learners, I show those students who fare
They would follow along them how to draw out a better with a printed
on the page while picture, a number line, or version. (ISTE Standards
listening to the book even a basic equation that for Educators 2b).
Evidence being read to them. This will help them be 10/26/18
is something I am successful. 4/10/19
planning on 05/06/18
implementing this year as The best way that I feel I
well, however, I have As stated, I try my best to help students practice
been unable to find an find resources that match this is by giving them
audio version of the my student’s needs. Using personal choice for a lot
books we have read so the audiobook versions of our projects. Especially
far. There are several for my struggling readers in social studies, students
upcoming books that is one thing I have found can pick from a variety of
have audio versions, of benefit. However, I am project styles so that they
though. Implementing still struggling with can find one that they are
this has helped my non- finding resources for interested in and that,
and struggling readers be kinesthetic learners. At hopefully, meets their
more successful. present, it seems that strengths. Also, students
09/27/17 something as simple as are taught from the
letting them stand while beginning strategies for
working has helped them problem solving that
immensely but I know relate to their learning
there is more I can do to styles and strengths.
meet them. Thusly, I have 05/06/18
invested some time in 10/26/18
trying to get my students 4/10/19
up and moving more
during lessons.
09/27/17

Asks questions that focus Includes questions in Guide students to think Supports students to Facilitates systematic
on factual knowledge and single lessons or a critically through use of initiate critical thinking opportunities for student
comprehension. sequence of lessons that questioning strategies, through independently to apply critical thinking
require students to recall, posing/solving problems, developing questions, by designing structured
interpret, and think and reflection on issues in posing problems and inquiries into complex
critically. content. reflecting on multiple problems.
Promoting critical
perspectives.
thinking though
inquiry, problem
Some students respond to Students respond to Students respond to Students pose problems Students pose and
solving, and
questions regarding facts varied questions or tasks questions and problems and construct questions answer a wide-range of
reflection
and comprehension. designed to promote posed by the teacher and of their own to support complex questions and
comprehension and begin to pose and solve inquiries into content. problems, reflect, and
critical thinking in single problems of their own communicate
lessons or a sequence of related to the content. understandings based on
lessons. in depth analysis of
content learning.
In my assignments, I use a In language arts and Bible Students do a really
variety of question types a lot of our class time is great job at leading
to promote differing spent in question and
levels of thinking. Some discussion. Questions aim
out with discussion
questions include fill-in- at students to consider during Bible class.
the-blank and simple multiple perspectives, for They come to class
recall and other inquiries example the protagonist prepared with the
involve the comparing and the antagonist, and background of the
and contrasting of ideas. students are learning to
Specifically, in Bible class, make up their own
topic, having done
there is a lot of time for questions and some even the reading, and are
self-reflection. Students are starting to lead able to have a deep,
are urged to think about discussions. Lately, I have meaningful
the Bible stories studied been using a lot of QAR conversation about
and how the lessons and questions to promote
morals are applicable to multiple tiers of thinking.
the issue. They pose
our lives today, as well as 05/06/18 questions, reflect,
what we can learn from 10/26/18 and others chime in
them. with references to
09/27/17 Our Bible class other Bible verses in
discussions result a lot
Not only are students from student-posed
attempts to address
Evidence teacher-prompted with questions. From our Bible the topic. Since we
varying types of story of the week, I have have a diverse set of
questions, but I also allow students write out beliefs in our school,
them to ask questions questions they have. we also have
about the material as During circle time,
well. Students often pose students are given a
students
questions in a “what if” or chance to ask these communicating what
“what about” scenario but questions and other they believe a correct
slowly I am modeling for students are able to interpretation of the
them how to ask respond and share their Bible is, with
questions to check their thinking. They even look
knowledge and deepen in the Bible to, hopefully,
evidence to back
their understanding of find information that themselves up. They
the topics. reflects the solutions they really excel at asking
09/27/17 posed. hard questions,
05/06/18 analyzing texts,
10/26/18
reflecting, and
coming to
conclusions based on
the evidence found.
They’ve grown a lot.
4/10/19

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.
On average, I would say During instruction, I am Students use Quizlet to
that I have 80% constantly scanning help themselves study
engagement during across the classroom to key terms and vocabulary
instructional time. If I see gauge student’s reactions for the literature we read
this is not the case, I to material. If I see in ELA. Based on their
quickly change my students bored or not results from practice,
approach or the learning paying attention, I realize students can give me
environment for that that I am coming across feedback when they need
student. I am constantly as boring and try to more time to study,
looking for student switch up my teaching further instruction on a
feedback, walking around style at the moment. word’s meaning, and so
the classroom, to ensure When it is time for on. I recently started
that my engagement stays individual work, I am using this website from a
at that 80% or higher. constantly walking recommendation of
09/27/17 between the rows of colleagues in the FOTIP
05/06/18 desks, looking for hands program. It has been
as well as signs of success useful, thus far. (ISTE
or distress. When I hear Standards for Students
sighs or students working 1c).
on the same page for a 10/26/18
Evidence lengthy amount of time, I 4/10/19
make sure to stop at their
desk and address their
needs. If students breeze
through an assignment
quickly and try to turn it
in early, I pose one or two
problems that are
considered a challenge
(specifically in math). If I
notice the class as a
whole or a majority of
students struggling with a
topic, I make sure to
readdress in the following
day from a different
approach.
09/27/17
05/06/18
10/26/18
4/10/19

CSTP 1 Gladden 4

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CSTP 1 Gladden 4

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Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.1 Emerging Exploring Applying Integrating Innovating

Element 1.4 Emerging Exploring Applying Integrating Innovating

Element 1.5 Emerging Exploring Applying Integrating Innovating

Element 1.6 Emerging Exploring Applying Integrating Innovating

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