Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.1 Emerging Exploring Applying Integrating Innovating

Learns about students Gathers additional data Uses data from a variety Uses data from multiple Uses comprehensive
through data provided to learn about individual of formal and informal measures to make knowledge of students to
by the school and/or students. sources to learn about adjustments to instruction make ongoing
assessments. students and guide and meet individual identified adjustments and
selection of instructional learning needs. accommodations in
strategies to meet instruction.
Using knowledge of diverse learning needs.
students to engage Students actively utilize a
them in learning Some students may Students engage in single Student engage in variety of instructional Students take ownership
engage in learning using lessons or sequence of learning through the use strategies and technologies in of their learning by
instructional strategies lessons that include of adjustments in learning that ensure equitable choosing from a wide
focused on the class as a some adjustments based instruction to meet their access to the curriculum. range of methods to
whole. on assessments. needs. further their learning
that are responsive to
their learning needs.
I am a brand-new At this point in the Teacher:
teacher this year. At school year, I am Across subjects, I have
the start of the school actively using formal integrated the Nearpod
year, admin provided and information app which allows me to
me with academic assessments to guide drop reading, math,
data from the previous my lesson sequences science, and social studies
school year. I also and instructional assignments for students
have access to strategies. For to complete on an online
academic data for all example, I use exit platform.
of previous years of tickets during math https://newsela.com/home/
the student’s instruction to Newsela is a website that
Evidence attendance. This data understand how my has informational texts
also includes data math lesson was that can be tailored to
collected for student received among my various reading Lexile
behavior. With this students. If students levels. It can also be
evidence, I developed need further translated into Spanish.
groups based on grade instruction, I will re- Student:
level-understanding teach the math lesson Students use a variety of
for my center rotation or hold small groups technologies to display
groups. 9/18/22 fc with individual knowledge across subject
students. matters.
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Standard 1 CSTP: Engaging and Supporting All Students in Learning
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,
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.
Evidence I am starting to get to My students love to Teacher:
know my students more journal write. I will For narrative writing,
and more each day. I have
found that my students
give the students we just completed a
find the topic of space to topics where they get writing assessment
be high interest. With to write about titled “My Bold
knowing this, I interests and life Memory.” Students
incorporated a reading experiences such as were to pick a bold
comprehension about the
James Webb Telescope.
“tell me about your memory from their
The reading lesson siblings” and “what lifetime and share it
included a visually does your favorite in detail. This writing
appealing space video, color remind you of?” assignment was a
reading comprehension The students love for great activity to
page, and a two-
paragraph writing piece.
me to read their practice paragraph
In addition, the students journals and get to structure.
wanted to know if math is know who they are. I Additionally, I got
truly a life skill. I provided also include writing some background
the students with a prompt requirements knowledge of my
addition with decimals
such as Step Up To students which
activity and incorporated
it to using a budget while Writing so that the helped me to get to
grocery shopping. journal writing know them better.
9/18/22 fc includes curriculum Student:
Standard 1 CSTP: Engaging and Supporting All Students in Learning
writing practice. Students engage in
4/26/2023 fc activities that require
prerequisite
knowledge. Students
also engage in
frequent writing
activities that spark
their own personal
interests.

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10/19/2023 fc
Standard 1 CSTP: Engaging and Supporting All Students in Learning
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.
Evidence Each Friday, the I love to connect In our bible Teacher:
students are required math, reading, and curriculum, the Students regularly
to take a set of quizzes writing to real life students are given engage in activities
consisting of vocab, contexts! We are moral character that make
spelling, bible memory,
ending our decimals questions that apply connections to real-
and math facts. I
math unit and I have to everyday life. The life connections
created a “weekly
study guide” that the included many real- students are learning across subject
students use each week life application about what a good matter. Our
to help them study for questions with moral citizen looks curriculum is
their Friday quizzes. I decimals and money. like and how to apply correlated to skills
believe this weekly Students also read good moral character that students will
study guide is teaching scholastic magazines in everyday life. carry throughout
the students a strong that have current In addition, we are their education
sense of study skills as events in them that practicing budgeting career.
well as responsibility. include depth of a grocery list by
9/18/22 fc knowledge using long division Students:
comprehension and Students engaged in
questions. adding/subtracting a fraction unit that
4/26/2023 fc decimals. dealt with cooking
10/19/2023 fc measurements,
medication dosages,
and engineering
Standard 1 CSTP: Engaging and Supporting All Students in Learning
mathematics.
Students also read
and reflect on current
events in America.

04/01/2024 fc

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.
About 90% of my When teaching a new Teacher: I found a
students are academically concept, I try to fantastic resource
at grade level. I do have
some students that are
introduce the new called “cocosheets”.
considered “intervention concept in a variety This is an online
urgent” at week 5 of of ways from videos, resource that is
school. The school will be student examples, standards based for
doing “pull out and direct instruction all subjects. I pick a
Evidence intervention” with these
students to help get them
from myself. I follow subject, a standard,
up to grade level the scope and and assign an activity
standards. I have a sequence of lessons for students to
student who types all of that allows me to complete. This is
their paragraphs on a sequence lessons and useful because after
Chromebook due to a
physical disability. I
tailor the learning the students finish,
Standard 1 CSTP: Engaging and Supporting All Students in Learning
consider myself to be experience. their data is sent
emerging in this category Depending on back to me to view
as I teach mostly whole
class instruction. I can
informal data, I can and grade if needed.
incorporate more choose to either We use Cocosheets
differentiation through speed up or slow for all subjects in
incorporating group down my instruction. addition to our
rotations for each subject. 4/26/2023 fc pencil/paper
9/18/22 fc
curriculum books.
Students:
Students regularly
use technology
resources to
reinforce their
understanding and to
practice for mastery.

10/19/2023 fc
04/01/2024 fc

Element 1.5 Emerging Exploring Applying Integrating Innovating

Asks questions that Includes questions in Guide students to think Supports students to initiate critical Facilitates systematic
focus on factual single lessons or a critically through use of thinking through independently opportunities for
knowledge and sequence of lessons that questioning strategies, developing questions, posing student to apply critical
comprehension. require students to posing/solving problems and reflecting on multiple thinking by designing
recall, interpret, and problems, and perspectives. structured inquiries into
think critically. reflection on issues in complex problems.
Promoting critical
content. Students pose problems and
thinking though
construct questions of their own to
inquiry, problem
Students respond to support inquiries into content. Students pose and
solving, and
Some students respond varied questions or Students respond to answer a wide-range of
reflection
to questions regarding tasks designed to questions and problems complex questions and
facts and promote posed by the teacher problems, reflect, and
comprehension. comprehension and and begin to pose and communicate
critical thinking in solve problems of their understandings based
single lessons or a own related to the on in depth analysis of
sequence of lessons. content. content learning.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Reading instruction is I provide the students For reading curriculum, I still Teacher:
where I find myself mostly with weekly
promoting critical thinking use the depth of knowledge Teacher has created
opportunities to answer
and recall. Each week, I
questions that scale the
chart for students to ask a set of depth of
give the students an
depth of knowledge questions based off the knowledge
informational text piece
that they need to answer a chart 1-4. This method reading for the week. This questions that
set of questions for. is used especially in includes posing questions for correlates to the
Additionally, higher level reading where students informational and literary three novel studies
of thinking is used by are given a weekly
having the students piece of text to read that
texts. We have also been used in the 5th grade
complete compare & is either informational working on how to cite text curriculum.
contrast paragraphs. or fictional. Students evidence and using context I instructed the
Currently, the students
have mastered addition
are given clues to help find answers to students on how to
and subtraction with large comprehension questions. properly answer
questions that go along
numbers. I have been
with the high interest
questions that pose
checking for
understanding through text and answer a depth of
having students find my questions with knowledge
Evidence “error” in a long addition sentences starters from comprehension
or subtraction math a depth of knowledge
problem. This requires the question.
chart scale 1-4.
students to think beyond
4/26/2023 fc
just solving the problem Students:
itself.
Students engage in
9/18/22 fc three novel studies
during the 5th grade.
Students are
required to pose &
answer questions
that require a higher
10/19/2023 fc order of thinking.

04/01/2024 fc

Element 1.6 Emerging Exploring Applying Integrating Innovating

Monitoring student Implements lessons Seeks to clarify Makes ongoing Adjusts strategies during Makes adjustments to
learning and following curriculum instruction and learning adjustments to instruction based on the extend learning
adjusting instruction guidelines. activities to support instruction based on ongoing monitoring of opportunities and
while teaching. student understanding. observation of student individual student needs provide assistance to
engagement and regular for assistance, support, or students in mastering the
Standard 1 CSTP: Engaging and Supporting All Students in Learning
checks for understanding. challenge. concepts flexibly and
effectively.

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.
Evidence I have been checking for As I mentioned back in Teacher: I check for
student understanding in September, I am still very understanding through a
math through “exit much using exit tickets to variety of methods. I am
tickets” and white board check for understanding. I still using exit tickets,
work. During math, I put especially use these exit thumbs up, sideways,
up a set of example tickets for math. These
down check, short
problems for the students exit tickets help me to
reading comprehension
to solve. They show me understand who
their understanding by understood the lesson checks, and checks
solving the problem on and who needs more through the cocosheets
their white board and practice. Additionally, I app for math.
holding their board up check for knowledge by Additionally, I have
and show their answer. reviewing content changed the method for
For reading, I ask vocabulary before whole group reading
questions throughout the reading our story for the instruction. We are now
story to check for week. Students complete reading as a class and
comprehension before weekly formative pausing to look for
moving on in the chapter. assessments for each answers on our
subject and turn their correlating
9/18/22 fc work in. I can regularly
comprehension sheet.
check these assignments
This has helped students
for understanding during
my prep-periods. to practice finding
context clues.
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Student:
Students regularly
engage in “exit tickets”
and “check ins” to check
for concept
understanding. Exit
tickets are always
reviewed afterwards, so
students can monitor if
they are correct or not.
10/19/2023 fc
Standard 1 CSTP: Engaging and Supporting All Students in Learning
04/01/2024 fc