Standard 1 CSTP: Engaging and Supporting All Students in Learning
knowledge
Element 1.1 Emerging Exploring Applying
Learns about students Gathers additional data to Uses data from a variety
through data provided by learn about individual of formal and informal
the school and/or students. sources to learn about
assessments. students and guide
selection of instructional
strategies to meet diverse
Using knowledge of learning needs.
students to engage
them in learning Some students may Students engage in single Student engage in
engage in learning using lessons or sequence of learning through the use
instructional strategies lessons that include some of adjustments in
focused on the class as a adjustments based on instruction to meet their
whole. assessments. needs.
8/20/2018
Before school starts, I
look at Aeries to learn
about their demographics
and whether or not they
may have an IEP. At the
beginning of school, I
have parents fill out a
survey about their child
so that I may get to know
them a little better. I also
give a multiple
intelligence test that tells
Evidence me what time of learner
they are.
Integrating Innovating
Uses data from multiple Uses comprehensive
measures to make knowledge of students to
adjustments to make ongoing
instruction and meet adjustments and
individual identified accommodations in
learning needs. instruction.
Students actively utilize a Students take ownership
variety of instructional of their learning by
strategies and choosing from a wide
technologies in learning range of methods to
that ensure equitable further their learning that
access to the curriculum. are responsive to their
learning needs.
3/2019 5/2020
I give spelling pretests I use a variety of
and if they get a 100%, educational apps that
they get put on a allow students to learn
challenge list. For my and move at their own
lower students, I have a pace. This provides their
word family based lessons to be
spelling list. I also individualized to meet
include multiple learning their needs.
strategies to meet the
needs of different types of
learners through my
centers.
10/2019
For reading centers, I have
multiple centers that each
use a different strategy of
learning. The centers are all
about the same topic or
story. The centers include:
reading, writing, math,
activity, art, and technology.
For the technology center, I
have the students play
games that go along with the
phonics concept we are
learning about that week.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.2 Emerging
Develops awareness of
prior knowledge, culture,
backgrounds, life
experiences, and interests
represented among
students.
Connecting learning
to students’ prior
knowledge,
backgrounds, life
experiences, and
Some students connect
interests
learning activities to their
own lives.
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.
9/20/18:
I try to use their multiple
intelligence in order to
plan my centers. I tend to
have a lot of naturalists
and bodily kinesthetic
students in my class. So
for example, I’ll have a
reading center that goes
outside to read and a
group that stamps their
spelling words in play
dough.
Applying Integrating Innovating
Uses school resources and Integrates broad Develops and
family contacts to expand knowledge of students systematically uses
understanding of and their communities to extensive information
students’ prior inform instruction. regarding students’
knowledge, cultural cultural backgrounds,
backgrounds, life prior knowledge, life
experiences, and interests experiences, and
to connect to student interests.
learning.
Students make Students are actively Students can articulate
connections between engaged in curriculum, the relevance and impact
curriculum, and their which relates their prior of lessons on their lives
prior knowledge, knowledge, experiences, and society.
backgrounds, life and interests within and
experiences, and across learning activities.
interests.
3/2019 10/2019
Before reading a In my class there are
story, I activate prior a few Mexican-
knowledge or paint americans that
the picture in their celebrate Dias de los
mind to help build Muertos. This year
student’s prior we learned all about
knowledge before dias de los muertos
reading a story. and celebrated the
holiday. The students
were able to learn
about a different
culture and learn
more about their
classmates.
5/2020
We do a blast from
the past project that
allows students to
learn about their
family background.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging Exploring Applying Integrating Innovating
Uses real-life connections Explore using additional Integrates connections Integrates connections to Engages student in
during instruction as real-life connections to from subject matter to meaningful, real-life actively making
identified to curriculum. subject matter in single meaningful, real-life contexts in planning connections to relevant,
lessons or sequence of contexts, including those subject matter instruction meaningful, and real-life
lessons to support specific to students’ and is responsive during contexts throughout
understanding. family and community. instruction to engage subject matter
Connecting subject students in relating to instruction.
matter to subject matter.
meaningful, real-life
contexts Some students relate Students make use of Students utilize real-life Students actively engage Students routinely
subject matter to real-life. real-life connections connections regularly to in making and using real- integrate subject matter
provided in single lessons develop understandings life connections to subject into their own thinking
or sequence of lessons to of subject matter. matter to extend their and make relevant
support understanding of understanding. applications of subject
subject matter. matter during learning
activities.
Evidence 9/20/18: In Science, we 4/2019 10/2019
are learning about plants. To help students In science we have
To make a real life
connection, the students
understand why the been learning about
got to grow their own Statue of Liberty was animal defenses and
lima bean plant. They green. I poured one of the animals we
place the seed on a wet vinegar on a penny have been focusing
paper towel and put it in and we checked on it on his turtles and
a Ziploc bag and I tape it
to the window. This week
after a few days and tortoises. So to
our plants started to saw that it had integrate connections
sprout and it gave the turned green. They to real-life contexts, I
students the perfect were able to see what brought in a desert
opportunity to see all the happens to copper tortoise so students
different parts of their
own plant.
when it oxidizes. could see one in real
life and feel the
hardness of the shell
and see how it
protects itself.
5/2020
After learning about
the ocean, we go on a
field trip to the
aquarium of the
Standard 1 CSTP: Engaging and Supporting All Students in Learning
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 students’ Some students participate
diverse learning in instructional strategies,
needs using resources and
technologies provided.
pacific. There our
students get the real
life experience and
make personal
connections.
Exploring Applying Integrating Innovating
Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of
instructional strategies, strategies including integrates a broad range an extensive repertoire of
resources, and culturally responsive of strategies, resources, strategies, resources, and
technologies in single pedagogy, resources, and and technologies into technologies to meet
lessons or sequence of technologies during instruction designed to students’ diverse learning
lessons to meet students’ ongoing instruction to meet students’ diverse needs.
diverse learning needs. meet students’ diverse learning needs.
learning needs.
Students participate in Students participate in Students actively engage Students take
single lessons or instruction using in instruction and make responsibilities for using
sequence of lessons strategies, resources, and use of a variety of a wide range of strategies,
related to their interests technologies matched to targeted strategies, resources, and
and experiences. their learning needs. resources, and technologies that
technologies to meet their successfully advance their
individual students learning.
needs.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
9/06/18: During centers,
each group is learning a
concept a different way
that matches their
multiple intelligence.
Having a lot of bodily
kinesthetic students a lot
of my centers are very
hands on and uses
manipulatives. They also
use Chrome books, white
boards, and writing
Evidence notebooks.
3/2019 10/2019
I run reading centers Towards the end of
which includes multiple
different strategies in my
last year, our class
instruction. My reading received 5 tablets.
centers are: Now I’m able to have
Reading Center: With a technology center.
teacher using leveled On the tablets, I’ve
readers
added multiple
Story Sequencing:
Sequencing Timeline
phonics apps.
Writing: Writing using a
5/2020
prompt and with teacher
or parent volunteer This year I added
guidance. more apps that focus
Spelling: Practicing
spelling words using
on teaching the
stamps and stamping out students how to code.
their spelling words in ScratchJr. And
playdough. Kodable are two
amazing apps that
are fun and engaging.

Element 1.5 Emerging Exploring Applying Integrating Innovating

Asks questions that focus Includes questions in
on factual knowledge and single lessons or a
comprehension. sequence of lessons that
require students to recall,
interpret, and think
Promoting critical critically.
thinking though
inquiry, problem
solving, and Some students respond to Students respond to
reflection questions regarding facts varied questions or tasks
and comprehension. designed to promote
comprehension and
critical thinking in single
lessons or a sequence of
lessons.
Guide students to think
critically through use of
questioning strategies,
posing/solving problems,
and reflection on issues in
content.
Students respond to
questions and problems
posed by the teacher and
begin to pose and solve
problems of their own
related to the content.
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.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
8/24/18: Before starting 3/2019 10/2019
a lesson I always ask the For reading centers, I With our new
students a question or
paint a picture in their
have students Amplify Science
head in order to activate answer questions Curriculum, the
prior knowledge. about the main ideas program has the
of a story or have students become
them do a sequencing scientists where they
activity. To promote ask their own
critical thinking I give questions and make a
them a writing hyphothesis and
prompt to help them. build models to help
For example, our last answer those
prompt was “How to questions. The
catch a mermaid?” students record their
data to support their
Evidence
inquiries in their
science journals.
5/2020
We teach the
students how to code
using apps called
Kodable and
ScratchJr. These
programs allow them
to learn how to make
computer codes by
making stories or
mazes that optimize
their critical thinking
skills.

Element 1.6 Emerging Exploring Applying Integrating Innovating

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

Some students receive Students receive Students successfully Students are able to Students monitor their
individual assistance assistance individually or participate and stay articulate their level of progress in learning and
during instruction. in small groups during engaged in learning understanding and use provide information to
instruction. activities. teacher guidance to meet teacher that informs
their needs during adjustments in
instruction. instruction.
8/24/18:After giving a 3/2019 10/2019
lesson, I always give the I check for Recently I noticed my
students an opportunity
to meet with me at the
understanding by student’s were
back kidney table for having the students having trouble
extra help. I usually have answer questions understanding the
about five students that using their white concept of ‘s, so I
come back and they just boards. This helps extended the lesson
so happen to be my lower
students.
me determine if they to the next day so
are ready to do their that I could add a
worksheet more hands on
independently. approach to the
Evidence
lesson.
5/2020
I constantly monitor
my student’s
progress through on
going assessments
like the BPST. Then I
able to see what each
student’s needs are
and what I need to
focus on in class.