Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.1 Emerging Exploring Applying Integrating Innovating

Learns about students Gathers additional data to Uses data from a variety of
through data provided by learn about individual 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 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
focused on the class as a adjustments based on to meet their needs. 9/25/18
whole. assessments.
I gather data using daily
exit tickets, classwork,
homework, and tests. Both
formal and informal guides
my teaching and how I
create groups based on
level. Based on these
groups, I’m able to
differentiate the content to
meet the needs of all
students.
Evidence
Uses data from multiple
measures to make
adjustments to instruction
and meet individual
identified learning needs.
5/5/19
Students actively utilize a
variety of instructional
strategies and technologies
in learning that ensure
equitable access to the
curriculum.
10/26/19
As a teacher, I’m
continuing to collect data
which informs my
instruction. My goal is to
use of a variety of
instructional strategies and
technologies to make sure
my students have access to
the curriculum.
Teacher gets to know
students through a get to
know you page at the
beginning of the school
year. From this page, I
found out that a lot of my
students enjoy playing
math games especially
Kahoot and Jeopardy. I
include these games
weekly, because not only
does it engage my
students, I get feedback
on what they
understand/don’t
understand.
Uses comprehensive
knowledge of students to
make ongoing adjustments
and accommodations in
instruction.4/10/20
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.
To support students with
learning or behavioral
differences we meet with
our student support
team(SST). Our student
support team consists of
parents, our learning
specialist, teachers, and
administration. As a team
we discuss the best ways to
support students and
provide them with
accommodations. One of
my students has struggled
with distance learning. One
of her accommodations is
completing fewer
problems. In class, she was
able to complete her
assignments in the time
given. However, her
parents emailed me and let
me know that at home
she’s been struggling
completing all the
problems. We thought it
was best moving forward
to just complete even or
odd problems for math.
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.
9/25/18
Before we begin lessons, I
usually try to gauge
students’ prior knowledge
on a subject. From there, I
can see if we need to
reteach or move on.
I feel as though I’m still
gathering data about my
students. For example, I
know a lot of my students
enjoy football. We did a
STEAM football activity
and my kids loved it!
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.
Students make connections
between curriculum, and
their prior knowledge,
backgrounds, life
experiences, and interests.
5/5/19
Something I’ve tried to do
this year is include more
activities that interest my
students. From by
beginning of the year
questionnaire, I found out
that student like working in
teams. Also, they enjoy
building and hands-on
activities. I’ve done a lot of
activities, specifically
STEAM challenges, which
include both aspects. In
addition, they learn how to
work in groups and how to
collaborate.
Integrating Innovating
Integrates broad knowledge Develops and
of students and their systematically uses
communities to inform extensive information
instruction. regarding students’ cultural
backgrounds, prior
knowledge, life
experiences, and interests.
Students can articulate the
Students are actively relevance and impact of
engaged in curriculum, lessons on their lives and
which relates their prior society.4/10/20
knowledge, experiences,
and interests within and
across learning
activities.10/26/19
Before jumping into our This year we just started
curriculum about Native Writer’s Workshop. What
Americans in California, I my students really like
wanted to activate their about the program is that
prior knowledge of what they are given the
they already knew about opportunity to choose the
Native Americans. I had topics they want to write
them turn and talk with a about. This year my
partner to discuss what students are so much more
they remembered learning engaged in writing because
about Native Americans they are writing about
in 3rd grade. This gave topics they are interested in
me a quick understanding and matter to them. Here in
into what topics they a link to the Flipgrid
already knew about. assignment where they
shared their favorite review
writing they did. Students
loved acting it out!
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.
9/25/18
I feel as though I’m
beginning to relate the
subject material to real-life
situations. For example,
today in math I had
student’s practice
estimation by looking
through a market’s catalog.
I gave them a budget and
they had to “buy items”
and estimate.
Evidence However, I feel like I don’t
do it as often as I would
like to especially in
language arts and history. It
is one of my goals to make
connections between
content and real-life.
Exploring Applying Integrating Innovating
Explore using additional Integrates connections Integrates connections to Engages student in actively
real-life connections to from subject matter to meaningful, real-life making connections to
subject matter in single meaningful, real-life contexts in planning relevant, meaningful, and
lessons or sequence of contexts, including those subject matter instruction real-life contexts
lessons to support specific to students’ family and is responsive during throughout subject matter
understanding. and community. instruction to engage instruction.
students in relating to
subject matter.
Students routinely integrate
Students make use of real- Students utilize real-life Students actively engage in subject matter into their
life connections provided connections regularly to making and using real-life own thinking and make
in single lessons or develop understandings of connections to subject relevant applications of
sequence of lessons to subject matter. matter to extend their subject matter during
support understanding of understanding. learning activities.
subject matter.5/5/19
To include more real-world
contexts, I’ve really tried to
include more opportunities
for students to learn more
about their cultural
background. In history, we
are learning about early
immigrants to California.
We did a family interview
in which students had to
interview a family member
about how and why they
came to California. Then I
had students share out
about their families. They
loved it!
No updates 10/26/19
No updates 4/10/20
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.
9/25/18
Student’s use resources and
technology provided by the
school on a daily basis. In
math, I use the reteach
books to meet the needs of
my learners who struggle
with certain concepts. I pull
from my enrichment book
to challenge those students
who need it.
In addition, I try to use
Evidence technology in everyday
activities. I’m still working
on finding apps/websites to
intertwine in my teaching.
Element 1.5 Emerging
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.5/5/19
In social studies, students
learned about timelines. To
relate their experiences to
the material, I had students
complete a “penny
timeline”. Students
collected pennies from the
year they were born until
2019. They wrote an
important memory down
for each year. Students
enjoyed reminiscing on
their experiences, and
making their own personal
timeline.
Exploring
Applying
Utilizes a variety of
strategies including
culturally responsive
pedagogy, resources, and
technologies during
ongoing instruction to meet
students’ diverse learning
needs.
Students participate in
instruction using strategies,
resources, and technologies
matched to their learning
needs.10/26/19
By understanding students’
diverse learning needs, I’m
able to provide them with
the resources to be
successful. For example,
students were collecting
information on the different
Native American tribes in
California. I created charts
for all students to record
information. However, for
some of my students who
require more space to
write, I created a bigger
chart with more space.
These students felt more at
ease knowing they had
more space to write.
Applying
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.
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 their learning.
needs.4/10/20
I noticed my students were
struggling with
understanding what
equivalent fractions were.
Since I have many hands-
on and visual learners in
my classroom, I had
students use fraction strip
manipulatives to actually
build and visualize
equivalent fractions.
Students worked in small
math groups and built
equivalent fractions with a
partner. After this hands-on
activity, students had a
deeper understanding of
what equivalent fractions
were. Here’s a picture of
the students building
equivalent fractions.
Integrating Innovating
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Asks questions that focus
on factual knowledge and
comprehension.
Promoting critical
thinking though
inquiry, problem
Some students respond to
solving, and reflection
questions regarding facts
and comprehension.
9/26/18
Student’s respond to
questions that require
mostly facts and
comprehension. Students
have trouble with questions
that require inferencing and
critical thinking skills. It’s
my goal to strengthen these
skills throughout the year.
Another goal I have is,
students pose their own
Evidence questions, instead of the
teacher always asking the
questions. This way the
teacher becomes more a
facilitator.
Element 1.6 Emerging
Monitoring student Implements lessons
learning and adjusting following curriculum
Includes questions in single
lessons or a sequence of
lessons that require
students to recall, interpret,
and think critically.
Students respond to varied
questions or tasks designed
to promote comprehension
and critical thinking in
single lessons or a
sequence of lessons. 5/5/19
Students work in small
guided reading groups
where students are asked to
recall, interpret, and think
critically about the material
we are reading. Students
have shown improvement
in comprehension skills
throughout the school year.
No updates 10/26/19
No updates 4/10/20
Exploring
Seeks to clarify instruction
and learning activities to
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.
Applying
Makes ongoing
adjustments to instruction
Supports students to initiate
critical thinking through
independently developing
questions, posing problems
and reflecting on multiple
perspectives.
Students pose problems
and construct questions of
their own to support
inquiries into content.
Integrating
Adjusts strategies during
instruction based on the
Facilitates systematic
opportunities for student to
apply critical thinking by
designing structured
inquiries into complex
problems.
Students pose and answer a
wide-range of complex
questions and problems,
reflect, and communicate
understandings based on in
depth analysis of content
learning.
Innovating
Makes adjustments to
extend learning
Standard 1 CSTP: Engaging and Supporting All Students in Learning
instruction while guidelines. support student based on observation of
teaching. understanding. student engagement and
regular checks for
understanding.
Some students receive Students receive assistance Students successfully
individual assistance individually or in small participate and stay
during instruction. groups during instruction. engaged in learning
activities.9/26/18
Often times, I will change
my lessons based on
student’s understanding of
the material. If I notice
students are having trouble,
I take another day to
reteach, and include
alternative methods of
solving problems.
Evidence
ongoing monitoring of opportunities and provide
individual student needs for assistance to students in
assistance, support, or mastering the concepts
challenge. 10/26/19 flexibly and effectively.
Students monitor their
Students are able to progress in learning and
articulate their level of provide information to
understanding and use teacher that informs
teacher guidance to meet adjustments in instruction.
their needs during
instruction.5/5/19
Students show their level No updates 4/10/20
of understanding according
to our class-wide system.
Thumbs up, thumbs down,
or sideways thumbs is a
system we use to show
understanding. Also, by
working in small groups
I’m able to support those
students who need it. A
goal I have moving
forward to providing more
challenges for my higher
leveled students.
I am constantly
differentiating instruction
based on whether students
need more support or
challenge. By doing
leveled math groups, I'm
able to target what areas
my students need either
support in challenge in.
For example, in math we
are learning 2 digit by 2
digit multiplication. With
the students who need
more support I taught
them the multiplication
box method. With the
students who need more
challenge they used a
program
Standard 1 CSTP: Engaging and Supporting All Students in Learning
called MobyMax. What I
like about this program is
that it challenges at the
math level they are at.
For example they were
working on more difficult
problems that involved 3
digit by 3 digit
multiplication.