CSTP Delaney May 2020

Element 1.
1 Emerging Exploring Applying Integrating Innovating

Learns about students Gathers additional data to Uses data from a variety of Uses data from multiple Uses comprehensive
through data provided by learn about individual formal and informal measures to make knowledge of students to
the school and/or students. sources to learn about adjustments to instruction make ongoing
assessments. students and guide and meet individual adjustments and
selection of instructional identified learning needs. accommodations in
strategies to meet diverse instruction.
learning needs.
Students actively utilize a
Some students may Students engage in single Student engage in learning variety of instructional Students take ownership
engage in learning using lessons or sequence of through the use of strategies and of their learning by
instructional strategies lessons that include some adjustments in instruction technologies in learning choosing from a wide
focused on the class as a adjustments based on to meet their needs. that ensure equitable range of methods to
whole. assessments. access to the curriculum. further their learning that
are responsive to their
learning needs.
Uses comprehensive
knowledge of students to
make ongoing
adjustments and
Using knowledge of
accommodations in
students to engage
instruction.
them in learning
Students take ownership

of their learning by
choosing from a wide
range of methods to
further their learning that
learning needs.
Uses comprehensive
make ongoing
adjustments and
accommodations in
instruction.

range of methods to
learning needs.

range of methods to
learning needs.
The first few weeks is

when I get to know my
students. I have been a
master teacher for Biola
students, and I always tell
them to get to know their
students first. Once you
know your students, you
can create your lessons.
Lesson plans are
constantly changing due
to student needs.
Evidence Students create goals for

the year. They have
long-term and short-term
goals.
I show students how

important learning in and
model how I would take
ownership of my learning.
9/23/2018
Students review goals

weekly with teacher.
5/1/2019
Teacher continues to
utilize a wide variety of
"get to know you"
activities in order to learn
about the students.
Students completed Back
to School Brochure and
played a get to know you
Bingo game, Question Ball,
Two Truths and a Lie, and
If You were in My Shoes.
Students also shared what
they did that summer,
what their favorite
activity is to do, and what
they feel is special about
them. Parents completed
a packet all about their
child called Student Info.
Teacher has conferences
with parents. Teacher
sends emails home to
parents to gather more
information about their
child. Teacher review
students files and meets
with their former teacher
when possible. Teacher
will contact former
teachers via email or a
phone call if student
doesn't come from our
school system. Teacher
documents students'
strengths, interests,
needs, and uses the
information to inform
planning and instruction.
Students are allowed to
demonstrate their
knowledge of content
through their identified
areas of strength.
Students write a personal
narrative about
themselves.
11/13/2019
Students continue to
take ownership of
their work and
learning. This is
present a lot with
remote learning.
3/17/2020
Element 1.2 Emerging Exploring Applying Integrating Innovating
Develops awareness Uses gathered Uses school Integrates broad Develops and
of prior knowledge, information about resources and family knowledge of systematically uses
culture, backgrounds, students’ prior contacts to expand students and their extensive
life experiences, and knowledge, cultural understanding of communities to information
interests represented backgrounds, life students’ prior inform instruction. regarding students’
among students. experiences, and knowledge, cultural cultural backgrounds,
interest to support backgrounds, life prior knowledge, life
student learning. experiences, and experiences, and
interests to connect interests.
to student learning.
Some students Students participate
connect learning in single lessons or Students make Students are actively Students can
activities to their own sequences of lessons connections between engaged in articulate the
lives. related to their curriculum, and their curriculum, which relevance and impact
interests and prior knowledge, relates their prior of lessons on their
Connecting
experiences. backgrounds, life knowledge, lives and society.
learning to
experiences, and experiences, and
students’ prior
interests. interests within and Develops and
knowledge,
across learning systematically uses
backgrounds,
activities. extensive
life experiences,
information
and interests
regarding students’
cultural backgrounds,
prior knowledge, life
experiences, and
interests.
Students can
articulate the
relevance and impact
of lessons on their
lives and society.
Develops and
systematically uses
extensive
information
experiences, and
interests.
Students can
articulate the
of lessons on their
lives and society.
Develops and
systematically uses
extensive
information
experiences, and
interests.
Students can
articulate the
of lessons on their
lives and society.
When teaching I
always try to
incorporate student
background
knowledge, life
experiences, or
interests into the
lesson. It helps make
connections and
students become
more involved.
I model Text-to-Self,
Text-to-Text, and
Text-to-World.
During our social
studies lessons we
discussed the impact
Evidence of slavery and the
impact on the slaves
lives, the society back
then, and society
now.
9/23/2018
When teaching I
always try to
incorporate student
background
knowledge, life
experiences, or
interests into the
lesson. It helps make
connections and
students become
more involved.
I model Text-to-Self,
Text-to-Text, and
Text-to-World.
During our social
studies lessons we
discussed the impact
of slavery and the
impact on the slaves
lives, the society back
then, and society
now.
5/1/2019
Teacher builds on
prior knowledge and
skills to enable
students to apply
their background
knowledge, interests,
and personal stories
into a writing piece.
Students are allowed
some choices in
learning activities.
Students are
provided with
opportunities to
develop and explore
his/her own ideas
and experiences in all
subjects. Teachers
include specific
activities such as
answering questions
orally on Flipgrid to
link the content with
students' past
experiences and
interests. Students
are able to create
Google drawings of
prior knowledge of
Explorers and
incorporate new
knowledge as the
student progresses.
11/13/2019
Teacher includes
specific activities
such as answering
questions orally on
Flipgrid, reenacting
out lessons, choosing
different activities to
demonstrate content
knowledge through
the use of Choice
Boards. Students
selected two items on
a Choice Board to
demonstrate their
knowledge of the
American Revolution.
2/2020
Uses real-life Explore using Integrates Integrates Engages student in
connections during additional real-life connections from connections to actively making
instruction as connections to subject matter to meaningful, real-life connections to
identified to subject matter in meaningful, real-life contexts in planning relevant, meaningful,
curriculum. single lessons or contexts, including subject matter and real-life contexts
sequence of lessons those specific to instruction and is throughout subject
to support students’ family and responsive during matter instruction.
understanding. community. instruction to engage
students in relating
to the subject matter.
Students routinely
integrate subject
Some students relate Students make use of Students utilize Students actively matter into their own
subject matter to real-life connections real-life connections engage in making and thinking and make
real-life. provided in single regularly to develop using real-life relevant applications
lessons or sequence understandings of connections to of subject matter
of lessons to support subject matter. subject matter to during learning
Connecting understanding of extend their activities.
subject matter to subject matter. understanding.
meaningful, Engages student in
real-life contexts 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.
Engages student in
actively making
connections to
throughout subject
matter instruction.
Students routinely
integrate subject
thinking and make
of subject matter
during learning
activities.
Engages student in
actively making
connections to
throughout subject
matter instruction.
Students routinely
integrate subject
thinking and make
of subject matter
during learning
activities.
During ELA, students
are making
connections with the
stories we read. I
model Text-to-Self,
Text-to-Text, and
Text-to-World.
Students make these
connections and then
discuss with their
peers.
Social studies is
another great
curriculum to make
these connections.
The students make
Evidence
connections between
the past and what is
happening right now.
Students also make

Text-to-Text
connections between
stories of courage
and slavery.
9/23/2018
Students integrated
knowledge of the
solar system into ELA
through poetry.
3/27/2019
Students created an
infographic on an
Explorer.
10/2019
Teacher uses Quizlet

and Kahoot to
connect subject
matter to meaningful,
real-life contexts.
Students are able to
do different activities
on Quizlet to increase
their learning.
Students can also
quiz as a classroom
on Quizlet and
Kahoot.
11/13/2019
Teacher discussed
slavery and how it
affected the men,
women, and child
brought over from
Africa. Teacher
discussed how slaves
didn't have equal
rights. Class had a
discussion on equal
rights in 2020 and
how not everyone is
treated the same.
2/2020

Uses instructional Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible
strategies, resources, instructional strategies including integrates a broad use of an extensive
and technologies as strategies, resources, culturally responsive range of strategies, repertoire of
provided by school and technologies in pedagogy, resources, resources, and strategies, resources,
and/or district. single lessons or and technologies technologies into and technologies to
sequence of lessons during ongoing instruction designed meet students’
to meet students’ instruction to meet to meet students’ diverse learning
diverse learning students’ diverse diverse learning needs.
needs. learning needs. needs.
Some students Students participate

participate in Students participate in instruction using Students actively Students take
instructional in single lessons or strategies, resources, engage in instruction responsibility for
strategies, using sequence of lessons and technologies and make use of a using a wide range of
resources and related to their matched to their variety of targeted strategies, resources,
Using a variety of
technologies interests and learning needs. strategies, resources, and technologies that
instructional
provided. experiences. and technologies to successfully advance
strategies,
meet their individual their learning.
resources, and
students needs.
technologies to
Refines the flexible
meet students’
use of an extensive
diverse learning
repertoire of
needs
strategies, resources,
and technologies to
meet students’
diverse learning
needs.
Students take
responsibility for
using a wide range of
and technologies that
successfully advance
their learning.
Refines the flexible
use of an extensive
repertoire of
and technologies to
meet students’
diverse learning
needs.
Students take
responsibility for
their learning.
Students take
responsibility for
their learning.
March-April, 2020
I use interactive math
during our math
lesson. I also use
interactive Mimio
lessons.
While presenting
these lessons, I
model, question,
lecture, and use
discussion to meet
the students’ diverse
learning needs.
I don’t use one

strategy. I like for all
students to be
engaged while I am
teaching. Students
Evidence may be in small
groups taking notes
and giving peer
feedback.
Students take
responsibility during
class by getting out
their Writer’s
Workshop folder
during writing
without being told.
They also get out
their Chromebook
books. They will go to
dictionary.com for
help with definitions
or synonyms.
Students can blog on
Kidblog and do
spelling on
SpellingCity. Students
complete math
homework on
enVision. Students
can read their
reading textbook on
enVision.
My higher-level math
students are using
Aleks math.
9/23/2018
I use interactive math

during our math
lesson. I also use
interactive Mimio
lessons.
While presenting
these lessons, I
model, question,
lecture, and use
discussion to meet
the students’ diverse
learning needs.
I don’t use one

strategy. I like for all
students to be
engaged while I am
teaching. Students
may be in small
groups taking notes
and giving peer
feedback.
Students take
responsibility during
class by getting out
their Writer’s
Workshop folder
during writing
without being told.
They also get out
their Chromebook
books. They will go to
dictionary.com for
help with definitions
or synonyms.
Students can blog on

Kidblog and do
spelling on
SpellingCity. Students
complete math
homework on
enVision. Students
can read their
reading textbook on
enVision.
My higher-level math
students are using
Aleks math.
5/1/2019
Teacher uses a
variety of
instructional
and technologies to
meet students'
diverse learning
needs such as the
whole group,
individual meetings,
small group, visual,
auditory, and aural.
Teacher uses rap
videos to help
understanding in
different subjects,
lecture, questions,
observation,
modeling, and higher
level questions.
Modifications are
made for students
who have learning
differences. Teacher
may read
assignments and
tests to students, give
more time to
students, limit
spelling words or test
questions, or have
students complete
tests orally.
11/13/2019
Teacher uses
instructional strategies,
resources, and
technologies to meet
students' diverse
learning needs such as
the whole group,
individual meetings,
small group, visual,
auditory, and aural.
Teacher uses different
strategies during
lecture, hands-on
experiments,
observations,
modeling, and higher
level questions to
assess students.
Modifications are made
for students who have
learning differences.
Teacher may read
assignments and tests
to students, give more
time to students, limit
spelling words or test
questions, or have
students complete tests
orally.
3/2020

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
comprehension. sequence of lessons that questioning strategies, through independently
require students to recall, posing/solving problems, developing questions,
student to apply
Promoting critical critical thinking by
interpret, and think and reflection on issues in posing problems and
thinking though
critically. content. reflecting on multiple designing structured
inquiry, problem
solving, and
perspectives. inquiries into
reflection complex problems.
Some students respond to Students respond to Students respond to Students pose problems
questions regarding facts varied questions or tasks questions and problems and construct questions
and comprehension. designed to promote posed by the teacher and of their own to support
comprehension and begin to pose and solve inquiries into content.
critical thinking in single problems of their own Students pose and
lessons or a sequence of related to the content. answer a wide-range
lessons.
of complex questions
and problems, reflect,
and communicate
understandings
based on in depth
analysis of content
learning.
Facilitates systematic
opportunities for
student to apply
critical thinking by
designing structured
inquiries into
complex problems.
Students pose and

answer a wide-range
and communicate
understandings
based on in depth
analysis of content
learning.
opportunities for
student to apply
inquiries into
complex problems.
Students pose and
answer a wide-range
and communicate
understandings
based on in depth
analysis of content
learning.
opportunities for
student to apply
inquiries into
complex problems.
Students pose and

answer a wide-range
and communicate
understandings
based on in depth
analysis of content
learning.
Students created a
rubric for a science
project.
Students used the

rubric to provide
details about their
strengths and areas
of growth.
I modeled how I
would create a rubric
for building a teddy
bear.
I talked aloud and

posed questions to
myself to teach my
Evidence
students how to ask
open-ended
questions.
9/23/2018
Students created a
project.
Students used the

rubric to provide
details about their
strengths and areas
of growth.
I modeled how I
bear.
I talked aloud and

posed questions to
myself to teach my
students how to ask
open-ended
questions.
9/23/2018
Students created a
project.
Students used the

rubric to provide
details about their
strengths and areas
of growth.
I modeled how I
bear.
I talked aloud and

posed questions to
myself to teach my
students how to ask
open-ended
questions.
11/13/2019
Teacher asks
open-ended
questions: higher
level questions
during Social Studies.
Students respond to
open-ended
questions in regards
to the treatment of
Africans during
slavery. Teacher
facilitates the
discussion to help
students develop
their own ability to
think independently,
creatively, and
critically. Students
make real-life
connections to
oppression in the
past and oppression
now.
2/2020

Implements lessons Seeks to clarify Makes ongoing Adjusts strategies during Makes adjustments
following curriculum instruction and learning adjustments to instruction based on the to extend learning
guidelines. activities to support instruction based on ongoing monitoring of
student understanding. observation of student individual student needs
opportunities and
Monitoring student provide assistance to
engagement and regular for assistance, support, or
learning and
checks for understanding. challenge. students in mastering
adjusting instruction
while teaching. the concepts flexibly
and effectively.
Some students receive Students receive Students successfully Students are able to
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.
information to
teacher that informs
adjustments in
instruction.
Makes adjustments
to extend learning
opportunities and
provide assistance to
students in mastering
the concepts flexibly
and effectively.
Students monitor
their progress in
learning and provide
information to
adjustments in
instruction.
Makes adjustments
to extend learning
opportunities and
and effectively.
Students monitor
their progress in
information to
adjustments in
instruction.
Makes adjustments
to extend learning
opportunities and
and effectively.
Students monitor
their progress in
information to
adjustments in
instruction.
Science: Animal and
Plant Cells. The
students did a tear
art project. They had
to create and label
the cells doing tear
art. It reinforced their
mastery of these two
concepts. Some
students couldn’t
tear the cell and I
could see they were
going to get
frustrated, so I
stepped in to help.
I walked around
asking questions
Evidence about their cells and
students were able to
tell me about each
part of the cell they
were tearing or had
glued down.
I adjusted my
teaching due to the
color of my paper.
Students had to
adjust to cell parts
being different colors
from mine because
we didn’t have
orange paper. For
some of my students,
it was hard because
they are a
perfectionist and
want everything to
look the same.
9/23/2018
Science: Animal and

Plant Cells. The
students did a tear
to create and label
concepts. Some
students couldn’t
tear the cell and I
could see they were
going to get
frustrated, so I
stepped in to help.
I walked around
asking questions
about their cells and
tell me about each
were tearing or had
glued down.
5/1/2019
Science: Animal and

Plant Cells. The
students did a tear
to create and label
concepts. Some
students couldn’t
tear the cell and I
could see they were
going to get
frustrated, so I
stepped in to help.
I walked around
asking questions
about their cells and
tell me about each
were tearing or had
glued down.
11/13/2019
assess students
frequently and
adjusts lesson
accordingly. Students
are assessed through
pencil and paper
assessments, pair
share, and hand
signals. Students who
struggle are given a
peer to help and
work with the
teacher.
2/2020

Models and Models fair and respectful Reinforces positive, Develops shared Facilitates student self-
communicates behavior. Demonstrates responsible, and respectful responsibility with reflection and ongoing
expectations for fair and commitment to fairness student interactions. students for resolving improvement of the
respectful behavior to and respect in Assists students to resolve conflict and creating and caring community based
support social communications with conflicts. maintaining a caring on respect, fairness, and
development. students about language Incorporates cultural classroom community. the value of all members.
and behavior. awareness to develop a Supports students in
Seeks to understand positive classroom climate. taking leadership in
cultural perceptions of developing a caring
caring community. Students demonstrate community that is Students take leadership
efforts to be positive, responsive to the diverse in resolving conflict and
Some students share in Students participate in accepting, and respectful cultural norms of creating a fair and
responsibility for the occasional community of differences. identities of all students. respectful classroom
classroom community. building activities, community where
designed to promote Students take student’s home culture is
caring, fairness, and responsibility resolving included and valued.
respect. conflicts and maintaining Students communicate
a caring classroom with empathy and
Promoting social community. Students understanding in
Development and promote respect and interactions with one
responsibility within appreciation for another.
a caring community differences.
where each student Facilitates student self-
is treated fairly and reflection and ongoing
respectfully improvement of the
caring community based
on respect, fairness, and
the value of all members.
Students take leadership

in resolving conflict and
creating a fair and
respectful classroom
community where
student’s home culture is
included and valued.
Students communicate
with empathy and
understanding in
interactions with one
another.
Facilitates student self-
reflection and ongoing
improvement of the

creating a fair and
community where
with empathy and
understanding in
another.
Facilitates student self-

reflection and ongoing
improvement of the

creating a fair and
community where
with empathy and
understanding in
another.
If a situation arises,
students come together to
discuss the problem.
Typically, students leave
with a hug.
As a class we created the

rules together.
I read about 15 books

about being kind and
acceptance to make sure
our classroom was a
on respect and fairness.
All students are called on

and valued.
9/23/2018
If a situation arises,
Evidence
students come together to
discuss the problem.
Typically, students leave
with a hug.
As a class we created the

rules together.
I read about 15 books

about being kind and
acceptance to make sure
our classroom was a
on respect and fairness.
All students are called on

and valued.
5/1/2019
Students blog about books

that have been read to
them on Kidblog. Their
peers and teacher then
comment on their blog.
Students gain insight into
what others are thinking.
It helps each student grow
in the areas of respect and
accepting others.
11/13/2019
be polite and
encouraging. Each
morning we take
prayer requests.
Students pray for
each other.
March-April, 2020
Is aware of the Experiments with and/or Develops physical Maintains physical Adapts physical and/or
importance of the virtual learning environments that reflect environments that reflect environments flexibly to
physical and/or virtual environments that student diversity and student diversity and facilitate access to a wide
learning environments support student learning. provide a range of provides a broad range of range of resources that
that support student resources for learning. resources, displays, and engage students in
learning. artifacts that are current learning. Ensures that
Structures for interaction Utilizes a variety of and integral to environments enhance
Is aware that structured are taught in single structures for interaction instruction. learning and reflect
interaction between lessons or sequence of during learning activities diversity within and
students can support lessons to support that ensures a focus on Integrates a variety of beyond the classroom.
learning. student learning. and completion of structures for interaction
learning tasks. that engage students Selects from a repertoire
constructively and of structures for
productively in learning. interaction to ensure
accelerated learning for
the full range of students.
Creating physical or
Some students use Students use resources Students use a variety of Students routinely use a
virtual learning
available resources in provided in learning resources in learning range of resources in Students participate in
environments that
learning environments environments and environments and learning environments monitoring and changing
promote student
during instruction. interact with each other interact in ways that that relate to and enhance the design of learning
learning, reflect
to understand and deepen their instruction and reflect environments and
diversity, and
complete learning tasks in understanding of the their diversity. structures for
encourage
single lessons or sequence content and develop Students share in interactions.
constructive and
of lessons. constructive social and monitoring and
productive
academic interactions. assessment of Adapts physical and/or
interactions among
interactions to improve environments flexibly to
students
effectiveness and develop facilitate access to a wide
a positive culture for range of resources that
learning. engage students in
learning. Ensures that
environments enhance
learning and reflect
diversity within and
beyond the classroom.
Selects from a repertoire

of structures for
interaction to ensure
Students participate in
monitoring and changing
the design of learning
environments and
structures for
interactions.
Adapts physical and/or

environments flexibly to
facilitate access to a wide
range of resources that
engage students in

of structures for
environments and
structures for
interactions.
Adapts physical and/or

environments flexibly to
facilitate access to a wide
range of resources that
engage students in

of structures for
environments and
structures for
interactions.
I have learning
posters all over the
class. I have them for
all subjects: Math,
Science, Reading,
Writing, Language,
Social Studies, and
Bible.
I have inspirational
posters to build
students up.
I provide the
Evidence students with a large
library. Students can
check out books from
me.
I also have Kindles

for students with
newer books.
I have brought in my
own iPads for the
students to use.
I always teach gender

and bias free. When
calling upon students,
I use upside sticks in
a cup. I can’t see their
names.
Students had
discussions and built
off one another
during the reading of
Thunder Rose.
9/23/2018
I have learning
posters all over the
class. I have them for
all subjects: Math,
Science, Reading,
Writing, Language,
Social Studies, and
Bible.
I have inspirational
posters to build
students up.
I provide the
students with a large
library. Students can
check out books from
me.
I also have Kindles

for students with
newer books.
I have brought in my
own iPads for the
students to use.
I always teach gender

and bias free. When
calling upon students,
I use upside sticks in
a cup. I can’t see their
names.
Students had
discussions and built
off one another
during the reading of
Thunder Rose.
5/1/2019
Evidence includes
everything for above
and the use of Google
Classroom, Kidblog,
and Pearson Realize.
With the use of
Google Classroom
students have a
virtual learning
environment with
assignments being
online or links to
information. Kidblog
helps create a virtual
learning environment
that encourages
diversity, and
constructive and
productive
interactions among
students. Pearson
Realize is an
exceptional tool to
reflect diversity in
student learning by
customizing
assignments, quizzes,
and tests.
11/13/2019
customize
assignments, quizzes,
writing projects, and
tests for students.
March-April, 2020
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 offer respectful opinions establishment and
district, and state. interactions, and the emotional safety using about divergent maintenance of a safe
Responds to behaviors organization of the multiple strategies that viewpoints. physical, intellectual, and
that impact student safety learning environments. include examining biases emotional environment
as they arise. in the learning focused on high quality
environment and and rigorous learning.
curriculum. Engages in reflection on
Explores strategies to their own language and Students demonstrate
establish intellectual and Models and provides behavior that contributes resilience in perseverance
emotional safety in the instruction on skills that to intellectual and for academic
classroom. develop resiliency and emotional safety in the achievement.
support intellectual and classroom. Students maintain
emotional safety. intellectual and emotional
Students are aware of safety for themselves and
required safety Students follow teacher Students develop and others in the classroom.
procedures and the guidance regarding Students take risks, offer practice resiliency skills
Establishing and school and classroom potential safety issues for opinions, and share and strategies to strive Shares responsibility with
maintaining learning rational for maintaining self or others. alternative perspectives for academic the students for the
environments that safety. achievement, and establishment and
are physically, establish intellectual and maintenance of a safe
intellectually, and emotional safety in the physical, intellectual, and
emotionally safe classroom. emotional environment
focused on high quality
and rigorous learning.
Students demonstrate
resilience in perseverance
for academic
achievement.
Students maintain
intellectual and emotional
safety for themselves and
others in the classroom.
Shares responsibility with

the students for the
establishment and
maintenance of a safe
physical, intellectual, and
emotional environment
for academic
achievement.
Students maintain
Shares responsibility with

the students for the
establishment and
maintenance of a safe
physical, intellectual, and
emotional environment
for academic
achievement.
Students maintain
I read books and
discussed acceptance
and being kind.
Talked about the
classroom being a
safe place to learn
and take chances.
I have a Kidblog and

students post about
books and anything
they like. Students
are very kind and
build each other up
on KidBlog. They
leave positive and
encouraging
messaging.
Evidence
In class with have a
compliment jar.
Students have jobs in

class. Students are
responsible for their
desk area, cubby
area, and storage
cube.
Students are
words and actions.
9/23/2018
I read books and

and being kind.
Talked about the
classroom being a
safe place to learn
and take chances.

students post about
books and anything
they like. Students
are very kind and
build each other up
on KidBlog. They
leave positive and
encouraging
messaging.

compliment jar.

class. Students are
desk area, cubby
area, and storage
cube.
Students are
words and actions.
5/1/2019
I read books and

and being kind.
Talked about the
classroom being a
safe place to learn
and take chances.

students post about
books and anything
they like. Students
are very kind and
build each other up
on KidBlog. They
leave positive and
encouraging
messaging.

compliment jar.

class. Students are
desk area, cubby
area, and storage
cube.
Students are
words and actions.
11/13/2019
be responsible for
their action and
words during remote
learning. Each
morning we take
prayer request and
pray for each other.
February-April, 2020

Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor Facilitates a rigorous
learning environment on learning environment learning environment throughout the learning learning environment in
accuracy of answers and that includes accuracy, that includes accuracy, environment that values which students take
completion of learning understanding, and the analysis, problem solving, accuracy, analysis, and leadership in learning.
tasks. importance of meeting and appropriate levels of critical reading, writing Fosters extended studies,
Is aware of the targeted learning goals. challenge. and thinking. research, analysis and
importance of Works to maintain high Holds high expectations Integrates strategic purposeful use of
maintaining high expectations for students for students. Has an scaffolds and learning.
expectations for students. while becoming aware of understanding of technologies throughout Supports students to
achievement patterns for achievement patterns, instruction that support utilize an extensive
individuals and groups of and uses scaffolds to the full range of learners repertoire of
students. address achievement in meeting high differentiated strategies
gaps. expectations for to meet high expectations.
achievement.
Some students ask for Some individuals and Students engage in a Students take
teacher support to groups of students work variety of differentiated Students actively use responsibility to fully
Creating a rigorous
understand or complete with the teacher to supports and challenges supports and challenges utilize teacher and peer
learning
learning tasks. support accuracy and in ways that promote to complete critical support, to achieve
environment with
comprehension in their their accuracy, analysis, reading, writing, higher consistently high levels of
high expectations
learning. and problem solving in order thinking, and factual and analytical
and appropriate
learning. problem solving across learning.
support for all
subject matter.
students
Facilitates a rigorous
learning environment in
which students take
leadership in learning.
Fosters extended studies,
research, analysis and
purposeful use of
learning.
Supports students to
utilize an extensive
repertoire of
differentiated strategies
to meet high expectations.
Students take
responsibility to fully
utilize teacher and peer
support, to achieve
consistently high levels of
factual and analytical
learning.
which students take
purposeful use of
learning.
repertoire of
Students take
support, to achieve
learning.
which students take
purposeful use of
learning.
repertoire of
Students take
support, to achieve
learning.
Students are placed

in groups for a social
studies project.
I established clear
roles and
expectations for
effective group work.
I also have lights that
let the students know
what voice to use in
the classroom. The
lights are colored.
I walk around and
monitor student
Evidence feedback when
needed.
Students work
independently.
9/23/2018
Students are placed

in groups for a social
studies project.
I established clear
roles and
expectations for
effective group work.
I also have lights that
let the students know
what voice to use in
the classroom. The
lights are colored.
I walk around and
monitor student
feedback when
needed.
Students work
independently.
5/1/2019
Including the
evidence from above
the teacher created
new assignments that
are authentic pieces
of student learning.
Teacher had students
create a Google Slide
of their learning
about Explorers.
create a Google
Drawing of prior
knowledge of an
Explorer and had
students add
knowledge as they
progressed during
the unit. Teacher had
students complete a
Science Interactive
Digital Notebook for
a lesson on plants.
create a Google
Drawing of the
Respiratory System
after the lesson.
11/13/2019
The teacher keeps a

grade book, a
portfolio, and notes
on students. Teacher
reaches out to
parents with
concerns about
learning, grades, and
behavior. The teacher
checks in with
students through
observation, written
work, oral responses,
assessments, and
benchmarks.
March, 2020

Establishes expectations, Develops expectations Uses multiple strategies Integrates equitable Facilitates a positive
rules, and consequences with some student including culturally expectations, positive environment using
for individual and group involvement. responsive instruction to supports, and systems that ensure
behavior. Communicates, models develop and maintain consequences for students take an active
and explains expectations high standards for individual and group role in monitoring and
Developing, for individual and group individual and group behavior within and maintaining high
communicating, and behavior. behavior. across learning activities. standards for individual
maintaining and group behaviors.
high standards for Refers to standards for Reviews standards for Utilizes routine Guides and supports
individual and group behavior and applies behavior with students in references to standards students to self-assess, Students demonstrate
behavior consequences as needed. single lessons or for behavior prior and monitor, and set goals for positive behavior,
sequence of lessons in during individual and individual and group consistent participation
anticipation of need for group work. behavior and and are valued for their
reinforcement. participation. unique identities.
Students are aware of Students know Students follow behavior Students respond to Facilitates a positive
classroom rules and expectations for behavior expectations, accept individual and group environment using
consequences. and consequences and consequences and behaviors and encourage systems that ensure
respond to guidance in increase positive and support each other to students take an active
following them. behaviors. make improvements. role in monitoring and
maintaining high
standards for individual
and group behaviors.
positive behavior,
consistent participation
and are valued for their
unique identities.
Facilitates a positive
environment using
systems that ensure
students take an active
role in monitoring and
maintaining high
positive behavior,
unique identities.
Facilitates a positive
environment using
systems that ensure
students take an active
role in monitoring and
maintaining high
positive behavior,
unique identities.
I maintain the
highest standards for
my students. My
principal last year
told me that maybe
my standards were
too high. I don’t think
so. I want the best for
my students. Our
classroom is like a
little family. We treat
each other with
kindness and respect.
I want my students to
try and know that
our classroom is safe.
No one is going to
Evidence laugh at them if they
get an answer wrong.
Many of my students
have told me that
their teacher last
year didn’t do
anything about that. I
don’t. I have a group
of very low students
with no confidence. I
use praise and kind
words. I will help
guide them.
Every student is
valued.
9/23/2018
I maintain the
highest standards for
my students. My
principal last year
told me that maybe
my standards were
too high. I don’t think
so. I want the best for
my students. Our
classroom is like a
little family. We treat
each other with
kindness and respect.
I want my students to
try and know that
our classroom is safe.
No one is going to
laugh at them if they
get an answer wrong.
Many of my students
have told me that
their teacher last
year didn’t do
anything about that. I
don’t. I have a group
of very low students
with no confidence. I
use praise and kind
words. I will help
guide them.
Every student is
valued.
5/1/2019
use the above and
also uses ClassDojo.
ClassDojo is a great
way for students to
be accountable for
their behavior in the
class. It is also useful
to let parents know
how their child did
during the day.
Communication is
important for
students and parents.
11/13/2019
Students have been

displaying a positive
attitude during this
stay at home remote
learning time. The
majority of the
students are excited
for school each
morning. The
students who
struggle with being
on time, I reach out
to them to encourage
them to be on time.
March-April, 2020

Employing classroom Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
routines, procedures, routines or norms for procedures, and norms in routines and procedures monitoring and reflecting participating in
norms, and supports single lessons to support single lessons or that are culturally on routines, procedures, developing, monitoring,
for positive behavior student learning. sequence of lessons with responsive and engage and norms in ways that and adjusting routines
to ensure a climate in some student students in the are culturally responsive. and procedures focuses
which all students involvement. development and Maintains a quality on maximizing learning.
can learn monitoring of norms. learning climate that Classroom climate
builds on student integrates school
strengths. standards and culturally
Seeks to promote positive Provides positive relevant norms.
Responds to disruptive behaviors and responds behavior supports. Promotes positive
behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
to behaviors in ways that consistently prevents or behaviors and establishes
lessen disruptions to the refocuses behaviors preventions and a
learning climate. disruptive to the learning positive classroom
Students participate in climate. climate that eliminate
routines, procedures, and most disruptive behavior.
norms and receive
reinforcement for
Students are aware of Students receive positive behaviors.
procedures, routines, and correction for behavior Students are involved in Students share
classroom norms. that interferes with Students receive timely assessment and responsibility with
learning, and positive and effective feedback monitoring of routines, teacher for managing and
reinforcement in and consequences for procedures, and norms in maintaining a positive
following routines, behaviors that interfere ways that improve the classroom climate that
procedures, and norms. with learning. learning climate. promotes learning.
Facilitates student
participating in
developing, monitoring,
and adjusting routines
and procedures focuses
on maximizing learning.
Classroom climate
integrates school
standards and culturally
relevant norms.
Promotes positive
behaviors and establishes
preventions and a
positive classroom
climate that eliminate
most disruptive behavior.
Students share
responsibility with
teacher for managing and
maintaining a positive
classroom climate that
promotes learning.
Facilitates student
participating in
Classroom climate
integrates school
relevant norms.
Promotes positive
preventions and a
positive classroom
Students share
responsibility with
promotes learning.
Students share
responsibility with
promotes learning.
Facilitates student
participating in
Classroom climate
integrates school
relevant norms.
Promotes positive
preventions and a
positive classroom

the classroom.
Students know the

rules and have signed
the classroom
handbook. I have
talked about
disruptive behavior.
Students receive a
stop card that tells
Evidence
them I noticed they
are disrupting the
class. After the
lesson, they must
bring me the stop
card to discuss what
they were doing. If
the behavior
continues, students
get a yellow slip to
take home to parents.
I have only had to do
this twice. I focus on
the positive in class
to help students who
are being disruptive
change their
behavior. Once they
stop, I thank them
and give them a
genuine smile.
Making connections
with my students is
very important. If
they know I respect
them, they in turn
will respect me.
We practice routines
every day. Students
come in and plug in
their Chromebook
books. We do pledges
and pray. Then we
are off to ELA. They
are great about our
routine.
9/23/2018

the classroom.
Students know the

the classroom
handbook. I have
talked about
Students receive a
them I noticed they
are disrupting the
class. After the
lesson, they must
bring me the stop
they were doing. If
the behavior
continues, students
I focus on the
positive in class to
help students who
change their
behavior. Once they
stop, I thank them
and give them a
genuine smile.
Making connections
with my students is
very important. If
they know I respect
them, they in turn
will respect me.
every day. Students
come in and plug in
their Chromebook
and pray. Then we
are great about our
routine.
5/1/2019

the classroom.
Students know the

the classroom
handbook. I have
talked about
Students receive a
them I noticed they
are disrupting the
class. After the
lesson, they must
bring me the stop
they were doing. If
the behavior
continues, students
I focus on the
positive in class to
help students who
change their
behavior. Once they
stop, I thank them
and give them a
genuine smile.
Making connections
with my students is
very important. If
they know I respect
them, they in turn
will respect me.
every day. Students
come in and plug in
their Chromebook
and pray. Then we
are great about our
routine.
11/13/2019
Students have
adjusted to their new
routine of remote
learning. Students
are learning more
independence in
checking into Zoom
each day and
following along with
lessons.
March-April, 2020

Paces instruction based Paces instruction with Paces instruction with Paces instruction to Paces, adjusts, and fluidly
on curriculum guidelines. some consideration of students to provide include ongoing facilitates instruction and
Using instructional
Develops awareness of lesson type, adjustments adequate time for assessment of student daily activities.
time to optimize
how transitions and for sufficient student instruction, checking for learning. Supports
learning
classroom management work time and transitions understanding, students in the
impact pacing and to optimize learning. completion of learning monitoring of
lessons. activities and closure. instructional time.
Some students complete Students complete Students participate in Students use their Students monitor their
learning activities in time learning activities and, as and complete a variety of instructional time to own time, are engaged in
allotted. needed, may receive learning activities in the engage in and complete accomplishing learning
some adjustments of time time allotted with options learning activities and are goals, and participate in
allotted for tasks or for extension and review. prepared for the next reflection, self-assessment,
expectations for sequence of instruction. and goal setting.
completion.
Paces, adjusts, and fluidly
facilitates instruction and
daily activities.
Students monitor their

own time, are engaged in
accomplishing learning
goals, and participate in
reflection, self-assessment,
and goal setting.

daily activities.

and goal setting.

daily activities.

and goal setting.
Lessons are paced out
and include time for
students to ask me
questions or for me to
pull a small group.
Students are learning

time management and
complete 90% of
assignments on time.
Students have set

goals and have them
on their desks. They
also do Exit Tickets for
lessons for self-
Evidence reflection/assessment.
9/23/2018
Lessons are paced out

and include time for
students to ask me
questions or for me to
pull a small group.
Students are learning

time management and
complete 90% of
assignments on time.
Students have set

goals and have them
on their desks. They
also do Exit Tickets for
lessons for self-
reflection/assessment.
5/1/2019
Teacher uses ideas

from 8 Ways for
Teachers to Save Time
in the Classroom. One
way I save time in the
classroom is realizing
that I can't do it all.
We don't have aides at
our school, so a
valuable resource is
parents. I have
parents come into the
classroom to help
grade and make
copies. I also have
parents who grade at
home. Kids also help
out in the classroom
by filing graded
papers.
11/13/2019
work on their goals
from home since we
went to remote
learning.
March, 2020
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
matter, related academic academic language to essential subject matter concepts, academic concepts, current issues,
language, and academic identify connections concepts, academic content standards, and academic language, and
content standards. between academic content language, and academic academic language in research to make relevant
standards and instruction. content standards. ways that ensure clear connections to standards
connections and relevance during instruction and
to students. extend student learning.
Uses extensive knowledge

of subject matter
concepts, current issues,
academic language, and
research to make relevant
connections to standards
during instruction and
3.1 Demonstrating
extend student learning.
knowledge of subject
matter academic
content standards
of subject matter

of subject matter
I always look over the
lessons the day week and
day before to bring in
more information to help
the students make more
connections to the
lessons.
I am constantly learning
and bringing in more
background information
to lessons.
9/23/2018
I continue to look over

the lessons the day week
and day before to bring in
more information to help
the students make more
connections to the
lessons.
I am constantly learning
and bringing in more
background information
to lessons.
5/1/2019
Teacher builds on prior

knowledge and skills to
enable students to apply
their background
knowledge, interests, and
personal stories into a
writing piece. Students
are allowed some choices
in learning activities.
Students are provided
with opportunities to
develop and explore
his/her own ideas and
experiences in all
subjects. Teachers include
specific activities such as
answering questions
orally on Flipgrid to link
the content with students'
past experiences and
interests. Students are
able to create Google
drawings of prior
knowledge of Explorers
and incorporate new
knowledge as the student
progresses. Teacher used
idea from Visual
Representations.
11/13/2019
build lessons that meet
the needs of each student.
Teacher uses outside
resources and adapts
them to daily lessons.
The teacher takes

her knowledge of
ELA and applies it to
writing. The teacher
has created writing
curriculum for the
President Report,
state report, explorer
journal, opinion
piece.
March-April, 2020
Has basic knowledge of Expands knowledge of Adapts instruction in Integrates knowledge of Utilizes comprehensive
student stages of student development and response to knowledge of range of students knowledge of students to
development while implements learning student development and development into guide all students to
becoming aware of activities in single lessons proficiencies to meet instructional decisions to develop proficiencies,
differences in students’ or sequence of lessons that students’ diverse learning ensure student understand subject
understanding of subject addresses students’ needs. Ensures understanding of the matter including related
matter. proficiencies and support understanding of subject subject matter including academic language.
understanding of subject matter including related related academic
Teaches subject-specific matter including related academic language. language. Engages student at all
vocabulary following academic language. levels of vocabulary,
curriculum guidelines. Provides explicit teaching Provides explicit teaching academic language, and
Provides explicit teaching of essential vocabulary, of specific academic proficiencies in
of essential content idioms, key words with language, text structures, self-directed goal setting,
vocabulary and associated multiple meanings, and grammatical, and stylistic monitoring, and
academic language in academic language in ways language features to improvement. Guides all
single lessons or sequence that engage students in ensure equitable access to students in using analysis
of lessons. Explains accessing subject matter subject matter strategies that provides
academic language, text or learning activities. understanding for the equitable access and deep
formats, and vocabulary to range of student language understanding of subject
3.2 Applying
support student access to levels and abilities. matter.
knowledge of student
subject matter when
development and
confusions are identified. Utilizes comprehensive
proficiencies to
ensure student
guide all students to
understanding of
develop proficiencies,
subject matter
understand subject
matter including related
academic language.
Engages student at all

levels of vocabulary,
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.
Utilizes comprehensive
understand subject
academic language.

proficiencies in
monitoring, and
matter.
Utilizes comprehensive
understand subject
academic language.

proficiencies in
monitoring, and
matter.
Using beginning of the
school assessments, and
student assessments of
how they feel about
different subjects helps
me build comprehensive
lessons to engage all
students in deep
matter.
9/23/2018

how they feel about
students in deep
matter.
5/1/2019
Using assessments
during the school
year to create lessons
to engage all students
in deep
understanding of
subject matter.
5/1/2019

how they feel about
students in deep
matter.
11/13/2019
Teacher has incorporated

Mindfulness into the daily
classroom routine. The
students do mindful
stretching and mindful
breathing. Using
Mindfulness in the
classroom helps students
refocus, enhance social
and emotional well-being,
and become more
self-regulated. Teacher
incorporated a video on
Mindfulness.
11/13/2019
The teacher creates
assessments to see
progress in learning.
Students who are
struggling are pulled into
small groups on Zoom.
March-April, 2020
Follows organization of Examines organization of Uses knowledge of Integrates knowledge of Uses extensive knowledge
curriculum as provided curriculum and considers curriculum and student curriculum and resources of curriculum and related
by site and district to adjustments in single readiness to organize and to organize and adjust resources to flexibly and
support student lessons or sequence of adjust the curriculum to instruction within and effectively organize and
3.3 Organizing understanding of the lessons to support ensure student across subject matter to adjust instruction.
curriculum to subject matter. understanding of subject understanding. extend student
facilitate student matter. understanding. Ensures student
understanding of the comprehension and
subject matter facilitates student
articulation about what
they do and do not
understand.
of curriculum and related
resources to flexibly and
effectively organize and
adjust instruction.
Ensures student
comprehension and
facilitates student
they do and do not
understand.

adjust instruction.
Ensures student
comprehension and
facilitates student
they do and do not
understand.

adjust instruction.
Ensures student
comprehension and
facilitates student
they do and do not
understand.
Within my lessons, I am
very flexible. I pull in
many resources to help all
students understand the
curriculum. I call upon
students and have
students do peer talks and
then one person shares
what they learned. Exit
tickets are also a great
tool to help teachers know
what the students learned
or didn’t learn.
9/23/2018
Within my lessons, I am
very flexible. I pull in
many resources to help all
students understand the
curriculum. I call upon
students and have
students do peer talks and
then one person shares
what they learned. Exit
tickets are also a great
tool to help teachers know
what the students learned
or didn’t learn.
5/1/2019
My lessons continue to be
sequenced and built on
previous instruction.
Teacher tied in the
digestion system to open
a lesson leading into the
respiratory system. We
reviewed the digestion
system and how all of the
parts must work together
and what would happen if
one part didn't work.
Students watch a video on
the digestive system.
During the respiratory
system, this was also a
theme of the human body
parts working together
and what might happen if
all the parts didn't
work.Students then took
their knowledge and
created a Google Drawing
of the respiratory system.
11/13/2019
The students
completed a Solar
System Digital
Interactive Notebook
online. The notebook
built on the lessons
from our text.
April, 2020
Uses instructional Gathers and uses Selects and adapts a Integrates instructional Uses an extensive
strategies that are additional instructional variety of instructional strategies appropriate to repertoire of instructional
provided in the strategies in single lessons strategies to ensure subject matter to meet strategies to develop
curriculum. or sequence of lessons to student understanding of students’ diverse learning, enthusiasm,
increase student academic language to ensure student meta-cognitive abilities,
understanding of academic appropriate to subject understanding of and support and challenge
language appropriate to matter and that addresses academic language, and the full range of student
3.4 Utilizing subject matter. students’ diverse learning guide student in towards a deep
instructional needs. understanding knowledge of subject
strategies that are connections within and matter.
appropriate to the across subject matter.
subject matter 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
matter.
Uses an extensive
enthusiasm,
towards a deep
matter.
Uses an extensive
enthusiasm,
towards a deep
matter.
I am always refining
lessons to meet this
challenge.
I use videos from

Flocabulary.
I use interaction lessons

on the Mimio.
I use PowerPoint lessons

with fun moving parts.
Students create projects

with their Chromebooks
and iPads.
9/23/2018
I am always refining
lessons to meet this
challenge.
I use videos from

Flocabulary.
I use interaction lessons

on the Mimio.
I use PowerPoint lessons

with fun moving parts.
Students create projects

with their Chromebooks
and iPads
5/1/2019
Teacher uses Quizlet and

Kahoot to connect subject
matter to meaningful,
real-life contexts.
Students are able to do
different activities on
Quizlet to increase their
learning. Students can
also quiz as a classroom
on Quizlet and Kahoot.
11/13/2019
utilize Kahoot and
Quizlet Live during
remote teaching.
The teacher creates

lessons that build on
learners' prior
knowledge and
experiences.
Students are fronted
loaded with
hands-on activities to
activate prior
knowledge and
experiences. The
teacher
communicates with
the Success
Program for the
students with special
and exceptional
needs.
March-April, 2020
3.5 Using and Uses available Explores additional Selects, adapts, and Integrates a wide range of Engages students in
adapting resources, instructional materials, instructional materials, utilizes appropriate adapted resources, identifying and adapting
technologies, and resources, and resources, and instructional materials, technologies, and resources, technologies,
standards-aligned technologies for specific technologies to make resources, and instructional materials to and standards-aligned
instructional lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
materials including matter accessible to to students. and skill development in needs and make subject extend student
adopted materials, to students. subject matter. Resources matter accessible to understanding and critical
make subject matter Explores how to make reflect the diversity of the students. thinking about subject
accessible to all Identifies technological technological resources classroom and support matter.
students resource needs. available to all students.
differentiated learning of Assists student with Ensures that student are
subject matter. equitable access to able to obtain equitable
materials, resources, and access to a wide range of
Guides students to use technologies. Seeks technologies through
available print, electronic, outside resources and ongoing links to outside
and online subject matter support. resources and support.
resources based on
individual needs. Engages students in
identifying and adapting
resources, technologies,
and standards-aligned
instructional materials to
extend student
understanding and critical
thinking about subject
matter.
Ensures that student are

able to obtain equitable
access to a wide range of
technologies through
ongoing links to outside
resources and support.
Engages students in
extend student
matter.

Engages students in
extend student
matter.

I use an interactive board,
Mimio. I also use
interactive math lessons. I
have 18 Kindle Fires with
books for my students. I
have 7 Kindles with
books. I have iPads for my
students.
Technology is
incorporated in all
lessons.
I subscribe to Flocabulary
and Kidblog.
Our students have

Chromebooks, kindles,
and ipads in the
classroom.
We have an amazing
Innovation Lab on our
campus.
9/23/2018
I use an interactive board,

Mimio. I also use
interactive math lessons. I
have 18 Kindle Fires with
books for my students. I
have 7 Kindles with
books. I have iPads for my
students.
Technology is
incorporated in all
lessons.
I subscribe to Flocabulary
and Kidblog.
Our students have

Chromebooks, kindles,
and ipads in the
classroom.
We have an amazing
Innovation Lab on our
campus.
5/1/2019
Teacher assigns different

math problems for
students based on their
needs and what they must
review. Teacher assigns
different spelling words
for students based on
their spelling level.
Students take
responsibility and become
more independent in their
learning process.
11/13/2019
assign different math
and language
problems for
students based on
their needs.
Is aware of students’ Seeks additional information Identifies language Integrates knowledge of Engages English learners in
primary language and describing elements of proficiencies and English English language assessment of their progress
English language culture and language learner strengths in the study development, English in English language
proficiencies based on proficiencies in listening, of language and content. learners’ strengths and development and in meeting
available assessment data. speaking, reading, and Differentiates instruction assessed needs into English content standards. Supports
writing. Uses multiple using one or more language and content students to establish and
measures for assessing components of English instruction. monitor language and
English learners’ performance language development to content goals.
to identify gaps in English support English learners.
language development.
Provides adapted materials Creates and implements Develops and adapts Is resourceful and flexible in
to help English learners Attempts to scaffold content scaffolds to support instruction to provide a wide the design, adjustment, and
access content. using visuals, models, and standards-based instruction range of scaffolded support elimination of scaffolds
graphic organizers. using literacy strategies, for language and content for based on English learners’
SDAIE, and content level the range of English learners. proficiencies, knowledge,
English language and skills in the content.
development in order for
students to improve language Engages English learners in
proficiencies and understand assessment of their progress
content. in English language
development and in meeting
3.6 Addressing the content standards. Supports
needs of English students to establish and
learners and student monitor language and
with special needs to content goals.
provide equitable
access to the content
Is resourceful and flexible in
the design, adjustment, and
elimination of scaffolds
based on English learners’
proficiencies, knowledge,
and skills in the content.
Engages English learners in

assessment of their progress
in English language
content standards. Supports
students to establish and
monitor language and
content goals.

Engages English learners in

assessment of their progress
in English language
content standards. Supports
students to establish and
monitor language and
content goals.

I have had many I-20
students during my 18
years of teaching. I am
very flexible when
meeting the needs of
English Learners.
I read tests to them and

allow them to test orally if
needed. They can also
make projects instead of
taking a test.
9/23/2018
I have had many I-20

students during my 18
years of teaching. I am
very flexible when
meeting the needs of
English Learners.

taking a test.
5/1/2019
I have an I-20 student
this year. I am very
flexible when meeting the
needs of English Learners.

taking a test.
11/13/2019
To help meet the

needs of my students,
I started to scribe for
one of my boys. His
test scores have gone
up.
February, 2020
Has an awareness of the full Seeks additional information Utilizes information on the Integrates accommodations, Guides and support the full
range of students identified on the full range of students full range of students adaptations, and extensions range of student with special
with special needs through identified with special needs identified with special needs to instruction for the full needs to actively engage in
data provided by the school. to address challenges or to assess strengths and range of students with the assessment and monitor
supports in single lessons or competencies to provide special needs to ensure their own strengths, learning
sequence of lessons. appropriate challenge and adequate support and needs, and achievement in
accommodations in challenge. accessing content.
instruction.
Attends required meeting Cooperates with resource Communicates and Communicates and
3.6 Addressing the with resource personnel and personnel, para-educators, Communicates regularly with collaborates with colleagues, collaborates with resource
needs of English families. and families during meetings resource personnel, support staff, and families to personnel, para-educators,
learners and student and activities in support of para-educators, and families ensure consistent families, leadership, and
with special needs to learning plans and goals. to ensure that student instruction. Supports families students in creating a
provide equitable services are provided and in positive engagement with coordinated program to
access to the content progress is made in accessing school. optimize success of the full
appropriate content. range of students with
Initiates and monitors special needs.
Learns about referral Seeks additional information Refers students as needed in referral processes and
processes for students with on struggling learners and a timely and appropriate follow-up meeting to ensure Takes leadership at the
special needs. advanced learners to manner supported with that students receive support site/district and collaborates
determine appropriateness documented data over time, and/or extended learning with resource personnel to
for referral. including interventions tried that is integrated into the ensure the smooth and
previous to referral. core curriculum. effective implementations of
referral processes.
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.
Takes leadership at the

site/district and collaborates
with resource personnel to
ensure the smooth and
effective implementations of
referral processes.

accessing content.
Communicates and
special needs.

referral processes.
accessing content.
Communicates and
special needs.

referral processes.
I am communicating with
our Success Coordinator,
our principal, and parents
about students with
special needs. I also
communicate with the
teachers working under
the Success Coordinator.
9/23/2018
I am communicating with
our Success Coordinator,
our principal, and parents
about students with
special needs. I also
communicate with the
teachers working under
the Success Coordinator.
5/1/2019
English learner received
flashcards from teacher to
help build up vocabulary
within different units such
as social studies, science,
and reading. English
learner then practiced the
flashcards with the
teacher and his peers.
English learner has access
to Quizlet to help build
vocabulary.
11/13/2019
Students who need

extra support are part
of our Success
Program. When
Success happens, the
teacher meets with
the Success
Coordinator once a
week.
February, 2020

Plans daily lessons using Plans single lessons or Plans differentiated Plans differentiated Plans differentiated
available curriculum and sequence of lessons using instruction based on instruction, which is based instruction that provides
information from district additional assessment knowledge of students’ on broad knowledge of systematic opportunities
and state required information on student academic readiness, students. Matches for supporting and
assessments. academic readiness, academic language, resources and specific extending student
language, cultural diverse cultural strategies to students’ learning based on
background, and backgrounds, and diverse learning needs comprehensive
individual development. individual cognitive, social, and cultural backgrounds. information on students.
emotional, and physical
development to meet their
individual needs.
Planning addresses bias,
Is aware of impact of bias Becomes aware of Examines potential stereotyping, and Engages students in the
on learning. potential areas of bias and sources of bias and assumptions about analysis of bias,
seeks to learn about stereotyping when cultures as members of stereotyping, and
culturally responsive planning lessons. Uses cultures. assumptions.
pedagogy. culturally responsive
pedagogy in planning. Plans differentiated
4.1 Using knowledge instruction that provides
of students’ academic systematic opportunities
readiness, language for supporting and
proficiency, cultural extending student
background, and learning based on
individual comprehensive
development to plan information on students.
instruction.
Engages students in the

analysis of bias,
stereotyping, and
assumptions.
Plans differentiated
instruction that provides
systematic opportunities
for supporting and
extending student
learning based on
comprehensive
information on students.
analysis of bias,
stereotyping, and
assumptions.
Plans differentiated
instruction that provides
systematic opportunities
for supporting and
extending student
learning based on
comprehensive
information on students.

analysis of bias,
stereotyping, and
assumptions.
I started the school year
reading quite a few
picture books about
different cultures,
different types of people,
and acceptance. We
discussed stereotyping,
bias and not doing that. I
had background
information from a
previous teacher that one
of my students was racist
against Asians. So, I
wanted to start the school
year letting all students
know that our classroom
was a community built on
acceptance and kindness.
I engage all students. I use
sticks to call upon
students too.
9/23/2018
Teacher continued
reading books about
different cultures and
pulled in news related
incidents to help students
learn empathy and
understanding of different
cultures.
5/1/2019
Students were engaged

during the lesson on
creating a comic book
through the use of a
variety of instructional
strategies, resources, and
technologies to meet
students' diverse learning
needs such as the whole
group, small group,
individual, visual, and
auditory. Teacher
displayed Book Creator
and taught the class a
mini lesson on creating
comics. Students then
began completing pages in
their Reader's and
Writer's Notebook on
creating a comic. Student
wrote out a rough draft,
and then began to create
their own comic on Book
Creator. Modifications in
the requirements for
sentences in a paragraph
were made for students
who have learning
differences.
11/13/2019
Students are engaged in

lessons using their
Chromebook. Students
look forward to
completing group projects
together. Now using
Zoom, The students are
still engaged. They raise
their hands during
lessons. They answer
questions during the
lessons.
March-April, 2020
Communicates learning Establishes and shares Establishes and Establishes and articulates Establishes and
objectives for a single learning goals for skill communicates to students learning goals to students articulates comprehensive
lesson to students based development with clear learning goals for that integrate content short-term and long-term
on content standards and students in single lessons content that are accessible, standards with students’ learning goals for
available curriculum. and sequence of lessons. challenging, and strengths, interests, and students. Assists students
differentiated to address learning needs. to articulate and monitor
students’ diverse learning learning goals.
needs.
Establishes and
articulates comprehensive
short-term and long-term
learning goals for
students. Assists students
to articulate and monitor
4.2 Establishing and learning goals.
articulating goals for
student learning Establishes and
learning goals for
learning goals.
Establishes and
learning goals for
learning goals.
Goals are written on the
board and stated.
Students write the goals
in their notebooks and
repeat them back to me.
Students have personal

goals on their desk that
they see every day. They
are working on these
goals.
9/23/2018

board and stated.

goals.
5/1/2019

board and stated.

goals.
11/13/2019
work on their goals
from home. The goals
are written down and
saved on their Google
Drive.
March-April, 2020
Uses available curriculum Begins to plan curriculum Establishes short- and Refines sequence of Utilizes extensive
for daily, short- and units that include a series long-term curriculum long-term plans to reflect knowledge of curriculum,
long-term plans. of connected lessons and plans for subject matter integrations of curriculum content standards, and
are linked to long-term concepts and essential guidelines, frameworks, assess learning needs to
planning to support related academic language and assessed instructional design cohesive and
student learning. and formats that support needs to ensure student comprehensive long- and
student learning. learning. short-term instructional
plans that ensure high
levels of learning.
Utilizes extensive
knowledge of curriculum,
content standards, and
assess learning needs to
design cohesive and
4.3 Developing and comprehensive long- and
sequencing short-term instructional
long-term and plans that ensure high
short-term levels of learning.
instructional plans to
support student Utilizes extensive
learning knowledge of curriculum,
design cohesive and
comprehensive long- and
short-term instructional
levels of learning.
Utilizes extensive
knowledge of curriculum,
design cohesive and
comprehensive long- and
short-term instructional
levels of learning.
Even after teaching for 18

years, I still review my
lessons the night before.
When I am at home, I am
on Teachers Pay Teachers
looking for something
new and fun to ensure
high levels of learning.
9/23/2018
I reviewed my lessons
the night before. When I
am at home, I am on
Teachers Pay Teachers
5/1/2019
I reviewed my lessons
the night before. When I
am at home, I am on
11/13/2019
prepare for each
lesson the night
before. The teacher
continues to find
interactive lessons for
students.
Plans instruction that Selects strategies for single Incorporates Plans instruction using a Plans instruction
incorporates strategies lessons or sequence of differentiated wide range of strategies to incorporating a repertoire
suggested by curriculum lessons that respond to instructional strategies address learning styles of strategies specifically
guidelines. students’ diverse learning into ongoing planning that and meet students’ meet students’ diverse
needs. addresses culturally assessed language and language and learning
responsive pedagogy, learning needs. Provides needs and styles to
students’ diverse language, appropriate support and advance learning for all.
and learning needs and challenges for students.
Is aware of student Seeks to learn about styles. Facilitates opportunities
content, learning, and students’ diverse learning Integrates results from a for students to reflect on
language needs through and language needs Uses assessments of broad range of their learning and the
data provided by the site beyond basic data. students’ learning and assessments into planning impact of instructional
and district. language needs to inform to meet students’ diverse strategies to meet their
planning differentiated learning and language learning and language
instruction. needs. needs.
Plans instruction
incorporating a repertoire
of strategies specifically
4.4 Planning
meet students’ diverse
instruction that
language and learning
incorporates
needs and styles to
appropriate
advance learning for all.
strategies to meet
the learning needs of
Facilitates opportunities
all students
for students to reflect on
their learning and the
impact of instructional
strategies to meet their
learning and language
needs.
Plans instruction
needs and styles to
needs.
Plans instruction
needs and styles to
needs.
I use a lot of technology to

make sure the needs of
my students are met. I
type up agenda days,
notes, and lesson
summaries for students
who need them. I will
print them out and email
them to their parents. I
make sure everything is
read aloud and discussed.
Students with processing
issues don’t need to write
everything. They can do
speak-to- text with their
Chromebooks.
I meet weekly with

students to discuss goals.
Exit tickets let students

reflect on their learning
and the impact of
instructional strategies.
9/23/2018
I use a lot of technology to

make sure the needs of
my students are met. I
type up agenda days,
notes, and lesson
summaries for students
who need them. I will
print them out and email
them to their parents. I
make sure everything is
read aloud and discussed.
Students with processing
issues don’t need to write
everything. They can do
speak-to- text with their
Chromebooks.
I meet weekly with

students to discuss goals.
Exit tickets let students

reflect on their learning
and the impact of
instructional strategies.
5/1/2019
Teacher used
Webquest to search
for a lesson on verbs.
Students watched a
video on Past,
Present, and Future
Tense Verbs.
Students then played
a game on verb
tenses called Speed
Up for Tenses.
Students played
another game called
Catch the Correct
Form of a Verb.
11/13/2019
The teacher uses

differentiation when
teaching. The
teacher uses
technology each
day.
Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for
uses materials from materials in single lessons adaptations to adjustments to a wide range of
curriculum provided. or sequences of lessons to differentiate instructional instructional plans and adaptations to lessons
address students’ learning plans. Uses culturally uses a variety of materials based on in depth analysis
needs. responsive pedagogy and as the instructional needs of individual student
additional materials to arises to support student needs.
support students’ diverse learning.
learning needs. Engages with students to
identify types of
adjustments in instruction
that best meet their
learning goals.
4.5 Adapting
instructional plans Anticipates and plans for
and curricular a wide range of
materials to meet the adaptations to lessons
assessed learning based on in depth analysis
needs of all students. of individual student
needs.
Engages with students to

identify types of
learning goals.
Anticipates and plans for

a wide range of
adaptations to lessons
based on in depth analysis
of individual student
needs.

identify types of
learning goals.
Anticipates and plans for

a wide range of
adaptations to lessons
based on in depth analysis
of individual student
needs.

identify types of
learning goals.
Within lesson planning, I
need to have questions for
all types of learners. While
presenting the lesson, I
give the questions to the
students to meet their
learning goals.
Adaptations to lessons are
made based on individual
student needs. I have a
student who is dyslexic. I
read everything in class. I
don’t read tests aloud
except to him. But all
subjects are read aloud.
There are times when
students must read
silently and answer
questions, but I read to
him to make sure his
needs are met.
Learners who need more
instruction are pulled to a
group setting and work
with me.
9/23/2018
Within lesson planning, I

need to have questions for
all types of learners. While
presenting the lesson, I
give the questions to the
students to meet their
learning goals.
Adaptations to lessons are
made based on individual
student needs. I have a
student who is dyslexic. I
read everything in class. I
don’t read tests aloud
except to him. But all
subjects are read aloud.
There are times when
students must read
silently and answer
questions, but I read to
him to make sure his
needs are met.
Learners who need more
instruction are pulled to a
group setting and work
with me.
5/1/2019
Teacher uses Flipgrid,

Quizlet, Kahoot, and
Spelling City to connect
subject matter to
meaningful, real-life
contexts. Students are
able to do different
activities on Quizlet to
increase their learning.
Students can also quiz as a
classroom on Flipgrid,
Quizlet, Spelling City, and
Kahoot. Students with
learning issues will use
Google Documents with
the voice-to-text feature
as recommended from
California Department of
Education.
11/13/2019
Teacher created a
Choice Board to
assess knowledge
and understanding.
Choice Board is
differentiated for
students.
Is aware of the purposes Explores the use of Decides on the purpose Develops and adapts the Demonstrates purposeful
and characteristics of different types of for assessment and skills range of appropriate use of a wide range of
formative and summative pre-assessment, to be assessed to select assessments to address assessments to support
assessments. formative and summative appropriately matches questions about students’ differentiated student
assessments. pre-, formative and learning needs and learning needs and reflect
summative assessments. progress. progress.
Begins to identify specific
characteristics of Selects assessments Integrates a variety of Draws flexibility from a
assessments that yield based on clear characteristics into repertoire of appropriate
different types of understanding of the assessments to allow assessment options and
information about purposes and students with a ranges of characteristics to
student preparedness, characteristics of learning needs to maximize student
progress, and proficiency. assessments to support demonstrate what they demonstration of
student learning. know. knowledge.
Demonstrates purposeful
use of a wide range of
assessments to support
5.1 Applying differentiated student
knowledge of the learning needs and reflect
purposes, progress.
characteristics, and
uses of different Draws flexibility from a
types of assessments repertoire of appropriate
assessment options and
characteristics to
maximize student
demonstration of
knowledge.
differentiated student
learning needs and reflect
progress.
Draws flexibility from a

repertoire of appropriate
characteristics to
maximize student
demonstration of
knowledge.
differentiated student
learning needs and reflect
progress.
Draws flexibility from a

repertoire of appropriate
characteristics to
maximize student
demonstration of
knowledge.
During the lesson, I check
for understanding with
students. Students can
show me with fingers if
they understand.
1-completely lost.
2-understand a little. 3-
understand.
4-understand and could
teach a peer. I also use
Exit Tickets to check
understanding.
9/23/2018

they understand.
1-completely lost.
understand.
understanding.
5/1/2019
From the Playlist, teacher

created a rubric from
Rubistar to go along with
the reading story from
this week's lesson. The
rubric includes
characters, problem,
setting, voice, accuracy of
retelling of the story, and
knows the story.
11/13/2019
they understand.
1-completely lost.
understand.
understanding.
Teacher created a
Choice Board to
assess knowledge and
understanding.
March-April, 2020
Use data from required Explores collecting Collects a variety of Designs and integrates an Infuses assessments
assessments to assess additional data using formal and informal assessment plan that strategically and
student learning. supplemental assessment data on provides formal and systematically throughout
assessments. student learning. informal assessment data instruction to collect
Follows required on student learning. ongoing assessment data
processes for data Make adjustments in Uses analysis of a variety appropriate for the range
analysis and draws planning for single of data to inform planning Uses data analysis of a of learner needs.
conclusions about student lessons or sequence of and differentiation of broad range of
learning lessons based on analysis instruction. assessments to provide Uses results of ongoing
of assessment data. comprehensive data analysis to plan and
information to guide differentiate instruction
planning and for maximum academic
differentiation of success.
instruction.
Infuses assessments
strategically and
systematically throughout
instruction to collect
ongoing assessment data
5.2 Collecting and appropriate for the range
analyzing of learner needs.
assessment data
from a variety of Uses results of ongoing
sources to inform data analysis to plan and
instruction. differentiate instruction
for maximum academic
success.
Infuses assessments
strategically and
appropriate for the range
of learner needs.
Uses results of ongoing

data analysis to plan and
differentiate instruction
success.
Infuses assessments
strategically and
appropriate for the range
of learner needs.
Uses results of ongoing

data analysis to plan and
success.
, I use weekly assessments
to plan the next week. If
there is a skill students
didn’t understand, I will
and pull a small group
and work with them on
that skill.
9/23/2018
I use weekly assessments

to plan the next week. If
there is a skill students
didn’t understand, I will
and pull a small group
and work with them on
that skill.
5/1/2019
From the Playlist, the

teacher made a list of how
technology enables you to
receive and analyze
important student
assessment data.
11/13/2019
I use daily
communication, daily
lessons, and weekly
assessments to check
to see if a student is
missing a certain
skill. It they are
missing a certain
skill, I pull a small
group to re-teach the
concept
use weekly
assessments to plan
for the next day and
next week. If there is a
skill students didn't
master, the teacher
will differentiate
instruction and pull a
small group to work on
that skill. The teacher
observes students,
meets with students to
discuss
understanding,
creates tests, keeps
notes, and analyzes
student work. The
teacher continues to
reflect and use
multiple sources of
information to inform
her understanding of
student progress
toward meeting
learning goals
Reviews and monitors Reviews and monitors Reviews and monitors a Reviews and monitors a Facilitates collaborative
available assessment data additional assessment variety of data on student broad range of data work and fosters
as required by site and data individually and with learning individually and individually and with colleagues ability to
district processes. colleagues and identifies with colleagues to colleagues to analyze identify and address
learning needs of identify trends and student thinking and causes for achievement
individual students. patterns among groups of identify underlying patterns and trends.
students. causes for trends.
Facilitates collaborative
work and fosters
colleagues ability to
identify and address
5.3 Reviewing data, causes for achievement
both individually and patterns and trends.
with colleagues, to
monitor student Facilitates collaborative
learning work and fosters
causes for achievement
patterns and trends.
Facilitates collaborative
work and fosters
causes for achievement
patterns and trends.
I am working closely with
my Success Coordinator
and principal to meet the
needs of my class.
We have weekly staff

meetings and work as a
team.
9/23/2018

needs of my class.

team.
5/1/2019

needs of my class.

team.
11/13/2019
The fifth-grade team

meets once a week. Once
a month we have
meetings for fifth and
sixth grades only. Once or
twice a month, we will
have staff meetings where
everyone comes..
February-April
Uses data from Uses data from available Uses a variety of Uses a broad range of Reflects on data
assessments provided by assessments to establish assessment data to set data to set learning goals continuously to make
site and district to set content-based learning student learning goals for for content and academic ongoing refinements to
learning goals for the goals for class and content and academic language that are learning goals for content
class. individual students in language. integrated across content and academic language
single lessons or standards for individuals for the fill range of
sequences of lessons. and groups. students.
Plans instruction using Plans differentiated
available curriculum Plans adjustments in lessons and modifications Plans differentiated Uses data systematically
guidelines. instruction to address to instruction to meet instruction targeted to to refine planning,
learning needs of students’ diverse learning meet individual and differentiate instruction,
individual students. needs. group learning needs. and make ongoing
adjustments to match the
Modifies lessons during evolving learning needs
instruction based on of individuals and groups.
informal assessments.
Reflects on data
continuously to make
ongoing refinements to
5.4 Using assessment learning goals for content
data to establish and academic language
learning goals and to for the fill range of
plan, differentiate, students.
and modify
instruction Uses data systematically
to refine planning,
differentiate instruction,
and make ongoing
evolving learning needs
of individuals and groups.
Reflects on data
learning goals for content
and academic language
for the fill range of
students.
Uses data systematically

to refine planning,
and make ongoing
Reflects on data
learning goals for content
and academic language
for the fill range of
students.
Uses data systematically

to refine planning,
and make ongoing
I am currently working
close with the Success
Coordinator due to my
beginning of the year
assessments. I have some
high achievers, but most
of my class is around
third to low fourth-grade
level. I am continuously
making refinements to
meet the needs of my
students.
9/23/2018
I continued to work
closely with the Success
Coordinator due to
ongoing assessments
during the school.
5/1/2019

teacher researched the
concept of audience
response in the
classroom. Audience
response systems bring
more interactivity and
engagement to the
classrooms. There are
different types of ARS for
teachers to use. Three
ARS looked at were
Turning Point, Kahoot,
and Quizlet Live.
11/13/2019
I continue to work
closely with my
fifth-grade teaching
partners. We also
work close with our
5th-grade Success
Teacher. She was laid
off during the
Coronavirus. After
meeting as a team,
we meet with our
principal as a team
and then individually.
Informs students about Begins to encourage Models and scaffolds Implements structures Provides systematic
learning objectives, students to establish student self-assessment for students to self-assess opportunities for student
outcomes, and summative learning goals through and goal setting processes and set learning goals self-assessment, goal
assessment results. single lessons or for learning content and related to content, setting, and progress
Recognizes the need for sequence of lessons that academic language academic language, and monitoring.
individual learning goals. include goal setting development. individual skills.
exercises. Develops students’
Monitors progress using Guides students to Integrates student meta-cognitive skills for
available tools for Provides students with monitor and reflect on self-assessment, goal analyzing progress and
recording. opportunities in single progress on a regular setting, and progress refining goals towards
lessons or sequence of basis. monitoring across the high levels of academic
lessons to monitor their curriculum. achievement.
own progress toward
class or individual goals. Provides systematic
opportunities for student
self-assessment, goal
setting, and progress
monitoring.
Develops students’
5.5 Involving all
meta-cognitive skills for
students in
analyzing progress and
self-assessment,
refining goals towards
goal-setting, and
high levels of academic
progress monitoring
achievement.
Provides systematic
monitoring.
achievement.
Provides systematic
monitoring.
achievement.
Students make short term
and long-term goals.
Their goals are on their
desk. They see their goal
every day. Students meet
with me weekly to discuss
their goals.
9/23/2018
Students make short term

and long-term goals.
Their goals are on their
desk. They see their goal
every day. Students meet
with me weekly to discuss
their goals.
5/1/2019
From the Playlist, teacher

had students create a
StickK account for setting
goals. The first goal all
students created was the
goal to study their
spelling words each night
for 10 minutes. Students
will receive a candy at the
end of the week for
completing and updating
their goal.
11/13/2019
Students make short

and long term goals.
Students meet with a
friend who has a
similar goal. They
talk and come up
with strategies to
help each other to
meet their goal. I also
meet with students
and discuss their
goals. When they
reach a goal, they get
a special prize.
Uses available Explores use of additional Uses technology to design Integrates a variety of Use a wide range oIf
technologies to record technologies to and implement technologies into the technologies to design,
assessments, determine implement individual assessments, record and development, implement, and analyze
proficiency levels, and assessments, record analyze results, and implementation, analysis assessments and provides
make required results, and communicate communicate about of assessments, and for an in depth and
communications about with administration, student learning with communication of ongoing communication
student learning. colleagues, and families administration, student learning to all regarding student
about student learning. colleagues, families, and audiences. learning to all audiences
students. Ensure that
communications are Use a wide range of
received by those who technologies to design,
lack access to technology. implement, and analyze
5.6 Using available assessments and provide
technologies to assist for an in depth and
in assessment, ongoing communication
analysis, and regarding student
communication of learning to all audiences.
student learning
Use a wide range of
technologies to design,
implement, and analyze
assessments and provides
for an in depth and
ongoing communication
regarding student
learning to all audiences.
Use a wide range of

technologies to design,
implement, and analyze
assessments and provides
for an in depth and
ongoing communication
regarding student
learning to all audiences.
Our school uses AR. I send
home AR reports to
parents. We have
enVision math and used
the assessment from the
curriculum. The
assessment was online. I
also use Excel to record
assessments that I do
personally. I give reading,
math, and writing
assessments. I
communicate with
parents about the
assessments I give.
9/23/2018
Assessments were given

throughout the year. I
communicated with
parents about their
students' progress after
each assessment.
5/1/2019

teacher created a Google
Form for the students to
quiz from. The quiz is a
social studies review of
the Middle Colonies.
11/13/2019
We have added in No Red

Ink. No Red Ink helps the
students with grammar
and writing. The lessons
start at their level. No Red
Ink is an online program.
Assessments are also
given through No Red Ink.
Students were able to

demonstrate competency
using technology by
taking a reading
comprehension &
vocabulary test online.
March-April, 2020
Provides students with Provides students with Provides students with Integrates the ongoing Facilitates students’
feedback through additional feedback based clear and timely sharing of leadership in seeking and
assessed work and on formative assessments information about comprehensible feedback using ongoing
required summative from single lessons or strengths, needs, and to students from formal comprehensible
assessments. sequence of lessons. strategies for improving and informal assessments communications about
Seeks to provide feedback academic achievement. in ways that support individual student
Notifies families of in ways that students increased learning. progress and ways to
student proficiencies, understand. Provides opportunities provide and monitor
challenges, and behavior for comprehensible and Communicates regularly support.
issues through school Communicates with timely two-way with families to share a
mandated procedures. families about student communications with range of assessment Facilitates students’
progress, strengths, and families to share student information that is leadership in seeking and
needs at reporting assessments, progress, comprehensible and using ongoing
periods. Contacts families raise issues and/or responsive to individual comprehensible
5.7 Using assessment
as needs arise regarding concerns, and guide student and family needs. communications about
information to share
struggling students or family support. individual student
timely and
behavior issues. progress and ways to
comprehensible
provide and monitor
feedback with
support.
students and their
families
Facilitates students’
leadership in seeking and
using ongoing
comprehensible
communications about
individual student
progress and ways to
provide and monitor
support.
Facilitates students
leadership in seeking and
using ongoing
comprehensible
communications about
individual student
progress and ways to
provide and monitor.
I meet with students
weekly about their
progress. I build them up
with positive attributes
that I see. I also
communicate with
parents. I send emails,
meet in person with
them, and call home.
9/23/2018
I meet with students

weekly about their
progress. I build them up
with positive attributes
that I see. I also
communicate with
parents. I send emails,
meet in person with
them, and call home.
5/1/2019

teacher created an
account with Parent
Square. Parent Square
includes: district app,
forms and permission
slips, mass notifications,
conferences, classroom
communication, direct
messaging, grades and
assignments, newsletters,
secure docs, social and
web share, calendar and
RSVP, polls, directory,
studentsquare,
volunteering and sign
ups, personalized notices,
attendance, academic
resources, and volunteer
background checks.
11/13/2019
When we were in
class, I would meet
with my students a
lot. It might have
been one-on-one,
groups, or the whole
class. I was able to
walk around and stop
by. Since going
remote, I schedule
appointments with
students to have
one-on-one time. I
am also able to pull
small groups.
March-April, 2020

Is aware of the need to Begins to engage in Engages in reflection Reflects individually Maintains ongoing
reflect on teaching reflection on teaching individually and with and with colleagues on reflective practice and
practice to support practice individually colleagues on the refinements in action research in
student learning. and with colleagues relationship between teaching practice and supporting student
6.1 Reflecting on Reflects individually or that is focused on making adjustments in connections among the learning and raising
teaching practice in with colleagues on methods to support the teaching practice and elements of the CSTP the level of academic
support of student immediate student full range of learners. impact on the full to positively impact the achievement.
learning learning needs. range of learners. full range of learners.
Engages in and fosters
reflection among
colleagues for school
wide impact on
student learning
Maintains ongoing
reflective practice and
action research in
supporting student
learning and raising
the level of academic
achievement.

reflection among
wide impact on
student learning.
Maintains ongoing
action research in
supporting student
achievement.

reflection among
wide impact on
student learning..
Maintains ongoing
action research in
supporting student
achievement.

reflection among
wide impact on
student learning..
I am always looking and

spending money on
for materials to support
student learning. I always
want to raise the level of
academic achievement.
At our weekly meetings,

we discuss what we are
doing in the class and
share. I love learning new
ideas. We also reflect on
lessons.
9/23/2018

spending money on

lessons.
5/1/2019

spending money on
lessons.
11/13/2019
Students were able

to demonstrate
competency using
technology by taking
a reading
comprehension &
vocabulary test
online. Teacher
reflects on student
learning, designs,
adapts, and delivers
instruction to meet
the needs of each
student.
Develops goals Sets goals connected to Sets goals connected to Sets and modifies Sets and modifies a
connected to the CSTP the CSTP that take into the CSTP that are authentic goals broad range of
through required account authentic, challenging, connected to the CSTP professional goals
6.2 Establishing processes and local self-assessment of and based on self- that are intellectually connected to the CSTP
professional goals protocols. teaching practice. assessment. challenging and based to improve
on self-assessment and instructional practice
and engaging in
Attends required Expands knowledge Aligns personal goals feedback from a and impact student
continuous and
professional and skills individually with school and variety of sources. learning within and
purposeful development. and with colleagues district goals, and beyond the classroom.
professional growth through available focuses on improving Engages in and
and development professional student learning. contributes to Engages in ongoing
development. professional inquiry into teacher
Selects and engages in development targeted practice for
professional on student professional
development based on achievement. Pursues a development.
needs identified in variety of additional
professional goals. opportunities to learn Contributes to
professionally. professional
organizations, and
development
opportunities to
extend own teaching
practice.
Sets and modifies a

broad range of
professional goals
connected to the CSTP
to improve
instructional practice
and impact student
learning within and
Engages in ongoing
inquiry into teacher
practice for
professional
development.
Contributes to
professional
organizations, and
development
opportunities to
extend own teaching
practice.
Sets and modifies a

broad range of
professional goals
to improve
and impact student
learning within and
Engages in ongoing
practice for
professional
development.
Contributes to
professional
organizations, and
development
opportunities to
extend own teaching
practice.
ets and modifies a

broad range of
professional goals
to improve
and impact student
learning within and
Engages in ongoing
practice for
professional
development.
Contributes to
professional
organizations, and
development
opportunities to
extend own teaching
practice.
I am always learning. I
usually take two classes
at Santa Ana College each
year to continue learning.
I also go to professional
growth opportunities our
school provides. Last
year, I went to Daily Café.
I read many educational
books each year.
9/23/2018
I attended Techy Hubs to

improve my technology
skills. I taught a Techy
Hub to help other
teachers. I continue to
take classes and go to
professional growth
in-services.
5/1/2019
I attended Techy Hubs to

improve my technology
skills. I taught a Techy
Hub to help other
teachers. I continue to
take classes and go to
professional growth
in-services.
11/13/2019
I attended a conference
on the National Science
Standards Standards.
February, 2020
Attends staff, grade Consults with Collaborates with Collaborates with Facilitates
level, department, and colleagues to consider colleagues to improve colleagues to expand collaboration with
other required how best to support student learning and impact on teacher and colleagues.
meetings and teacher and student reflect on teaching student learning within
collaborations. learning. practice at the grade or department Works to ensure the
classroom level. and school and district broadest positive
Identifies student and Begins to identify how levels. impact possible on
teacher resources at to access student and Interacts with instructional practice
the school and district teacher resources in members of the Engages with members and student
level. the broader broader professional of the broader achievement at school
professional community to access professional and district levels and
community. resources that support community to access for the profession.
teacher effectiveness resources and a wide
and student learning range of supports for Initiates and develops
teaching the full range professional learning
6.3 Collaborating of learners. opportunities with the
with colleagues and broader professional
community focused on
the broader
student achievement.
professional
community to Facilitates
support teacher and collaboration with
student learning colleagues.
Works to ensure the

broadest positive
impact possible on
and student
achievement at school
and district levels and
for the profession.
Initiates and develops

professional learning
opportunities with the
broader professional
Facilitates
collaboration with
colleagues.
Works to ensure the

broadest positive
impact possible on
and student
for the profession.

Facilitates
collaboration with
colleagues.
Works to ensure the

broadest positive
impact possible on
and student
for the profession.

I have created writing
curriculum when I was in
grade 4. It met the
Common Core Standards.
9/23/2018
I taught a Techy Hub

to help other
teachers grow in the
area of technology. I
share all of my lesson
plans and weekly
newsletters.
5/1/2019
Teacher joined Cue due

to the fact that it is
focused on technology.
According to the web site,
CUE's goal is to inspire
innovative learners in all
disciplines from
preschool through
college.
11/13/2019
Teacher meets with

colleagues each
week to support
each other and
student learning.
Teacher recognize
the importance in
working with
colleagues.
I created a Math
Curriculum Guide for
fifth-grade.
Is aware of the role of Acknowledges the Supports families to Provides opportunities Structures a wide
the family in student importance of the contribute to the and support for range of opportunities
learning and the need family’s role in student classroom and school. families to actively for families to
for interactions with learning. Seeks Adjusts participate in the contribute to the
families. information about communication to classroom and school. classroom and school
cultural norms of families based on community. Supports a
families represented in awareness of cultural Communicates to school/district
the school. Welcomes norms and wide range families in ways which environment in which
family involvement at of experiences with show understanding of families take
classroom/ school schools. and respect for cultural leadership to improve
events. norms. student learning.
Structures a wide
range of opportunities
for families to
6.4 Working with
contribute to the
families to support
classroom and school
student learning community. Supports a
school/district
environment in which
families take
leadership to improve
student learning.
Structures a wide
for families to
contribute to the
community. Supports a
school/district
families take
student learning.
Structures a wide
for families to
contribute to the
community. Supports a
school/district
families take
student learning.
Our school loves having
family
involvement.Parents can
work in the classroom
and help out at school.
Our families are also very

involved with the district.
Our school was Whittier
Christian School. We
were ready to close and
Carnegie came in and
took over. It was a mess.
It wasn’t a good
company. We were in the
news. Thankfully, Heights
stepped up and saved us.
Our families went to
many district meetings
and continue to do so.
9/23/2018
Our school loves having

family involvement.
Parents can work in the
classroom and help out at
school.
Our families are also very
involved with the district.
Our school was Whittier
Christian School. We
were ready to close and
Carnegie came in and
took over. It was a mess.
It wasn’t a good
company. We were in the
news. Thankfully, Heights
stepped up and saved us.
Our families went to
many district meetings
and continue to do so.
11/13/2019
The classroom is open to

all families. Parents are
able to attend all field
trips. Parents come into
the classroom to help out.
5/1/2019
Teacher uses Seesaw to

initiate conversations
with individual parents
about their kids'
classwork. Parents can
engage directly with all
the great things their
children are doing in the
classroom.
11/13/2019
Teacher attended Open

House at the end of
January. The teacher
met with current parents
and students. The
teacher met future
parents and students.
Teacher initiated
conversations with
individual parents.
Teacher meets with
parents to discuss
progress reports.
To support student
learning, I have an
open classroom
policy, I encourage
parents to email me,
call me, text me, and
to Zoom with me.
Students email me to
let me know that
they need help. I will
log onto Zoom and
meet him/her there
to help.
March-April, 2020
Develops awareness Seeks available Uses a variety of Uses a broad range of Collaborates with
about local neighborhood and neighborhood and neighborhood and community members
neighborhoods and community resources. community resources community resources to increase
communities to support the to support the instructional and
surrounding the school. Includes references or curriculum. instructional program, learning opportunities
connections to students, and families. for students.
Uses available communities in single Includes knowledge of
neighborhood and lessons or sequence of communities when Draws from Engages students in
community resources lessons. designing and understanding of leadership and service
in single lessons. implementing community to improve in the community.
instruction and enrich the Incorporates
instructional program. community members
into the school
learning community.
6.5 Engaging local

communities in
support of the
instructional
program
I have called in a pastor During this school year, I I have incorporated
from the community to have had a pastor from virtual field trips. The
speak during our chapel. the local community to students went to
9/23/2018 come and speak during Memorial Hall Museum
our chapel. Online to enhance the
lessons on colonies and
During a science unit, I the Civil War
had two teachers and one 11/13/2019
college professor speak
about the Solar System During this school year, I
and more specify the have had a pastor from
planets. The students the local community to
loved having guest come and speak during
speakers. our chapel.
I have attended three During a science unit, I

IEP’s. had two teachers and one
college professor speak
I brought in library books about the Solar System
from our community and more specify the
library. planets. The students
loved having guest
I utilized NASA’s website speakers.
for our science unit.
5/1/2019
Develops an Maintains professional Anticipates Integrates the full Models

understanding of responsibilities in professional range of professional professionalism and
professional timely ways and seeks responsibilities and responsibilities into supports colleagues in
responsibilities. support as needed. manages time and advanced planning and meeting and exceeding
6.6 Managing effort required to meet prepares for situations professional
professional Seeks to meet required Demonstrates expectations. that may be Responsibilities
responsibilities to commitments to commitment by challenging. effectively.
maintain students. exploring ways to Pursues ways to
motivation and address individual support students’ Maintains continual Supports colleagues to
commitment to all student needs. diverse learning needs effort to seek, develop, maintain motivation,
students and maintains belief in and refine new and resiliency, and energy
students’ capacity for creative methods to to ensure that all
achievement. ensure individual students achieve.
student learning.
Models
professionalism and
supports colleagues in
meeting and exceeding
professional
Responsibilities
effectively.
Supports colleagues to
maintain motivation,
resiliency, and energy
to ensure that all
students achieve.
Models
professionalism and
professional
Responsibilities
effectively.
to ensure that all
students achieve.
Models
professionalism and
professional
Responsibilities
effectively.
to ensure that all
students achieve.
I I am willing to help
all colleagues. I don’t
engage in gossip or
negative talk. I am
always professional
while working.
I am OCD and always

turn everything in on
time.
I offer help to my
colleagues to help
them and their
students. I have a
great team this year.
9/23/2018
I am willing to help
all colleagues. I don’t
engage in gossip or
negative talk. I am
always professional
while working.
I am OCD and always

turn everything in on
time.
I offer help to my
colleagues to help
them and their
students. I have a
great team this year.
5/1/2019
The teacher reviewed
TEFL article on 15 Ways
to Stay Motivated to
Teach. One of the ways to
stay motivated to teach is
to read. I listen to audible
books all the time. Last
year, I listened to 129
books. So far this year, I
have listened to 87
books. I love reading and
listening to books.
Reading inspires me to be
a better teacher through
the use of literary
elements. I will find great
uses of literary elements
and share them with
students.
11/13/2019
This quarter has

been different due to
the coronavirus. I am
supporting my
teachers from home.
I am always willing
to turn homework
pages into PDFs to
make it easier than
having photos taken
of work and emailed
to each teacher. . We
are working together
to streamline
homework
assignments. I share
all ideas that I have
with both partners.
March -April, 2020
Follows all state education codes, legal requirements, district and site Maintains a high standard of personal integrity
policies, contractual agreements, and ethical responsibilities.* and commitment to student learning and the
profession in all circumstances.
* As follows:
● Take responsibility for student academic learning outcomes. Contributes to building professional community
● Is aware of own personal values and biases and recognizes ways in which and holding peers accountable to norms of
these values and biases affect the teaching and learning of students. respectful treatment and communication.
● Adheres to legal and ethical obligations in teaching the full ranges of
learners, including English learners and students with special needs. Contributes to fostering a school culture with a
● Reports suspected cases of child abuse and/or neglect as outlined in the high degree of resilience, professional integrity,
California Abuse and Neglect Reporting Act. and ethical conduct.
● Maintains a non-hostile classroom environment and carries out laws and
district guidelines for reporting cases of sexual harassment. Maintains a high standard of personal integrity
● Understands and implements school and district policies and state and and commitment to student learning and the
federal law in responding to inappropriate or violent student behavior. profession in all circumstances.
6.7 Demonstrating ● Complies with legal and professional obligations to protect the privacy,
professional health, and safety of students, families, and other school professionals. Contributes to building professional community
responsibility, ● Models appropriate behavior for students, colleagues, and the profession. and holding peers accountable to norms of
integrity, and ● Acts in accordance with ethical considerations for students. respectful treatment and communication.
ethical conduct ● Maintains professional conduct and integrity in the classroom and school
community. Contributes to fostering a school culture with a
high degree of resilience, professional integrity,
and ethical conduct.
Maintains a high standard of personal integrity

and commitment to student learning and the
Contributes to building professional community

and holding peers accountable to norms of
respectful treatment and communication.
Contributes to fostering a school culture with a

Maintains a high standard of personal integrity
and commitment to student learning and the
Contributes to building professional community

and holding peers accountable to norms of
respectful treatment and communication.
Contributes to fostering a school culture with a

Teaching is my passion. Being in the classroom is my
happy place, I have high standards for myself and
coworkers. I want all students to have the very best
learning environments. I am committed to all
students. My fifth-grade team is amazing and my new
principal is all about collaboration.
9/23/2018
Teaching is my passion. Being in the classroom is my

happy place, I have high standards for myself and
coworkers. I want all students to have the very best
learning environments. I am committed to all
students. My fifth-grade team is amazing and my new
principal is all about collaboration.
5/1/2019
From the Playlist, the teacher completed the

mandated reporter of child abuse that is accessed
through Child Abuse Mandated Reporter Training.
Teacher received a certificate of passing.
11/13/2019
Teachers participate in monthly safety

groups. Teachers participate in lock down
drills, fire drills, and earthquake drills
ensuring that students stay safe. Teacher
continues to maintain her professional
responsibility and integrity at school and
outside of school.

CSTP Delaney May 2020

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Element 1.

1 Emerging Exploring Applying Integrating Innovating

Students take ownership

Students take ownership

Students take ownership

The first few weeks is

Evidence Students create goals for

I show students how

Students review goals

Students also make

Teacher uses ​Quizlet

Element 1.4 Emerging Exploring Applying Integrating Innovating

Some students Students participate

I don’t use one

I use interactive math

I don’t use one

Students can blog on

Element 1.5 Emerging Exploring Applying Integrating Innovating

Students pose and

Students pose and

Students used the

I talked aloud and

Students used the

I talked aloud and

Students used the

I talked aloud and

Element 1.6 Emerging Exploring Applying Integrating Innovating

Science: Animal and

Science: Animal and

Element 2.1 Emerging Exploring Applying Integrating Innovating

Students take leadership

Students take leadership

Facilitates student self-

Students take leadership

As a class we created the

I read about 15 books

All students are called on

As a class we created the

I read about 15 books

All students are called on

Students blog about books

Selects from a repertoire

Adapts physical and/or

Selects from a repertoire

Adapts physical and/or

Selects from a repertoire

I also have Kindles

I always teach gender

I also have Kindles

I always teach gender

Shares responsibility with

Shares responsibility with

I have a Kidblog and

Students have jobs in

I read books and

I have a Kidblog and

In class with have a

Students have jobs in

I read books and

I have a Kidblog and

In class with have a

Students have jobs in

Element 2.4 Emerging Exploring Applying Integrating Innovating

Teacher uses Quizlet

Teacher uses Quizlet and