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.
I use information I gather I learn about the students I use knowledge of students
from getting to know the through a variety of get to backgrounds and needs to
students to adjust know you games, survey adjust lessons as needed or
instruction and relate activities, and provide alternative methods
material to students communication with of assessment. For example,
interests. parents and past students are often given
teachers. opportunities to write or draw
to show responses to
Teacher uses data from demonstrate knowledge.
surveys, discussions,
classwork, parent
conferences to know
students’ individual
Evidence needs and uses
information to plan
instruction.

Students actively use

choice in activities to
learn and demonstrate
knowledge.
Element 1.2 Emerging Exploring Applying Integrating Innovating
Develops awareness of Uses gathered Uses school resources and Integrates broad Develops and
prior knowledge, culture, information about family contacts to expand knowledge of students systematically uses
backgrounds, life students’ prior understanding of and their communities to extensive information
experiences, and interests knowledge, cultural students’ prior inform instruction. regarding students’
represented among backgrounds, life knowledge, cultural cultural backgrounds,
students. experiences, and interest backgrounds, life prior knowledge, life
Connecting learning
to support student experiences, and interests experiences, and
to students’ prior
learning. to connect to student interests.
knowledge, Students are actively
learning.
backgrounds, life engaged in curriculum,
experiences, and which relates their prior
Some students connect Students participate in Students make Students can articulate
interests knowledge, experiences,
learning activities to their single lessons or connections between the relevance and impact
own lives. sequences of lessons curriculum, and their and interests within and of lessons on their lives
related to their interests prior knowledge, across learning activities. and society.
and experiences. backgrounds, life
experiences, and
interests.
I build on student’s Students are offered some My students tell me how they
background knowledge choice in learning are using their knowledge and
and ask questions to activities to align with applying it in their everyday
enable students to apply personal interests. lives. For instance, one girl
new information to solve told me about how she found
problems. Students are actively some of our sight words
engaged and can reading a sign while running
articulate how learning errands with her parent.
can be applied in their Another student started doing
life. chores to raise money to
donate to a charity helping a
cause we had learned about in
Evidence class.
Element 1.3 Emerging Exploring Applying Integrating Innovating
Uses real-life connections Explore using additional Integrates connections Integrates connections to Engages student in
during instruction as real-life connections to from subject matter to meaningful, real-life actively making
identified to curriculum. subject matter in single meaningful, real-life contexts in planning connections to relevant,
lessons or sequence of contexts, including those subject matter instruction meaningful, and real-life
lessons to support specific to students’ and is responsive during contexts throughout
understanding. family and community. instruction to engage subject matter
Connecting subject students in relating to instruction.
matter to subject matter.
meaningful, real-life
contexts Some students relate Students make use of Students utilize real-life Students actively engage Students routinely
subject matter to real-life. real-life connections connections regularly to in making and using real- integrate subject matter
provided in single lessons develop understandings life connections to subject into their own thinking
or sequence of lessons to of subject matter. matter to extend their and make relevant
support understanding of understanding. applications of subject
subject matter. matter during learning
activities.
I make connections to Students names and We routinely connect what we
whatever is happening in afterschool interests are are learning in real ways. For
our classroom. For often discussed or used as example, for each letter focus
instance, the other day, examples to see how we have, students will make
there was in issue about information is relevant to their own list of things where
how to include all kids them personally. they hear that sound. Our
essential question in reading
this week focuses around
while playing. So the Integration of student interests
has been the primary engagement different vehicles for
strategy. Students are applying transportation. Many of my
knowledge and solving problems students indicated that they
that are occurring in their lives. had never been in a hot air
stories we examined for balloon, so the next day’s read
the next week had a aloud was about a hot air
theme of friendship, and balloon. The students began
discussed way to include asking more questions about
others while playing. We how a hot air balloon works
Evidence made a list of options and and what it would be like to
acted out scenarios. We travel that way. That lead to
compared literature, other ways they have travelled
discovering similarities as well.
and differences in
themes. Examined
community social
constructs.
Element 1.4 Emerging Exploring Applying Integrating Innovating
Uses instructional Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of
strategies, resources, and instructional strategies, strategies including integrates a broad range an extensive repertoire of
technologies as provided resources, and culturally responsive of strategies, resources, strategies, resources, and
by school and/or district. technologies in single pedagogy, resources, and and technologies into technologies to meet
lessons or sequence of technologies during instruction designed to students’ diverse learning
Using a variety of lessons to meet students’ ongoing instruction to meet students’ diverse needs.
instructional diverse learning needs. meet students’ diverse learning needs.
strategies, resources, learning needs.
and technologies to
meet students’ Some students participate Students participate in Students participate in Students actively engage Students take
diverse learning in instructional strategies, single lessons or instruction using in instruction and make responsibilities for using
needs using resources and sequence of lessons strategies, resources, and use of a variety of a wide range of strategies,
technologies provided. related to their interests technologies matched to targeted strategies, resources, and
and experiences. their learning needs. resources, and technologies that
technologies to meet their successfully advance their
individual students learning.
needs.
I utilize a variety of I spend too much time Students take responsibility
instructional strategies and money finding the for using strategies to advance
including: Socratic right resources to meet their learning. Strategies and
lecture, hands-on my students where they resources are flexible.
experience, music, group are. It’s important to keep
problem-solving, etc. to my students challenged. I feel that while I do
meet the need of different purposefully integrate many
types of learners strategies and resources, my
Teacher uses a variety of students drive this integration
instructional activities and will come up with ideas
during lessons including: mid-lesson. I do make time to
lecture, small group, explore my student’s ideas or
Evidence give them these alternate
individual practice,
opportunities to learn.
presentation, role play,
and building models.
Students are given
several ways to
demonstrate their
learning.
Element 1.5 Emerging Exploring Applying Integrating Innovating
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.
This is an area I need to I guide students through Using KWL charts more
develop or have more asking analyzing and frequently has increased the
realistic expectations for evaluative questions. As opportunity for students to
kindergarten. My students develop ask their own questions and
students respond to throughout the year I try guide learning as we tackle
questions and problem- to integrate more of different subjects.
solving, but are not very Bloom’s taxonomy to
reflective. On occasion I deepen critical thinking
will have them pose skills.
questions before we read
or do an experiment, but I Guides students to
need to follow through on think critically while
Evidence pointing out how we being aware of
found our answers. individual needs.
Element 1.6 Emerging Exploring Applying Integrating Innovating
Implements lessons Seeks to clarify Makes ongoing Adjusts strategies during Makes adjustments to
following curriculum instruction and learning adjustments to instruction based on the extend learning
guidelines. activities to support instruction based on ongoing monitoring of opportunities and
student understanding. observation of student individual student needs provide assistance to
engagement and regular for assistance, support, or students in mastering the
Monitoring student checks for understanding. challenge. concepts flexibly and
learning and effectively.
adjusting instruction
while teaching. Some students receive Students receive Students successfully Students are able to Students monitor their
individual assistance assistance individually or participate and stay articulate their level of progress in learning and
during instruction. in small groups during engaged in learning understanding and use provide information to
instruction. activities. teacher guidance to meet teacher that informs
their needs during adjustments in
instruction. instruction.
I use small group Based on what I see from The teacher uses informal I make adjustments during
instruction to my students, I can make assessment reading body lessons based on the level of
differentiate the needs of adjustments to my language and achievement shown by my
different types of learners instruction. I use the participation students.
and allow myself more Marzano method of self- cues frequently to make
time to work with assessment for students adjustments to lessons Students are monitoring their
students one-on-one. to communicate with me progress in several areas: they
their perceived level of Students are able to have a standards-based goal
understanding. I’ve found articulate their level of chart for ELA where they
that with Kindergarten understanding with color stars for hitting target
students, their self- teacher guidance. goals. In math they are
perception can seem very marking their progress in ST
different than my Math on a chart. On our
Evidence formal assessments students
perception of learning.
complete a self-evaluation to
show me if they feel confident
Teacher builds on
in the material, feel okay, or if
student's comments and
the material was hard for
questions during the
them.
lesson, allowing students
time to think about their
answers before sharing..