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. 9.20.18
assessments.
Using knowledge of
students to engage
them in learning Some students may Students engage in single
engage in learning using lessons or sequence of
instructional strategies lessons that include some
focused on the class as a adjustments based on
whole. assessments.
I gather information and
data from their student
records, if available. I also
talk to their preschool
teacher if they went to the
school to gain more of an
understanding of the
student and their
experience in the
classroom. I also talk
early on with the parents
during Septemeber
conferences to hear out
Evidence the parent insight on
their child and how they
feel their child likes to
learn, the topics that
interest them, and results
they see at home
academically. Specific
students whom need
more one on one
attention from me I pull
aside to guide in closer
instruction. 9.20.18
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. 5.5.19
Student engage in
learning through the use
of adjustments in
instruction to meet their
needs. 9.20.18
Multiple days a week we
do small group centers
that provide
differentiated group
activities. Group activites
are geared towards
different learning styles
such as games, art,
booklets, worksheets, and
a multitude of other
hands on activities.
Centers are also geared
towards the different
academic levels, such as
approaching level, on
level, and beyond. 9.20.18
Integrating
Uses data from multiple
measures to make
adjustments to
instruction and meet
individual identified
learning needs.
Students actively utilize a
variety of instructional
strategies and
technologies in learning
that ensure equitable
access to the curriculum.
I have begun creating lists
throughout the days
lessons and noting down
the students that need
more help in specific
areas, rather than relying
on my memory. I pull
them for one on one
learning later on. 10.3.19
Innovating
Uses comprehensive
knowledge of students to
make ongoing
adjustments and
accommodations in
instruction.
Students take ownership
of their learning by
choosing from a wide
range of methods to
further their learning that
are responsive to their
learning needs.
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.9.20.18
Connecting learning
to students’ prior
knowledge,
backgrounds, life
experiences, and
Some students connect
interests
learning activities to their
own lives.
In lessons specifically
Science and Math I am
able to draw out
connections to material
that students may already
know such as senses,
weather, and plants. Then
using those small bits
through discussion,
pictures, and videos, we
explain and develop the
information they do know
Evidence and build upon it. 9.20.18
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 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 interests.
learning. to connect to student
learning.5.5.19
Students can articulate
Students participate in Students make Students are actively the relevance and impact
single lessons or connections between engaged in curriculum, of lessons on their lives
sequences of lessons curriculum, and their which relates their prior and society.
related to their interests prior knowledge, knowledge, experiences,
and experiences. backgrounds, life and interests within and
experiences, and across learning activities.
interests. 9.20.18
Students always raise With our IB program we
their hand, shout out, or have been able to create
share with a friend the lessons that touch heavily
connection or similar into student background
experience they have had. and knowledge of how we
Through buddy think- are all similar and
pair-share they are often different in many way.
able to share their They send me pictures of
connection to lessons. We what they do over the
do hands on experiments weekend and as I get to
in the classroom that know them I am able to
build upon familiar topics make references and
for them. 9.20.18 examples to their real
ives. 10.3.19
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. 9.24.18
Connecting subject
matter to
meaningful, real-life
contexts Some students relate Students make use of
subject matter to real-life. real-life connections
provided in single lessons
or sequence of lessons to
support understanding of
subject matter.
Reading literature to the
students to teach them
important lessons inside
and outside of the
classroom. Books on
kindness, blurting, rules
on the playground,
tattling, etc. Students are
able to connect with these
books by seeing what the
consequences are of those
actions and how it makes
Evidence others feel. Relating math
problems in a context that
intrigues them, using
their name, favorite toys,
changing the words of a
problem to engage them
in what they can connect
with. 9.24.18
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 instruction meaningful, and real-life
specific to students’ and is responsive during contexts throughout
family and community. instruction to engage subject matter
students in relating to instruction.
subject matter.
Students utilize real-life Students actively engage Students routinely
connections regularly to in making and using real- integrate subject matter
develop understandings life connections to subject into their own thinking
of subject matter. 9.24.18 matter to extend their and make relevant
understanding. applications of subject
matter during learning
activities.
Naturally many kinder With young ones, this
students make any type of connection is their
connection they can in first tool when learning. I
the classroom. Stories very naturally have been
they identify with the able to adapt my teaching
characters and where to their level of building
they have been, how they connections with their
are acting etc. building interests. Even behaviorly
their comprehension of a I have been able to
story. Students go outside connect learning
and reconnect ideas they expectations to things
learned in a science or they love by a simple
math lesson and share it phone call to their
with you out on a favorite book or cartoon
playground. Ex. Weather, character sharing the
students notice it’s great news of someone.
cooling down, leaves are 10.3.19
turning more brown, they
connect with the seasons
and share that “it’s like
Fall!” 5.5.19
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 meet students’ diverse learning needs.
strategies, resources,
needs.9/25/18 learning needs.
and technologies to
meet students’
Some students participate Students participate in Students actively engage Students take
diverse learning
in instructional strategies, Students participate in instruction using in instruction and make responsibilities for using
needs
using resources and single lessons or strategies, resources, and use of a variety of a wide range of strategies,
technologies provided. sequence of lessons technologies matched to targeted strategies, resources, and
related to their interests their learning resources, and technologies that
and experiences. needs.9/25/18 technologies to meet their successfully advance their
individual students needs. learning.
Within the classroom I Students engage in a When I notice my class is
use a variety of different variety of learning struggling with a lesson,
learning strategies such strategies. They have typically its math, I try to
as small group centers, individualized small finish up the lesson as
whole group lecture, and groups where they work best as possible, but note
modeling. Language arts with classmates at their it for the next day that
centers are leveled academic level. We role that strategy did not work
according to their reading play different social for them. From there I
and phonics. This allows studies situations in the find different unique ways
me to create specific classroom. Daily we read to teach that same
instruction to help our chorally as a group to objective but in a way that
students. When I teach practice our decodable would spark interest and
Evidence whole group lessons I try readers. Students also help them learn.
to bring students up to have a writing journal Throughout the year we
interact and lead in the that they are able to use have noticed our students
discussion so I can see if at any time to encourage learn the best when we
they have an their creativity and break from the book to
understanding of what is writing in the classroom. create remedial lessons
being taught. 5.5.19 for the objectives. 10.3.19

Element 1.5 Emerging Exploring Applying Integrating Innovating

Standard 1 CSTP: Engaging and Supporting All Students in Learning
Asks questions that focus Includes questions in Guide students to think
on factual knowledge and single lessons or a critically through use of
comprehension. sequence of lessons that questioning strategies,
require students to recall, posing/solving problems,
interpret, and think and reflection on issues in
Promoting critical critically. content.9/25/18
thinking though
inquiry, problem
solving, and Some students respond to Students respond to Students respond to
reflection questions regarding facts varied questions or tasks questions and problems
and comprehension. designed to promote posed by the teacher and
comprehension and begin to pose and solve
critical thinking in single problems of their own
lessons or a sequence of related to the
lessons. content.9/25/18
In kindergarten we are
working to build our
critical thinking skills
each day. We use KWL
charts to help them
visually see these steps. I
pose questions with
lessons and asking them
what they already know,
and what they want to
know. Then we will do a
hands on experiment
where they get to
investigate the topics and
Evidence
come up with their own
conclusions. After then I
complete discussions and
help them to put all of
their observations
together. As a class we
also have the students
pick a goal that they want
to work on each week.
With these brag tags they
get assessed and earn a
new tag if they
accomplish their goals.
9/25/18
Supports students to Facilitates systematic
initiate critical thinking opportunities for student
through independently to apply critical thinking
developing questions, by designing structured
posing problems and inquiries into complex
reflecting on multiple problems.
perspectives.
Students pose problems Students pose and answer
and construct questions a wide-range of complex
of their own to support questions and problems,
inquiries into content. reflect, and communicate
understandings based on
in depth analysis of
content learning.
Promote critical thinking In kindergarten
daily in our class academically we often try
meetings. Students are in to promote critical
charge of facilitating the thinking and problem
conversation between solving to see how they
their peers. If they need naturally would try to
the extra assistance then solve a problem, and we
a teacher will step in to go on from there. A big
help coach them through focus we also work on is
the problem solving the problem solving skills
process. 5.5.19 when it comes to social
and behavior matters on
the playground. We have
class meeting every day
after lunch where one
student is in charge of
leading the class through
the problems they had out
on the playground and
teaching them the steps
they should take next
time when in that
situation. 10.3.19
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 provide
student understanding. observation of student individual student needs assistance to students in
engagement and regular for assistance, support, or mastering the concepts
Monitoring student checks for challenge. flexibly and effectively.
learning and understanding.9/25/18
adjusting instruction Students monitor their
while teaching. Some students receive Students receive Students are able to progress in learning and
individual assistance assistance individually or Students successfully articulate their level of provide information to
during instruction. in small groups during participate and stay understanding and use teacher that informs
instruction. engaged in learning teacher guidance to meet adjustments in
activities.9/25/18 their needs during instruction.
instruction.
In the classroom we try to During a more difficult
make all lessons as lesson when I notice there
engaging and interactive is less participation I ask
for all students. Math is the students to rate how
the subject that we they feel about this
mostly use as whole activity. Could they help
group. During this teach a friend, they have it
instruction I teach, then but want more practice,
we practice it as a group, or I need help form the
then I have students come teacher. This helps me
up to demonstrate to gauge where they are at
their classmates how to and if I need to keep
Evidence do it. This allows me to working through the
gage who is grasping the objective or change my
concept and who needs direction with it. From
more practice. there I write down the
names of students that
need extra help and at a
later time in the week I
pull them for one on one
instruction and practice.
5.5.19/10.3.19