CSTP 1
Engaging & Supporting All Students in Learning
Engaging & Supporting All Students in Learning
What is the key focus of CSTP 1?
What is engaging students through differentiated instruction, culturally responsive teaching, and active participation
What are two key elements of a positive learning environment in CSTP 2?
What is a safe classroom culture and clear behavioral expectations.
What is the primary goal of CSTP 3?
What is a deep understanding of content and designing meaningful learning experiences.
What is the connection between CSTP 4 and differentiated instruction?
What is CSTP 4 emphasizes adapting lessons to meet diverse student needs.
What are the two main types of assessments in CSTP 5?
What are formative and summative assessments?
A teacher notices a student is disengaged and rarely participates. What strategy aligns with CSTP 1 to increase engagement?
What is implementing student choice in learning activities, using interactive technology, or building connections with student interests?
A student is frequently off-task and disruptive. According to CSTP 2, what should the teacher do first?
What is the use of proactive classroom management strategies, such as proximity, redirection, or reinforcing expectations?
A teacher is introducing a complex concept in science. What instructional strategy best aligns with CSTP 3?
What is the use of scaffolding, hands-on experiments, and real-world applications?
A teacher wants to incorporate Universal Design for Learning (UDL) in lesson planning. How does this align with CSTP 4?
What is UDL provides multiple means of engagement, representation, and expression to ensure accessibility.
A teacher notices a student is struggling despite good performance on quizzes. What assessment strategy aligns with CSTP 5?
What is the use of informal assessments like observations, discussions, and student reflections to gauge understanding?
Describe a lesson activity that applies CSTP 1 to support English Learners in a math class.
What is use visuals, real-world problem-solving, collaborative learning, and sentence frames to support language development.
How can a teacher apply CSTP 2 to create an inclusive environment for neurodivergent students?
What is provide structured routines, flexible seating, sensory-friendly spaces, and personalized supports.
Describe how a history teacher can use CSTP 3 to integrate multiple perspectives in a lesson on the Civil Rights Movement.
What is Incorporating primary sources, diverse narratives, and student-led discussions.
Give an example of how a teacher can apply CSTP 4 in a project-based learning unit.
What is allow students to choose project formats, integrate real-world connections, and use formative assessments for adjustments.
How can a teacher apply CSTP 5 to provide meaningful feedback to students?
What are use strengths-based feedback, goal-setting conferences, and actionable next steps?
Gia Truong, CEO of Envision Schools, a network of three high schools that serve mainly low-income black and Latino students working to be the first in their families to go to college, describes how Envision is creating a supportive culture that “interrupts education inequity.”
When students feel seen and heard, engagement goes up. These simple strategies help teachers make classroom discussions more equitable for all.
This bilingual elementary school offers students a more inclusive educational experience—through music and culturally relevant instruction.
When teachers break instruction up into manageable chunks and provide support structures, it makes learning more accessible for all students.
When teachers bring collaboration, creativity, and choice into assessment, anxiety and dread give way to confidence and joy as students show off what they have learned.
Which grade level?
Mr. Ogden history class includes multilingual learners. He builds cultural connections by allowing students to research historical events from their cultural backgrounds and present their findings in a way that feels authentic to them.
Middle School - SEL - Relationship Skills & Cultural Responsiveness
Which grade level?
Mrs. Cunningham's classroom starts each morning with a class circle, where students share their feelings and set daily goals. She reinforces classroom expectations by having students co-create norms that promote a sense of safety and belonging.
Elementary - SEL - Relationship Skills & Classroom Community
Which grade level?
Mrs. McKinnon integrates multicultural literature in her English class. Students analyze diverse authors’ perspectives and reflect on their own identities, fostering both academic learning and self-awareness.
High School - SEL - Self-Awareness & Culturally Responsive Teaching
Which grade level?
To make a book report assignment more engaging, Mrs. Beamer allows his 3rd graders to choose how they present—through a poster, skit, or digital slideshow, fostering student autonomy and engagement
Elementary - SEL - Self-Management & Student Choice
Which grade level?
Mrs. Moreno has her students track their progress on essays using a self-reflection rubric. Students identify strengths and areas for growth before receiving teacher feedback.
Middle School - SEL - Self-Awareness & Goal-Setting