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.
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. that ensure equitable further their learning that
access to the curriculum. are responsive to their
learning needs.
Evidence Most of my lessons are I conduct daily informal I assess my students in
geared towards the whole formative assessments to multiple ways, with both
class right now, as almost assess my students’ formative and summative
all of the material we are understanding of the new assessments. For
covering is review from a material we cover in example, I utilize a
previous math course. class. This data is used to system of daily informal
However, students’ inform my next lesson formative assessments so
homework is and end-of-chapter that I can gauge my
individualized and review sessions so my students’ level of
adjusted for their own students know what they understanding of a
specific learning needs. need to focus on studying specific concept (and
The math department before an upcoming students self-grade and
uses online homework exam. 9/22/2019 self-score their level of
modules that are self- understanding as well so
adjusting depending on they can see what topics
how many lesson topics a they need more
student has shown instruction or more
mastery in and how many practice with). I also use
topics they need to more formal formative
practice. 9/22/2019 assessments in the form
of quizzes. I use two
different types of
summative assessments
in my classes in the form
of a formal test and a
multi-part summative
project. By using
multiple types of
Standard 1 CSTP: Engaging and Supporting All Students in Learning
assessments, I am able to
gather a wide range of
data on my students. I
then adjust my lessons
and teaching strategies to
reflect the findings from
data analysis (to better fit
the needs of my
students). 5/2/20

During my lessons, I
introduce new concepts
using multiple modalities.
I model these strategies
to my students so that
they know how to best
interact with the material,
and how they can use
these strategies to
contextualize and
understand the concepts
better. When I monitor
my students’ attempting
problems or taking notes,
I can actively see them
apply the
strategy/strategies that
work best for their
learning needs. 5/2/20

Element 1.2 Emerging Exploring Applying Integrating Innovating

Connecting learning Develops awareness of Uses gathered Uses school resources and Integrates broad Develops and
to students’ prior prior knowledge, culture, information about family contacts to expand knowledge of students systematically uses
knowledge, backgrounds, life students’ prior understanding of and their communities to extensive information
backgrounds, life experiences, and interests knowledge, cultural students’ prior inform instruction. regarding students’
experiences, and represented among backgrounds, life knowledge, cultural cultural backgrounds,
interests students. experiences, and interest backgrounds, life prior knowledge, life
to support student experiences, and interests experiences, and
learning. to connect to student interests.
learning.

Some students connect Students participate in Students make Students are actively Students can articulate
learning activities to their single lessons or connections between engaged in curriculum, the relevance and impact
Standard 1 CSTP: Engaging and Supporting All Students in Learning
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.
Evidence Because I teach Algebra 2 As I continued to get to
and Pre-Calculus, it is know my students
often difficult to make throughout the school
real-life connections to year, I was able to learn
the material. As we more about their
continue through the interests, family
curriculum, the content backgrounds, and life
will become increasingly experiences. I have
more abstract. However, conversations with my
whenever I can, I try to students, their families,
create word problems and their counselors to
that the students can learn more about them so
relate to so that they can that I can create learning
see applications of what experiences in my
they are learning. My goal classroom that reflects
is to create some kind of my students’ individual
project/assignment that learning experiences.
students can incorporate 5/2/20
their backgrounds and
interests into while also At the beginning of each
connecting the content to lesson of a chapter, I try
their own lives. to relate the content we
9/22/2019 are going to learn to other
concepts we have learned
previously. I also try to
link cross-curricular
concepts. For example, if
I know students have
covered a topic in their
science class, I will ask
them to recall details that
will apply to our math
lesson. I also utilize this
time to relate our content
to real-world examples to
try to contextualize the
abstract ideas we are
learning about. This often
involves discussing my
students’ interests and
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging
Uses real-life connections
during instruction as
identified to curriculum.
Connecting subject
matter to
meaningful, real-life
contexts Some students relate
subject matter to real-life.
Evidence Similarly to Element 1.2, I
often find it difficult to
make real-life
connections between my
content and my students’
lives. Because Algebra 2
and Pre-Calculus get
continually more abstract
as we learn more
material, I find it difficult
to come up with real-
world applications for all
of the concepts we are
learning about. (The
content we are learning
all helps them gain a base
understanding of the
concepts they will need to
know in Calculus, which
is where they see much
more real-world
application to the
how we can relate their
own personal lives to our
class material. 5/2/20
Exploring Applying Integrating Innovating
Explore using additional Integrates connections Integrates connections to Engages student in
real-life connections to from subject matter to meaningful, real-life actively making
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
students in relating to instruction.
subject matter.
Students make use of Students utilize real-life Students actively engage Students routinely
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.
Because I teach very
abstract concepts in my
Algebra 2 and Pre-
Calculus classes, I found it
extremely helpful and
crucial to provide my
students with real-world
applications whenever
possible. Even if the
concept didn’t directly
relate to the real-world
application (i.e. the
concept was a small part
of the real-world example
or a stepping stone
towards the real-world
application), I tried to
provide an example
whenever possible. After
providing students with
an example, I would also
give students a few
Standard 1 CSTP: Engaging and Supporting All Students in Learning
material.) My goal is to
try to continue to try to
incorporate as much real-
world applications as I
can to help my students
conceptualize the
material better, thus
relate and understand the
material better.
9/22/2019
Element 1.4 Emerging
Uses instructional
strategies, resources, and
technologies as provided
by school and/or district.
Using a variety of
instructional
strategies, resources,
and technologies to
meet students’ Some students participate
diverse learning in instructional strategies,
needs using resources and
technologies provided.
minutes to come up with
their own examples with
their tablemates. 5/2/20
Aside from smaller
examples and having
conversations about the
way our content relates
to their lives, I also
assigned a few
summative projects (one
or two per semester) that
asked students to apply
the concepts we covered
in a particular chapter to
a real-world example
(preferably something
they were interested in).
This allowed students to
interact with the content
in a much more
meaningful way. 5/2/20
Exploring Applying Integrating Innovating
Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of
instructional strategies, strategies including integrates a broad range an extensive repertoire of
resources, and culturally responsive of strategies, resources, strategies, resources, and
technologies in single pedagogy, resources, and and technologies into technologies to meet
lessons or sequence of technologies during instruction designed to students’ diverse learning
lessons to meet students’ ongoing instruction to meet students’ diverse needs.
diverse learning needs. meet students’ diverse learning needs.
learning needs.
Students participate in Students participate in Students actively engage Students take
single lessons or instruction using in instruction and make responsibilities for using
sequence of lessons strategies, resources, and use of a variety of a wide range of strategies,
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.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Evidence I understand that my I use the information
students come from a from my student poll
variety of backgrounds (given at the beginning of
and have a variety of the year to see how my
strengths and students best learn) and
weaknesses, especially the information I gather
when it comes to math. from observing them in
At the beginning of the my own class to modify
school year, I polled my my lessons. Because I
students to ask them how have a variety of learners
they best learn and what in each class, I use
kind of learners they are. multiple modalities to
Most said that they learn teach new content. This
best by working through helps students
examples and that they understand the
are visual learners. information in a way that
Because of this, I try to makes most sense to
incorporate as many them, and can help each
visual aids as I can and I student have a more
structure our lessons individualized learning
around working through experience. I also use
problem types. I also try technology to
to utilize different types differentiate lessons
of problems and further, and provide
resources to help my additional
students strengthen their scaffolding/challenges to
math and problem- students who need them.
solving skills in several 5/2/20
ways.
Throughout my lessons, I
During class, there is am constantly observing
typically a time for my students and how
lecture, a time for they are interacting with
students to work through the material. I can see
problems with assistance students modifying their
(from their table- class notes using the
mates/teammates), and modalities/strategies I
time for students to work model for them, and pick
through problems alone. and choose the strategies
These three tiers of class that work best for them.
time allow me, the Students also use our
teacher, to assess how class technology
students are platforms to alert me if
understanding and they need additional
grasping the concepts and support or if they have
Standard 1 CSTP: Engaging and Supporting All Students in Learning
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.
In every lesson, students
are challenged to think
critically and use their
problem-solving skils.
Students are asked to
recall information
learned previously,
interpret questions, and
solve using methods that
we have learned in class.
9/22/2019
Evidence
Critical thinking is a skill
that I am hoping to build
in my students as the
school year continues.
Right now, at the
beginning of the year, I
am helping them through
the critical thinking
process by providing
probing questions or
posing countering
to give any students mastered the content we
additional assistance if are learning. 5/2/20
needed. 9/22/2019
Applying Integrating Innovating
Guide students to think Supports students to Facilitates systematic
critically through use of initiate critical thinking opportunities for student
questioning strategies, through independently to apply critical thinking
posing/solving problems, developing questions, by designing structured
and reflection on issues in posing problems and inquiries into complex
content. reflecting on multiple problems.
perspectives.
Students respond to Students pose problems Students pose and answer
questions and problems and construct questions a wide-range of complex
posed by the teacher and of their own to support questions and problems,
begin to pose and solve inquiries into content. reflect, and communicate
problems of their own understandings based on
related to the content. in depth analysis of
content learning.
At the beginning of each
lesson, I relate the
concepts we are going to
learn to previous
concepts we have
discussed (or concepts
learned in a previous
math class). Throughout
the lesson, I ask students
probing questions to
spark their critical
thinking and get them to
make their own
connections to previous
knowledge. I also ask
students to answer
questions, both
individually and within
small groups. This gives
students the opportunity
to reflect on the material
we are learning and form
their own connections to
Standard 1 CSTP: Engaging and Supporting All Students in Learning
questions to their the information. 5/2/20
answers. 9/22/2019
During each lesson,
students are given time to
ponder upon a question
asked of them or directly
asked to solve a problem.
Students are reminded to
use their critical thinking
skills to work through
problems, rather than
stopping or giving up if
they do not know the
answer (or do not know
how to approach the
problem). 5/2/20

Element 1.6 Emerging Exploring Applying Integrating Innovating

Implements lessons Seeks to clarify Makes ongoing
following curriculum instruction and learning adjustments to
guidelines. activities to support instruction based on
student understanding. observation of student
engagement and regular
Monitoring student checks for understanding.
learning and
adjusting instruction
while teaching. Some students receive Students receive Students successfully
individual assistance assistance individually or participate and stay
during instruction. in small groups during engaged in learning
instruction. activities.
I assess my students
formally and informally,
and adjust my instruction
based on these
assessments. As we work
Evidence through concepts and
work through a lesson, I
often observe my
students in their groups
and how they are able to
conceptualize and apply
Adjusts strategies during Makes adjustments to
instruction based on the extend learning
ongoing monitoring of opportunities and
individual student needs provide assistance to
for assistance, support, or students in mastering the
challenge. concepts flexibly and
effectively.
Students are able to Students monitor their
articulate their level of progress in learning and
understanding and use provide information to
teacher guidance to meet teacher that informs
their needs during adjustments in
instruction. instruction.
Throughout each lesson, I
assess students with
informal checks for
understanding. I also
assess students using an
informal formative
assessment at the
beginning or at the end of
each lesson. These
assessments help me
modify my teaching
Standard 1 CSTP: Engaging and Supporting All Students in Learning
the information we are strategies and adjust the
learning. I also often ask lesson as needed to best
my students to rank their fit the learning needs of
level of understanding by my students. I am able to
showing a Thumbs Up, make on-the-fly
Middle or Down. This changes/adaptations to
helps me understand the lesson to better help
where my students are in my students understand
terms of their and grasp the new
understanding of the material. 5/2/20
material. 9/22/2019
Students are often asked
No matter their level of to rate their level of
understanding, I find that understanding on a scale
my students are willing to of 1-5 (1 being they need
participate and stay more instruction or heavy
engaged in class. I assistance when working
promote a very open and through problems, 5
understanding learning being they completely
community in class, understand the concepts
where we can all learn and can show mastery on
from each others problems on their own).
mistakes, so students Students are asked to rate
have low-anxiety in my their level of
classroom. I believe that understanding using this
this helps my students scale on informal
feel brave and feel that formative assessments
they can participate and (given as entry or exit
ask questions throughout tickets daily) or by using
the lessons. 9/22/2019 their hand/fingers during
a lesson. Students are
also asked to show their
understanding of a
concept when I ask them
to show me “Thumbs
Up/Middle/Down” of
how they feel about the
content, or how they feel
about a specific concept
from the lesson. Their
self-ratings help me
adjust my lessons to
better fit the learning
needs of my students, and
students understand that
Standard 1 CSTP: Engaging and Supporting All Students in Learning
these self-ratings are
important to their overall
learning experiences in
my class. 5/2/20