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. 5/10/18 instruction.
learning needs. 9/26/17 12/6/18 5/1/19
Using knowledge of
students to engage Some students may Students engage in single Student engage in
them in learning engage in learning using lessons or sequence of learning through the use Students actively utilize a Students take ownership
instructional strategies lessons that include some of adjustments in variety of instructional of their learning by
focused on the class as a adjustments based on instruction to meet their strategies and choosing from a wide
whole. assessments. needs. 9/26/17 technologies in learning range of methods to
that ensure equitable further their learning that
access to the curriculum. are responsive to their
5/10/18 12/6/18 learning needs.
5/1/19
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I look over my students
profiles in AERIES to see
if they have any identified
special needs. I also look
over any initial
assessments that they
may have done to see
where they are at. I make
sure I know their home
language and whether or
not they are English
language learners. I use 5
exchange conversations
to learn about my
students. 9/26/17
For small group centers I
Evidence
place students in the
groups based on each
student’s needs they are
placed with other
students with similar
needs. I differentiate
instruction based on the
needs of my students and
add scaffolding as
needed. For whole group
instruction I make sure
those students that need
extra support are seated
with students that can be
a model for them.
9/26/17
I use many different
formal and informal
assessments such as
observations, pre-
assessments, and final
assessments in order to
adjust instruction based
on the needs of my
students. I also use any
information in AERIES
that identifies any specific
needs that any of my
students may haves to
meet their learning
needs. 5/10/18
12/6/18
Throughout the day
students are involved in a
variety of activities such
as small group
instruction, whole group
instruction, ELD group
instruction, and computer
lab. These activities allow
students to learn in
different ways and
ensures that they have
equitable access to the
curriculum through a
variety of instructional
strategies and use of
technology. 5/10/18
12/6/18
I use many different
methods to get to know
my students. I use the
knowledge that I gain of
my students to help make
ongoing adjustments and
accommodations for my
students, including
seating arrangements,
technology use, and
resources.
5/1/19
My students are able to
take ownership of their
learning by making
choices throughout the
day that help them
further their learning. The
choices that they have are
available based on their
learning needs. The
choices include special
seating arrangements.
5/1/19
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 Applying Integrating Innovating
Uses gathered Uses school resources and Integrates broad Develops and
information about family contacts to expand knowledge of students systematically uses
students’ prior understanding of and their communities to extensive information
knowledge, cultural students’ prior inform regarding students’
backgrounds, life knowledge, cultural instruction.12/6/18 cultural backgrounds,
experiences, and interest backgrounds, life 5/1/19 prior knowledge, life
to support student experiences, and interests experiences, and interests.
learning. 9/26/17 to connect to student
learning. 5/10/18
Students can articulate
Students participate in Students make the relevance and impact
single lessons or connections between Students are actively of lessons on their lives
sequences of lessons curriculum, and their engaged in curriculum, and society.
related to their interests prior knowledge, which relates their prior
and experiences. 9/26/17 backgrounds, life knowledge, experiences,
experiences, and and interests within and
interests. 5/10/18 across learning
activities.12/6/18
5/1/19
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I gather information I talk to students’ families I learn as much as I can
about my students from to find out about their about my students and
prior assessments and cultural backgrounds and use this information to
from AERIES. I also to find out what the inform instruction. I talk
engage my students in 5 students are like at home to families and students. I
exchange conversations in and what home life is like. get information from
order to learn more about I also have conversations AERIES and from prior
them and their home life with my students to find teachers and the cums.
and experiences. 9/26/17 out about what they like 12/6/18 5/1/19
and what interests them. I
I use read alouds that are use this information to I use knowledge of
related to my students’ make connections in their students and their
Evidence cultural backgrounds and learning. 5/10/18 cultural background to
engage them in help students learn. I have
conversations about the After learning about a variety of books with
stories and how they can students they are then different cultures to use
relate to them. I have the able to make connections and I make sure that I am
students do self-portraits between the curriculum sensitive to any hard
and put them up in the and their interests, prior situations at home.
classroom. I also try to knowledge and 12/6/18 5/1/19
connect the curriculum to background. I do this
what my students already through inquiry charts,
know and their world in the classroom
background. 9/26/17 activities and read alouds.
5/10/18
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging Exploring
Uses real-life connections Explore using additional
during instruction as real-life connections to
identified to curriculum. subject matter in single
lessons or sequence of
lessons to support
understanding. 9/26/17
Connecting subject
matter to
meaningful, real-life
Some students relate Students make use of
contexts
subject matter to real-life. real-life connections
provided in single lessons
or sequence of lessons to
support understanding of
subject matter. 9/26/17
I use a variety of
strategies that connect
my lessons to real-life
contexts. Some of these
strategies are world in the
classroom read alouds,
the use of realia, and
barrier games. 9/26/17
Evidence
Applying Integrating
Integrates connections Integrates connections to
from subject matter to meaningful, real-life
meaningful, real-life contexts in planning
contexts, including those subject matter instruction
specific to students’ and is responsive during
family and community. instruction to engage
students in relating to
subject matter. 5/10/18
12/6/18
Students utilize real-life
connections regularly to Students actively engage
develop understandings in making and using real-
of subject matter. life connections to subject
matter to extend their
understanding. 5/10/18
12/6/18
In planning subject
matter instruction I use a
variety of strategies and
activities to connect to
meaningful, real-life
contexts. Some of these
are videos, books, realia,
students’ home language,
draw and labels, and
living wall. 5/10/18
12/6/18
Using the above strategies
students are able to
actively engage to make
connections to the subject
matter to extend their
understanding through
discussions and think pair
share. 5/10/18
12/6/18
Innovating
Engages student in
actively making
connections to relevant,
meaningful, and real-life
contexts throughout
subject matter
instruction.
5/1/19
Students routinely
integrate subject matter
into their own thinking
and make relevant
applications of subject
matter during learning
activities.
5/1/19
I am constantly engaging
my students in making
meaningful real life
connections to subject
matter. I try to make
connections in everything
we do math, science,
social science, reading,
and writing.
5/1/19
Students are able to use a
variety of strategies to
apply their own thinking
into what they are
learning. They are able to
make connections of what
they are learning to the
everyday life around
them.
5/1/19
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.4 Emerging
Uses instructional
strategies, resources, and
technologies as provided
by school and/or district.
Using a variety of
instructional
strategies, resources,
and technologies to Some students participate
meet students’ in instructional strategies,
diverse learning using resources and
needs technologies provided.
Exploring Applying Integrating Innovating
Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of
instructional strategies, strategies including integrates a broad range an extensive repertoire of
resources, and culturally responsive of strategies, resources, strategies, resources, and
technologies in single pedagogy, resources, and and technologies into technologies to meet
lessons or sequence of technologies during instruction designed to students’ diverse learning
lessons to meet students’ ongoing instruction to meet students’ diverse needs.
diverse learning needs. meet students’ diverse learning needs. 12/6/18
learning needs. 9/26/17 5/1/19
5/10/18
Students participate in Students take
single lessons or Students participate in Students actively engage responsibilities for using
sequence of lessons instruction using in instruction and make a wide range of strategies,
related to their interests strategies, resources, and use of a variety of resources, and
and experiences. technologies matched to targeted strategies, technologies that
their learning needs. resources, and successfully advance their
9/26/17 5/10/18 technologies to meet their learning.
individual students
needs.12/6/18
5/1/19
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I use a variety of different While I use a variety of
strategies to meet the different strategies to
learning needs of my meet the learning needs
students. These strategies of all of my students I am
include draw and labels, also incorporating
thinking maps, barrier technology into my
games, world in the lessons and to benefit my
classroom read alouds, students with diverse
narratives, interactive learning needs. I have
read alouds, shared resources posted all over
research projects, chants the classroom. 12/6/18
(songs that go along with 5/1/19
the unit we are working
on), and vocabulary in
context. 9/26/17 My students are able to
5/10/18 use the strategies and
resources in the
I make sure that these classroom to help meet
Evidence strategies are engaging to their needs. They can look
all students, students are around the room and find
responding in some way what they need to help
TPS, coral response, them. 12/6/18
responding to questions, 5/1/19
singing along. I also make
adjustments and
modifications based on
my students learning and
language differences.
These modifications
include scaffolding such
as a variety of sentence
frames from a simple
sentence frame to a more
advanced sentence frame.
Students can choose
which sentence frame to
use. 9/26/17 5/10/18

Element 1.5 Emerging Exploring Applying Integrating Innovating

Promoting critical Asks questions that focus Includes questions in Guide students to think Supports students to Facilitates systematic
thinking though on factual knowledge and single lessons or a critically through use of initiate critical thinking opportunities for student
inquiry, problem comprehension. sequence of lessons that questioning strategies, through independently to apply critical thinking
solving, and require students to recall, posing/solving problems, developing questions, by designing structured
Standard 1 CSTP: Engaging and Supporting All Students in Learning
interpret, and think
critically. 9/26/17
Some students respond to Students respond to
questions regarding facts varied questions or tasks
reflection
and comprehension. designed to promote
comprehension and
critical thinking in single
lessons or a sequence of
lessons. 9/26/17
I use thinking maps to
help guide students in
thinking critically and
recalling information. I
also use T-Charts and
inquiry charts to help
students in
comprehending and using
critical thinking skills. I
use these strategies to
find out what students
know about a subject,
Evidence what they have learned,
and what they would like
to know learn more
about. 9/26/17
Element 1.6 Emerging Exploring
Monitoring student Implements lessons Seeks to clarify
learning and following curriculum instruction and learning
adjusting instruction guidelines. activities to support
while teaching. student understanding.
and reflection on issues in
content. 5/10/18
12/6/18
Students respond to
questions and problems
posed by the teacher and
begin to pose and solve
problems of their own
related to the content.
5/10/18
12/6/18
I use a variety of graphic
organizers/ thinking
maps to guide students to
think critically about the
content and to help to
pose questions and use
problem solving
strategies to reflect on the
content. These graphic
organizers are inquiry
charts, T-Charts, and tree
maps. 5/10/18
12/6/18
Using these strategies
students are able to
respond to questions and
problems posed and pose
and solve problems on
their own related to the
content through think
pair share and research
projects. 5/10/18
12/6/18
Applying
Makes ongoing
adjustments to
instruction based on
observation of student
posing problems and inquiries into complex
reflecting on multiple problems.
perspectives.
5/1/19
Students pose and answer
Students pose problems a wide-range of complex
and construct questions questions and problems,
of their own to support reflect, and communicate
inquiries into content. understandings based on
5/1/19 in depth analysis of
content learning.
I support my students in
thinking independently
and posing questions. I
guide students by giving
them sentence frames
and modeling how to
pose questions and
thinking critically.
5/1/19
Students are given
opportunities to make
inquiries using a graphic
organizer and they are
able to share their ideas
with their classmates
through think pair share.
5/1/19
Integrating Innovating
Adjusts strategies during Makes adjustments to
instruction based on the extend learning
ongoing monitoring of opportunities and provide
individual student needs assistance to students in
Standard 1 CSTP: Engaging and Supporting All Students in Learning
engagement and regular for assistance, support, or mastering the concepts
checks for understanding. challenge. 5/10/18 flexibly and effectively.
9/26/17 12/6/18 5/1/19
Students monitor their
Some students receive Students receive Students successfully Students are able to progress in learning and
individual assistance assistance individually or participate and stay articulate their level of provide information to
during instruction. in small groups during engaged in learning understanding and use teacher that informs
instruction. activities. 9/26/17 teacher guidance to meet adjustments in
5/10/18 their needs during instruction.
instruction.12/6/18
5/1/19
I am constantly During instruction I am
monitoring student constantly monitoring
learning and making student learning and
adjustments based on making adjustments to
observations and checks instruction based on my
for understanding. My students’ specific needs
GPR groups are fluid and whether they need more
always changing based on support or they need to
each students changing be challenged more. I
needs. As they grow they make these adjustments
are being moved to a by rearranging my small
different group. 9/26/17 groups and using a
variety of sentence
During small group frames that students can
Evidence instruction I monitor each choose to use from a
student making sure they simple frame to a more
are participating and complex frame that is
staying engaged in each more challenging.
activity. 9/26/17 5/10/18
5/10/18 12/6/18
5/1/19

I use a strategy called

OLA as a way for my
students to show me
what they have learned
and as a way to assess
their needs. 12/6/18
5/1/19