CSTPs –Essential Standards Evidence Ideas
Ideas created by Support Providers
1.2 (YR1)
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Connecting learning to students’ prior knowledge, backgrounds, life experiences,
interests.
Teacher uses terms/questions such as
and bring back out at end of unit to
“How do we know…?”
check our accuracy.
KWL chart
 Creative hooks
Students sharing backgrounds
 Use of “teachable” moments
Journals
 Affect inventory
Thinking Maps
 ELL identify/set strategies/goals
Teacher sharing experience
 Interdisciplinary teaching
Questioning strategies
 50 Strategies for Active Teaching
Realia
(Yopps, Guillaume)
Invite a guest speaker – could be a
o Mystery box
student from an advanced grade
 Questions the teacher asks (as well as
Let students “share-time” have time to
student questions)
share “content” in native language at
 Real word connections
times to access prior/personal
 Teacher shares info regarding other
knowledge
cultures
Solicit students’ background knowledge
 Evaluate prior knowledge to guide
(schema) and list on butcher paper of
instructions
upcoming unit (i.e.) butterflies. Save
1.5 (YR2)
Promoting critical thinking through inquiry, problem solving, and reflection
 Student groups or work with a partner to
 Students making connections (prior
share personal experiences relating to
knowledge)
the topic
 Questioning (informal, oral)
 Student work displayed; example:
 What if? Or making connections
creative writing pieces with
recognizing widely to others
corresponding art
reward/verbal/affirmative
 Have students reflect on how they
 Literature circles
solved a problem after it is complete
 Culture panel (diverse perspectives)
and write it in a journal or share with
 Teaching internet credibility
others
 Open ended science labs/investigation
 Propose idea and test it out
 Project based learning
 Student directed learning – group
 Provide choices/menus
discussions, reflections, both individual
 Provide higher level language models (I
and group
predict…)
 Save samples of problem solving
 What types (Bloom’s Taxonomy) of
activities or assignments that students
questions is the teacher asking?
have been engaged in
 Socratic discussions
 Student written reflections (about own
 Follow-up questions – evidence, reasons
work)
 Open ended questions
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Evaluate point of view & perspective on
primary sources
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Debates
Analyzing
2.3 (YR 2)
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Establishing and maintaining learning environments that are physically, intellectually,
and emotionally safe
100% participation activities
 Name/number sticks to randomly call
Avoids negative responses to student
on student
incorrect answers
 Flow pattern for teacher movement
“May I suggest, may I recommend”
noted on seating chart
instead of “you need, you should be…”
 Student inventories to encourage
Review classroom/school core values –
teachers get to know students better
i.e. “integrity” - then students explain
 Using sticks to call on students
what integrity looks like in a classroom
 Call on multiple students for different
setting, i.e. doing your own work
perspectives
Modeling
 Positive reward system, especially for
Be open to and embrace PBIS strategies
student participation
that are being implemented (common
 Sharing student work under doc camera
core language for positive behaviors
 Students in charge of class discussions
throughout school really does work)
 Rick Morris “Who’s Next” app on iPhone
Ask for student ideas
 Are classroom norms established with
Time to think/respond
student feedback?
Positive reinforcement
 Body language of teacher towards
Class discussions
students
Impromptu reviews
 Small group activities
Peer share
 Evaluating “the process” during group
Emergency rules/directions posted
work
Safe space posters
 Set up of the classroom – does it
Students sharing opinions
encourage students’ sharing ideas
Think – pair – share
 Modeling behavior
2.6 (YR 1)
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Employing classroom routines, procedures, norms, and supports positive behavior to
ensure a climate in which all students can learn
Transitions - for example: noise signals,
 PBIS strategies: incentive cards,
gestures
acronyms
Be aware of which students you’re
 Classroom success plan posted
calling on; develop a system that easily
 Classroom expectations posted
documents who you have called upon
 Assigned roles to help kids with special
Agenda/schedule/changes posted
needs
Rewards – both class wide and
 Transitional songs/routines
individual
 Class constitution
Beginning of class procedure
 Morning meeting
established: always have instructions on
 Multiple activities available to students
board – hand in homework, take out
to minimize down time
notebook, response to journal entry, etc.
Students begin at the bell.
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Plan lesson to reduce transitions
Procedures established for activities, i.e.:
setting up a lab/get supplies etc.
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Behavioral expectations are posted
Enforces behavior expectations
3.4 (YR 1)
Utilizing instructional strategies that are appropriate to the subject matter
 Interest survey
 Engaging songs/video/etc.
 Current event/special interest
 Movement activities
 Thinking maps
 Depth/complexity/knowledge questions
 Research favorite topic/interests and
 Think/pair/share or partner talk
present visuals
 Calling on all students for responses
3.6 (YR 2)
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Addressing the needs of English learners and students with special needs to provide
equitable access to the content
Give them more time
 Use of picture cards
Provide hard copy of PowerPoint or
 Acting out vocabulary
lesson for student to use & follow along
 Using EL support books provided with
Make sure you have materials &
T.E.S.
teacher manuals for your SPEC ED
 Review 504 plan to guarantee
grade level so that you can spend time
implementation of all requirements
“modifying” and making
 Look at student cumulative folders and
accommodations rather than time &
discuss/gather facts from previous
energy finding materials for instruction
teachers
(equal access)
 Discussion with case carrier
Vocabulary lists on walls
 Internet “virtual” field trips
Realia
 Picture walk through book as preview
“cloze” copy of notes
technique
IEPs – review and be knowledgeable
 Vocabulary “box”
Hands-on activities
 Student activities to preview vocabulary
SDAIE strategies digital translators
 Preview/review of content
4.4 (YR 1 & 2) Planning instruction that incorporates appropriate strategies to meet the learning needs
of all students
 Scaffolding: questioning, materials
 Informal assessments made during
 Thumbs up or down
learning: thumps up, show your white
 Small groups/mixed ability
board, etc.
 Teacher walking around room
 RTI/PLC planning
 Teacher talk – reading the room “Let’s
(elementary/secondary)
slow down,” “Come to rug so we can…”
 Reflective – formal, informal assessment
 Pictures, manipulatives, IPads
to guide instruction
 Anticipate students???
 Differentiating TPR
 Use ELP standards
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5.1(YR1)
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Applying knowledge of the purpose, characteristics, and uses of different types of
assessments
Kahout/Socrative
 Thumbs up or down
Quizdom/Eggspert
 Low-risk/high-risk writing (quick write,
Nearpod
journal, low stakes)
Fist of five (show with fingers)
 Rubrics
Formative
 White boards
Summative
 Music recordings
Exit slips
 Presentations (PPT)
Educreations
 Thinking Map
Chatterpix
IMovie
5.4 (YR 2)
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Using assessment data to establish learning goals and to plan, differentiate, and modify
instruction
Department PLC’s → formative
 Anecdotal notes
assessment
 Post-its
Item analysis from multiple choice
 Class discussion/evaluate assessment or
questions on a test
activity and suggestions for
Schoolnet assessment information
improvements/what to keep/what did
Include SPEC ED staff in planning (e.g.
not work
SPEC ED teacher, resource teacher,
o Butcher paper group discussion,
speech/language, O.T., P.T., etc.)
list & share out
Review LPA scores at the instructional
 RTI – grouping/homogenous
level
 Pre, ongoing, post, and summative
Use of Exit Cards
assessment to guide instruction
Teacher-made check list
 Interpret data/scores
Use of hands-on assessment
6.3 (YR 1)
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Collaborating with colleagues and the broader professional community to support
teacher and student learning
PLC meetings
 Staff development
Professional development
 Peer observation
Vertical teams & grade-level teams for
 Seek professional assistance
sharing and articulating
 Talking with colleagues
Informal conversations with IAs and
 Staff meetings: collaborate & share
Support Staff (SAI)
 Grade level meetings: planning, new
Eat lunch together
ideas, align to common core, PLC
Attend committee meetings
 Goal setting meetings
Attend different department or grade
 IEPs and SSTs for concerns,
level meeting to learn new goals
mainstreaming and implementation of
Conversations w/BTSA Support Provider
goals
Staff meeting “share out”
Teacher conventions
S.I.P days
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Professional develops: teach &
implement new teaching strategies,
share ideas, gain knowledge
Talk/email IA’s to explain lesson plans,
classroom management, modeling
Meet and collaborate with anyone that
is knowledgeable about my subject
matter
Meet daily to give progress reports to
appropriate staff members
Go back to previous teachers to learn
about my students
Constant collaboration with colleagues
Get students involved with culture of the
school
Compare assessment data with fellow
staff
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New teachers interact with veteran
teachers
RTI teacher drops in on staff meetings
and inquires about students with
homeroom teacher
Communicate by email with
administrator
Approach your administrator to help
solve/resolve concerns and issues
Member of PBIS team
PLC meetings with ELD teachers
Collaborate with co-teachers, speech
therapists, and psychologists to
enhance student learning
6.6 (YR 2)
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Managing professional responsibilities to maintain motivation and commitment to all
students.
Teacher collaboration (PLC)
 Common Core
Utilizing personal necessity days
 Primary Literacy Project
Workshops continuing education,
 GATE
development
 Differential instruction
Read books on content or teaching
 Teachers Pay Teachers
strategies
 Technology
Exercise/pedometer
 Real life examples
Upbeat attitude
 Mentor
Setting limits for yourself
 Observing other teachers
Prioritizing → focus on 1-2 important
 Teaching magazines
things
 Professional development – furthering
Letting go of “old” curriculum
your knowledge & toolbox
Visiting other classrooms to observe best
 PLC with teaching teams – share ideas
practices
 Pinterest/online searches/Ted Talks –
Looking for new ways to teach the
help with specific content area – Get
lesson (Google, other internet, Pinterest)
creative…collaborate
Edmodo – professional learning
 Goal setting – sets direction
communities
 Collaborating w/other schools teaching
Attending concerts/conferences
teams
Teaching Channel
 City programs – interact with community
Sharing a favorite part of the week
 Technology – CUE conference
Getting to know your colleagues
(implement new strategies , creative)
Taking risks
 Adjunct duties – get involved, interact
Trying new things → technology (Skype)
with students outside schools (PTA) –
and storing the experience
community
CGI Training
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Grants, Donors Choose – bring new
things into classroom enhance teaching
Explore resources like Scholastic –
Common Core materials (non-fiction
texts, etc.)
Constantly seeking information – PD,
pictures using idea
Seek out best practice & adapt to
student needs
Set goal, progress notes
Weekly collaboration sessions – notes
Consult with veteran teachers
Developing inquiry question
Professional reading – describe how it
was applied, journaling, summary
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Technology – photos
Bring you and your interests into the
classroom
Getting involved in software
opportunities: Edmodo, Raz Kids, First in
Math, Lexi, Prezi, English in a Flash
Create a 3-year Science Curriculum for
SAI – Moderate/Severe Students
Using Reading A-Z software to enhance
HM curriculum in nonfiction texts to be
implemented in RTI
Became school site TAC in order to
facilitate my own learning and
challenge my knowledge of technology
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