Element 1.
1 Emerging Exploring Applying Integrating
Learns about students Gathers additional data to Uses data from a variety of
through data provided by learn about individual formal and informal
the school and/or students. sources to learn about
assessments. students and guide
selection of instructional
strategies to meet diverse
Using knowledge of learning needs.
students to engage
them in learning Some students may Students engage in single Student engage in learning
engage in learning using lessons or sequence of through the use of
instructional strategies lessons that include some adjustments in instruction
focused on the class as a adjustments based on to meet their needs.
whole. assessments. 7/21/19
At the beginning of
each year I have
articulation meetings
with last years
teachers to gather
information about
each student. I look at
STAR test results and
through cumulative
folders. During the
first couple of weeks
Evidence
informal assessments
are given. I use this
information to make
adjust teaching as
needed. 7/21/19
Innovating
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. 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
12/6/19 learning needs.
Multiple strategies
are used in the
classroom to ensure
that all students can
meet curriculum
requirements. A
variety of technology
apps are offered for
students to practice
skills. After each
assessment I look at
student results and
adjust curriculum as
needed.
12/6/19
Element 1.2 Emerging Exploring Applying Integrating Innovating
Develops awareness of Uses gathered Uses school resources Integrates broad Develops and
prior knowledge, culture, information about and family contacts to knowledge of students systematically uses
backgrounds, life students’ prior expand understanding of and their communities to extensive information
experiences, and interests knowledge, cultural students’ prior inform instruction. regarding students’
represented among backgrounds, life knowledge, cultural cultural backgrounds,
students. experiences, and interest backgrounds, life prior knowledge, life
Connecting
to support student experiences, and interests experiences, and
learning to
learning. to connect to student interests.
students’ prior
learning.
knowledge,
backgrounds, life
Some students connect Students participate in Students make Students are actively Students can articulate
experiences, and
learning activities to their single lessons or connections between engaged in curriculum, the relevance and impact
interests
own lives. sequences of lessons curriculum, and their which relates their prior of lessons on their lives
related to their interests prior knowledge, knowledge, experiences, and society.
and experiences. 7/21/19 backgrounds, life and interests within and
experiences, and across learning activities.
interests.
12/6/2019
I hand out interest Each student has the
surveys the first day opportunity to be
of school to both student of the week
parents and students and bring special and
to gather as much unique things from
information about home to share with
student interests and the class. I have also
background as incorporated a social
possible. Novels and skills program this
short stories that year to teach
Evidence
students can relate to students about life
are incorporated into experiences.
lessons. 7/21/19 12/6/19
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 meaningful, and real-life
lessons to support specific to students’ instruction and is contexts throughout
understanding. family and community. responsive during subject matter
Connecting subject instruction to engage instruction.
matter to students in relating to
meaningful, real-life subject matter.
contexts Some students relate Students make use of Students utilize real-life Students routinely
subject matter to real-life. real-life connections connections regularly to Students actively engage integrate subject matter
provided in single lessons develop understandings in making and using into their own thinking
or sequence of lessons to of subject matter. real-life connections to and make relevant
support understanding of 7/21/19 subject matter to extend applications of subject
subject matter. their understanding. matter during learning
12/6/19 activities.
During class Students actively
instruction I model make connections to
making connections stories and
to the content. curriculum. They
Students are then often ask to clarify
encouraged to make something they are
their own unsure of or make
connections. Novels connections to their
and short stories are life.
used to practice this 12/6/19
Evidence skill. How do you
relate to the
character? Have you
ever been through
something like the
character? We also
compare characters
from different
stories. 7/21/19
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.
strategies, resources, learning needs.
and technologies to
meet students’ Some students Students participate in Students participate in Students actively engage Students take
diverse learning participate in single lessons or instruction using in instruction and make responsibilities for using
needs instructional strategies, sequence of lessons strategies, resources, and use of a variety of a wide range of
using resources and related to their interests technologies matched to targeted strategies, strategies, resources, and
technologies provided. and experiences. their learning needs. resources, and technologies that
7/21/19 12/6/19 technologies to meet successfully advance
their individual students their learning.
needs.
Students are given a During workshop
topic to research and time students are
they choose how offered multiple
they would like to do strategies to
it. Ipads, books and complete
websites are assignment.
available. They also Technology and
choose how they will hands on
present- oral manipulatives are
presentation, make a available. I also meet
Evidence
model, create a with small groups for
video, etc. 7/21/19 guided support.
12/6/19
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 posing problems and inquiries into complex
critically. in content. 7/21/19 reflecting on multiple problems.
Promoting critical
perspectives.
thinking though
inquiry, problem
Some students respond Students respond to Students respond to Students pose problems Students pose and
solving, and
to questions regarding varied questions or tasks questions and problems and construct questions answer a wide-range of
reflection
facts and comprehension. designed to promote posed by the teacher and of their own to support complex questions and
comprehension and begin to pose and solve inquiries into content. problems, reflect, and
critical thinking in single problems of their own communicate
lessons or a sequence of related to the content. understandings based on
lessons. 7/21/19 in depth analysis of
12/6/19 content learning.
I ask students open-
ended questions
regularly. They must
find evidence from
the text to support
their answer. We
compare/contrast
characters from
stories and make
connections to all
curricular areas.
Evidence Sometimes students
are given the answer
to questions and they
have to work with
partners to come up
with strong
questions that
promote critical
thinking. 7/21/19

I continue to
question students
 with open ended
questions. We also do
close reading with
text where students
are required to
compare two stories
and site evidence.
12/6/19

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
student understanding. observation of student individual student needs provide assistance to
engagement and regular for assistance, support, or students in mastering the
Monitoring student checks for understanding. challenge. concepts flexibly and
learning and effectively.
adjusting instruction
while teaching. Some students receive Students receive Students successfully Students are able to Students monitor their
individual assistance assistance individually or participate and stay articulate their level of progress in learning and
during instruction. in small groups during engaged in learning understanding and use provide information to
instruction. activities. 7/21/19 teacher guidance to meet teacher that informs
their needs during adjustments in
instruction. 12/6/19 instruction.
 I question the Students are
students regularly questioned regularly
during instruction to to check for
check for understanding. They
understanding. This are encouraged and
is also done through beginning to monitor
small group learning and
instruction and one approach me for help
on one conferencing. when they are having
Students also have trouble. Students are
Evidence journal prompts and encouraged to come
activities that check to me first, not wait
for understanding. for me to identify the
Adjustments are struggle.
made to the activities 12/6/19
to give extra support
or to enrich the
lessons for others.
7/21/19