Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.1 Emerging Exploring
Learns about students Gathers additional data
through data provided to learn about individual
by the school and/or students.
assessments.
Using knowledge of
students to engage
them in learning
Some students may Students engage in single
engage in learning using lessons or sequence of
instructional strategies lessons that include
focused on the class as a some adjustments based
whole. on assessments.
As students complete
assessments, their scores
are stored in a special
system our school uses
called the AOPR
(Assessment Objective
Performance Report).
These scores show a
student and their family
how they are performing
based on Essential Skills
and Standards.
Evidence Based on students
scores, I identify areas of
need to better suit my
differentiation with one-
on-one calls (these can
be either a single lesson
via a curriculum-based
assessment, or over a
series of calls to monitor
improvement based on
adjusted assessments).
(9/25/18)
Applying Integrating Innovating
Uses data from a variety Uses data from multiple Uses comprehensive
of formal and informal measures to make knowledge of students to make
sources to learn about adjustments to ongoing adjustments and
students and guide instruction and meet accommodations in instruction.
selection of instructional individual identified
strategies to meet learning needs.
diverse learning needs. Students take ownership of
their learning by choosing from
Student engage in Students actively utilize a wide range of methods to
learning through the use a variety of instructional further their learning that are
of adjustments in strategies and responsive to their learning
instruction to meet their technologies in learning needs.
needs. that ensure equitable
access to the curriculum.
I spent more time While we had a bit later I have been working more one-
individually and with my start to the schoolyear on-one with SPED students
PLC using data (quick and have not had as who may need
checks, exit slips, many opportunities for modifications/accommodations
curriculum-based growth since the end of based on their IEPs and specific
assessment calls, etc.) to last semester, my PLC needs. For example, I have been
modify assignments as started the schoolyear working with the mother for
we went on with our reviewing data from last one student who has severe
lessons. Most notably, year (overall class OCD and has been affected by
we used updated data averages, individual the COVID-19 news to
averages from a unit/portfolio score streamline his assignments as
portfolio assignment to averages) to help us he works through the anxiety
alter one of our develop our team-taught caused by his germaphobia.
workshop classes. lessons in a way that
identify problem areas (3/24/20)
(5/5/19) sooner and allow us to
have more meaningful
1:1 curriculum-based
assessments with our
students.
(10/20/19)
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.2 Emerging
Develops awareness of
prior knowledge, culture,
backgrounds, life
experiences, and interests
represented among
students.
Connecting learning
to students’ prior
knowledge,
backgrounds, life
experiences, and
Some students connect
interests
learning activities to their
own lives.
Evidence
Exploring Applying
Uses gathered Uses school resources and
information about family contacts to expand
students’ prior understanding of
knowledge, cultural students’ prior
backgrounds, life knowledge, cultural
experiences, and interest backgrounds, life
to support student experiences, and interests
learning. to connect to student
learning.
Students participate in Students make
single lessons or connections between
sequences of lessons curriculum, and their
related to their interests prior knowledge,
and experiences. backgrounds, life
experiences, and
interests.
Students are still working
on making connections
between the curriculum
and their prior
knowledge/interests. For
our current unit I
encouraged them to focus
their research paper on
topics they enjoy
(anything if it is school-
appropriate), but they
still struggle a bit to see
the connections between
academia and “real life.”
Some students don’t want
to analyze their
interests/experiences
from a scholarly
perspective.
(5/5/19)
I try to review the
available records of my
students either before the
start of the school year, or
Integrating Innovating
Integrates broad Develops and
knowledge of students systematically uses
and their communities to extensive information
inform instruction. regarding students’
cultural backgrounds,
prior knowledge, life
experiences, and
interests.
Students are actively
engaged in curriculum,
which relates their prior Students can articulate
knowledge, experiences, the relevance and impact
and interests within and of lessons on their lives
across learning activities. and society.
No Significant Change
At the beginning of the
schoolyear we
implemented a “get to
know you” family
narrative to give students
an opportunity to share a
bit more about
themselves and
encouraged them to let us
know what is important
to them and where they
want to be by the time
they graduate.
I refer back to these
portfolio assignments as I
conduct curriculum-based
assessment calls and use
the information students
have provided to try and
help them make
connections between the
course material and their
interests.
(10/20/19)
Standard 1 CSTP: Engaging and Supporting All Students in Learning
as soon as I can after they
are sectioned into my
class. I review notes from
previous teachers (if
available), and
information provided by
the family during
enrollment.
I strive to engage
students’ interests by
staying current with
trends, popular media,
and issues affecting youth.
I use popular media
(video games, movies,
young adult fiction) to
make content more
relatable.
(9/25/18)
)
I have not been able to
make as many
connections in the
curriculum due to school
interruptions, but for our
first unit of study this
semester I encouraged
students to use their
background knowledge in
Greek mythology to help
identify important
characters in the unit’s
selections (Poseidon,
Athena, etc.). Many of my
students grew up reading
the Percy Jackson books
and were able to make
connections to The
Odyssey and “Orpheus and
Eurydice” based on their
prior knowledge of Greek
literary characters.
(3/24/20)
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,
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
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.
Evidence Many of our stories and I ran into an issue with Currently the students
poems covered deal with sometimes students were are working on a
very real issues—racism, having difficulties persuasive essay portfolio
sexism, and the identifying literary assignment for our
difficulties of growing up devices (foil, stock Romeo and Juliet unit. We
in a world that can be character, allusion, have had an interruption
unkind to those who are imagery, etc.) within the in instruction due to the
different. These are all works we were reading. I pandemic, so I am not
challenges students face found that practicing with sure how much I will be
in some form or another. movies/TV shows/books able to help my students
that are popular (Marvel here, but for this
While reading these movies, Harry Potter, particular assignment I
works, I ask for students SpongeBob, etc.) was approached the prompt
to think of real-life great way to demonstrate from the perspective of a
examples (themselves or to students that their true crime/CSI
a loved one), and ask favorite pieces of media investigator to determine
them to draw similarities can be analyzed from a the person most
between the issues that literary perspective. responsible for the deaths
the characters we read Practice with well- of Romeo and Juliet.
about face and those we known/beloved stories Students enjoyed making
see in our community (ex. better prepared them to this connection to pop
“My Forbidden Face” and identify literary devices culture/popular TV and
sexism/extremism) in the literature we cover podcasts genres.
in class.
9/25/18 (3/24/20)
(5/5/19)
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I haven’t had quite as
many opportunities for
growth in this area yet. I
am still working hard on
encouraging students to
use their pop culture
knowledge/interests to
try and better understand
difficult literary concepts.
This is a work in
progress!

(10/20/19)

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 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 students learning.
needs.
With our online As I became more Instead of developing Understanding that the
environment, students comfortable with the lessons/workshops based text for Romeo and Juliet
are required to use a programs and solely on assessment is difficult in and of itself I
computer to access our applications within our scores I am actively have strived to provide
online learning program Adobe LiveLesson engaging students and more resources for my
Evidence (Connexus) in order to program, I found have sent surveys asking students in our online
participate in virtual opportunities to allow them what specific topics format. On my website
lessons (Live Lessons) for students to engage more they are interested in page for our Romeo and
their classes. on an individual and learning more Juliet unit I have provided
whole-class basis, such as about/want to spend additional resources to
Using the resources in the a virtual whiteboard, additional time on this. support student
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Live Lesson program, I
have students answer
poll questions
anonymously (so they
don’t have to worry about
their peers seeing their
answers), as well as
participate in one-on-one
sessions concurrently
with whole-class
instruction to help
struggling students
understand difficult
concepts. (9/25/18)
Element 1.5 Emerging Exploring
Asks questions that focus Includes questions in
on factual knowledge and single lessons or a
comprehension. sequence of lessons that
require students to recall,
interpret, and think
Promoting critical critically.
thinking though
inquiry, problem
solving, and Some students respond to Students respond to
reflection questions regarding facts varied questions or tasks
and comprehension. designed to promote
comprehension and
critical thinking in single
lessons or a sequence of
lessons.
screenshot, and poll pods.
Based on the engagement
dashboard (measures
student engagement in
the virtual room),
engagement went up
from an average of about
50-60% to around 75%.
This reflects that the
more opportunities I was
able to provide with the
engagement apps, the
more students were
willing to participate.
Applying
Guide students to think
critically through use of
questioning strategies,
posing/solving problems,
and reflection on issues in
content.
Students respond to
questions and problems
posed by the teacher and
begin to pose and solve
problems of their own
related to the content.
For example, students understanding, such as
voted on an MLA-focused character charts, No Fear
LiveLesson where I can Shakespeare, and a
demonstration setting up structured outline to
a paper in proper MLA complete the portfolio.
format via screenshare in There are also links to
Adobe Connect. audio versions of the play,
as well as YouTube videos
(10/20/19) to help students
comprehend the play
beyond just reading the
text. Students are able to
access these sources
24/7.
(3/24/20)
Integrating Innovating
Supports students to Facilitates systematic
initiate critical thinking opportunities for student
through independently to apply critical thinking
developing questions, by designing structured
posing problems and inquiries into complex
reflecting on multiple problems.
perspectives.
Students pose problems Students pose and answer
and construct questions a wide-range of complex
of their own to support questions and problems,
inquiries into content. reflect, and communicate
understandings based on
in depth analysis of
content learning.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I begin my Live Lesson
sessions with an opening
question to get them
“warmed up” for the
lesson. The question is
based on a them or
concept they encountered
in the past week’s
reading, and we finish by
addressing what we
learned about it.
Students are asked to
respond and make
connections between our
current readings and
their personal
experiences (to their level
of comfort). These
thematic questions are
Evidence revisited at the end of the
unit.
(9/25/2018)
Element 1.6 Emerging Exploring
Monitoring student Implements lessons Seeks to clarify
I have held special study As part of the prewriting
session and writing exercises for our Romeo
workshops in which I dig and Juliet persuasive
deeper into the unit and essay, students were
ask higher-order asked a “warm up”
questions in a low-risk question whether or not
environment (small- they believed in love at
groups with anonymous true sight and encouraged
submissions, think-pair- to use evidence from the
share, etc.). Students are text, as well as any
also asked to write evidence they could find
reflective journal on the internet within a 5
responses. minute period.
Volunteers were allowed
(5/5/2019) on the microphone and
given 30 second to make
their case for or against.
It is still early in the The audience then had
schoolyear, and I have not the opportunity to
been able to develop this question the speakers.
This led to a discussion
as much as I would like.
Teaching 9th grade on persuasive
English provides some speech/appeals.
unique challenges, as they
are still shy and hesitant (3/24/20)
to engage in higher-order
thinking questions based
on their reflections and
questions. The students
are typically okay with
answering questions I ask
but are not as willing to
pose questions to each
other. This is a work in
progress, and as the trust
builds throughout the
year this will grow as
well.
(10/20/19)
Applying Integrating Innovating
Makes ongoing Adjusts strategies during Makes adjustments to
Standard 1 CSTP: Engaging and Supporting All Students in Learning
following curriculum instruction and learning
guidelines. activities to support
student understanding.
learning and
adjusting instruction
while teaching. Some students receive Students receive
individual assistance assistance individually or
during instruction. in small groups during
instruction.
Evidence Due to the online and
independent study
natures of our program, it
can be challenging to
address all questions in a
single LL session. I
remain afterward to help
students who need
additional instruction and
make myself available
during the week via office
hours. Students are
encouraged to
call/WebMail with
specific questions.
Students can also send
me private chat messages
during a lesson. I then
either address it for the
whole class or set up a
time to work with the
student one-on-one.
(9/25/18)
Still working on being
able to change/adjust as I
go. The curriculum
provided by our program
is fairly rigid, so deviating
adjustments to instruction based on the extend learning
instruction based on ongoing monitoring of opportunities and
observation of student individual student needs provide assistance to
engagement and regular for assistance, support, or students in mastering the
checks for understanding. challenge. concepts flexibly and
effectively.
Students successfully Students are able to Students monitor their
participate and stay articulate their level of progress in learning and
engaged in learning understanding and use provide information to
activities. teacher guidance to meet teacher that informs
their needs during adjustments in
instruction. instruction.
As I am now in my second During this pandemic my
full year at my school, I PLC and I are adjusting
am feeling more the curriculum as best we
confident utilizing can to meet the needs of
various tools within my all students. We currently
Adobe Connect have dropped our Unit 2
LiveLesson classroom to Romeo and Juliet test and
keep students engaged have dropped our 5th unit
during our lessons. The to ease in the adjustment
poll pods, white board, for students during the
and screenshare apps social
allow me to get students distancing/quarantine
more involved than time. For those students
strictly a PowerPoint- who have been more
based lecture would. directly affected we are
monitoring students via
(10/20/19) homeroom check-in calls
and making adjustments
on a case-by-case basis.
We are continuing with
our normal progress
monitoring procedures
for individual students.
(3/24/20)
Standard 1 CSTP: Engaging and Supporting All Students in Learning
too much from it can
cause challenges. I
collaborate with my PLC
regularly whenever I
need clarification on an
assignment or lesson and
communicate those
changes to my students.

(5/5/2019)