CSTP 1 Pollard 5

Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.1 Emerging Exploring Applying Integrating Innovating

Learns about students Gathers additional data Uses data from a variety Uses data from multiple Uses comprehensive
through data provided by to learn about individual of formal and informal measures to make knowledge of students to
the school and/or students. sources to learn about adjustments to make ongoing
assessments. students and guide instruction and meet adjustments and
selection of instructional individual identified accommodations in
strategies to meet diverse learning needs. 5/6/2018 instruction.
learning needs.
Using knowledge of
9/27/2017
students to engage
Some students may Students engage in single Students actively utilize a Students take ownership
them in learning
engage in learning using lessons or sequence of Students engage in variety of instructional of their learning by
instructional strategies lessons that include some learning through the use strategies and choosing from a wide
focused on the class as a adjustments based on of adjustments in technologies in learning range of methods to
whole. assessments. 9/27/2017 instruction to meet their that ensure equitable further their learning that
needs. access to the curriculum. is responsive to their
5/6/2018 learning needs 12/2/18.
5/1/19
I am still formally I have pulled data on my I utilize quizzes, exit I use assessments and
assessing my students students from their tickets, observation, pull data in order to
and deciding what will be cumulative files in order benchmark tests, chapter inform my instruction.
the best adjustments to to check for IEP’s. I am tests, and cumulative For example, before each
help my students learn currently completing tests to gather unit, I give a pre-
best. I have been going formal reading information on how my assessment to determine
lesson by lesson and assessments with my students are meeting the students current
deciding which strategies class and have been using learning goals. I use this strengths and
that I would like to use this information to help data to inform my weaknesses. Using this
with both my low and determine reading level. instruction. In Math and data I am able to decide
high students. This helps me determine Reading, I pull students what my class needs to
9/27/2017 which books my students for small group work on has a whole class
will be able to read and intervention. I modify as well as which students
Evidence comprehend. I have sent the curriculum and make I need to target skills
home parent surveys to adjustments to my lesson individually.
get their input on their plans based off of the 12/2/18
child’s strengths and data that I acquire. For
areas that need example I create leveled Students have a variety of
improvement. I have assignments or provide methods that they can
been completing informal leveled reading so that use to help them meet
assessments through all students are working at their needs. For example
subject matter to their academic level. I in math, students have
determine what I need to have also focused on access to a variety of
re-teach, as well as creating extended manipulatives that can
groups of students that learning opportunities help them work at their
need intervention time. for students that have own level. Students are
9/27/2017 met the learning goals. also knowledgeable of a
For example, I have a variety of strategies that
challenge bucket with they can use to solve
math task cards that problems. In reading,
students can pull when students know their
they finish an reading levels and know
assignment. 5/6/2018 how to select a book from
our library that is at their
Based off of my reading level.
assessments, students are 12/2/18
knowledgeable on finding
books to read at their Pulling from assessment
levels. I have given them data, being
strategies on how to find knowledgeable of
books at their levels and students IEP or 504
they have utilized those plans, and knowing
strategies. Students students' personalities
know to use the “five have helped me to make
finger rule” (if you cannot ongoing adjustments to
read more than five my teaching of the
words on the page, level standards. For example,
down). My students also while teaching math, I
know to use knew that my students
manipulatives or other had been struggling with
tools to help them with subtration so when we
math. I keep a bucket of were moving on to
math manipulatives that double digit subtraction I
students use to help them pulled extra practice
complete their work, had them utilize
assignments. Students manipulatives, and
also know a variety of created opportunities for
strategies such as active learning through a
creating a math picture, math project and a “math
using math frames, or around the room”
forming a number activity. Students were
sentence in order to solve more successful with the
problems. 5/6/2018 extra support and
practice. 5/1/19
The students in my
classroom are
knowledgeable about a
wealth or resources that
they can utilize to help
them learn. For example,
during reading, students
know that they can take a
telephone if they have
trouble sounding out
words or focusing on
their book. Students also
have use of window
bookmarks to help them
focus on a sentence at a
time while reading.
Students are also
knowledgeable of
different reading
strategies that they can
use to help them
understand text including
using the pictures and
context clues. 5/1/19
Develops awareness of Uses gathered Uses school resources Integrates broad Develops and
prior knowledge, culture, information about and family contacts to knowledge of students systematically uses
backgrounds, life students’ prior expand understanding of and their communities to extensive information
experiences, and interests knowledge, cultural students’ prior inform instruction. regarding students’
represented among backgrounds, life knowledge, cultural 5/6/2018 cultural backgrounds,
students. experiences, and interest backgrounds, life prior knowledge, life
Connecting learning to support student experiences, and interests experiences, and
to students’ prior learning. to connect to student interests.
knowledge, learning. 9/27/2017
backgrounds, life
experiences, and Some students connect Students participate in Students make Students can articulate
interests learning activities to their single lessons or connections between Students are actively the relevance and impact
own lives. sequences of lessons curriculum, and their engaged in curriculum, of lessons on their lives
related to their interests prior knowledge, which relates their prior and society.
and experiences. backgrounds, life knowledge, experiences, 12/2/18 5/1/19
experiences, and and interests within and
interests. 9/27/2017 across learning activities.
5/6/2018
I have conducted Throughout this This year, I
home visits for my school year, I have conducted home
students, allowing gathered information visits to meet with
me to better on my students by students families and
understand students’ conducting home I also sent home a
cultures, interests visits, having parents questionnaire to
and life experiences. complete home receive more details
I have been using surveys and by about my students
KWL charts and Can providing and their home life. I
Have Are charts opportunities for have used this
Evidence across the curriculum students to share information to help
to help me get a about their home life inform my
better understanding with All About Me instruction. Since I
of students’ prior presentations. I have work at a Christian
knowledge and to used KWL charts, school, my students
encourage them to Think, Pair, Share, and I share the same
make connections quick writes, and faith background and
and ask questions. pre-assessments to I feel that has helped
9/27/2017 help determine me understand my
students background students better as
knowledge. I then well. This year, I
Students have been use this information have focused on
making connections to shape my celebrating a variety
between curriculum, instruction with a of cultures and have
prior knowledge, focus on academic encouraged parents
backgrounds, and life vocabulary as well as to participate in our
experiences through appropriate learning classroom to share
the use of KWL and goals. 5/6/2018 family traditions. I
Can Have Are charts. make a point to talk
Students Think Pair with my students
Share in order to each day in order to
make connections find out what is
and share their important to them, or
thoughts with a what is going on in
classmate as well as their lives. This has
the whole class. provided me with a
9/27/2017 wealth of information
and has helped me
understand my
students even better.
12/2/18
With each lesson, I

have made a point to
discuss what we are
learning and why we
learn it. My students
know and
understand why each
subject we learn is
important to their
daily lives.
12/2/18
I have used
knowledge of
student's cultural
backgrounds and
their interests in
order to increase
engagement in my
lessons. For example,
we had a celebrate
world cultures week
in our classroom
where parents were
welcomed in to share
special food, holiday,
or other items with
our class. One
student showed us a
special Korean dance
and another student
shared chicken, lamb
and beef kabobs. The
students enjoyed
sharing their cultures
and other students
enjoyed sharing in
special traditions. I
link my lessons to
student interests as
well. My students
love to play all types
of games and are
extremely
competitive. I have
created games to
keep them engaged
in Spelling, Social
Studies and Science.
These games include
Jeopardy, Guess the
Word, Sparkle, etc.
5/1/19
My students have
been able to
articulate the
relevance of our
lessons based off of
their lives and
society. We have
been focusing on
protecting the
environment and
have discussed
several important
reasons to take care
of the earth. We
recently discussed
honeybees and their
importance to
growing food.
Students were able to
relate to the idea that
without honeybees,
we would not be able
to grow many of their
favorite fruits and
vegetables. They
understood that
honeybees are vital
to the environment.
They also understood
that they could make
small changes in their
daily lives to help our
environment.
5/1/19
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 meaningful, and real-life
lessons to support specific to students’ instruction and is contexts throughout
understanding. family and community. responsive during subject matter
instruction to engage instruction.
Connecting subject
students in relating to 12/2/18 5/1/19
matter to
subject matter.
meaningful, real-life
Some students relate Students make use of Students utilize real-life 9/27/2017 5/6/2018
contexts
subject matter to real-life. real-life connections connections regularly to Students routinely
provided in single lessons develop understandings Students actively engage integrate subject matter
or sequence of lessons to of subject matter. in making and using real- into their own thinking
support understanding of life connections to and make relevant
subject matter. subject matter to extend applications of subject
their understanding. matter during learning
5/6/2018 12/2/18 activities. 5/1/19
Students have been I allow times for When teaching a
utilizing real-life classroom lesson, I incorporate
connections during discussions and questions and
classroom encourage students discussion time for
discussions and to make real-life students to relate the
Think Pair Share connections to all content to their lives
time. We use a subject matter. For or the world around
“Question of the Day” example we have them. For example, I
where students are been learning about utilize graphic
asked to apply real Fish in Science and I organizers in order
life connections to had students that to encourage
Evidence
curriculum. own fish as pets talk students to ask
9/27/2017 with us about their questions and think
knowledge of fish. critically about a
9/27/2017 I topic. As a class, we
continue to integrate discuss the
experiences with importance of each
real-life to help my topic that we learn
students connect and why we learn it.
with the curriculum. 12/2/18
For example our unit
on Past, Present, and
Future, students I have been engaging
brought in items my students in
from the past. making connections
Students were highly to real life subject
engaged with the matter. During a unit
tangible items. We on American symbols
finished the unit with
and government, we
a trip to the Kellogg
discussed the
House, where
students were able to importance of voting
apply and make in a democracy. We
connections with discussed how they
their newfound will be able to vote
knowledge. 5/6/2018 on laws and help
decide who our
Students have made real-
life connections through
president will be. I
novel studies, question of set up a voting booth
the day, and KWL charts. and allowed students
Students are encouraged to vote for a
to ask questions and
make connections. President based off
5/6/2018 the book “Duck for
President”. Students
This year, my students
continue to make real life
entered the voting
connections through box, selected their
daily classroom answer, slipped their
discussions, field trips,
paper into a box, and
novel studies, and
graphic organizers. We then received an ‘I
have daily classroom Voted’ sticker. Many
discussions where students intimated
students are able to
relate subject matter to how excited they
their real life. were to vote and
12/2/18 how they looked
forward to voting as
soon as they turned
18. This lesson also
helped them
understand the
democratic process.
5/1/19
Students have shown

that they are able to
make connections to
the subject matter
and apply it to
lessons in class. For
example, when
researching the
question “Where do
bugs go during
winter?” many
students applied
their knowledge of
other animal winter
behaviors in our
discussion. For
example: I know that
some animals
hibernate during
winter, maybe bugs
hibernate too?
5/1/19

Uses instructional Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of
Using a variety of
strategies, resources, and instructional strategies, strategies including integrates a broad range an extensive repertoire of
instructional
technologies as provided resources, and culturally responsive of strategies, resources, strategies, resources, and
strategies, resources,
by school and/or district. technologies in single pedagogy, resources, and and technologies into technologies to meet
and technologies to
lessons or sequence of technologies during instruction designed to students’ diverse learning
meet students’
lessons to meet students’ ongoing instruction to meet students’ diverse needs. 12/2/18 5/1/19
diverse learning diverse learning needs. meet students’ diverse learning needs. 5/6/2018
needs learning needs.
Some students Students participate in Students participate in Students actively engage Students take
participate in single lessons or instruction using in instruction and make responsibilities for using
instructional strategies, sequence of lessons strategies, resources, and use of a variety of a wide range of
using resources and related to their interests technologies matched to targeted strategies, strategies, resources, and
technologies provided. and their learning needs. resources, and technologies that
experiences.9/27/2017 technologies to meet successfully advance
their individual student’s their learning.
needs. 5/6/2018
12/2/18 5/1/19
Students participate I use a variety of I use a variety of This year I have built
in classroom instructional strategies to keep my my use of
discussions, journal methods including students engaged. I technologies to meet
activities, choral small group use write around the the needs of my
reading, and partner instruction, stations, rooms, spelling students. I have
activities. I am modelling, and high games, and Think utilized a variety of
working on including level questions. Pair Share to keep apps, Accelerated
these activities more 9/27/2017 students up, out of Reader, Moby Max,
frequently. their seats and and Mystery Science
9/27/2017 discussing. I also use with my students.
a variety of resources These technologies
like anchor charts, have allowed my
power points, video students to work at
Evidence clips, hands-on their levels and have
activities, math given me data to help
around the room, me determine where
small group my students are
instruction, stations, academically.
and Moby Max. I also 12/2/18
create opportunities
for higher level I use a variety of
learners to further strategies, resources,
their learning and technologies to
through extension meet the needs of my
opportunities such as students. I use a
math task cards, variety of technology
higher leveled math, including brain pop
higher level readers, jr., mobymax, abcya,
and a problem of the code.org, and
day. 5/6/2018 national geographic
kids to help my
Students utilize the students practice a
strategies and resources
provided in order to
skill or learn more
work at their academic information on a
level. 5/6/2018 topic. I also use a
variety of teaching
Students are actively strategies to keep my
engaged and enjoy
utilizing the technologies
students engaged in
with their learning. I their learning
would like to see my including up and
students take more outs, art walks,
independent steps with snowball fights, I do,
utilizing a variety of
strategies with their
we do, you do etc.
learning. 12/2/18 5/1/19
Students are
knowledgeable on the
range of resources
available to them to use
in a variety of subjects.
For example, in math,
students know a variety
of ways to solve a
problem including:
drawing a math picture,
using a number line,
using knowledge of math
facts, using
manipulatives, or
creating a number
sentence.
5/1/19

Asks questions that focus Includes questions in Guide students to think Supports students to Facilitates systematic
on factual knowledge and single lessons or a critically through use of initiate critical thinking opportunities for student
comprehension. sequence of lessons that questioning strategies, through independently to apply critical thinking
require students to recall, posing/solving problems, developing questions, by designing structured
interpret, and think and reflection on issues posing problems and inquiries into complex
critically. in content. reflecting on multiple problems. 12/2/18
perspectives. 5/6/2018 5/1/19
Promoting critical
thinking though
Some students respond Students respond to Students respond to Students pose problems
inquiry, problem
to questions regarding varied questions or tasks questions and problems and construct questions Students pose and
solving, and
facts and comprehension. designed to promote posed by the teacher and of their own to support answer a wide-range of
reflection
comprehension and begin to pose and solve inquiries into content. complex questions and
critical thinking in single problems of their own 5/6/2018 problems, reflect, and
lessons or a sequence of related to the content. communicate
lessons. understandings based on
in depth analysis of
content learning.12/2/18
5/1/19
I have been A major focus this Through a variety of
completing STEM year has been subjects I plan
activities with my encouraging my higher-level thinking
class where more students to think and questions into my
than one approach to ask questions lessons. I create
a problem can be critically and opportunities for
utilized. It also creatively. I have discussion daily in
encourages higher taught procedures my classroom. I
level thinking skills. I
for asking questions continue to use STEM
as higher level as well as procedures activities for my
questions to get for respectful students to work out
Evidence
students to think. I responses. Through questions. I also
have also been STEM activities, lab utilize Mystery
working with activities, and novel Science, a website
students on how to studies, I create that provides science
create their best opportunities and questions, activities
work. support my students and lessons online. I
9/27/2017 in developing critical continue to utilize
thinking skills. KWL graphic organizers to
Students have the charts have been a help my students
opportunity to assess great tool to help my organize their
their learning by students focus on
giving a thumb up or developing thinking and their
to the side for questions. 5/6/2018 questions. 12/2/18
understanding or
needing more Students pose problems, Through STEM and
create questions, and
practice. I provide construct solutions to
Science, my students
rubrics and problems through STEM are posing questions
expectations for activities. Students also and thinking
students to know construct questions critically about the
what level their work through novel studies. subject material. For
5/6/2018
should be at. example, we created
Students know and an I Wonder... poster
are aware of class for our science unit
learning goals and on Animals. Students
understand what looked at pictures of
they need to know by animals and worked
the end of a lesson. together to create
9/27/2017 questions or
“wonders” about
what we were
learning.
12/2/18
I facilitate deep
learning and critical
thinking especially in
the areas of science
and steam. I create
questions that
coincide with lessons
that we are learning
to get students
thinking deeply
about the subject
matter. For example,
students had to
create a boat out of
foil to carry an
animal. Students had
to think of strategies
on how to create
their boat. Then
after testing,
students were able to
take what they
learned and create
another boat based
off of their initial
results. It was
interesting seeing
and hearing their
thinking on how they
could solve the
problem. 5/1/19
At the beginning of a
unit, we will usually
complete a KWL
chart or a similar
organizer. This
provides students
with the opportunity
to ask questions
about the topic and
also allows me
insight into what
they know already.
Our goal during the
unit is to answer the
questions that
students ask as well
as discuss any
misunderstandings
from the organizer.
During research and
readings students
know to raise their
hand and share if we
have answered a
question. 5/1/19

Implements lessons Seeks to clarify Makes ongoing Adjusts strategies during Makes adjustments to
following curriculum instruction and learning adjustments to instruction based on the extend learning
guidelines. activities to support instruction based on ongoing monitoring of opportunities and
student understanding. observation of student individual student needs provide assistance to
engagement and regular for assistance, support, or students in mastering
checks for understanding. challenge. the concepts flexibly
Monitoring student and effectively.
learning and 5/6/2018 12/2/18
adjusting instruction Some students receive Students receive Students successfully Students are able to 5/1/19
while teaching. individual assistance assistance individually or participate and stay articulate their level of
during instruction. in small groups during engaged in learning understanding and use Students monitor
instruction. activities. teacher guidance to meet their progress in
their needs during learning and provide
instruction. 5/6/2018 information to
12/2/18 teacher that informs
adjustments in
instruction. 5/1/19
Students participate I build off of students I provide
and stay engaged, questions to increase extension
however I feel that as their understanding. opportunities to
a whole class group I also make sure to extend the
we are still working walk around, assess learning of
on procedures for my students and students that are
small group ensure that my meeting the
activities. lesson is running learning goal. I
9/27/2017 smoothly. If I need to provide assistance
I adjust my lesson to to students that
provide further are struggling
support. through small
9/27/2017 group instruction.
I am constantly
Students use a color assessing and
code to inform me of modifying my
their level of lessons to adapt to
understanding: my students
Evidence Green is “good to go” learning. 5/6/2018
Yellow means “slow
down instruction, I I continue to provide
extension
need more time” and oppotrunities to
Red means “Stop. I do higher level students
not understand”. and pull struggling
Students use this students for small
coding system to group intervention.
Including
inform me of how technologies such as
they are meeting the Moby Max and
learning goal. Whooo’s Reading
5/6/2018 have helped me to
extend learning for
I continue to provide my higherlevel
opportunities for students while
students to communicate supporting my lower
their levels of level students.
understanding in class 12/2/18
and use that knowledge
to inform my instruction.
12/2/18 I use extension
opportunities to get
my students thinking
deeply about the
subject matter. I
recently created an
extension project for
fractions where
students created a
pizza menu. Students
had to create different
fractions for the
toppings on their
pizza. 5/1/19
Students have learned

how to monitor their
learning and
understanding of a
subject. When
prompted, students
share a thumbs up,
thumb half-way, or
thumb down to share
how they are
understanding a topic.
If I notice students are
needing more support
I create more practice
and teaching time.
5/1/19

CSTP 1 Pollard 5

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CSTP 1 Pollard 5

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Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.1 Emerging Exploring Applying Integrating Innovating

With each lesson, I

Students have shown

Element 1.4 Emerging Exploring Applying Integrating Innovating

Element 1.5 Emerging Exploring Applying Integrating Innovating

Element 1.6 Emerging Exploring Applying Integrating Innovating

Students have learned

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