Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.1 Emerging Exploring Applying Integrating Innovating

Learns about students Gathers additional data to Uses data from a variety
through data provided by learn about individual of formal and informal
the school and/or students. sources to learn about
assessments. 07/20/19 students and guide
selection of instructional
strategies to meet diverse
Using knowledge of learning needs. 12/01/19
students to engage
them in learning Some students may Students engage in single Student engage in
engage in learning using lessons or sequence of learning through the use
instructional strategies lessons that include some of adjustments in
focused on the class as a adjustments based on instruction to meet their
whole. assessments. needs. 12/01/19
Evidence I review students’ I assess my students
Educational Software for individually using
Guiding Instruction a beginning of the year
(ESGI) results that is assessment that includes
administered at both math
enrollment in order to skills and reading skills. I
gain an understanding of also review parent
students’ knowledge questionnaires that were
before the start of the completed during Meet
school year. the Teacher day, which
provides information
At morning meeting, I use about each
a “question of the day” student's personal needs.
activity to learn more 12/01/19
about my students and
their interests. 07/20/19 Students engage in
learning stations in both
math and phonics.
Students rotate through
the stations daily and
complete tasks on specific
skills. Each station
provides students with
opportunities to interact
socially, work with a
partner, one-on-one tasks,
and collaborate within a
group. 12/01/19
Uses data from multiple Uses comprehensive
measures to make knowledge of students to
adjustments to make ongoing
instruction and meet adjustments and
individual identified accommodations in
learning needs. 3/29/20 instruction.
Students actively utilize a Students take ownership
variety of instructional of their learning by
strategies and choosing from a wide
technologies in learning range of methods to
that ensure equitable further their learning that
access to the curriculum. are responsive to their
3/29/20 learning needs.
I use data from student
questionnaires, STAR test
results, weekly Wonders
assessments, exit tickets,
informal assessments,
and teacher observations.
Based on the data, I tailor
my instruction during
small groups in reading
and math to meet the
needs of individual
students. I also use the
data collected from
assessments to guide my
lesson plan activities and
provide various
opportunities for
students to show
understanding and
mastery of concepts.
3/29/20
Students use a menu
board to complete station
activities during phonics
instruction. Each station
consists of 2-3 activity
choices, and students can
Standard 1 CSTP: Engaging and Supporting All Students in Learning
ISTE Standard 7b: I use
technology to design and
implement a variety of
formative and summative
assessments that
accommodate learner
needs, provide timely
feedback to students, and
inform instruction.
12/01/19
Evidence: I input results
from the beginning of the
year assessment onto
a Google Sheets
document. The document
tracks student progress
with percentages and
color codes areas of
improvement. I also
analyze reports provided
by IXL and Moose Math
report cards. These
reports provide
information about
student progress on
particular math skills, and
I use this data to drive my
instruction during small
groups. 12/01/19
decide to work in
partners, on their own, or
with a group. Throughout
the day, students also use
an application called
Seesaw to complete
activities. This application
consists of various tools
that help students
demonstrate mastery of a
skill. Students can choose
to draw, type, record, or
use a combination of
various tools to complete
their activity. 3/29/20
NBPTS Proposition 1.1:
Teachers recognize
individual differences in
their students and adjust
their practice accordingly.
I create small groups of
students based on data
collected from a variety of
assessments. I change
and adjust these small
groups depending on
individual student needs,
including student
behavior. I modify lesson
activities during guided
reading groups, such as
using different leveled
readers and decodables. I
also create activities that
are below-level, at-level,
and above-level to meet
students’ needs. 3/29/20
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.2 Emerging
Develops awareness of
prior knowledge, culture,
backgrounds, life
experiences, and interests
represented among
students.
Connecting learning
to students’ prior
knowledge,
backgrounds, life
experiences, and Some students connect
interests learning activities to their
own lives.
Evidence
Exploring
Uses gathered
information about
students’ prior
knowledge, cultural
backgrounds, life
experiences, and interest
to support student
learning.
Students participate in
single lessons or
sequences of lessons
related to their interests
and experiences.
07/20/19; 12/01/19
Students participate in a
weekly writing
assignment that consists
of student choice in topic.
Students use iPads to
choose pictures and write
a sentence about their
picture. 07/20/19;
12/01/19
Applying Integrating Innovating
Uses school resources and Integrates broad Develops and
family contacts to expand knowledge of students systematically uses
understanding of and their communities to extensive information
students’ prior inform instruction. regarding students’
knowledge, cultural 3/29/30 cultural backgrounds,
backgrounds, life prior knowledge, life
experiences, and interests experiences, and
to connect to student interests.
learning. 07/20/19;
12/01/19
Students can articulate
Students make Students are actively the relevance and impact
connections between engaged in curriculum, of lessons on their lives
curriculum, and their which relates their prior and society.
prior knowledge, knowledge, experiences,
backgrounds, life and interests within and
experiences, and across learning activities.
interests. 3/29/20
At Meet the Teacher I spend time throughout
Night, parents complete a the year getting to know
family questionnaire that my students individually
consists of special and learning about their
interests and information families, strengths, areas
about their student. I use of improvement, and
these questionnaires to goals. I use their interests
learn more about my to guide my instruction in
students and their subject areas. For
backgrounds. I also example, this year, my
interact with my students students enjoy art and
during recess and lunch creating things, which has
through conversations guided me to incorporate
about their interests. My more activities directed
classroom also has a towards art and drawing
weekly STAR student such as creating an ocean
where students create habitat. 3/29/20
and present an All About
Me poster. O7/20/19; Students completed
12/01/19 various activities as part
of our ocean habitat unit.
Students used Epic! to
research about oceans
and sea life, Art Hub for
Kids to draw animals that
Standard 1 CSTP: Engaging and Supporting All Students in Learning
live in the ocean, and
Seesaw to create an ocean
habitat as they recorded
themselves describing
facts about their animal.
3/29/20
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging Exploring Applying Integrating Innovating
Uses real-life connections Explore using additional Integrates connections Integrates connections to Engages student in
during instruction as real-life connections to from subject matter to meaningful, real-life actively making
identified to curriculum. subject matter in single meaningful, real-life contexts in planning connections to relevant,
lessons or sequence of contexts, including those subject matter instruction meaningful, and real-life
lessons to support specific to students’ and is responsive during contexts throughout
understanding. family and community. instruction to engage subject matter
Connecting subject 07/20/19 students in relating to instruction.
matter to subject matter.
meaningful, real-life 12/01/19; 3/29/20
contexts Some students relate Students make use of Students routinely
subject matter to real-life. real-life connections Students utilize real-life Students actively engage integrate subject matter
provided in single lessons connections regularly to in making and using real- into their own thinking
or sequence of lessons to develop understandings life connections to subject and make relevant
support understanding of of subject matter. matter to extend their applications of subject
subject matter. 07/20/19 understanding. matter during learning
12/01/19; 3/29/20 activities.
Evidence During centers time, one As part of our religion During math, I read and
of my stations is role curriculum, we attend pose questions that
playing. Students used weekly school mass with contain examples that are
blocks and manipulatives our 8th grade buddies. I relatable to my students. I
to create and play “house” also include the fruits of also have students find
where various students the spirit into my lesson objects of a particular
acted as family members. plans to showcase each color, shape, number, or
Additionally, students attribute through real life letter around the room as
attended fields trips to examples. In my math part of a scavenger hunt
South Coast Research curriculum, I include activity. 12/01/19;
Center and Centennial word problems that 3/29/20
Farms. Students applied include real-life contexts
subject matter knowledge to help students make Students created personal
about plants and habitats connections to addition examples of how they can
while on the field trip. and subtraction. be good citizens and
07/20/19 07/20/19 designed their drawing
on their iPads. As part of
our shape unit, students
took pictures of shapes in
the classroom,
manipulated the picture,
and recorded their
findings and
explanations. 12/01/19;
3/29/20
Standard 1 CSTP: Engaging and Supporting All Students in Learning
ISTE Standard 5a:
Educator as Designer - I
use technology to create,
adapt, and personalize
learning experiences that
foster independent
learning and
accommodate learner
differences and needs.
12/01/19; 3/29/20

Evidence: I use an
application called Seesaw
to create activities for
students to practice
particular skills. Students
completed a letter
practice activity where
they found emojis that
begin with the letter
sound. Next, students
recorded which emojis
they found. 12/01/19;
3/29/20
Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.4 Emerging Exploring Applying Integrating Innovating

Uses instructional Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of
strategies, resources, and instructional strategies, strategies including integrates a broad range an extensive repertoire of
technologies as provided resources, and culturally responsive of strategies, resources, strategies, resources, and
by school and/or district. technologies in single pedagogy, resources, and and technologies into technologies to meet
lessons or sequence of technologies during instruction designed to students’ diverse learning
Using a variety of lessons to meet students’ ongoing instruction to meet students’ diverse needs.
instructional diverse learning needs. meet students’ diverse learning needs. 3/29/20
strategies, resources, learning needs.
and technologies to 07/20/19; 12/01/19
meet students’ Some students participate Students participate in Students actively engage Students take
diverse learning in instructional strategies, single lessons or Students participate in in instruction and make responsibilities for using
needs using resources and sequence of lessons instruction using use of a variety of a wide range of strategies,
technologies provided. related to their interests strategies, resources, and targeted strategies, resources, and
and experiences. technologies matched to resources, and technologies that
their learning needs. technologies to meet their successfully advance their
07/20/19; 12/01/19 individual student needs. learning.
3/29/20
I choose children’s books I incorporate various
to read aloud during materials and technology
lessons that represent resources in the
various students’ classroom within
cultures. My school also multiple subject areas. I
has a 1:1 iPad to student incorporate technology in
ratio. Students use whole group instruction
various applications to by using a projector that
show mastery of skills is connected to my iPad
and standards at their and laptop and can
own pace. I incorporate mirror what my screens
the blended learning look like. The classroom
Evidence model and create stations also has a word wall for
with differentiated sight words and different
activities to meet anchor charts for math,
students’ needs. reading, and writing. In
07/20/19; 12/01/19 reading, our unit focused
on animals and I
referenced the San Diego
Zoo website for live cams
of various animals to
engage and enhance
student learning.
3/29/20
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.5 Emerging Exploring
Asks questions that focus Includes questions in
on factual knowledge and single lessons or a
comprehension. sequence of lessons that
require students to recall,
interpret, and think
critically. 07/20/19
Promoting critical
thinking through
inquiry, problem
Some students respond to Students respond to
solving, and
questions regarding facts varied questions or tasks
reflection
and comprehension. designed to promote
comprehension and
critical thinking in single
lessons or a sequence of
lessons. 07/20/19
My story of the week
consists of building
background, an essential
question, and character
Evidence analysis. Students
demonstrate reading
comprehension strategies
through story maps,
Applying
Guide students to think
critically through use of
questioning strategies,
posing/solving problems,
and reflection on issues in
content. 12/01/19;
3/29/20
Students respond to
questions and problems
posed by the teacher and
begin to pose and solve
problems of their own
related to the content.
12/01/19; 3/29/20
I create center or station
activities that provide
students with
opportunities to practice
and support concepts and
skills. Stations include a
task or problem and
students complete the
Students have access to
manipulatives, alphabet
letter magnets and
stamps, building blocks,
puzzles, math games, and
literacy games to use
throughout the school
day. Students also have a
school issued iPad that is
equipped with
developmentally
appropriate applications,
such as Epic!, Moose
Math, IXL, Brain Pop Jr.
and Doodle Buddy.
3/29/20
Integrating Innovating
Supports students to Facilitates systematic
initiate critical thinking opportunities for student
through independently to apply critical thinking
developing questions, by designing structured
posing problems and inquiries into complex
reflecting on multiple problems.
perspectives.
Students pose problems Students pose and answer
and construct questions a wide-range of complex
of their own to support questions and problems,
inquiries into content. reflect, and communicate
understandings based on
in depth analysis of
content learning.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
writing prompts, and activity as partners or
story retells using an independently. An
application called Seesaw. example of station
07/20/19 activities is to build or
create alphabet
letters using various
materials. In addition, I
have used a problem
solving activity where I
posed a question and
students responded
individually to
demonstrate their
understanding of the
number five. 12/01/19;
3/29/20

Students practice sight

word reading and writing
by completing a sentence
frame. They complete this
activity by
using technology and
handwriting. For math,
students create sets of
objects and identify which
set is greater than.
12/01/19; 3/29/20
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.6 Emerging Exploring Applying Integrating Innovating
Implements lessons Seeks to clarify Makes ongoing Adjusts strategies during Makes adjustments to
following curriculum instruction and learning adjustments to instruction based on the extend learning
guidelines. activities to support instruction based on ongoing monitoring of opportunities and provide
individual student needs for assistance to students in
student understanding. observation of student
assistance, support, or mastering the concepts
engagement and regular challenge. 3/29/20 flexibly and effectively.
Monitoring student
checks for understanding.
learning and
07/20/19; 12/01/19 Students monitor their
adjusting instruction
Students are able to progress in learning and
while teaching.
Some students receive Students receive Students successfully articulate their level of provide information to
individual assistance assistance individually or participate and stay understanding and use teacher that informs
during instruction. in small groups during engaged in learning teacher guidance to meet adjustments in instruction.
instruction. activities. 07/20/19; their needs during
instruction. 3/29/20
12/01/19
Evidence My differentiated I check for student
grouping changes understanding of content
biweekly based on material at multiple
student growth and points within a unit. I use
achievement level of various forms of
standards and skills. I assessment to check for
also create centers that understanding, including
are designed to meet all teacher observation and
students’ needs through exit tickets. I deliver my
independent activities. lessons using engaging
07/20/19; 12/01/19 strategies like total
physical response,
repetition, and modeling.
When students are
working on independent
practice, I check in with
different students one-
on-one or pull a small
group of students to
provide additional
support, review, or
challenge students. Our
letter of the day was “___”
and I worked with a small
group of students to
identify words that begin
with the letter sound as
other students practice
writing the letter.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
3/29/20

Students participate in
whole group and small
group instruction daily
Students share ideas by
answering
comprehension questions
about reading topics and
participate in paired
reading each week.
Students also work in
groups to complete tasks
together such as building
a 100 cup tower in
science. 3/29/20

TLMS Domain 2d:

Teacher teaches and
supports colleagues to
collect, analyze, and
communicate data from
their classrooms to
improve teaching and
learning.

I collaborate with my
teaching partner as we
analyze student data from
our weekly Wonders
assessment. We identify
areas of improvement
and create a plan to
improve student learning,
such as recognizing that
our students needs more
explicit instruction in
sight words. We
implemented new
activities and strategies
to help students master
their sight words.
3/29/20