Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.1 Emerging Exploring Applying
Learns about students Gathers additional data to Uses data from a variety of
through data provided by learn about individual formal and informal sources
the school and/or students. to learn about students and
assessments. guide selection of
instructional strategies to
meet diverse learning
Using knowledge of needs. 7/8/18
students to engage
them in learning Some students may engage Students engage in single Student engage in learning
in learning using lessons or sequence of through the use of
instructional strategies lessons that include some adjustments in instruction to
focused on the class as a adjustments based on meet their needs. 7/8/18
whole. assessments.
I use information from both
my students’ files and
information gathered from
them. Through reviewing
lessons during the first
week of school, I further
note any accommodations
that might need to be made
for certain students. I teach
different subject matters
and give assignments using
different media, such as
computers and iPads, to
gather data about what my
Evidence students need help with the
most. 7/8/18
My students learn through
different instructional
methods, and I base other
lessons on how well my
students learn from each
instructional strategy.
7/8/18
Integrating
Uses data from multiple
measures to make
adjustments to instruction
and meet individual
identified learning needs.
7/8/18
Students actively utilize a
variety of instructional
strategies and technologies
in learning that ensure
equitable access to the
curriculum. 7/8/18
I assign different types of
assignments, such as paper
and pencil assignments and
projects using a computer
or iPad. This shows me
which of my students excel
using different types of
media and outlets. I also
have students work both in
collaborative groups, in
pairs, and independently to
see what learning strategies
work best for my students.
7/8/18
Students have access to
different instructional
strategies and technologies,
including direct instruction,
small groups, differentiated
instruction, using iPads and
chromebooks, etc. 7/8/18
Innovating
Uses comprehensive
knowledge of students to
make ongoing adjustments
and accommodations in
instruction. 10/22/18
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.
10/22/18
I demonstrate knowledge of
the teaching material
through different means - art
and technology. I constantly
made adjustments and
accommodations in my
teaching. 10/22/18
Students are able to choose
from a wide range of
learning methods, including
creating art, presenting
something to the class,
taking an assessment,
producing something using
technology, etc. 10/22/18
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 7/8/18
to students’ prior
knowledge,
backgrounds, life
experiences, and Some students connect
interests learning activities to their
own lives. 7/8/18
Exploring
Uses gathered information
about students’ prior
knowledge, cultural
backgrounds, life
experiences, and interest to
support student learning.
7/8/18
Students participate in
single lessons or sequences
of lessons related to their
interests and experiences.
7/8/18
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.
10/22/18
Students make connections
between curriculum, and
their prior knowledge,
backgrounds, life
experiences, and interests.
10/22/18
Integrating
Integrates broad knowledge
of students and their
communities to inform
instruction.
Students are actively
engaged in curriculum,
which relates their prior
knowledge, experiences,
and interests within and
across learning activities.
Innovating
Develops and
systematically uses
extensive information
regarding students’ cultural
backgrounds, prior
knowledge, life
experiences, and interests.
5/3/2019
Students can articulate the
relevance and impact of
lessons on their lives and
society. 5/3/2019
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I speak with each of my
students' previous teachers
to learn more about them.
After meeting students on
the first day of school and
throughout the rest of the
school year, I always try to
make a personal connection
with my students to learn
about their culture,
background, life
experiences, and interests.
For example, for my
younger students, I allowed
30 minutes of sharing time
Evidence once a week where I posed
a question. The goal of this
was for my students to learn
more about each other while
I learned more about them
also. I would ask questions
like “If you could use one
word to describe your
family, what word would
you choose and why?” Each
student would share their
response. 7/8/18
Students make connections
to their own lives and share
with the class. 7/8/18
I use much of the Teacher uses school
information I gather from resources to expand
my students to make the students’ prior knowledge,
lessons more meaningful cultural backgrounds, life
and interesting to them. I epxierneces, and interests
use their names and by inviting guest speakers
interests in different into the classroom, inviting
lessons, including them in parent volunteers go to on
the examples that I use or in field-trips with the class,
the problems I give them and give input on different
for practice. 7/8/18 projects that we do
throughout the year.
Many of the big projects 10/22/18
that I assign are related to
my students’ interests as
well. For example, because
many of my students last
year were interested in
Santa Claus and holiday
candies last winter, I
assigned a holiday Winter
Wonderland math project.
Students had so much fun
using their interest while
reviewing concepts about
math. 7/8/18
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging
Uses real-life connections
during instruction as
identified to curriculum.
Connecting subject
matter to meaningful,
real-life contexts
Some students relate
subject matter to real-life.
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.
Applying
Integrates connections from
subject matter to
meaningful, real-life
contexts, including those
specific to students’ family
and community.
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. 7/8/18
Students actively engage in
making and using real-life
connections to subject
matter to extend their
understanding. 7/8/18
After teaching a unit, I
often assign projects that
allow students to review the
material in the unit. These
projects use real-life
situations and students are
really engaged in the
material. In these projects,
students must use the
knowledge gained through
in the unit and apply them
to real-life. For example,
when teaching a unit on
money, I assigned a project
where students opened up
their own stores, set prices
on each item, and made an
inventory list with the
prices listed. 7/8/18
Students were completely
engaged in summative
projects and were able to
use their knowledge about
money to review the unit.
7/8/18
Innovating
Engages student in actively
making connections to
relevant, meaningful, and
real-life contexts
throughout subject matter
instruction. 7/8/18
Students routinely integrate
subject matter into their
own thinking and make
relevant applications of
subject matter during
learning activities. 7/8/18
In the different subjects that
we study, I often pose
questions about how it
could relate to their
personal life so that
students are able to make
lasting connections. I do
this through creating real-
life examples within my
lessons and assignments.
My students also have
reflective journals and
sometimes I ask questions
about the day's lessons or
ask my students to apply
the day’s lessons to their
lives. Other times, I ask my
students to think-pair-share
about how the lessons are
similar/different to different
situations in their daily
lives. 7/8/18
My students are often able
to make meaningful
connections from lessons to
their own real-life contexts
everyday. 7/8/18
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’ diverse Some students participate
learning needs in instructional strategies,
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
Utilizes a variety of
strategies including
culturally responsive
pedagogy, resources, and
technologies during
ongoing instruction to meet
students’ diverse learning
needs. 7/8/18
Students participate in
instruction using strategies,
resources, and technologies
matched to their learning
needs. 7/8/18
I try to be responsive to my
students' diverse needs and
base a lot of my lessons and
assignments on their needs
and what they respond the
best to. Although most of
my lessons are given
through direct instruction, I
do try to make my lessons
interactive for my students.
I found that many of my
students work and learn
well when they are in
groups, so I’ve incorporated
a lot of collaborative
assignments and projects
throughout my years of
teaching. 7/8/18
I've also found that many of
my students are talent
public speakers, so I've also
assigned many presentation
assignments. With my ELL
students, I use many visuals
and try to scaffold as much
as I can during instruction.
7/8/18
Integrating Innovating
Creates, adapts, and Refines the flexible use of
integrates a broad range of an extensive repertoire of
strategies, resources, and strategies, resources, and
technologies into technologies to meet
instruction designed to students’ diverse learning
meet students’ diverse needs.
learning needs. 10/22/18
Students actively engage in Students take
instruction and make use of responsibilities for using a
a variety of targeted wide range of strategies,
strategies, resources, and resources, and technologies
technologies to meet their that successfully advance
individual students needs. their learning.
10/22/18
Teacher uses technology in
the classroom in a way that
allows students to work
together in groups or
independently. Students are
able to choose the
assignments they complete
using Choice Boards.
10/22/18
Students actively engage in
different types of
assignments using different
resources, including paper
worksheets and online
resources. 10/22/18
Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.5 Emerging Exploring Applying Integrating Innovating

Asks questions that focus Includes questions in single Guide students to think Supports students to initiate Facilitates systematic
on factual knowledge and lessons or a sequence of critically through use of critical thinking through opportunities for student to
comprehension. lessons that require students questioning strategies, independently developing apply critical thinking by
to recall, interpret, and posing/solving problems, questions, posing problems designing structured
think critically. and reflection on issues in and reflecting on multiple inquiries into complex
Promoting critical content. perspectives. 7/8/18 problems. 7/8/18
thinking though
inquiry, problem Students respond to varied Students respond to Students pose problems and Students pose and answer a
solving, and reflection Some students respond to questions or tasks designed questions and problems construct questions of their wide-range of complex
questions regarding facts to promote comprehension posed by the teacher and own to support inquiries questions and problems,
and comprehension. and critical thinking in begin to pose and solve into content. 7/8/18 reflect, and communicate
single lessons or a sequence problems of their own understandings based on in
of lessons. related to the content. depth analysis of content
learning. 7/8/18
Several times a week, my Many of the questions I ask
students work in small my students during lessons
groups and form questions require some type of
to ask each other. During application. This allows my
this time, students are able students to think more
to think critically about the critically about the topic
information learned in class studied. Students both ask
and apply them to real life. and answer questions that
Students take turns to ask are asked by their peers of
the questions and go around by the teacher. They are
in the small group to also able to answer these
answer them individually. questions in various ways,
This method of having including in small groups,
Evidence students develop questions individually, in
and ask their peers is a presentations, or in written
good way to have them form. 7/8/18
reflect on their own
thinking and also observe Some group projects are
the thinking of their peers. developed from one single
7/8/18 underlying question. In
these projects, students
During lessons, students are must think critically and
always encouraged to raise apply their learning. 7/8/18
their hands to ask questions
if anything is unclear or
interesting to them. 7/8/18
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.6 Emerging Exploring Applying Integrating
Implements lessons Seeks to clarify instruction Makes ongoing adjustments Adjusts strategies during
following curriculum and learning activities to to instruction based on instruction based on the
guidelines. support student observation of student ongoing monitoring of
understanding. engagement and regular individual student needs for
checks for understanding. assistance, support, or
Monitoring student challenge. 7/8/18
learning and adjusting Students successfully
instruction while Some students receive Students receive assistance participate and stay Students are able to
teaching. individual assistance during individually or in small engaged in learning articulate their level of
instruction. groups during instruction. activities. understanding and use
teacher guidance to meet
their needs during
instruction. 7/8/18
During instruction, I ask
lots of questions to see if
my students have mastered
the material. Depending on
their responses, I adjust my
questions to be more or less
difficult to either scaffold
or challenge my class.
7/8/18
I also pace my lessons to
adjust to the needs of my
students. For example, I
Evidence may spend 2 or 3 days on a
single lesson if it is difficult
for my students, or I may
teach 2 lessons in a single
day if my students are
understanding the material
very easily. 7/8/18
Students are able to
demonstrate their learning -
through oral responses, on
their whiteboards or iPads,
or in written form. 7/8/18
Innovating
Makes adjustments to
extend learning
opportunities and provide
assistance to students in
mastering the concepts
flexibly and effectively.
10/22/18
Students monitor their
progress in learning and
provide information to
teacher that informs
adjustments in instruction.
10/22/18
Teacher assess students
using technology and
online resources to gather
data about what needs to be
retaught or reviewed.
Teacher allows students to
choose their form of
assessment. 10/22/18
Students keep track of their
progress by keeping an
academic portfolio.
10/22/18