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 by to 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.

Information furnished to I will use what I know I continue to use what I

teachers at my school site from my interactions know from interactions
include reading levels, with my students and with my students, and a
math placement, relate it to data furnished combination of my
existence of ILP’s, etc., to me by my school site assessments with my
information I will to make instructional school’s student data to
consider when lesson decisions. 5-2018 make instructional
planning. 9-2017 changes. 12-2018, 5-2019

Evidence
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
experiences, and
Some students connect
interests
learning activities to their
own lives.
Information on students
such as cultural
background and interests
is informally gathered
through conversations
with students , and
parents during special
events or conferences.
9-2017
Evidence
Exploring Applying Integrating Innovating
Uses gathered Uses school resources Integrates broad Develops and
information about and family contacts to knowledge of students systematically uses
students’ prior expand understanding of and their communities to extensive information
knowledge, cultural students’ prior inform instruction. regarding students’
backgrounds, life knowledge, cultural cultural backgrounds,
experiences, and interest backgrounds, life prior knowledge, life
to support student experiences, and interests experiences, and
learning. to connect to student interests.
learning.
Students participate in Students make Students are actively Students can articulate
single lessons or connections between engaged in curriculum, the relevance and impact
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.
I will use what I know
from my interactions with
my students and relate it
to data furnished to me
by my school site to make
instructional decisions.
5-2018, 12-2018, 5-2019
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.
I try to have my Spanish
lessons planning include
material relevant to
students’ daily lives, age-
appropriate knowledge
and skill development,
and material that appeals
to them as fun and
engaging. 9-17, 5-2018
Applying Integrating Innovating
Integrates connections Integrates connections to Engages student in
from subject matter to meaningful, real-life actively making
meaningful, real-life contexts in planning connections to relevant,
contexts, including those subject matter meaningful, and real-life
specific to students’ instruction and is contexts throughout
family and community. responsive during subject matter
instruction to engage instruction.
students in relating to
subject matter.
Students utilize real-life Students routinely
connections regularly to Students actively engage integrate subject matter
develop understandings in making and using real- into their own thinking
of subject matter. life connections to and make relevant
subject matter to extend applications of subject
their understanding. matter during learning
activities.
IMy students find
I continue to include connections between my
material relevant to material in class and
students’ daily lives and things they know from
surroundings, and age- their daily life and the
level and skill-level world around them.
appropriate. 5-2019
12-2018

Evidence
Standard 1 CSTP: Engaging and Supporting All Students in Learning
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 Students participate in Students participate in Students actively engage Students take
diverse learning participate in single lessons or instruction using in instruction and make responsibilities for using
needs instructional strategies, sequence of lessons strategies, resources, and use of a variety of a wide range of
using resources and related to their interests technologies matched to targeted strategies, strategies, resources, and
technologies provided. and experiences. their learning needs. resources, and technologies that
technologies to meet successfully advance
their individual students their learning.
needs.
I am learning to create
My Spanish language I am using a greater my own resources, and
curriculum is mostly variety of strategies, am using technology
developed by me with resources, and more in lessons that meet
state content standards technology in purposeful state standards and
as a guide; I am not curriculum developed by students’ learning needs.
teaching with a licensed me, that meet state 5-2019
textbook program at this standards and students’
time. I pull content from learning needs.
a variety of resources in 12-2018
print and online. Other
resources such as
Evidence technology are furnished
by the school. 9-2017,
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.5 Emerging Exploring
Asks questions that focus Includes questions in
on factual knowledge and single lessons or a
comprehension. sequence of lessons that
require students to recall,
interpret, and think
critically.
Promoting critical
thinking though
inquiry, problem
Some students respond Students respond to
solving, and
to questions regarding varied questions or tasks
reflection
facts and comprehension. designed to promote
comprehension and
critical thinking in single
lessons or a sequence of
lessons.
I employ many
questioning and pair-
share strategies during
lessons, and encourage
students to use context
clues to draw meaning
from new information
presented in a lesson.
9-2017, 5-2018, 12-2018
Evidence
Applying Integrating Innovating
Guide students to think Supports students to Facilitates systematic
critically through use of initiate critical thinking opportunities for student
questioning strategies, through independently to apply critical thinking
posing/solving problems, developing questions, by designing structured
and reflection on issues posing problems and inquiries into complex
in content. reflecting on multiple problems.
perspectives.
Students respond to Students pose problems Students pose and
questions and problems and construct questions answer a wide-range of
posed by the teacher and of their own to support complex questions and
begin to pose and solve inquiries into content. problems, reflect, and
problems of their own communicate
related to the content. understandings based on
in depth analysis of
content learning.
I am asking my students
more to think about the
why’s and draw meaning
from new information to
later use in assigned
tasks in a lesson. 5-2019
Standard 1 CSTP: Engaging and Supporting All Students in Learning
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 routinely monitor I continue to monitor

students during their students during class
participation in a class activity and make
activity and check for changes in differentiation
understanding, and I or timing and lesson
provide one on one or management to meet
small group help to those most students’ needs as
having difficulty with the much as possible. 12-
classwork task. 9-2017, 2018, 5-2019
5-2018

Evidence