Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.1 Emerging Exploring
Learns about students Gathers additional data to
through data provided by learn about individual
the school and/or students. 9/20/17
assessments.
Using knowledge of
students to engage
them in learning Some students may engage Students engage in single
in learning using lessons or sequence of
instructional strategies lessons that include some
focused on the class as a adjustments based on
whole. assessments. 9/20/17
To better understand and
meet the needs of my
students, I review
cumulative records, IEP’s
and 504 plans, assess
their reading level and
comprehension through
DIBELS and TRC.
Additionally, I reach out
to families at the start of
the school year to gather
more information on
students through a student
survey. 9/20/17
Evidence
Adjustments for
individuals made during
whole group instruction
and independent work
time include: longer wait
times, strategic seating
arrangements, use of
visuals (anchor charts,
pictures, models, etc.),
use of privacy boards, and
longer testing times.
9/20/17
Applying
Uses data from a variety of
formal and informal sources
to learn about students and
guide selection of
instructional strategies to
meet diverse learning
needs. 5/1/18
Student engage in learning
through the use of
adjustments in instruction to
meet their needs. 5/1/18.
In addition to the evidence
in the exploring category, I
have begun to further
differentiate instruction by
using TRC and DIBELS
assessment data to create
leveled guided reading
groups where I can work
with students as their level
in a smaller group setting. I
have also begun to use a
new resource, Newsela,
where I can print out
science and social studies
articles at a variety of
different lexile levels to
better allow students to
access the curriculum.
Integrating Innovating
Uses data from multiple Uses comprehensive
measures to make knowledge of students to
adjustments to instruction make ongoing adjustments
and meet individual and accommodations in
identified learning needs. instruction.
10/10/18, 4/20/19
Students take ownership of
Students actively utilize a their learning by choosing
variety of instructional from a wide range of
strategies and technologies methods to further their
in learning that ensure learning that are responsive
equitable access to the to their learning needs.
curriculum. 10/10/18,
4/20/19
In addition to the
aforementioned, I also use
data from SBAC student
IAB’s, anecdotal notes and
informal observation during
small leveled reading
groups to make adjustments
to instruction. 10/10/18,
4/20/19
Adjustments to instruction
that I have implemented
that students actively utilize
on their own include; use of
word processing for
students with fine motor
issues, dictionary.com, for
writing support, “Think,
Pair, Share” with seat
partners to actively engage
in peer driven problem
solving, use of resource
center for assessment
taking. 10/10/18, 4/20/19
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.2 Emerging
Develops awareness of
prior knowledge, culture,
backgrounds, life
experiences, and interests
represented among students.
Connecting learning
to students’ prior
knowledge,
backgrounds, life Some students connect
experiences, and learning activities to their
interests own lives.
Exploring
Uses gathered information
about students’ prior
knowledge, cultural
backgrounds, life
experiences, and interest to
support student learning.
Students participate in
single lessons or sequences
of lessons related to their
interests and experiences.
Applying
Uses school resources and
family contacts to expand
understanding of students’
prior knowledge, cultural
backgrounds, life
experiences, and interests to
connect to student learning.
9/20/17, 5/3/18, 10/10/18
Students make connections
between curriculum, and
their prior knowledge,
backgrounds, life
experiences, and interests.
9/20/17, 5/3/18, 10/10/18
Integrating
Integrates broad knowledge
of students and their
communities to inform
instruction. 4/20/19
Students are actively
engaged in curriculum,
which relates their prior
knowledge, experiences,
and interests within and
across learning activities.
4/20/19
Innovating
Develops and
systematically uses
extensive information
regarding students’ cultural
backgrounds, prior
knowledge, life
experiences, and interests.
Students can articulate the
relevance and impact of
lessons on their lives and
society.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Students routinely Gear Reader’s
engage in close reading
Workshop toward
annotations where they
are asked to make and student interests and
discuss text to text, text reading levels based on
to self, and text to world TRC assessment.
connection. Information
Focus on text to self
on student surveys taken
into consideration when connections during
forming lessons and Reader’s Workshop.
thought provoking Success with ongoing
questions during class
engagement through
discussion 9/20/17
encouraging students
Additionally, students are to use their own
Evidence
provided with hands-on personal experiences as
opportunities to explore
inspiration for Writer’s
math and science
concepts. Students Workshop. 4/20/19
journal about how key
science concepts relate to
real life. Invite families
to come share culture and
histories with students.
For example, one
student’s grandmother
spoke with us about her
time in a Japanese
internment camp during
WWII. 10/10/18
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging
Uses real-life connections
during instruction as
identified to curriculum.
Connecting subject
matter to meaningful,
real-life contexts Some students relate
subject matter to real-life.
Exploring
Explore using additional
real-life connections to
subject matter in single
lessons or sequence of
lessons to support
understanding.
Students make use of real-
life connections provided in
single lessons or sequence
of lessons to support
understanding of subject
matter.
Applying
Integrates connections from
subject matter to
meaningful, real-life
contexts, including those
specific to students’ family
and community. 9/20/17,
5/3/18
Students utilize real-life
connections regularly to
develop understandings of
subject matter. 9/20/17
Integrating
Integrates connections to
meaningful, real-life
contexts in planning subject
matter instruction and is
responsive during
instruction to engage
students in relating to
subject matter. 10/10/18,
4/20/19
Students actively engage in
making and using real-life
connections to subject
matter to extend their
understanding. 5/3/18,
10/10/18, 4/20/19
Innovating
Engages student in actively
making connections to
relevant, meaningful, and
real-life contexts
throughout subject matter
instruction.
Students routinely integrate
subject matter into their
own thinking and make
relevant applications of
subject matter during
learning activities.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Students routinely
engage in close
reading annotations
where they are asked
to make and discuss
text to text, text to self,
and text to world
connections. I take
opportunities such as
current events (i.e. last
month’s solar eclipse)
to make curriculum
more immediately
meaningful.9/20/17
Evidence
In addition to
aforementioned
activities, students
engage in making and
using real-life
connections to subject
matter in regards to math
and science. Accompany
students to Catalina
Island Marine Institute
for three day, hands-on,
meaningful instruction in
marine science and
conservation.
Incorporation of real
world problem solving in
measurement and
fractions math units
(equal sharing, building/
construction), etc.
Use of Mystery Science
lessons to integrate real
world application of
science concepts into
curriculum. hands-on
experimentation.
10/15/18
Engagment success when
encouraging students to
use real life experiences
as inspiration for their
writing. 4/20/19
Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.4 Emerging Exploring Applying Integrating Innovating

Uses instructional
strategies, resources, and
technologies as provided by
school and/or district.
Using a variety of
instructional strategies,
resources, and
technologies to meet
students’ diverse Some students participate
learning needs in instructional strategies,
using resources and
technologies provided.
Explores additional
instructional strategies,
resources, and technologies
in single lessons or
sequence of lessons to meet
students’ diverse learning
needs. 9/20/17, 5/3/18
Students participate in
single lessons or sequence
of lessons related to their
interests and experiences.
9/20/17
Utilizes a variety of
strategies including
culturally responsive
pedagogy, resources, and
technologies during
ongoing instruction to meet
students’ diverse learning
needs. 10/10/18
Students participate in
instruction using strategies,
resources, and technologies
matched to their learning
needs. 10/10/18, 4/20/19
Creates, adapts, and
integrates a broad range of
strategies, resources, and
technologies into
instruction designed to
meet students’ diverse
learning needs. 4/20/19
Students actively engage in
instruction and make use of
a variety of targeted
strategies, resources, and
technologies to meet their
individual students needs.
Refines the flexible use of
an extensive repertoire of
strategies, resources, and
technologies to meet
students’ diverse learning
needs.
Students take
responsibilities for using a
wide range of strategies,
resources, and technologies
that successfully advance
their learning.

Currently exploring Now using Newsela in Informally assess

additional instructional
strategies through
attending professional
development, interaction
with senior and mentor
teachers, and reviewing
educational resources
websites, periodicals,
and books. 9/20/17,
5/3/18
Evidence
science and social students as they work
studies instruction to to identify areas of
differentiate lexile need to adapt lessons
levels of informational and instruction for
articles and current whole group and on
events. individual basis. Extra
conferencing for
Becoming familiar with a Writer’s Workshop for
wider variety of students who I have
engaging curriculum to
better engage students identified as
(Mystery Science), Walk struggling. Use of
Through the American sentence starters for
Revolution, CGI, students who have
“flipping the book”
during math instruction. difficulty forming
10/10/18 ideas. Use of word
processing for students
who have difficulty
writing. 4/20/19
Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.5 Emerging Exploring Applying Integrating Innovating

Asks questions that focus Includes questions in single
on factual knowledge and lessons or a sequence of
comprehension. lessons that require students
to recall, interpret, and
think critically. 9/20/17,
5/2/18
Promoting critical
thinking though
inquiry, problem Some students respond to Students respond to varied
solving, and reflection questions regarding facts questions or tasks designed
and comprehension. to promote comprehension
and critical thinking in
single lessons or a sequence
of lessons. 9/20/17, 5/2/18
Guide students to think
critically through use of
questioning strategies,
posing/solving problems,
and reflection on issues in
content. 10/10/18, 4/20/19
Students respond to
questions and problems
posed by the teacher and
begin to pose and solve
problems of their own
related to the content.
5/2/18, 10/10/18, 4/20/19
Supports students to initiate Facilitates systematic
critical thinking through opportunities for student to
independently developing apply critical thinking by
questions, posing problems designing structured
and reflecting on multiple inquiries into complex
perspectives. problems.
Students pose problems and
construct questions of their Students pose and answer a
own to support inquiries wide-range of complex
into content. questions and problems,
reflect, and communicate
understandings based on in
depth analysis of content
learning.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Students are asked Using more “turn and
questions pertaining to talk” techniques during
the text during read group instruction and
alouds and group read alouds,
reading during ELA, encouraging students
Social Studies, Health, to create and share
and Science. Questions their own questions, as
are designed to they arise in small
encourage critical and leveled book clubs.
higher level thinking in 5/2/18
students. 9/20/17
Beginning to guide
Continuing to explore students towards
and look into training contracting questions
opportunities for of their own to support
student centered, inquiries through
critical thinking exposure to CGI
Evidence teaching methods such curriculum during
as CGI for math. math instruction.
5/2/18 Students partner up to
support each other
during math
instruction. Students
are encouraged to set
goals and hypothesize
in groups and with
partners during science
instruction. 10/10/18,
students work together
to form hypothesis
with Mystery Science
experiments and
activities. 4/20/19
Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.6 Emerging Exploring Applying Integrating Innovating

Implements lessons Seeks to clarify instruction Makes ongoing adjustments Adjusts strategies during Makes adjustments to
following curriculum and learning activities to to instruction based on instruction based on the extend learning
guidelines. support student observation of student ongoing monitoring of opportunities and provide
understanding. 9/20/17, engagement and regular individual student needs for assistance to students in
5/4/18 checks for understanding. assistance, support, or mastering the concepts
Monitoring student 10/10/18 challenge. 4/20/19 flexibly and effectively.
learning and adjusting
instruction while Students monitor their
teaching. Some students receive Students successfully Students are able to progress in learning and
individual assistance during Students receive assistance participate and stay articulate their level of provide information to
instruction. individually or in small engaged in learning understanding and use teacher that informs
groups during instruction. activities. 10/10/18 teacher guidance to meet adjustments in instruction.
9/20/17, 5/4/18 their needs during
instruction. 4/20/19
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Clarification of Regularly checks for Ongoing informal
instruction given
understanding during observation and
verbally and visually via
charts, models, and instruction across the assessment during
overhead displays. Math curriculum. Clarifies instruction via walking
concepts taught in a and models appropriate the room, one on one
variety of different ways
use of academic conversation, checking
(hands-on, models,
algorithms). Students language. Creates for understanding
needing support in math word walls for student (thumbs up, down,
receive additional small reference. Clarifies sideways), and
group instruction after
higher level modifying instruction
whole group instruction.
Students not reading at vocabulary in context as needed, pulling
Evidence grade level receive during read alouds. small groups,
addition one on one reteaching. 4/20/19
guided reading time.
Students use word
Students conference on
an individual basis for walls and learning
Writer’s Workshop. journals to
9/20/17 appropriately and
accurately use
Additionally, I am
working with students in academic language.
small leveled reading Students maintain
groups that allow me to better focus and for
better adjust instruction
longer periods of time
while teaching.