Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.1 Emerging Exploring Applying Integrating Innovating

Learns about Gathers additional data to learn Uses data from a variety of Uses data from multiple Uses comprehensive
students through about individual students. formal and informal measures to make knowledge of students to
data provided by the sources to learn about adjustments to instruction make ongoing adjustments
school and/or students and guide and meet individual and accommodations in
assessments. selection of instructional identified learning needs. instruction.
strategies to meet diverse 4/20/22 10/19/22
Using knowledge of Students engage in single learning needs. 3/20/23
students to engage lessons or sequence of lessons 9/20/21 Students actively utilize a
them in learning that include some adjustments variety of instructional Students take ownership of
Some students may based on assessments. Students engage in strategies and their learning by choosing
engage in learning 9/20/21 learning through the use of technologies in learning from a wide range of methods
using instructional adjustments in instruction that ensure equitable to further their learning that
strategies focused on to meet their needs. access to the curriculum. are responsive to their
the class as a whole. 4/20/22 10/19/22 learning needs.
3/20/23
If I see students are not During the beginning of I use ESGI assessments to This year students are lower
understanding I will reteach or the year individual formal make adjustments to in alphabet knowledge and we
review the lesson. We will do assessment, I noticed that instruction and meet are doing more practice. We
more guided practice and I many students do not individual learning needs. do a letter a day instead of a
slowly let students show they know all the letter and I also look at students' letter a week this way
understand the material with their corresponding writing work and students are going through
different assessments. If sounds. Every day we now worksheets complete each letter four or five times.
students show that are getting sing the better alphabet during class. Students' 10/19/22
it faster than I thought then I song that helps students shared answers are also
can give them an assessment recall and remember the taken into consideration.
prior to my original plan. For letter and the 4/20/22 I have a wide range of
example, during a religion corresponding sound. We academic knowledge. Some
lesson about sharing and how also go over flashcards Students learn in different students know all the letters,
Evidence to use our words when we every day to help students. ways. We have hands-on sounds, and numbers to 30.
want something students were This year students really learning where students While others still only know
struggling with this concept like books, they are tell me what words start 20%. We do small groups
based on the informal starting to read sight word with the letter of the day daily for ELA and math to
assessment during books daily to help them as well as draw a picture work with students at their
independent center time. On understand that you read of that letter, use starfall levels. Some groups are
the spot, I had the class get in a left to right, top to bottom. where students can touch blended, learning to read and
circle and we passed a car to a Students also used clay in the letter and hear the take AR tests, starting with
friend who would ask the math to help them grasp letter and sound, and have addition. Others are practice
person with the car if they the concept of students listen to letter letter, sounds, and number
could please have it and the thin/thick/long/ short. songs from youtube. recognition.
person with the car rolled the 9/20/21 10/19/22 3/20/23
toy car to them.
9/20/21
Standard 1 CSTP: Engaging and Supporting All Students in Learning
During instruction Students have can go to
students ask questions and different centers that they
students get to share their would like to work on the
knowledge and centers work on different fine
write/draw what they motor skills, letters, numbers,
know . Centers are and other material we are
grouped based on learning in class. This gives
students' individual needs. them the freedom to learn
Students each have through play. I pick centers
students writing that I see that students need
workbooks with letters to work on as a whole.
and numbers they need 3/20/23
help writing. For example,
4/20/22

Element 1.2 Emerging Exploring Applying Integrating Innovating

Develops awareness of Uses gathered information Uses school resources and Integrates broad Develops and
prior knowledge, about students’ prior family contacts to expand knowledge of students systematically uses
culture, backgrounds, knowledge, cultural understanding of and their communities to extensive information
life experiences, and backgrounds, life students’ prior inform instruction. regarding students’
interests represented experiences, and interest to knowledge, cultural 10/19-22 cultural backgrounds,
among students. support student learning. backgrounds, life prior knowledge, life
9/20/21 experiences, and interests experiences, and
Connecting learning
to connect to student interests.
to students’ prior
learning. 3/20/23
knowledge,
Students participate in 4/20/22
backgrounds, life
Some students connect single lessons or sequences Students can articulate
experiences, and
learning activities to of lessons related to their Students make Students are actively the relevance and impact
interests
their own lives. interests and experiences. connections between engaged in curriculum, of lessons on their lives
9/20/21 curriculum, and their which relates their prior and society.
prior knowledge, knowledge, experiences, 3/20/23
backgrounds, life and interests within and
experiences, and across learning activities.
interests. 10/19/22
4/20/22
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Every morning students put I talk to students and When students do I have a student who
their name tag to answer a families. When something not believe in is being adopted. I
question. The question is a comes up we have
yes or no question and is conferences. Every family
celebrating a work closely with her
about the student. This has a FACTS account that holiday(Halloween) I parents to give her
helps me better know them has students' background try to do activities the guidance she
on a personal level. We also information. In October at that do not upset the needs. I give her
have time where students least one parent must family. For example, positive feedback and
share with me anything meet with their child’s
teacher to discuss their
in years past for Dojo point whenever
they would like. To see their
background I look at FACTS. child and meet all the October's memory she does anything
Before the school year families. book I have students positive and helpful.
starts I always send out a make a tree with 3/20/23
survey to help me get to When I plan a lesson plan their name and create
know my students. When I I ensure to incorporate
students' interest and
a monster using a
am planning I think of
student interest. For prior knowledge. pipe cleaner, googly During religion and
example, well going over 4/20/22 eyes, and feathers. social studies classes
what words start with the This year we only did we learn about
letter P a female student the tree and not the kindness and being a
says purple. So while we
monster. child of God. The way
were discussing the
Evidence number of the week I used 10/19/22 we treat others is
the color purple. how we treat God.
9/20/21 I also use class dojo This direct impact
because it allows students' life because
families to get they can see how
real-time feedback their actions affect
and families can others. For example,
translate to other students colored a
languages. heart really messy
When I plan lessons I and crumbled up
engaged and am their paper. This
included in the represented unkind
learning and have words students then
different ways to put a bandaid on the
share their learning. heart. Just like a
10/19/22 bandaid help hurt
skin saying I’m sorry
helps heal our hearts
but words still hurt
Standard 1 CSTP: Engaging and Supporting All Students in Learning
just like a scraped
knee still hurts with a
bandaid.
3/20/22

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
9/20/21 students in relating to instruction.
Connecting subject subject matter. 4/20/22 10/19/22
matter to 3/20/23
meaningful, real-life Some students relate Students make use of Students utilize real-life
contexts subject matter to real-life. real-life connections connections regularly to Students actively engage Students routinely
provided in single lessons develop und erstandings in making and using integrate subject matter
or sequence of lessons to of subject matter. real-life connections to into their own thinking
support understanding of 9/20/21 subject matter to extend and make relevant
subject matter. their understanding. applications of subject
4/20/22 10/19/22 matter during learning
activities.
3/20/23
Standard 1 CSTP: Engaging and Supporting All Students in Learning
During religion class, During lessons students During our life cycle of
students learn about answer with what they the butterfly students
baptism. We discuss their recall from recess. During watched caterpillars grow
baptism as well as their the week we talked about and metamorphize into
families. Students bring Earth Day. Students butterflies. Once they
home a sheet to discuss discussed what they were full grown
Students When with their could do to help take care butterflies we let them go.
parents about their of the earth. Students Students were very
baptism and then discuss gave great answers that interested in butterflies
with the class. We are they could relate to. When when they see them
learning about Johny talking about kindness during recess. Students
Appleseed (Jonny students relate to how really enjoyed this
Chapman) students learn they feel and say how experience.
about the life cycle of an they can be friends. 4/20/22 10/19/22
Evidence apple. I bring in an apple, 4/20/22 10/19/22 3/20/23
students get to see the
inside of the apple and When I am teaching
see the seeds. They get to students will raise their
taste a red, yellow, and hands and interrupt me to
green apple to see what tell a story about their
their favorite one is. own personal life. Just
9/20/21 one example is when we
were talking about Lent
and their Lenten promise
and even at four what
they could do to become
closer to Jesus.
3/20/23

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
Using a variety of
lessons or sequence of technologies during instruction designed to students’ diverse learning
instructional
lessons to meet students’ ongoing instruction to meet students’ diverse needs.
strategies, resources,
diverse learning needs. meet students’ diverse learning needs. 4/20/22 10/19/22
and technologies to
9/20/21 learning needs. 3/20/23
meet students’
diverse learning
Some students participate Students participate in Students actively engage
needs
in instructional strategies, Students participate in instruction using in instruction and make Students take
using resources and single lessons or strategies, resources, and use of a variety of responsibilities for using
technologies provided. sequence of lessons technologies matched to targeted strategies, a wide range of strategies,
related to their interests their learning needs. resources, and resources, and
Standard 1 CSTP: Engaging and Supporting All Students in Learning
and experiences. technologies to meet their technologies that
9/20/21 individual students needs. successfully advance their
4/20/22 10/19/22 learning.
3/20/23
When learning the letters Every day during I use many different
of the alphabet and their instruction time students strategies to help the
sounds. I have students answer questions with
sing the better alphabet sentences, writing, and
students learn. We
song. This song helps the drawing pictures. use visual
class learn all the sounds Students that are reading presentations with
that the letters can make. take test when they are on the projector, read
We use QR code cards to ready. They read the aloud, I have students
help correctly form the books three times on
letters and what sound their own. There are only
share answers, and
the letter makes. For three in the class that draw and write their
example, when learning read and take AR test answers. For
about the letters O and P because they are ready students to show
in small groups students and the rest of the class is understanding I also
used the iPad with my still working on letters/
help to take the picture of letter sounds/ and
have them use
the QR code and letter blending words. playdough, math
about the letters and 4/20/22 10/19/22 tiles, math tiles to
what are some words demonstrate
start with that sound. patterns, do hands on
Evidence 9/20/21
experiments.
When learning about the Students also use
letters, sounds, and what freckle to enhance
words begging with that math skills.
letter, students state what 4/20/22 10/19/22
sounds start with that
sound. For example, when
3/20/23
learning about the letter
and sound D students To add to the above
stated dinosaur, dog, student use ABCYA,
Diana (classmates name), AR testing, and
dance, dad, deer, and
donut. These words
Starfall to help them
indicate what things the learn in a fun hands
students are interstate in. on way
9/20/21 3/20/23
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Students use abcya
and Starfall to choose
letters or numbers
they want to practice
learning and working
with. In groups of
three students took
turns pressing the
bottoms to help them
all learn. Students
play abcya letters,
sounds, and number
BINGO to help them
recognize them.
3/20/23

Element 1.5 Emerging Exploring Applying Integrating Innovating

Asks questions that focus Includes questions in Guide students to think Supports students to Facilitates systematic
on factual knowledge and single lessons or a critically through use of initiate critical thinking opportunities for student
comprehension. sequence of lessons that questioning strategies, through independently to apply critical thinking
require students to recall, posing/solving problems, developing questions, by designing structured
interpret, and think and reflection on issues in posing problems and inquiries into complex
critically. content. reflecting on multiple problems.
Promoting critical
9/20/21 perspectives. 3/20/23
thinking though
4/20/22 10/19/22
inquiry, problem
Some students respond to Students respond to Students pose and answer
solving, and
questions regarding facts varied questions or tasks Students respond to Students pose problems a wide-range of complex
reflection
and comprehension. designed to promote questions and problems and construct questions questions and problems,
comprehension and posed by the teacher and of their own to support reflect, and communicate
critical thinking in single begin to pose and solve inquiries into content. understandings based on
lessons or a sequence of problems of their own 4/20/22 10/19/22 in depth analysis of
lessons. related to the content. content learning.
9/20/21 3/20/23
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Every day we start with In math students are Each week we have a We read stories and
prayer and calendar. With learning about comparing book unit and students have to
calendar time students alike and different items. I
are asked-yesterday showed the class a poster
students have guided draw a picture and
was…, today is…, of a doll with buttons questions to help describe the setting
tomorrow will be… . with different colors, the them use their of the book,
students are asked to use same amount of holes, critical thinking characters, or their
the days of the week song different color shoes with skills. Students ask favorite part and
to help them to use their zippers, two pockets one
critical thinking skills to with a big heart and one
questions and inquire explain their
figure out the day. with a small heart. I asked more information drawings. Students
Another example, after the class if the buttons are from the books. In drew a picture and
reading a story students alike or different? They math students come
are asked to comprehend replied the buttons are sounded out how to
up with data for
the book students are different I asked how do spell the words
graphing.
asked who are the you know they said one
4/20/22 10/19/22 themselves.
characters, what is the button is yellow and the
problem, and the solution other one is red. Then I
in the book. Using a pose a problem if I had a My class asks a lot of
packet chart students yellow button but my questions when they
work together to recall friend need a button that
the story in order. matched what color
do not understand a
Evidence 9/20/21 button would I need to concept. They are
give them? The class great at asking for
responded yellow. I clarification when
praised them for a job needed. Their
well done. We did this for In math, we were
the remainder of the
questions pose more discussing more than,
objects on the poster of complex thinking equal to, or less than.
the doll. Students then than I even expect to For an assignment,
reflected on how they can teach sometimes. For students have to pick
make each item the same example when
or if the item was the a number 1-5 and tell
same how they can make
discussing Good what was more than,
it different. Friday I was planning equal to, or less than
9/20/21 on just going over the their chosen number.
main points at a TK 3/20/23
level but their
questions and
knowledge brought
up more that we
needed and they
wanted to discuss.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
4/20/22 10/19/22

Element 1.6 Emerging Exploring Applying Integrating Innovating

Implements lessons Seeks to clarify instruction and Makes ongoing Adjusts strategies during Makes adjustments to
following curriculum learning activities to support adjustments to instruction based on the extend learning
guidelines. student understanding. instruction based on ongoing monitoring of opportunities and provide
observation of student individual student needs for assistance to students in
engagement and assistance, support, or mastering the concepts
Some students Students receive assistance regular checks for challenge. flexibly and effectively.
Monitoring student receive individual individually or in small groups understanding. 9/20/21 4/20/22 10/19/22
learning and assistance during during instruction. 3/20/23
adjusting instruction instruction. 9/20/21 Students successfully Students are able to articulate
while teaching. participate and stay their level of understanding and Students monitor their
engaged in learning use teacher guidance to meet progress in learning and
activities. their needs during instruction. provide information to
4/20/22 teacher that informs
adjustments in instruction.
10/19/22
3/20/23
In the first two weeks of school, I Students are in the During the lesson if I
assess every student. Then I put beginning stages of learning see that students are
students into groups based on how to form the letters
their learning levels. After recess correctly to help with getting
not engaged or are
during center time, students go started students first learned nor understanding. I
into those differentiated groups which hand they write with reteach in a different
with toy time learning to interact and learn they write top to way. For example I
with classmates. At this time I put bottom. They practiced was teaching about
out small groups and teach them drawing a line from top to
the same subject but at their level. bottom and traced lines in
the book and
For example, in the last three their handwriting book. The students were not
weeks we have been learning the next day students were to paying attention so I
sight word I, a, and see. In the determine what is the top, ask them to go sit at
Evidence
small groups, I pull the groups and middle, and bottom. Then their desk instead of
go over the sight words based on they made a line in between
their level. Group 1 is reviewing two dark lines. The first
the carpet and we
flashcards and stating sentences, assignments students were did an interactive
Group 2 is reading sentences and understanding and doing a worksheet which
identifying sight words to make great job. As I was walking helped them stay
sentences and putting them in around teaching and more focused. If
order, Group 3 is read the sight watching students work on
word book “I see me” and cutting making the lines in between
students find a
sight words and putting them in the other lines l noticed that lesson too easy I
order to make a sentence. students were making a lot have them use more
9/20/21 of wavy lines instead of a
Standard 1 CSTP: Engaging and Supporting All Students in Learning
straight line even after my complex
demonstration on the board. manipulatives.
Some students were doing
great and understanding,
4/20/22 10/19/22
other students I have to
reteach and show then they During my formal
did it correctly, and other observation in early
students I had to reteach March my plan was
again and show them more
slowing and highlight where
about more than,
the line should be so they equal to, and less
can highlight it. than. Students
9/20/21 where going to look
at a boat with bears
During instruction time
when students are asked
and decide if it was
comprehension questions more than, equal to,
students answer in complete or less than.
sentences or when they have Students were
a question they are able to confused so on the
articulate what they are
asking. For example, when
spot I changed it to
reading the book Home for just talking and
Bears-students were able to greatly addressing
compare and contrast equal to.
different animal homes. 3/20/23
4/20/22

ESGI let’s teachers

know how students
are doing and what
needs to be retaught.
When students
answer I am listen
and taking notes and
mental notes on if
they are
understanding what
is being taught
10/19/22
3/20/22