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 of Uses data from multiple Uses comprehensive
through data provided by learn about individual formal and informal sources measures to make knowledge of students to
the school and/or students. to learn about students and adjustments to instruction make ongoing adjustments
assessments. guide selection of and meet individual and accommodations in
instructional strategies to identified learning needs. instruction.
meet diverse learning 12/12/19
needs. 7/15/19
Students take ownership of
Some students may engage Students engage in single Students actively utilize a their learning by choosing
in learning using lessons or sequence of Student engage in learning variety of instructional from a wide range of
Using knowledge of instructional strategies lessons that include some through the use of strategies and technologies methods to further their
students to engage focused on the class as a adjustments based on adjustments in instruction to in learning that ensure learning that are responsive
them in learning whole. assessments. meet their needs. equitable access to the to their learning needs.
curriculum. 7/15/19

Students actively utilize a

variety of instructional
strategies and technologies
in learning that ensure
equitable access to the
curriculum. 12/12/19 -
Same Level
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I use information from our
STEP (Support Team
Education Plan) coordinator
on site at the school to help
me understand the different
needs of the students so I
can group them according
to ability. I also consult
with teachers that had the
students previously to
understand class dynamics
and discuss effective
instructional strategies that
receive positive responses
Evidence from the students. 7/15/19
Because my school is a one- Since moving into an online
to-one iPad school, I have platform for teaching, I have
the ability to use the Kahoot a adjusted my lessons and
app to review different workload to what students
skills such as figurative would be able to accomplish
language or vocabulary. in one class period instead of
Students also use the Raz- adding homework. I have
Kids app as part of our made multiple adjustments
literature program. Students to my teaching and what I
read at their appropriate require from my students
level as a way to improve during this time, such as
reading comprehension and amending my assignments
fluency. 7/15/19 for The Giver Unit to be
shorter handouts. 5/1/20
I now use data from
multiple measures including
student ability and work I often will have options for
ethic to make adjustments students to choose from in
to lesson plans. 12/12/19 Google classroom for
enrichment of literature
My instructional strategies class. Students are able to
have broadened through the choose activities from
use of technology in the Brainpop or another online
classroom using such apps resource. 5/1/20
as Poplet and
storyboardthis.com
12/12/19
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, Some students connect
backgrounds, life learning activities to their
experiences, and own lives.
interests
Exploring
Uses gathered information
about students’ prior
knowledge, cultural
backgrounds, life
experiences, and interest to
support student learning.
Students participate in
single lessons or sequences
of lessons related to their
interests and experiences.
Applying
Uses school resources and
family contacts to expand
understanding of students’
prior knowledge, cultural
backgrounds, life
experiences, and interests to
connect to student learning.
7/15/19
Students make connections
between curriculum, and
their prior knowledge,
backgrounds, life
experiences, and interests.
Integrating
Integrates broad knowledge
of students and their
communities to inform
instruction. 12/12/19
Students are actively
engaged in curriculum,
which relates their prior
knowledge, experiences,
and interests within and
across learning activities.
7/15/19
Innovating
Develops and
systematically uses
extensive information
regarding students’ cultural
backgrounds, prior
knowledge, life
experiences, and interests.
5/1/2020
Students can articulate the
relevance and impact of
lessons on their lives and
society.12/12/19
Students can articulate the
relevance and impact of
lessons on their lives and
society. 5/1/2020
Standard 1 CSTP: Engaging and Supporting All Students in Learning
At the beginning of the As a pre-reading Within my Outsiders
year, I have students activity for novels like unit, I have been
complete a survey that “The Giver”, I have emphasizing making
tells information about students complete an the reading relevant to
their family, hobbies anticipation guide that the students’ lives and
and experiences so that gives their opinion on how they navigate
I can get to know the certain themes that are relationships and
student as well as plan to be explored within friendships. Through
instruction that will be the novel unit. They discussions, we have
of interest to the agree or disagree on a been able to explore
students. 7/15/19 statement and give important life lessons.
personal experiences to 12/12/19
support their opinion.
7/15/19 At the beginning of the
year, after taking
I have been using into consideration what
multiple ways to get to students write on
Evidence know my students surveys about
through technology themselves, I have
surveys using Google them write questions
forms and other means that they were
so that I can make wondering about in any
adjustments to subject matter. Here,
instruction based on this allows me to
student interests. understand my students
12/12/19 better and use the prior
knowledge in
unit studies such as
The Pearl Unit. In this
example, students write
answers to what they
would do if they won
the lottery and we keep
coming back to these
questions during the
unit.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
A In a unit based
around The Outsiders,
students have whole
class
discussions relating the
story to their lives and
their regular daily
experience. Students
often do reflective
journaling about what
is read in the story in
order to relate to the
material. 5/1/2020
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.
Exploring
Explore using additional
real-life connections to
subject matter in single
lessons or sequence of
lessons to support
understanding.
Students make use of real-
life connections provided in
single lessons or sequence
of lessons to support
understanding of subject
matter.
Applying
Integrates connections from
subject matter to
meaningful, real-life
contexts, including those
specific to students’ family
and community. 7/15/19
Students utilize real-life
connections regularly to
develop understandings of
subject matter. 7/15/19
Integrating
Integrates connections to
meaningful, real-life
contexts in planning subject
matter instruction and is
responsive during
instruction to engage
students in relating to
subject matter.12/12/19
Students actively engage in
making and using real-life
connections to subject
matter to extend their
understanding.12/12/19
Innovating
Engages student in actively
making connections to
relevant, meaningful, and
real-life contexts
throughout subject matter
instruction. 5/1/2020
Students routinely integrate
subject matter into their
own thinking and make
relevant applications of
subject matter during
learning activities. 5/1/2020
Standard 1 CSTP: Engaging and Supporting All Students in Learning
After reading short During a writing unit, When reading stories
stories, I ask students students were to write in class such as The
questions that connect about an experience Pearl or The Outsiders,
the story to their real- they had in their own I often challenge my
life experiences. After lives that connects to students to find
reading, “The our reading. 12/12/19 the connections
Mustache” by Robert between their real life
Cormier, students were experience and what
to discuss why the Within the same they are reading in the
grandmother wanted writing unit, students novel. Like I explained
forgiveness from her were relating to the in CSTP 1.2, students
husband and what main character of the have circle discussions
holding on to anger story we were reading, as well as reflective
does to us personally. “My Cousin’s journaling that allows
7/15/19 Quincenera” 12/12/19 them to make
Building upon the connections to the
same example, subject matter. 5/1/20
Evidence students were
responding that When I am instructing
holding on to anger in a writing unit for
“harms us and leads us essays, I often
to be unhappy.” As challenge students to
they explained their make relevant
answers, they gave applications of the
personal experiences subject matter by
as part of their asking them when they
evidence as well as might need to know
quotes from the text. what they are
7/15/19 learning. Students in
the past have
responded that they
would need to know
how to write for high
school, college, and
various career fields.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
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’ diverse Some students participate
learning needs in instructional strategies,
using resources and
technologies provided.
Exploring
Explores additional
instructional strategies,
resources, and technologies
in single lessons or
sequence of lessons to meet
students’ diverse learning
needs.
Students participate in
single lessons or sequence
of lessons related to their
interests and experiences.
Applying
Utilizes a variety of
strategies including
culturally responsive
pedagogy, resources, and
technologies during
ongoing instruction to meet
students’ diverse learning
needs. 7/15/19
Students participate in
instruction using strategies,
resources, and technologies
matched to their learning
needs. 7/15/19
Integrating
Creates, adapts, and
integrates a broad range of
strategies, resources, and
technologies into
instruction designed to
meet students’ diverse
learning needs.12/12/19
Students actively engage in
instruction and make use of
a variety of targeted
strategies, resources, and
technologies to meet their
individual students needs.
12/12/19
Innovating
Refines the flexible use of
an extensive repertoire of
strategies, resources, and
technologies to meet
students’ diverse learning
needs. 5/1/2020
Students take
responsibilities for using a
wide range of strategies,
resources, and technologies
that successfully advance
their learning. 5/1/2020
Standard 1 CSTP: Engaging and Supporting All Students in Learning
At the school in which During this past Because of Covid-19,
I work, teachers follow trimester, I was many schools are
the gradual release integrating technology distance learning and
model of “I, We, Two, into instructional my school is doing that
You.” This begins with design to help students as well. This has
direct instruction, understand the material allowed me to utilize
moves to examples . For a short story thatmany online resources
with classroom we read, students were and technologies that
participation or small able to create a comic meet their needs such
groups, then partners strip using their iPads as Keynote, Youtube
work together, and and display it on the videos, and Google
ultimately ending with screen. 12/12/19 Classroom. We also
independent practice. utilize Zoom for
Within this model, I In the same lessons, meetings and a variety
have shown students students were actively of strategies
how to write an engaged in the lesson for teaching for diverse
evidence based and I was able to target learners. 5/1/20
Evidence paragraph, completed individual focus
graphic organizers, students such as the EL
annotate the text, and and the student with During a research
many other learning IEP. 12/12/19 writing unit, students
strategies. 7/15/19 use their iPads
to search for
The strategies and information. I give
resources that I use are them several ways of
developmentally searching and multiple
appropriate and using search engines such as
the gradual release Google, Bing, Yahoo,
model allows students and other academic
multiple opportunities sources. Once verified
to learn how to use the by me, students find
strategy before they information in groups
are expected to use it to advance their
on their own. 7/15/19 knowledge about their
writing topic. 5/1/20
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 single
on factual knowledge and lessons or a sequence of
comprehension. lessons that require students
to recall, interpret, and
think critically.
Promoting critical Students respond to varied
thinking though Some students respond to questions or tasks designed
inquiry, problem questions regarding facts to promote comprehension
solving, and reflection and comprehension. and critical thinking in
single lessons or a sequence
of lessons.
Guide students to think
critically through use of
questioning strategies,
posing/solving problems,
and reflection on issues in
content. 7/15/19
Students respond to
questions and problems
posed by the teacher and
begin to pose and solve
problems of their own
related to the content.
Supports students to initiate Facilitates systematic
critical thinking through opportunities for student to
independently developing apply critical thinking by
questions, posing problems designing structured
and reflecting on multiple inquiries into complex
perspectives.12/12/19 problems. 5/1/2020
Students pose problems and
construct questions of their Students pose and answer a
own to support inquiries wide-range of complex
into content. 7/15/19 questions and problems,
reflect, and communicate
Students pose problems and understandings based on in
construct questions of their depth analysis of content
own to support inquiries learning. 5/1/2020
into content. 12/12/19-
Same Level
Standard 1 CSTP: Engaging and Supporting All Students in Learning
In my literature I taught students how In my classes, students
classes, I modeled how to create a research face moral dilemmas
students can create question and work in in group discussions.
questions that are open groups to conduct Students are given a
-ended and distinguish research to answer the situation and problem
them from closed question as an inquiry- solve using a system
ended questions in based project. 7/15/19 that I would model for
order to have a them. One set of
discussion using the I had supported my discussions that
Socratic Seminar students by having required systematic
model. 7/15/19 them come up with problem solving came
their own questions in pre-reading for
and having the The Outsiders
Evidence
questions more unit. 5/1/20
focused on being open
ended as opposed to During socratic circles
closed ended. 12/12/19 in my literature
classes, students are
Student- Same Level given question starters
12/12/19 to help them begin
their discussions about
the reading of a novel,
article, or short
story. 5/1/20

Element 1.6 Emerging Exploring Applying Integrating Innovating

Standard 1 CSTP: Engaging and Supporting All Students in Learning
Implements lessons Seeks to clarify instruction Makes ongoing adjustments Adjusts strategies during Makes adjustments to
following curriculum and learning activities to to instruction based on instruction based on the extend learning
guidelines. support student observation of student ongoing monitoring of opportunities and provide
understanding. engagement and regular individual student needs for assistance to students in
checks for understanding. assistance, support, or mastering the concepts
7/15/19 challenge.12/12/19 flexibly and effectively.
5/1/2020

Some students receive Students receive assistance Students successfully Students are able to Students monitor their
individual assistance during individually or in small participate and stay articulate their level of progress in learning and
instruction. groups during instruction. engaged in learning understanding and use provide information to
activities. 7/15/19 teacher guidance to meet teacher that informs
their needs during adjustments in instruction.
Monitoring student instruction.12/12/19 5/1/2020
learning and adjusting
instruction while Adjusts strategies during
teaching. instruction based on the
ongoing monitoring of
individual student needs for
assistance, support, or
challenge.5/1/20

Students are able to

articulate their level of
understanding and use
teacher guidance to meet
their needs during
instruction.5/1/120
Standard 1 CSTP: Engaging and Supporting All Students in Learning
During essay writing, Sometime during my
some classes need instruction and need
more support and time strategies that I was
to write than others, so trying with technology,
I adjust my instruction lessons would take
based on the needs of longer than anticipated
the class. I also assess and therefore I needed
what students need to to adjust. 12/12/19
review during essay
writing such as At the end of each
creating a topic lesson, I have the
sentence that can be students write down
argued in an essay or their understanding of
Evidence
embedding quotes the objective on a
using MLA style. flashcard with an exit
7/15/19 ticket. 12/12/19

Students successfully
participate and stay
engaged in this process
when I have them
work with a partner to
edit the partner’s
writing, following a
checklist of
requirements. 7/15/19
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Since starting distance
learning, I have
modified my teaching
style and format due to
our principal because
of feedback we have
received on individual
student needs. I have
adjusted
using shortened
assignments and
giving more feedback
to students about what
we have been going
over in class. I have
been supporting
them through email
communication,
Google Classroom
interactions and the
various technologies
that I have mentioned
in previous evidences.
5/1/20
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Students are given
sentence starters for
explaining their level
of understanding.
Students use question
stems that are posted in
my classroom for
reflecting and
monitoring
their understanding of
a lesson. Another
way that I check-in
with the students is to
keep coming back to
the lesson's objective
and ask student show
they understand what
we are doing and the
meaning behind
the objective. 5/1/20