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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 Uses data from multiple Uses comprehensive
through data provided by learn about individual of formal and informal measures to make knowledge of students to
the school and/or students. sources to learn about adjustments to make ongoing
assessments. students and guide instruction and meet adjustments and
selection of instructional individual identified accommodations in
strategies to meet diverse learning needs. instruction.
Using knowledge of learning needs. 9/27/17
students to engage
them in learning Some students may Students engage in single Student engage in Students actively utilize a Students take ownership
engage in learning using lessons or sequence of learning through the use variety of instructional of their learning by
instructional strategies lessons that include some of adjustments in strategies and choosing from a wide
focused on the class as a adjustments based on instruction to meet their technologies in learning range of methods to
whole. assessments. needs. 9/27/17 that ensure equitable further their learning that
access to the curriculum. are responsive to their
learning needs.

I use Schoology to gather
information about
IEPs/504s. I gave a
diagnostic exam on the
first day of class. I do
informal and formal
assessments (warm
ups/exit tickets/
quizzes/tests), and I
adjust instruction based
on the results. 9/27/17

Evidence All of my students receive
appropriate
accommodations and
modifications per their
individual needs. My
advanced students self-
identified and receive
accelerated instruction
alongside the whole class
instruction. 9/27/17
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.2 Emerging Exploring Applying Integrating Innovating
Develops awareness of Uses gathered Uses school resources and Integrates broad Develops and
prior knowledge, culture, information about family contacts to expand knowledge of students systematically uses
backgrounds, life students’ prior 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 learning
to support student experiences, and interests experiences, and
to students’ prior
learning. to connect to student interests.
knowledge,
learning. 9/27/17
backgrounds, life
experiences, and
Some students connect Students participate in Students make Students are actively Students can articulate
interests
learning activities to their single lessons or connections between engaged in curriculum, the relevance and impact
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. backgrounds, life and interests within and
experiences, and across learning activities.
interests. 9/27/17
I had the students
complete a math
biography the first day of
class that informed me
about their connections
and understandings with
regards to math. I also
met with the counselor
and discussed some of the
needs of my high-risk
students during the first
couple weeks of the
Evidence course. 9/27/17

Students complete a
warm up upon entering
the class and leave with
the completion of a “Big
Idea of the Day”
worksheet as a means of
engaging their brains and
completing a final wrap
up before ending our
session. 9/27/17
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,
9/27/17 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 students in relating to instruction.
matter to subject matter.
meaningful, real-life
contexts Some students relate Students make use of Students utilize real-life Students actively engage Students routinely
subject matter to real-life. real-life connections connections regularly to in making and using real- integrate subject matter
9/27/17 provided in single lessons develop understandings life connections to subject into their own thinking
or sequence of lessons to of subject matter. matter to extend their and make relevant
support understanding of understanding. applications of subject
subject matter. matter during learning
activities.
I teach upper level math,
and most of the time we
are “in the weeds” with
regards to material. At
least a couple times a
week I mention the fields
that this math is used in
and how, but mostly we
are working towards
mastery of content of
Calculus. Mentions to
real-life are superficial at
Evidence best. 9/27/17

Although students’
engagement is usually
high, very few relate to
the subject matter.
Another factor of this
disconnect is the arts
nature of my school.
9/27/17
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. 9/27/17
strategies, resources, learning needs.
and technologies to
meet students’ Some students participate Students participate in Students participate in Students actively engage Students take
diverse learning in instructional strategies, single lessons or instruction using in instruction and make responsibilities for using
needs using resources and sequence of lessons strategies, resources, and use of a variety of a wide range of strategies,
technologies provided. related to their interests technologies matched to targeted strategies, resources, and
and experiences. their learning needs. resources, and technologies that
technologies to meet their successfully advance their
individual student’s learning.
needs. 9/27/17
We are a one-to-one school,
and I provide students with
the option of using their BAK
devices on a daily basis. I
also integrate technology
(Desmos) in almost all
lessons. Students are
assigned math projects that
require the use of
technology (Desmos Art).
9/27/17

There is a mixture of
Evidence students using paper and
pencil and electronic note
taking in my class. Students
are able to effectively access
my pre-loaded graphs and
links for technology driven
lessons. They also have
access to and make regular
use of my online classroom.
My classes incorporate
heavy group and partner
work. 9/27/17
Standard 1 CSTP: Engaging and Supporting All Students in Learning
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. 9/27/17 reflecting on multiple problems.
Promoting critical
perspectives.
thinking though
inquiry, problem
Some students respond to Students respond to Students respond to Students pose problems Students pose and
solving, and
questions regarding facts varied questions or tasks questions and problems and construct questions answer a wide-range of
reflection
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 9/27/17 communicate
lessons or a sequence of related to the content. understandings based on
lessons. in depth analysis of
content learning.
I purposefully sit students Students are constantly
in groups of 4 and have validating one another’s
them discuss work and thinking as well as
create solutions on their correcting me on my own
own. Each group is given solutions. If their thinking
a single mini-whiteboard is challenged, they freely
to present their strategies present their inquiry to
or ask questions to the the class for help.
class and myself. I ask Students work together
guiding questions that to construct new schema
stretch beyond numerical within the content.
answers and require Students critique their
Evidence elaborate explanations own work during test and
about the method or quiz corrections. They
strategy used in a can advocate for a
solution. 9/27/17 regrade using claim,
evidence, and reasoning.
9/27/17
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
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 9/27/17 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. 9/27/17 teacher guidance to meet teacher that informs
their needs during adjustments in
instruction. instruction.
I regularly roam the room
during group work. If I
notice common errors, I stop
the class to teach a mini-
lesson on the topic. If a
student is confused on a
particular topic, we explore
it deeper before moving
forward with the content. If
several students show a
misunderstanding in an
assessment or exit ticket, I
do not teach a new lesson
without revisiting the topic
Evidence of confusion. 9/27/17

Students freely ask for an
explanation from either
myself or their groupmates
when they are uncertain
about a concept. All of my
students participate in class
through the use of popsicle
sticks. 9/27/17