Standard 1 CSTP: Engaging and Supporting All Students in Learning

Emerging Exploring Applying Integrating Innovating

Element 1.1 Emerging Exploring
Learns about students Gathers additional data to
through data provided by learn about individual
the school and/or students.
assessments.
Using knowledge of
students to engage
them in learning Some students may engage Students engage in single
in learning using lessons or sequence of
instructional strategies lessons that include some
focused on the class as a adjustments based on
whole. assessments. 9/16/17
I adjust my lessons
throughout the year to
meet student’s needs. I am
not always consistent in
making adjustments when it
interferes with the flow of
my yearly curriculum
overview plan. 9/16/17
Evidence
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.
9/16/17
Student engage in learning
through the use of
adjustments in instruction
to meet their needs.
I review student profiles
through our student
assessment index and our
student information survey.
This particular student
information survey is
conducted by the student’s
previous teacher. On the
first day so school, I also
hand out a student survey
to have students self-reflect
on who they are as students
and share about
themselves. I also use
technology to assess
students such as Moby Max
for math and language, AR
for reading, and Lexia for
core reading skills.
9/16/17
Integrating
Uses data from multiple
measures to make
adjustments to instruction
and meet individual
identified learning needs
5.5.18.
Students actively utilize a
variety of instructional
strategies and technologies
in learning that ensure
equitable access to the
curriculum.5.5.18
Through my ILP process, I
have integrated new goal
setting techniques and
instilled a better
understanding in my
students of how to use
resources. My interactive
adjective wall is an example
of how I can meet different
learning needs by making
visual connections,
referencing pages students
can refer back to in the
text, and color coding to
further ensure
comprehension. 4/29/18
Innovating
Uses comprehensive
knowledge of students to
make ongoing adjustments
and accommodations in
instruction.
10.30.18
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.​10.30.18​05.2019
I meet with each student
on their MAP smart
balanced assessment
results. We come up with
goals and students decide
what resources they can
use to reach their desired
RIT. 10/30/18​I have
implemented choise boards
to encourage students to
take ownership of their
learning. 05/01/19
Element 1.2 Emerging
Develops awareness of
prior knowledge, culture,
backgrounds, life
experiences, and interests
represented among
Connecting learning students.
to students’ prior
knowledge,
backgrounds, life
experiences, and
interests Some students connect
learning activities to their
own lives.
Evidence
Exploring
Uses gathered information
about students’ prior
knowledge, cultural
backgrounds, life
experiences, and interest
to support student
learning.
Students participate in
single lessons or sequences
of lessons related to their
interests and experiences.
Applying
Uses school resources and
family contacts to expand
understanding of students’
prior knowledge, cultural
backgrounds, life
experiences, and interests
to connect to student
learning. 9/16/17
Students make connections
between curriculum, and
their prior knowledge,
backgrounds, life
experiences, and interests.
9/16/17
Critical thinking questions
for reading themes; zones
of regulation scenarios-
asking students to use
previous experiences to
decide how to respond in
emotional
situations9/16/17
Integrating
Integrates broad
knowledge of students and
their communities to
inform instruction.
4/29/18​. 10/30/18.
Students are actively
engaged in curriculum,
which relates their prior
knowledge, experiences,
and interests within and
across learning activities
4/29/18​. 10/30/18.
Knowing many students
attend the church affiliated
with the school, makes
connections to events on
campus. Creates
interactive homework that
involves family discussions
i.e. health/nutrition
assignments at meal times
and observing/charting
phases of the moon
10/30/18
Innovating
Develops and
systematically uses
extensive information
regarding students’ cultural
backgrounds, prior
knowledge, life
experiences, and interests.
5/1/19
Students can articulate the
relevance and impact of
lessons on their lives and
society. 5/1/19
Lessons on Global
Citizenship connect
students to other cultural
backgrounds and engage
international students.
5/1/19
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.
Evidence
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. 9/16/17
Critical thinking questions
for reading themes; i.e.
After reading Chicken
Sunday, “Describe a time
when you had to solve a
problem. It could be when
a friend misunderstood
something you had done,
or when someone counted
on you to do something
that they forgot about.”
9/16/17
Applying
Integrates connections
from subject matter to
meaningful, real-life
contexts, including those
specific to students’ family
and community​.​ 9/16/17
Students utilize real-life
connections regularly to
develop understandings of
subject matter.
Integrating
Integrates connections to
meaningful, real-life
contexts in planning
subject matter instruction
and is responsive during
instruction to engage
students in relating to
subject matter.​ 4/29/18​.
10/30/18.
Students actively engage in
making and using real-life
connections to subject
matter to extend their
understanding. ​ 4/29/18​.
10/30/18
Students asked to assess
what they eat for nutrition
class to understand if they
are making healthy choices
from all 5 food groups. In
Socratic Discussion,
students make connections
between literary text and
real life situations.
4/29/18
Students study different
cultures and make
personal connections to
how their culture shapes
who they are. We discuss
how technology changes
our learning. ​ 4/29/18​.
10/30/18.
Innovating
Engages student in actively
making connections to
relevant, meaningful, and
real-life contexts
throughout subject matter
instruction.
Students routinely
integrate subject matter
into their own thinking and
make relevant applications
of subject matter during
learning activities.
Students are making
connections as they see
pictures in books that
relate to material.
Students act out character
lessons on the playground.
Mathematical concepts
especially weave
throughout learning
activities. Students
connect calculating
elapsed time lessons to
time remaining to finish
projects. 5/1/19
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 meet Some students participate
students’ diverse in instructional strategies,
learning needs using resources and
technologies provided.
Evidence
Exploring
Explores additional
instructional strategies,
resources, and
technologies in single
lessons or sequence of
lessons to meet students’
diverse learning needs.
Students participate in
single lessons or sequence
of lessons related to their
interests and experiences.
Applying Integrating
Utilizes a variety of Creates, adapts, and
strategies including integrates a broad range of
culturally responsive strategies, resources, and
pedagogy, resources, and technologies into
technologies during instruction designed to
ongoing instruction to meet students’ diverse
meet students’ diverse learning needs. 9/16/17
learning needs.
Students participate in Students actively engage in
instruction using instruction and make use
strategies, resources, and of a variety of targeted
technologies matched to strategies, resources, and
their learning needs. technologies to meet their
individual students needs.
9/16/17
Technology: Moby Max,
IXL, Lexia, AR, Renaissance
Learning, Studies Weekly;
Using IXL for live feed on
how students are
progressing on selected
math topics. Assist those
struggling, give those who
are ready to move on the
opportunity to challenge
themselves on different
selection. 9/16/17
Innovating
Refines the flexible use of
an extensive ​repertoire of
strategies, resources, and
technologies to meet
students’ diverse learning
needs​.​ 4/29/18​.
10/30/18.​5/1/19
Students take
responsibilities for using ​a
wide range of strategies,
resources, and
technologies that
successfully advance their
learning.​ ​ 4/29/18​.
10/30/18.​5/1/19
Students use technology ​to
add to knowledge base i.e.
questions about Solar
System, students
independently seek out
NASA website as a valid
resource for information.
Students also use the
information posted in the
classroom to support their
learning i.e. interactive
Space Wall and
adjective/adverb wall
10/30/18​Students are now
using flipgrid and SeeSaw
to demonstrate learning.
Students who need to be
able to explain verbally can
do so on these apps using
recording tools. 5/1/19
Element 1.5 Emerging Exploring
Asks questions that focus Includes questions in single
on factual knowledge and lessons or a sequence of
comprehension. lessons that require
students to recall,
interpret, and think
critically.
Promoting critical
thinking through
inquiry, problem
Some students respond to Students respond to varied
solving, and reflection
questions regarding facts questions or tasks
and comprehension. designed to promote
comprehension and critical
thinking in single lessons or
a sequence of lessons.
Applying
Guide students to think
critically through use of
questioning strategies,
posing/solving problems,
and reflection on issues in
content. ​9/16/17 ; ​4/29/18
Students respond to
questions and problems
posed by the teacher and
begin to pose and solve
problems of their own
related to the content​.
9/16/17;​ ​4/29/18
Reading assessments-
Socratic circle speech and
language opportunities, a
guiding question for
dialogue to encourage
students to think deeper
9/16/17
Novel Studies and Socratic
Discussion sessions.
4/29/18
Integrating
Supports students to
initiate critical thinking
through independently
developing questions,
posing problems and
reflecting on multiple
perspectives. 10/30/18
Students pose problems
and construct questions of
their own to support
inquiries into content.
10/30/18
Bridges mathematics
implementation requires
students to think critically
about numbers. In math
forums, I facilitate
questions about multiple
strategies to get the same
answer. 10/30/18
Innovating
Facilitates systematic
opportunities for student
to apply critical thinking by
designing structured
inquiries into complex
problems.5/1/19
Students pose and answer
a wide-range of complex
questions and problems,
reflect, and communicate
understandings based on
in depth analysis of
content learning.5/1/19
Students are using FlipGrid
to share discussions from
Junior Great Books-
Socratic method approach
to ELA. They also use
Flipgrid to post questions
they have and share them
with the community
outside the classroom.
5/1/19

Evidence
Element 1.6 Emerging
Implements lessons
following curriculum
guidelines.
Monitoring student
learning and adjusting
instruction while
teaching. Some students receive
individual assistance during
instruction.
Evidence
Exploring
Seeks to clarify instruction
and learning activities to
support student
understanding.
Students receive assistance
individually or in small
groups during instruction.
Applying
Makes ongoing
adjustments to instruction
based on observation of
student engagement and
regular checks for
understanding.
9/16/17
Students successfully
participate and stay
engaged in learning
activities. 9/16/17
Use of brain breaks,
GoNoodle activities;
Getting students physically
as well as visually/aurally
engaged. Math techniques
that use physical games;
songs to learn material;
use of technology to
monitor progress and tailor
material to the needs of
the student 9/16/17
Integrating
Adjusts strategies during
instruction based on the
ongoing monitoring of
individual student needs
for assistance, support, or
challenge. 4/29/18.
Students are able to
articulate their level of
understanding and use
teacher guidance to meet
their needs during
instruction.
Monitors lesson and asks
questions to check for
understanding. Fist to five
technique, pulls students
who need additional
assistance and reteaches
parts of lessons that were
not mastered from day
before. 4/29/18
Innovating
Makes adjustments to
e​xtend learning
opportunities and provide
assistance to students in
mastering the concepts
flexibly and effectively.
10/30/18
Students monitor their
progress in learning and
provide information to
teacher that informs
adjustments in instruction.
10/30/18​5/1/19
Using digital apps and
platforms, monitor student
progress and provide
immediate feedback. In
math forums, problem
solve together how to fix
mistakes and provide
alternative ways to find
solutions.
10/30/18​Students review
MAP materials to see how
they improved in
standardized testing. They
set new goals and monitor
their own progress. The
use of scaffolding
throughout curriculum
provides assistance needed
to help students master
concepts. 5/1/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.1 Emerging Exploring Applying Integrating Innovating
Models and communicates Models fair and respectful Reinforces positive, Develops shared responsibility Facilitates student self-
expectations for fair and behavior. Demonstrates responsible, and with students for resolving reflection and ongoing
respectful behavior to commitment to fairness and respectful student conflict and creating and improvement of the caring
support social respect in communications interactions. Assists maintaining a caring classroom community based on
development. with students about students to resolve community. respect, fairness, and the
language and behavior. conflicts. Supports students in taking value of all members.
Seeks to understand cultural Incorporates cultural leadership in developing a
Promoting social
perceptions of caring awareness to develop a caring community that is
Development and
community. positive classroom responsive to the diverse
responsibility within a
climate​. 9/16/17; cultural norms of identities of Students take leadership in
caring community
Some students share in Students participate in 4/29/18 all students. resolving conflict and
where each student is
responsibility for the occasional community creating a fair and
treated fairly and
classroom community. building activities, designed Students demonstrate Students take responsibility respectful classroom
respectfully
to promote caring, fairness, efforts to be positive, resolving conflicts and community where
and respect. accepting, and maintaining a caring classroom student’s home culture is
respectful of community. Students promote included and valued.
differences​. 9/16/17​; respect and appreciation for Students communicate
4/29/18 differences. 10/30/18 with empathy and
understanding in
interactions with one
another. 5/1/19
Class Rules: Respect Through TLI Character Students set goals and
each ​other; students are reformation, students study encourage one another
trained on how our character defines our when they succeed.
self-regulation and tools actions. Students reflect on Through exit tickets, goal
for communication how they can use what they setting sessions, and pair
through Zones of know about character to make share, students discuss
Evidence Regulation; Trained in decisions. 10/30/18 how to make
devotions to treat each improvements and why
other as Christ would valuing others is important.
want us to​. 9/16/17​; We teach empathy through
4/29/18 morning devotions and
zones of regulation. 5/1/19
Element 2.2 Emerging Exploring Applying Integrating Innovating
Is aware of the importance Experiments with and/or Develops physical Maintains physical Adapts physical and/or
of the physical and/or virtual learning environments that reflect environments that reflect environments flexibly to
virtual learning environments that support student diversity and student diversity and facilitate access to a wide
environments that support student learning. provide a range of provides a broad range of range of resources that
student learning. resources for learning. resources, displays, and engage students in
9/16/17 artifacts that are current learning. Ensures that
Is aware that structured Structures for interaction and integral to instruction. environments enhance
interaction between are taught in single lessons Utilizes a variety of 4/29/18​. 10/30/18. learning and reflect
students can support or sequence of lessons to structures for interaction diversity within and
Creating physical or
learning. support student learning. during learning activities Integrates a variety of beyond the classroom.
virtual learning
that ensures a focus on and structures for interaction 5/1/19
environments that
completion of learning that engage students
promote student
tasks. 9/16/17 constructively and Selects from a repertoire of
learning, reflect
productively in learning. structures for interaction
diversity, and
to ensure accelerated
encourage
Some students use Students use resources learning for the full range
constructive and
available resources in provided in learning Students routinely use a of students.
productive
learning environments environments and interact Students use a variety of range of resources in
interactions among
during instruction. with each other to resources in learning learning environments that Students participate in
students
understand and complete environments and interact relate to and enhance monitoring and changing
learning tasks in single in ways that deepen their instruction and reflect their the design of learning
lessons or sequence of understanding of the diversity. environments and
lessons. content and develop Students share in structures for interactions.
constructive social and monitoring and assessment
academic interactions. of interactions to improve
9/16/17 effectiveness and develop
a positive culture for
learning. ​ 4/29/18​.
10/30/18.
I teach the zones of High and low table space, Interactive Learning Wall is Cultural lessons reflect the
regulation to provide variety of structures, kept up to date on current diversity of students.
students with vocabulary resources and tools, variety subject matter being International students
and tools to self-regulate of furniture and placement studied. educate peers about their
and communicate in the room. Wheeling culture and shape social
effectively with others. desks- active learning – Using our MAP results, studies lessons on global
9/16/17 circles, groups, rows, lines. students make daily diversity. Multiple learning
Evidence
I teach the zones of choices based on their space options allow
regulation to provide assessment as to which student flexible seating
students with vocabulary program/activity would options. Digital learning
and tools to self-regulate help them improve. platforms include Flipgrid,
and communicate 4/29/18​. 10/30/18. SeeSaw, and
effectively with others. GoogleClassroom 5/1/19
9/16/17
Element 2.3 Emerging Exploring Applying Integrating Innovating
Adheres to policies and Recognizes and addresses Anticipates and reduces Integrates support for Shares responsibility with
laws regarding safety that safety issues regarding risks to physical, students to take risks and the students for the
are required by the site, materials, student intellectual, and emotional offer respectful opinions establishment and
district, and state. interactions, and the safety using multiple about divergent maintenance of a safe
Responds to behaviors that organization of the strategies that include viewpoints. 4/29/18 physical, intellectual, and
impact student safety as learning environments. examining biases in the emotional environment
they arise. learning environment and Engages in reflection on focused on high quality
Establishing and curriculum. 9/16/17 their own language and and rigorous learning.
maintaining learning behavior that contributes
environments that are Explores strategies to Models and provides to intellectual and Students demonstrate
physically, establish intellectual and instruction on skills that emotional safety in the resilience in perseverance
intellectually, and emotional safety in the develop resiliency and classroom. 4/29/18 for academic achievement.
emotionally safe classroom. support intellectual and Students maintain
emotional safety. 9/16/17 Students develop and intellectual and emotional
practice resiliency skills safety for themselves and
Students are aware of and strategies to strive for others in the classroom.
required safety procedures Students follow teacher Students take risks, offer academic achievement, 5/1/19
and the school and guidance regarding opinions, and share and establish intellectual
classroom rational for potential safety issues for alternative perspectives and emotional safety in the
maintaining safety. self or others. 9/16/17 classroom ​ 4/29/18​.
10/30/18.
Developing resiliency. Using our Scholastic ​News Students collaborate to
Teach interactions through for inspiration, students write Classroom
reading material. Reducing debate over the topic Constitution of rights
distractions from others presented as main idea. versus responsibilities.
through classroom Students also participate in Through the writing
management plan. 1-2-3 Socratic Discussions process, students complete
Magic, take a break, regarding literature and new drafts and work to
toolbox. Students are novel studies. Specific improve their writing skills
Evidence trained in SERVE: instruction is given in how before publishing final
Successful learners, to disagree with one versions of their writing.
emotionally secure, another. ​ 4/29/18​. 5/1/19
responsible citizens, 10/30/18.
vibrant believers, engage
physically. 9/16/17
Element 2.4 Emerging Exploring Applying Integrating Innovating
Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor throughout Facilitates a rigorous
learning environment on learning environment that learning environment that the learning environment learning environment in
accuracy of answers and includes accuracy, includes accuracy, analysis, that values accuracy, which students take
completion of learning understanding, and the problem solving, and analysis, and critical leadership in learning.
tasks. importance of meeting appropriate levels of reading, writing and Fosters extended studies,
Is aware of the importance targeted learning goals. challenge. thinking. research, analysis and
of maintaining high Works to maintain high Holds high expectations for Integrates strategic purposeful use of learning.
expectations for students. expectations for students students. Has an scaffolds and technologies Supports students to utilize
Creating a rigorous
while becoming aware of understanding of throughout instruction that an extensive repertoire of
learning environment
achievement patterns for achievement patterns, and support the full range of differentiated strategies to
with high expectations
individuals and groups of uses scaffolds to address learners in meeting high meet high expectations.
and appropriate
students. achievement gaps. 9/16/17 expectations for
support for all students
achievement. 4/29/18 Students take
Some students ask for Students engage in a responsibility to fully utilize
teacher support to Some individuals and variety of differentiated Students actively use teacher and peer support,
understand or complete groups of students work supports and challenges in supports and challenges to to achieve consistently
learning tasks. with the teacher to ways that promote their complete critical reading, high levels of factual and
support accuracy and accuracy, analysis, and writing, higher order analytical learning.
comprehension in their problem solving in thinking, and problem 10.30.18​5/1/19
learning. learning. 9/16/17 solving across subject
matter. 4/29/18
Students are engaged Students answer higher Students research various
kinesthetically, aurally, and level thinking questions countries and narrow
visually. They are required and are encouraged to down a topic to study in
to read text books, work pose their own during depth as a project based
from workbooks, use Socratic Discussions. learning assignment on
technology, computer Students take turns leading culture. Students analyze
programs for assessment discussions and asking MAP data to see where
and learning. They set questions to guide their they have grown and
Evidence goals and are called to peers and challenge them where they can challenge
improve themselves- to think critically. 4/29/18 themselves.
visually shown through 10/30/18​5/1/19
Super Improver Wall.
9/16/17
Element 2.5 Emerging Exploring
Establishes expectations, Develops expectations
rules, and consequences with some student
for individual and group involvement.
behavior. Communicates, models
and explains expectations
for individual and group
behavior.
Developing,
communicating, and Refers to standards for Reviews standards for
maintaining behavior and applies behavior with students in
high standards for consequences as needed. single lessons or sequence
individual and group of lessons in anticipation of
behavior need for reinforcement.
9/16/17
Students are aware of Students know
classroom rules and expectations for behavior
consequences. and consequences and
respond to guidance in
following them.
Applying
Uses multiple strategies
including culturally
responsive instruction to
develop and maintain high
standards for individual
and group behavior.
9/16/17
Utilizes routine references
to standards for behavior
prior and during individual
and group work.
Students follow behavior
expectations, accept
consequences and increase
​ /16/17
positive behaviors.​ 9
Integrating
Integrates equitable
expectations, positive
supports, and
consequences for
individual and group
behavior within and across
learning activities.
Guides and supports
students to self-assess,
monitor, and set goals for
individual and group
behavior and participation.
Students respond to
individual and group
behaviors and encourage
and support each other to
make improvements.
4/29/18
Innovating
Facilitates a positive
environment using systems
that ensure students take
an active role in
monitoring and
maintaining high standards
for individual and group
behaviors.
Students demonstrate
positive behavior,
consistent participation
and are valued for their
unique identities.
10/30/18​5/1/19

I train students using the
Zones of Regulation and
1-2-3 Magic. Students are
given 3 chances to alter
immediate behavior and
then they take a break.
This 5 minute break is in an
area with tools to help
students transition back
Evidence into the ‘green zone’
(being ready to learn)
9/16/17
Students follow our
planned code of SERVE.
They answer higher level
thinking questions and are
encouraged to pose their
own during Socratic
Discussions. Students take
turns leading discussions
and asking questions to
guide their peers and
challenge them to think
critically. 4/29/18
In forum settings, all
students participate using
hand gestures- agreeing,
disagreeing, showing they
can repeat it, or they have
an idea. Students also
build a digital portfolio
with recorded explanations
of what they have learned
on SeeSaw. ​10/30/18
5/1/19
Element 2.6 Emerging Exploring Applying Integrating Innovating
Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
routines or norms for procedures, and norms in routines and procedures monitoring and reflecting participating in developing,
single lessons to support single lessons or sequence that are culturally on routines, procedures, monitoring, and adjusting
student learning. of lessons with some responsive and engage and norms in ways that are routines and procedures
student involvement. students in the culturally responsive. focuses on maximizing
development and Maintains a quality learning.
monitoring of norms. learning climate that builds Classroom climate
9/16/17 on student strengths. integrates school
Seeks to promote positive standards and culturally
behaviors and responds to Promotes positive relevant norms.
Employing classroom Responds to disruptive disruptive behavior. Provides positive behavior behaviors and consistently
routines, procedures, behavior. supports. prevents or refocuses Promotes positive
norms, and supports Responds appropriately to behaviors disruptive to the behaviors and establishes
for positive behavior to behaviors in ways that learning climate. preventions and a positive
ensure a climate in lessen disruptions to the classroom climate that
which all students can learning climate. Students are involved in eliminate most disruptive
learn Students participate in assessment and behavior.
routines, procedures, and monitoring of routines,
Students receive correction norms and receive procedures, and norms in
Students are aware of for behavior that interferes reinforcement for positive ways that improve the
procedures, routines, and with learning, and positive behaviors. 9/16/17 learning climate. ​ 4/29/18​. Students share
classroom norms. reinforcement in following 10/30/18. responsibility with teacher
routines, procedures, and Students receive timely for managing and
norms. and effective feedback and maintaining a positive
consequences for classroom climate that
behaviors that interfere promotes learning. 5/1/19
with learning.​ ​9/16/17

Positive reinforcement: Posing questions based ​off Students with most

Super Improver Wall
(Whole Brain System), Dojo
points, Positive Knight
Referral slips. Schedule is
Evidence posted and regular routine
followed. 9/16/17
of our Zones of Regulation
studies to redirect
behavior. i.e. “Are you in
the yellow zone? What
could we do to get back
into our green learning
zone?” ​ 4/29/18​. 10/30/18.
disruptive behavior placed
on Behavior Modification
Plan. Tools are put in place
to support the student
moving forward. They
make choices where to sit
and whom to work with
who will best support their
learning. 5/1/19
Element 2.7 Emerging
Paces instruction based on
curriculum guidelines.
Develops awareness of
how transitions and
classroom management
impact pacing and lessons.
Using instructional
Some students complete
time to optimize
learning activities in time
learning
allotted.
Evidence
Exploring
Paces instruction with
some consideration of
lesson type, adjustments
for sufficient student work
time and transitions to
optimize learning.
Students complete
learning activities and, as
needed, may receive some
adjustments of time
allotted for tasks or
expectations for
completion.
Applying
Paces instruction with
students to provide
adequate time for
instruction, checking for
understanding, completion
of learning activities and
closure.
Students participate in and
complete a variety of
learning activities in the
time allotted with options
for extension and review.
9/16/17
Integrating
Paces instruction to
include ongoing
assessment of student
learning. Supports
students in the monitoring
of instructional time.
9/16/17
Students use their
instructional time to
engage in and complete
learning activities and are
prepared for the next
sequence of instruction.
9/16/17
Instruction is paced.
Subjects are instructed in
15-45 minute increments
depending on the subject
matter. i.e. 15 minutes for
spelling, 45 for
Science/Math. Exit tickets
are given at the end of
instruction to check for
understanding. 9/16/17.
Innovating
Paces, adjusts, and fluidly
facilitates instruction and
daily activities. ​ 4/29/18​.
10/30/18.
Students monitor their
own time, are engaged in
accomplishing learning
goals, and participate in
reflection, self-assessment,
and goal setting. ​ 4/29/18​.
10/30/18.​5/1/19
Timers are regularly
displayed and students ​use
this to monitor their own
time and pace themselves.
They set goals using
guidelines i.e. booklet for
Junior Great Books having
survey of how we did as a
class and how student felt
they did independently.
4/29/18​. 10/30/18. ​5/1/19
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has a foundational Examines concepts in Understands and explains Uses broad knowledge of Uses extensive knowledge
knowledge of subject subject matter and the relationship between inter-relationships of of subject matter concepts,
matter, related academic academic language to essential subject matter concepts, academic content current issues, academic
3.1 Demonstrating
language, and academic identify connections concepts, academic standards, and academic language, and research to
knowledge of subject
content standards. between academic content language, and academic language in ways that make relevant connections
matter academic
standards and instruction. content standards. 9/16/17 ensure clear connections to standards during
content standards
and relevance to students. instruction and extend
4/29/18 student learning. ​10/30/18

Standards are posted in the
classroom and changed
regularly to reflect what is
being taught. Students are
taught to read these
standards in “I can”
statements. 9/16/17
Students discuss objectives
for lessons and make
connections between
subject matter. Discussions
on connections between
subjects and real-world
events/experiences..
4/29/18
Students make ​connections
to overarching topics. They
discuss progress in math
forums and in student goal
setting times. Students ask
questions and clarify their
answers to deepen critical
thinking skills. They use
digital platforms to show
knowledge as well as
written and opral
presentations.
10/30/18​5/1/19
 Has basic knowledge of Expands knowledge of
student stages of student development and
development while implements learning
becoming aware of activities in single lessons or
differences in students’ sequence of lessons that
understanding of subject addresses students’
matter. proficiencies and support
understanding of subject
Teaches subject-specific matter including related
3.2 Applying vocabulary following academic language.
knowledge of student curriculum guidelines.
development and Provides explicit teaching of
proficiencies to ensure essential content
student understanding vocabulary and associated
of subject matter academic language in single
lessons or sequence of
lessons. Explains academic
language, formats, and
vocabulary to support
student access to subject
matter when confusions are
identified.
Adapts instruction in
response to knowledge of
student development and
proficiencies to meet
students’ diverse learning
needs. Ensures
understanding of subject
matter including related
academic language.
9/16/17​4/29/18
Provides explicit teaching ​of
essential vocabulary,
idioms, key words with
multiple meanings, and
academic language in ways
that engage students in
accessing subject matter
text or learning activities.
9/16/17​4/29/18
My knowledge of the
age-​development level
means I use concrete
hands-on, activities.
Spelling is challenging at my
grade level so I teach them
how to sort it by sound and
spelling and give additional
practice for homework. I
also keep lessons short in
length, using varied
kinesthetic and visual
strategies to keep students
engaged. ​9/16/17; ​4/29/18
Integrates knowledge of
range of students
development into
instructional decisions to
ensure student
understanding of the
subject matter including
related academic language.
Provides explicit teaching of
specific academic language,
text structures,
grammatical, and stylistic
language features to ensure
equitable access to subject
matter understanding for
the range of student
language levels and
abilities. 10/3018
In implementation of new
curriculum, I have seen
gaps in foundational skills.
In doing research on extra
support on number sense,
I’ve integrated lessons to
better student
understanding of subject
matter in mathematics.
10/30/18
Utilizes comprehensive
knowledge of students to
guide all students to
develop proficiencies,
understand subject matter
including related academic
language.
Engages student at all
levels of vocabulary,
academic language, and
proficiencies in
self-directed goal setting,
monitoring, and
improvement. Guides all
students in using analysis
strategies that provides
equitable access and deep
understanding of subject
matter.5/1/19
Students are instructed in
identifying the purpose
behind their learning.
Spelling and vocabulary
lessons are designed based
on student’s knowledge.
Grammar lessons formed
from student’s writing
mistakes. 5/1/19
 Follows organization of
curriculum as provided by
site and district to support
student understanding of
the subject matter.
3.3 Organizing
curriculum to facilitate
student understanding
of the subject matter
Examines organization of Uses knowledge of
curriculum and considers curriculum and student
adjustments in single readiness to organize and
lessons or sequence of adjust the curriculum to
lessons to support ensure student
understanding of subject understanding. 9/16/17
matter.
Scaffolding of subject
matter; i.e. Lessons broken
into 3 phases-whole class,
small group/partner,
independent. Guided
reading uses easier material
in the beginning of the year.
Saving solar system for end
of the year when students
better understand internet
research for their planet
projects. 9/16/17
Integrates knowledge of
curriculum and resources to
organize and adjust
instruction within and
across subject matter to
extend student
understanding. 4/29/18
Using programs to assess
gaps and inject new
material to ensure students
are meeting Common Core
Requirements. ie. Math
Curriculum has gaps in
measurement and money
standards so researching
and implementing material
to facilitate student
understanding of subject
matter. 5/5/18
Uses extensive knowledge
of curriculum and related
resources to flexibly and
effectively organize and
adjust instruction.
Ensures student
comprehension and
facilitates student
articulation about what
they do and do not
understand.​10/30/18
5/1/19
Implements support
resources from math
learning center for new
Bridges Math Curriculum.
Adding lessons on number
sense when benchmarks
not met. Support includes
use of Spanish translations
for ELs of word resources
cards and student
workbook. ​10/30/18​5/1/19
 Uses instructional Gathers and uses additional
strategies that are instructional strategies in
provided in the curriculum. single lessons or sequence
of lessons to increase
3.4 Utilizing
student understanding of
instructional strategies
academic language
that are appropriate to
appropriate to subject
the subject matter
matter.
Selects and adapts a ​variety
of instructional strategies to
ensure student
understanding of academic
language appropriate to
subject matter and that
addresses students’ diverse
learning needs. ​9/16/17​;
4/29/18
For Reading- I use
mini-​lessons to encourage
good reading practice. 5
strategies taught and used
throughout the year with
different literature (Good
readers visualize,
summarize, predict, ask
questions, monitor and
clarify.) For Science- labs
include a hands on
component, application,
and research ​9/16/17​;
4/29/18
Integrates instructional
strategies appropriate to
subject matter to meet
students’ diverse learning,
to ensure student
understanding of academic
language, and guide
student in understanding
connections within and
across subject matter.
10/30/18
Differentiation techniques
to scaffold learning by
building number sense
foundational skills and
making connections to
prior grade level learning
strategies. 10.30.18
Uses an extensive
repertoire of instructional
strategies to develop
enthusiasm, meta-cognitive
abilities, and support and
challenge the full range of
student towards a deep
knowledge of subject
matter. 5/1/19
Instructional strategies
include digital techniques
as well as traditional.
Students are trained how
to test efficiently and how
to best showcase their
learning. They critique
their peers and support
one another as they set
and pursue goals. 5/1/19
 Uses available instructional Explores additional Selects, adapts, and utilizes Integrates a wide range of Engages students in
materials, resources, and instructional materials, appropriate instructional adapted resources, identifying and adapting
technologies for specific resources, and technologies materials, resources, and technologies, and resources, technologies,
lessons to make subject to make subject matter technologies for concept instructional materials to and standards-aligned
3.5 Using and adapting
matter accessible to accessible to students. and skill development in meet identified student instructional materials to
resources,
students. subject matter. Resources needs and make subject extend student
technologies, and
Explores how to make reflect the diversity of the matter accessible to understanding and critical
standards-aligned
Identifies technological technological resources classroom and support students. ​9/16/17; ​4/29/18 thinking about subject
instructional materials
resource needs. available to all students. differentiated learning of matter.
including adopted
subject matter. Assists student with
materials, to make
equitable access to Ensures that student are
subject matter
Guides students to use materials, resources, and able to obtain equitable
accessible to all
available print, electronic, technologies. Seeks outside access to a wide range of
students
and online subject matter resources and technologies through
resources based on support.​9/16/17.​; ​4/29/18 ongoing links to outside
individual needs. resources and
support.​10/30/18 5 ​ /1/19
I have created a weebly After instructing students
website for my student in helpful digital platforms,
with all the technological I have students select the
resources we utilize in our best resource for their
classroom. I train them to research question.
use and gather assessment 10/30/18
data in sites such as IXL,
Moby Max, Lexia, Studies Students with
Weekly, Google Classroom, individualized learning
etc. ​9/16/17 plans are provided
resources including time
with special resource
teacher, opportunities for
ETL learning time, and
ideas for further reading to
improve knwoeldge base.
5/1/19
 Is aware of students’ Seeks additional
primary language and information describing
English language elements of culture and
proficiencies based on language proficiencies in
available assessment data. listening, speaking, reading,
and writing. Uses multiple
measures for assessing
English learners’
3.6 Addressing the performance to identify
needs of ​English gaps in English language
learners​ and student Provides adapted materials development. 9/16/17
with special needs to to help English learners
provide equitable access content. Attempts to scaffold
access to the content content using visuals,
models, and graphic
organizers. 9/16/17
I have a place on my board
where the page number is
listed so my ELLs can see a
visual when I give aural
page number. The class
schedule posted on the
board is color coded so ELLs
know when social studies is
because of the
graphics/colors shown as
borders around the word. I
also teach vocab and given
background knowledge to
engage learners and
encourage better
understanding.
9/16/17
Identifies language
proficiencies and English
learner strengths in the
study of language and
content. Differentiate
instruction using one or
more components of
English language
development to support
English learners.
Creates and implements
scaffolds to support
standards-based instruction
using literacy strategies,
SDAIE, and content level
English language
development in order for
students to improve
language proficiencies and
understand content.
4/29/18
Spelling is called Word
Study because I integrate an
understanding of how
words are composed and
why. Breaking apart words
such as knowing with
specific prefixes/suffixes
mean or recognizing
spelling patterns. These
patterns help students who
struggle with spelling,
prosody, and aural skills
pertaining to reading.
4/29/18
Integrates knowledge of Engages English learners in
English language assessment of their
development, English progress in English
learners’ strengths and language development and
assessed needs into English in meeting content
language and content standards. Supports
instruction. students to establish and
monitor language and
content goals.
Develops and adapts
instruction to provide a Is resourceful and flexible
wide range of scaffolded in the design, adjustment,
support for language and and elimination of scaffolds
content for the range of based on English learners’
English learners. proficiencies, knowledge,
10/30/18 ​05/1/19 and skills in the content.
Using Spanish resources
found on math learning
center to support student
learning. Giving EL access
to Spanish word resource
cards and Spanish
workbook. I also provide
family overview letters on
unit topics in Spanish. ​ELLs
are given a separate
vocabulary and spelling list.
These words are selected
based on student need.
10/30/18 ​5/1/19
 Has an awareness of the Seeks additional
full range of students information on the full
identified with special range of students identified
needs through data with special needs to
provided by the school. address challenges or
supports in single lessons or
sequence of lessons.
Attends required meeting Cooperates with resource
with resource personnel personnel, para-educators,
3.6 Addressing the and families. and families during
needs of English meetings and activities in
learners and ​student support of learning plans
with special needs​ to and goals.
provide equitable
access to the content
Learns about referral
processes for students Seeks additional
with special needs. information on struggling
learners and advanced
learners to determine
appropriateness for referral.
In constant contact with
Resource Center on campus
to support learning of my 4
special needs students.
Regularly check in with ETL
(math/reading support
program that is after school)
to see student’s progress.
Meetings with parents once
a month. Frequent
assessments to monitor
student progress. 9/16/17
Utilizes information on the
full range of students
identified with special
needs to assess strengths
and competencies to
provide appropriate
challenge and
accommodations in
instruction. 9/16/17
Communicates regularly
with resource personnel,
para-educators, and
families to ensure that
student services are
provided and progress is
made in accessing
appropriate content.
9/16/17
Refers students as needed
in a timely and appropriate
manner supported with
documented data over
time, including
interventions tried previous
to referral.9/16/17
In constant contact with
Resource Center on campus
to support learning of my 4
special needs students.
Regularly check in with ETL
(math/reading support
program that is after
school) to see student’s
progress. Meetings with
parents once a month.
Frequent assessments to
monitor student progress.
9/16/17
Integrates
accommodations,
adaptations, and
extensions to instruction
for the full range of
students with special needs
to ensure adequate support
and challenge. ​ 4/29/18​.
10/30/18.
Communicates and
collaborates with
colleagues, support staff,
and families to ensure
consistent instruction.
Supports families in
positive engagement with
school ​ 4/29/18​. 10/30/18.
Initiates and monitors
referral processes and
follow-up meeting to
ensure that students
receive support and/or
extended learning that is
integrated into the core
curriculum. ​ 4/29/18​.
10/30/18.
Students with
SST/IEP/other educational
plans are addressed
through Resource center
support. i.e. Select
students given the
opportunity to test in a
separate environment and
given extra time to
complete written
assignments. Email
communication is
maintained to give parents
idea of progress. ​ 4/29/18​.
10/30/18.
Guides and support the full
range of student with
special needs to actively
engage in the assessment
and monitor their own
strengths, learning needs,
and achievement in
accessing content.
Communicates and
collaborates with resource
personnel, para-educators,
families, leadership, and
students in creating a
coordinated program to
optimize success of the full
range of students with
special needs. 5/1/19​.
Takes leadership at the
site/district and
collaborates with resource
personnel to ensure the
smooth and effective
implementations of referral
processes. 5/1/19
I have worked through the
IEP process with a handful
of students now. Evidence
also includes:
communication with
doctors, local district
personnel, resource center,
and sending
documentation to assess
student needs and offer
assistance. 5/1/19
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
Plans daily lessons using Plans single lessons or
available curriculum and sequence of lessons using
information from district additional assessment
and state required information on student
assessments. academic readiness,
language, cultural
4.1 Using knowledge of background, and individual
students’ academic development. 9/16/17
readiness, language
proficiency, cultural
background, and
individual development
to plan instruction. Is aware of impact of bias Becomes aware of potential
on learning. areas of bias and seeks to
learn about culturally
responsive pedagogy.
9/16/17
I’m aware of my students
that are ELL or have Special
Needs. I give a parent
survey as well as a student
reflection survey. I
challenge my dominantly
Caucasian class to have a
more global world view by
reading multicultural
stories, exploring geography
and culture, giving a culture
research project, and
teaching about global
missions. 9/16/17
Applying
Plans differentiated
instruction based on
knowledge of students’
academic readiness,
academic language, diverse
cultural backgrounds, and
individual cognitive, social,
emotional, and physical
development to meet their
individual needs. 5/1/18
Examines potential sources
of bias and stereotyping
when planning lessons.
Uses culturally responsive
pedagogy in planning.
5/1/18
Uses class reading profiles
to determine vocabulary
acquisition and challenge
students. ie. Vocab with
Cricket in Times Square and
Family Under the Bridge
novel studies. Develops
concepts and activates prior
knowledge before assigning
material. i.e. Before
persuasive essay
assignment, having
discussions and debates
over relevant topics such as
school uniforms, length of
PE/recess, use of video
games, dressing up for
church, etc. 5/5/18
Integrating Innovating
Plans differentiated Plans differentiated
instruction, which is based instruction that provides
on broad knowledge of systematic opportunities
students. Matches for supporting and
resources and specific extending student learning
strategies to students’ based on comprehensive
diverse learning needs and information on students.
cultural backgrounds.
Planning addresses bias, Engages students in the
stereotyping, and analysis of bias,
assumptions about cultures stereotyping, and
and members of cultures. assumptions.
10/30/18​5/1/19
Addition of Our World Page
with technology play list.
Uses Geography Duckster
to teach student to use
technology for research.
10/18 ​Spelling and
grammar lessons
constructed based off of
frequency mistakes of
students. Instruction is
differentiated through
programs on Spelling City
with different spelling lists
for different groups of
students. 5/1/19
 Communicates learning Establishes and shares Establishes and
objectives for a single learning goals for skill communicates to students
lesson to students based development with students clear learning goals for
4.2 Establishing and on content standards and in single lessons and content that are accessible,
articulating goals for available curriculum. sequence of lessons. challenging, and
student learning differentiated to address
students’ diverse learning
needs 9/16/17.
Goals are articulated
through “I can” statements
based on the standards.
When writing assignments
or projects are given, we
work as a group to create a
rubric. This encourages
students to take ownership
over their learning goals.
9/16/17
Establishes and articulates
learning goals to students
that integrate content
standards with students’
strengths, interests, and
learning needs. ​5/1/18
10/30/18
Students see objective at
the top of lessons and
written on the whiteboard.
We talk about if we
accomplished the goal we
laid out in our objectives.
5/1/18
Establishes and articulates
comprehensive short-term
and long-term learning
goals for students. Assists
students to articulate and
monitor learning goals.
5/1/19.
Super Improver sessions
involve students analyzing
progress on self set goals.
They receive papers and
grades from previous week
and see where they have
improved and where
perseverance is needed.
5/1/19
 Uses available curriculum Begins to plan curriculum Establishes short- and
for daily, short- and units that include a series of long-term curriculum plans
4.3 Developing and long-term plans. connected lessons and are for subject matter concepts
sequencing long-term linked to long-term planning and essential related
and short-term to support student learning. academic language and
instructional plans to formats that support
support student student learning 9/16/17.
learning
I have a yearly overview,
submitted to the principal
and head of the department
prior to the school year, as
well as a weekly plan that
breaks down the lessons.
i.e. Units 1-3 in Trimester 1;
Unit 1, lessons 1-6 in
September. I also have a
curriculum plan that maps
out themes, genres, and
goals for reading. 9/16/17
Refines sequence of Utilizes extensive
long-term plans to reflect knowledge of curriculum,
integrations of curriculum content standards, and
guidelines, frameworks, assess learning needs to
and assessed instructional design cohesive and
needs to ensure student comprehensive long- and
learning.​5/1/18 short-term instructional
plans that ensure high
levels of learning. 5/1/19
Units extended based on After assessing second
mastery. When students grade curriculum and
had gaps in measurement fourth, I found gaps in
concepts, math unit being able to meet
extended to ensure standards. I volunteered to
students gain help lead the math
understanding. 5/1/18 curriculum team to choose
a new curriculum to fix
gaps. In implementing a
new curriculum, there are
gaps because of years in
old curriculum. I’ve
integrated lessons to meet
these standards which
students were missing.
5/1/19
 Plans instruction that Selects strategies for single Incorporates differentiated
incorporates strategies lessons or sequence of instructional strategies into
suggested by curriculum lessons that respond to ongoing planning that
guidelines. students’ diverse learning addresses culturally
needs. responsive pedagogy,
students’ diverse language,
4.4 Planning instruction
and learning needs and
that incorporates
styles. 9/16/17
appropriate strategies
Is aware of student Seeks to learn about
to meet the learning
content, learning, and students’ diverse learning Uses assessments of
needs of all students
language needs through and language needs beyond students’ learning and
data provided by the site basic data. language needs to inform
and district. planning differentiated
instruction. 9/16/17
Use of kinesthetic, visual,
and aural learning.
Assessments/diagnostic
tools such as IXL. Math
worksheets- 2 options
offered for each
assignment. When students
give a fist-5 (5 being I’m
ready to move on, fist being
I’m totally lost), the bellows
3 use the reteaching
worksheet and are pulled
for small group
intervention, 5s are to use
the other worksheet and
are given opportunities to
push themselves using math
tech on MobyMax and IXL.
9/16/17
Plans instruction using a
wide range of strategies to
address learning styles and
meet students’ assessed
language and learning
needs. Provides
appropriate support and
challenges for students.
5/10/18​. 10/30/18.
Integrates results from a
broad range of assessments
into planning to meet
students’ diverse learning
and language needs.
5/10/18​. 10/30/18.
Use projects, video notes,
songs, interactive activities,
technology, and paper
based assessments.
5/10/18​. 10/30/18.
Plans instruction
incorporating a repertoire
of strategies specifically
meet students’ diverse
language and learning
needs and styles to
advance learning for all.
Facilitates opportunities for
students to reflect on their
learning and the impact of
instructional strategies to
meet their learning and
language needs.
Using Seesaw, students
reflect on what they can be
proud of in their work.
They create a digital
portfolio and demonstrate
how they are learning best.
Super Improver involves
students setting goals and
describing how they are
going to achieve those
goals. Flexible seating is
also an example of how
students choose a location
to best meet their learning
needs. 5/1/19
 Implements lessons and Begins to adapt plans and
uses materials from materials in single lessons or
curriculum provided. sequences of lessons to
4.5 Adapting address students’ learning
instructional plans and needs 9/16/17
curricular materials to
meet the assessed
learning needs of all
students.
During silent reading time, I
check in with my low
reading group. I provide
students two options for
math worksheets. One
reteaches and one at level
sheet. I ask for a fist to 5,
anyone who is below a 3 in
confidence, is directed
towards the 3 sheet while
the rest do the 5. Then my
early finishers are sent to
IXL and MobyMax to extend
learning.
I’ve made adaptations to my
pacing/style of instruction
knowing I have slower
students this year. Those
who really struggle are sent
to the resource teacher for
small group or one-to-one
instruction. 9/16/17
Makes adjustments and
adaptations to differentiate
instructional plans. Uses
culturally responsive
pedagogy and additional
materials to support
students’ diverse learning
needs. 5/1/18
Units extended based on
mastery. When students
had gaps in measurement
concepts, math unit
extended to ensure
students gain
understanding. 5/1/18
Makes ongoing Anticipates and plans for a
adjustments to wide range of adaptations
instructional plans and uses to lessons based on in
a variety of materials as the depth analysis of individual
instructional needs arises student needs.
to support student
learning. ​10/30/18​5/1/19 Engages with students to
identify types of
adjustments in instruction
that best meet their
learning goals.
Using digital platforms ​and
apps to support student
learning and extend
concepts. I take paper
workbook pages and jigsaw
them- giving students who
need to review
foundational concepts the
upper portions which are
usually review and the
questions lower on the
page which tend to be
higher level thinking to
students who need a
challenge. We then share
our thinking in math forums
using digital apps. Each
group sends a
representative to hook up
their chromebook to the
smart screen and teach the
class. ​10/30/18 ​5/1/19
CSTP 5: Assessing Students for Learning
Element Emerging Exploring
Is aware of the purposes Explores the use of
and characteristics of different types of
formative and summative pre-assessment, formative
assessments. and summative
5.1 Applying assessments.
knowledge of the
purposes, Begins to identify specific
characteristics, and characteristics of
uses of different types assessments that yield
of assessments different types of
information about student
preparedness, progress,
and proficiency.
Assessments used:
formative and summative
assessments: exit tickets,
fist to 5 quick student
self-assessment,
MobyMax, IXL, AR,
Renaissance Learning, MAP
assessment, student
information surveys,
student portfolio, writing
portfolio, faith portfolio
Applying
Decides on the purpose for
assessment and skills to be
assessed to select
appropriately matches
pre-, formative and
summative assessments.
9/16/17
Selects assessments based
on clear understanding of
the purposes and
characteristics of
assessments to support
student learning. 9/16/17
Assessments used:
formative and summative
assessments: exit tickets,
fist to 5 quick student
self-assessment,
MobyMax, IXL, AR,
Renaissance Learning, MAP
assessment, student
information surveys,
student portfolio, writing
portfolio, faith portfolio
9/16/17
Integrating
Develops and adapts the
range of appropriate
assessments to address
questions about students’
learning needs and
progress. 5/1/18
Integrates a variety of
characteristics into
assessments to allow
students with a ranges of
learning needs to
demonstrate what they
know.5/1/18
New assessments
implemented: Using Kagan
cooperative learning to
assess progress, allowing
writing assignments to be
selected based off of
student interest, Projects-
Biography selection based
on reading development
and interest; Solar System
using writing time for
students to get help in
small groups, with
resource teacher, or
independently. 5/17/18
Innovating
Demonstrates purposeful ​use
of a wide range of
assessments to support
differentiated student learning
needs and reflect progress.
Draws flexibility from a
repertoire of appropriate
assessment options and
characteristics to maximize
student demonstration of
knowledge.​ 10/30/18 ​5/1/19
Assessments using math ​apps
such as number line tool.
Students construct their own
number line. Students can use
technology to express
responses to prompt in their
chosen way (slides, word,
video on flipgrid, SeeSaw etc.)
10/30/18​5/1/19
 Use data from required
assessments to assess
student learning.
Follows required processes
5.2 Collecting and
for data analysis and draws
analyzing assessment
conclusions about student
data from a variety of
learning9/16/17
sources to inform
instruction.
Though much information
is gathered, not enough
has a direct effect on
students. How to use the
gathered data is presently
a challenge.
9/16/17
Explores collecting
additional data using
supplemental assessments.
Make adjustments in
planning for single lessons
or sequence of lessons
based on analysis of
assessment data.
Collects a variety of ​formal
and informal assessment
data on student learning
9/16/17.​5/1/18
Uses analysis of a variety of
data to inform planning
and differentiation of
instruction.5/1/18
Assessments used:
exit tickets, fist to 5 quick
student self-assessment,
MobyMax, IXL, AR,
Renaissance Learning, MAP
assessment, student
information surveys,
student portfolio, writing
portfolio, faith portfolio
9/16/17. ​Students are
assessed using projects,
video notes, songs,
interactive activities,
technology, and paper
based assessments.5/1/18
Designs and integrates an
assessment plan that
provides formal and
informal assessment data
on student learning.
Uses data analysis of a
broad range of
assessments to provide
comprehensive
information to guide
planning and
differentiation of
instruction. 10/30/18
Use of checkpoints and
benchmarks to drive
instruction. MAP smart
testing results is also used
to set student learning
goals. 10/30/18
Infuses assessments
strategically and
systematically throughout
instruction to collect ongoing
assessment data appropriate
for the range of learner needs.
5/1/19
Uses results of ongoing data
analysis to plan and
differentiate instruction for
maximum academic success.
5/1/19
Assessment results such as
those on SpellingCity
designate what words will be
on the spelling list for the
following week. Exit tickets
and checkpoint quizzes guide
teaching practice. 5/1/19
 Reviews and monitors Reviews and monitors Reviews and monitors a Reviews and monitors a Facilitates collaborative work
5.3 Reviewing data, available assessment data additional assessment data variety of data on student broad range of data and fosters colleagues ability
both individually and as required by site and individually and with learning individually and individually and with to identify and address causes
with colleagues, to district processes. colleagues and identifies with colleagues to identify colleagues to analyze for achievement patterns and
monitor student learning needs of trends and patterns among student thinking and trends.
learning individual students. groups of students. 5/1/18 identify underlying causes
9/16/17 for trends. 5/1/19
Weekly meetings with Discusses trends within the I complete running ​records
Head of the department, classroom and out to analyze behavioral
resource teacher and ETL including how students patterns. Teaches
teacher. 9/16/17 interact during recess and students self-regulation
social events with techniques and how to get
colleagues. Gathers advice themselves into a learning
on how to foster better zone. ​10/30/18​5/1/19
interactions between
peers. 5/1/18
 Uses data from
assessments provided by
site and district to set
learning goals for the class
9/16/17.
5.4 Using assessment
data to establish Plans instruction using
learning goals and to available curriculum
plan, differentiate, and guidelines 9/16/17.
modify instruction
I collect data using a
variety of sites, papers, and
self-assessments. I don’t
always use that data to
make adjustments to my
plan. 9/16/17
Uses data from available
assessments to establish
content-based learning
goals for class and
individual students in
single lessons or sequences
of lessons. 5/1/18
Plans adjustments in
instruction to address
learning needs of
individual students. 5/1/18
Students are grouped for
targeted instruction. Use
of both homogenous and
heterogenous groups to
develop collaboration
skills. Through my POP
Spring 2018 and ILP
process, use of Kagan
strategies to inspire goals
and develop lessons to
meet needs of all students.
5/5/18
Uses a variety of Uses a broad range of data
assessment data to set to set learning goals for
student learning goals for content and academic
content and academic language that are
language. integrated across content
standards for individuals
and groups.
Plans differentiated
lessons and modifications Plans differentiated
to instruction to meet instruction targeted to
students’ diverse learning meet individual and group
needs. learning needs.
Modifies lessons during
instruction based on
informal assessments.
10/30/18
I scaffold learning based on
checkpoints. Students
with ADHD or IEPs given
modified or alternative
assignments. 10/30/18
Reflects on data continuously
to make ongoing refinements
to learning goals for content
and academic language for the
full range of students.
Uses data systematically to
refine planning, differentiate
instruction, and make ongoing
adjustments to match the
evolving learning needs of
individuals and groups. 5/1/19
Uses MAP assessment data to
help students set goals and
make adjustments to
curriculum. Through whole
brain teaching theory, student
expectations grow as students
move up the Super Improver
Wall. This process represents
individual differentiation
through different learning
goals for each student based
on prior knowledge and
achievement. 5/1/19
 Informs students about Begins to encourage
learning objectives, students to establish
outcomes, and summative learning goals through
assessment results. single lessons or sequence
5.5 Involving all Recognizes the need for of lessons that include goal
students in individual learning goals. setting exercises. 9/16/17
self-assessment,
goal-setting, and Monitors progress using Provides students with
progress monitoring available tools for opportunities in single
recording. lessons or sequence of
lessons to monitor their
own progress toward class
or individual goals.
We set reading goals
together as a group.
We also set goals for our
Super Improver wall and
give positive reinforcement
and teach other students
about their peers success.
9/16/17
Models and scaffolds
student self-assessment
and goal setting processes
for learning content and
academic language
development. 5/1/18
Guides students to ​monitor
and reflect on progress on
a regular basis​ 9/16/17.
5/1/18
We set goals based on
MAP scores. After winter
testing session, met with
each student individually
to collaborate on goals we
could work towards for the
second trimester.
Students use these
sessions to guide their
morning work choices and
take ownership of their
learning. 5/5/18
Implements structures for
students to self-assess and
set learning goals related
to content, academic
language, and individual
skills.
Integrates student
self-assessment, goal
setting, and progress
monitoring across the
curriculum. 10/30/18
Students set goals and take
on challenges for the Super
Improver Wall (Whole
Brain Teaching). They use
hand motions to
demonstrate
understanding for ongoing
formative assessment.
10/30/18
Provides systematic
opportunities for student
self-assessment, goal setting,
and progress monitoring.
Develops students’
meta-cognitive skills for
analyzing progress and
refining goals towards high
levels of academic
achievement. 5/1/19
Students analyze their papers
and reflect on previous week’s
work. They discuss as a class
how they can work towards
their goals and make
suggestions so we can team
up to meet goals. The Super
Improver Wall and the Wow
wall are a big part of this.
Each Monday is goal setting
day. 5/1/19
 Uses available technologies
to record assessments,
determine proficiency
levels, and make required
5.6 Using available communications about
technologies to assist student learning.
in assessment, analysis,
and communication of
student learning
Explores use of additional
technologies to implement
individual assessments,
record results, and
communicate with
administration, colleagues,
and families about student
learning.
Uses technology to design
and implement
assessments, record and
analyze results, and
communicate about
student learning with
administration, colleagues,
families, and students.
Ensure that
communications are
received by those who lack
access to technology.
Integrates a variety of Use a wide range of
technologies into the technologies to design,
development, implement, and analyze
implementation, analysis assessments and provides for
of assessments, and an in depth and ongoing
communication of student communication regarding
learning to all audiences. student learning to all
9/16/17 ​5/1/18 audiences.5/1/19
Assessments: AR, Addition of new learning ​apps
Renaissance learning, and digital platforms such as
Moby Max, IXL, Map Nearpod, Knovio, Flipgrid, and
Testing. Weekly meetings math apps from the Bridges
with department head. Math Learning Center.
Weekly modified Monday Students can demonstrate
meetings to discuss MAP. learning digitally using these
Use technology to tools and are trained how to
communicate to students, teach their concepts in open
staff and parents. Use learning forums. Students are
videos to teach parents also now using SeeSaw to
about how we use showcase their learning by
technology. creating a digital portfolio to
9/16/17​ 5/5/18 share with the teacher and
families. ​10/30/18​5/1/19
 Provides students with
feedback through assessed
work and required
summative assessments.
Notifies families of student
5.7 Using assessment proficiencies, challenges,
information to share and behavior issues
timely and through school mandated
comprehensible procedures.
feedback with students
and their families
Provides students with
additional feedback based
on formative assessments
from single lessons or
sequence of lessons. Seeks
to provide feedback in
ways that students
understand.​ 9/16/17
5/1/18
Communicates with
families about student
progress, strengths, and
needs at reporting periods.
Contacts families as needs
arise regarding struggling
students or behavior
issues. ​9/16/17 ​5/1/18
Papers are returns on the
following Monday.
Examples are pulled of
excellent work (name
removed) to dissect as a
group as to why the high
score. Monday folders are
sent home to parents to be
checked, signed, and
returned. Email
communications and
parent meetings as
necessary. ​9/16/17 ​5/1/18
Provides students with Integrates the ongoing Facilitates students’
clear and timely sharing of comprehensible leadership in seeking and
information about feedback to students from using ongoing comprehensible
strengths, needs, and formal and informal communications about
strategies for improving assessments in ways that individual student progress
academic achievement. support increased learning. and ways to provide and
monitor support.
Provides opportunities for Communicates regularly
comprehensible and timely with families to share a
two-way communications range of assessment
with families to share information that is
student assessments, comprehensible and
progress, raise issues responsive to individual
and/or concerns, and guide student and family needs.
family support. 10/30/18 ​5/1/19
Use of student experts.
They acknowledge what
they need help with and
share what they think they
can teach. The day after
pre or post assessments,
students look over their
results and express what
they know and what they
still need to learn.
10/30/18 ​5/1/19
CSTP 6: Developing as a Professional Educator
Element Emerging
Is aware of the need to
reflect on teaching practice
to support student
learning. Reflects
individually or with
colleagues on immediate
student learning needs.
6.1 Reflecting on teaching
practice in support of
student learning
Exploring Applying Integrating Innovating
Begins to engage in Engages in reflection Reflects individually and Maintains ongoing
reflection on teaching individually and with with colleagues on reflective practice and
practice individually and colleagues on the refinements in teaching action research in
with colleagues that is relationship between practice and connections supporting student
focused on methods to making adjustments in among the elements of the learning and raising the
support the full range of teaching practice and CSTP to positively impact level of academic
learners. impact on the full range the full range of learners. achievement.
of learners. 9/16/17 5/5/18
Engages in and fosters
reflection among
colleagues for school wide
impact on student
learning. ​10/30/18​ 5/1/19
Yearly goals, reflect Reflects weekly and makes Reflects in department
weekly, seeks advice of personal goals to improve meetings and shares
wiser counsel (all self which will in turn findings. Shares successes
department heads not improve teaching. Reading with peers and suggests
just my own). 9/16/17 literature to support new ideas for curriculum
improving student implementation. Co-leads
engagement and teaching and curriculum
techniques. EL Magazine, committee. Pilots new
Books. 5/5/18 technology and introduces
successes (and or failures)
so decisions can be made
to improve practice.
10/30/18​5/1/19
 Develops goals connected Sets goals connected to Sets goals connected to Sets and modifies authentic Sets and modifies a broad
to the CSTP through the CSTP that take into the CSTP that are goals connected to the CSTP range of professional goals
required processes and account self-assessment of authentic, challenging, that are intellectually connected to the CSTP to
local protocols. teaching practice. and based on self- challenging and based on improve instructional
assessment. ​9/16/17 self-assessment and practice and impact
Attends required Expands knowledge and 5/5/18 feedback from a variety of student learning within
professional development. skills individually and with sources. and beyond the classroom.
colleagues through Aligns personal goals
available professional with school and district Engages in and contributes Engages in ongoing inquiry
development. goals, and focuses on to professional development into teacher practice for
improving student targeted on student professional development.
learning​ 9/16/17.​ 5/5/18 achievement. Pursues a
variety of additional Contributes to
Selects and engages in opportunities to learn professional organizations,
professional professionally. 10/30/18 and development
development based on opportunities to extend
6.2 Establishing needs identified in own teaching practice.
professional goals and professional goals. 5/1/19
engaging in continuous Yearly goals, set at the In fall of 2017, I recognized a The TLP and ILP process
and purposeful beginning, monitored gap in my ability to assess through the teacher
professional growth and throughout the year, student learning accurately. candidate program helped
development assessed with principal After setting a professional to shape pursuit in
at end of the year. goal to improve my ongoing informal leadership roles.
Attends professional assessment strategies, I can One role includes creating
development through state that I have improved procedures to improve
LEM. Research to exponentially. I have office, admin, and teacher
support goals such as the reached out to colleagues, practice for internationally
Reading Strategies book attended PD opportunities, visiting students. 5/1/19
for summer pre-school implemented new digital
reading. ​9/16/17 ​5/5/18 techniques and have
instudented learning forums
to improve student
self-assessment 10/30/18.
 Attends staff, grade level,
department, and other
required meetings and
collaborations.
Identifies student and
teacher resources at the
school and district level.
6.3 Collaborating with
colleagues and the
broader professional
community to support
teacher and student
learning
Consults with colleagues Collaborates with Collaborates with colleagues Facilitates collaboration
to consider how best to colleagues to improve to expand impact on teacher with colleagues. 5/1/19
support teacher and student learning and and student learning within
student learning 9/16/17. reflect on teaching grade or department and Works to ensure the
practice at the classroom school and district levels. broadest positive impact
Begins to identify how to level. 5/5/18 possible on instructional
access student and Engages with members of practice and student
teacher resources in the Interacts with members the broader professional achievement at school​ and
broader professional of the broader community to access district levels and for the
community 9/16/17. professional community resources and a wide range profession.
to access resources that of supports for teaching the
support teacher full range of learners. Initiates and develops
effectiveness and 10/30/18 professional learning
student learning 5/5/18 opportunities ​with the
broader professional
community focused on
student achievement.
Weekly meetings with Visited local school to After conversing with ILP_TLP International
department head, meet look at new math curriculum company, laid Handbook: Documents
with principal regularly, curriculum, meeting with out ideas for curriculum were created that will
accessing office support principal and colleague improvement. Some of contribute to the
and resources. 9/16/17 to assess new curriculum these were seen the improved communication
opportunities for following implemented the surrounding
following year. 5/7/18 following year. For example, internationally visiting
requesting the days of the students. These
week be changed to documents pertain to
numbered days on our Bible office staff, administration,
RePlay curriculum so as not and teaching personnel.
to confuse teacher or 5/1/19
student in curriculum
implementation. This year’s
TE and SB now read Day 1,
day 2, and so forth.
10/30/18
 Is aware of the role of the
family in student learning
and the need for
interactions with families.
6.4 Working with families
to support student
learning
Acknowledges the Supports families to Provides opportunities and Structures a wide range of
importance of the family’s contribute to the support for families to opportunities for families
role in student learning. classroom and school. actively participate in the to contribute to the
Seeks information about Adjusts communication classroom and school. classroom and school
cultural norms of families to families based on community. Supports a
represented in the school. awareness of cultural Communicates to families in school/district
Welcomes family norms and wide range of ways which show environment in which
involvement at classroom/ experiences with understanding of and families take leadership to
school events 9/16/17. schools. 5/5/18 respect for cultural norms. improve student learning.
10/30/18 5/1/19
Parent survey; church Working with parents on Provides families with The implementation of
involvement to Gala silent auction. parent serve hour SeeSaw allows students,
understand the Collaborating with opportunities where they families, and teachers to
community, weekly parent parents to inspire can support the classroom. connect over learning and
helper and room mom. leadership with events, 10/30/18 a digital portfolio. 5/1/19
Seeks volunteers for field field trips, parties, etc.
trips, school events, and Met with parents about
class parties. 9/16/17 academic issues and
regular email
communication with
parents working on
specific strategies at
home. 5/5/18
 Develops awareness about Seeks available Uses a variety of Uses a broad range of Collaborates with
local neighborhoods and neighborhood and neighborhood and neighborhood and community members to
communities surrounding community resources. community resources to community resources to increase instructional and
the school. support the curriculum. support the instructional learning opportunities for
Includes references or program, students, and students.
Uses available connections to Includes knowledge of families.
neighborhood and communities in single communities when Engages students in
community resources in lessons or sequence of designing and Draws from understanding leadership and service in
single lessons. lessons. ​9/16/17 ​5/5/18 implementing of community to improve the community.
instruction​ 10/30/18 and enrich the instructional Incorporates community
5/1/19 program. members into the school
learning community.

Connects with the church Connects with the church Connects with local
on a weekly basis. 9/16/17 on a weekly basis, local community on events
beekeeper came to talk that support curriculum
about bees, field trips, such as Mission,
6.5 Engaging local service projects, teach museums, author
communities in support of communities, bring in encounters, library
the instructional program resources such as parents events, and ENC
who are teachers to do Environmental Nature
experiments, mini-lessons Center events. ​10.30.18
with the students. 5/1/19
9/16/17 ​5/5/18
 Develops an understanding Maintains professional Anticipates professional Integrates the full ​range of Models ​professionalism
of professional responsibilities in timely responsibilities and professional responsibilities and supports colleagues in
responsibilities. ways and seeks support as manages time and effort into advanced planning and meeting and exceeding
needed. required to meet prepares for situations that professional
Seeks to meet required expectations. may be challenging​ 9/16/17. Responsibilities effectively.
commitments to students. Demonstrates 5/5/18
commitment by exploring Pursues ways to support Supports colleagues to
ways to address individual students’ diverse Maintains continual effort to maintain the motivation,
student needs. learning needs and seek, develop, and refine resiliency, and energy to
maintains belief in new and creative methods ensure that all students
students’ capacity for to ensure individual student achieve. ​10/30/18 ​5/1/19
achievement. learning ​9/16/17​ 5/5/18

I manage my time very ​well, I have learned where it is

am organized and
6.6 Managing professional backwards plan to ensure I
responsibilities to meet my goals. My strength
maintain motivation and in creativity is used to adapt
commitment to all and be flexible in my
students practice. I seek the advice of
those wiser than me, share
my own input to cross check
my decisions, and adapt new
methods based on research
(EL Journal/Magazine) and
the success of colleagues.
9/16/17​ 5/5/18
respectful and okay to set
boundaries. These
demonstrate
professionalism in
knowing how to maximize
my efforts in the
classroom by not allowing
for teacher burnout. I
have also learned where I
can take on leadership
roles especially in regards
to curriculum selection
and technology
resources.​10/30/18
5/1/19
 Follows all state education codes, legal requirements, district and site policies,
contractual agreements, and ethical responsibilities.*
* As follows:
● Take responsibility for student academic learning outcomes.
● Is aware of own personal values and biases and recognizes ways in which these
values and biases affect the teaching and learning of students.
● Adheres to legal and ethical obligations in teaching the full ranges of learners,
including English learners and students with special needs.
● Reports suspected cases of child abuse and/or neglect as outlined in the
California Abuse and Neglect Reporting Act.
● Maintains a non-hostile classroom environment and carries out laws and district
guidelines for reporting cases of sexual harassment.
● Understands and implements school and district policies and state and federal
law in responding to inappropriate or violent student behavior.
● Complies with legal and professional obligations to protect the privacy, health,
6.7 Demonstrating and safety of students, families, and other school professionals.
professional ● Models appropriate behavior for students, colleagues, and the profession.
responsibility, integrity, ● Acts in accordance with ethical considerations for students.
and ethical conduct ● Maintains professional conduct and integrity in the classroom and school
community.
Maintains a high standard of personal integrity and
commitment to student learning and the profession in all
circumstances.
Contributes to building professional community and
holding peers accountable to norms of respectful
treatment and communication.
Contributes to fostering a school culture with a high
degree of resilience, professional integrity, and ethical
conduct. ​9/16/17​ 5/5/18​10/30/18 ​5/1/19
Positive relationships with other staff members,
communicates regularly with entire school staff, shares
what is going on in the classroom (Not an island in my
own classroom), involvement in school curriculum team,
contributes to shared responsibilities list, putting out
surveys to gather information to make informed
schoolwide decisions, positive notes. Encourages others
improving school culture, participation with WASC team.
Teaches fellow teachers about new technology. Dresses
appropriately. ​ 9/16/17 ​5/5/18 ​10/30/18 ​5/1/19