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 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.
learning needs. (12/13/19) (5/8/20)
Using knowledge of (7/21/19) (4/12/20)
students to engage Some students may Students engage in single Students take ownership
them in learning engage in learning using lessons or sequence of Student engage in learning Students actively utilize a of their learning by
instructional strategies lessons that include some through the use of variety of instructional choosing from a wide
focused on the class as a adjustments based on adjustments in instruction strategies and range of methods to
whole. assessments. to meet their technologies in learning further their learning that
needs.(7/21/19) that ensure equitable are responsive to their
access to the curriculum. learning needs.
(12/13/19) (5/8/20)
(4/12/20)
 I have used a variety of
ways to learn more about
my students. I get
information off our Aries
program to see what
students have an IEP or
are EL students. I also give
a baseline evaluation to
see were their skill set
currently stands. This
gives me an idea of how I
can further meet their
learning needs and how I
have to adapt my teaching
to reach all students.
Evidence (7/21/19)
I have used a variety of
ways to learn more about
my students. I get
information off our Aries
program to see what
students have an IEP or
are EL students. I also
give a baseline evaluation
to see were their skill set
currently stands. I also
now use the data from the
baseline test and unit
exams to drive my
instruction to create more
individualized strategies
for all learners in my
classes.
(12/13/19)
I made a list of my
students in order of their
birthdays (from youngest
to oldest). This gave me a
sense of the
developmental tone of my
class and helped me
better match my
instruction to the class as
a whole.
(4/12/20)
Using data from Aries,
learning my students who
have IEP’s and 504 plans,
and getting to know my
students who are EL
students and their needs
is how I have and
continue to learn how to
accommodate my
students. I have also
collaborated with the
guidance counselors, EL
teachers and SPED Case
Carriers to get even more
detailed information on
my students. I have also
made accommodating
arrangements in the
classroom such as
strategic seating charts.
(5/8/20)
I have also created and
have been using Choice
Boards to help students
take ownership of their
own learning. Give them
options and choices based
on their preference of
learning and provide an
opportunity to showcase
their strengths.
(5/8/20)
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 Some students connect
experiences, and learning activities to their
interests own lives.
Exploring Applying Integrating Innovating
Uses gathered Uses school resources Integrates broad Develops and
information about and family contacts to knowledge of students systematically uses
students’ prior expand understanding of and their communities to extensive information
knowledge, cultural students’ prior inform instruction. regarding students’
backgrounds, life knowledge, cultural (7/21/19) cultural backgrounds,
experiences, and interest backgrounds, life (12/13/19) prior knowledge, life
to support student experiences, and (4/12/20) experiences, and
learning. interests to connect to interests.
student learning. (5/8/20)
Students participate in Students make Students are actively Students can articulate
single lessons or connections between engaged in curriculum, the relevance and impact
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 (5/8/20)
experiences, and across learning activities.
interests. (7/21/19)
(12/13/19)
(4/12/20)

I use specific activities in I assigned students an

the lesson to link the
content with students’
past experiences and
interests. Students are
allowed some choices in
learning activities to align
with personal interests.
Students are provided
with opportunities to
Evidence develop and explore their
own ideas and
experiences. Students are
given opportunities to
choose individual topics,
projects or activities. This
gets students excited
about learning.
(7/21/19)
I am currently still in this
area and working toward
moving over.
(12/13/19)
assignment about “My
Athlete and Me” on
Flipgrid. Students had to
research an Athlete that
they could relate to based
on their upbringing, life
choices, struggles,
accomplishments and
what they had in common
with the athlete they
chose.
(5/8/20)
This was a chance for the
students to use their own
prior knowledge,
experiences and
backgrounds for the
assignment.
(5/8/20)
(4/12/20)
Element 1.3 Emerging
Uses real-life connections
during instruction as
identified to curriculum.
Connecting subject Some students relate
matter to subject matter to real-life.
meaningful, real-life
contexts
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 meaningful, and real-life
lessons to support specific to students’ instruction and is contexts throughout
understanding. family and community. responsive during subject matter
instruction to engage instruction.
students in relating to (7/21/19)
subject matter. (12/13/19)
Students make use of Students utilize real-life (4/12/20)
real-life connections connections regularly to Students actively engage (5/8/20)
provided in single develop understandings in making and using
lessons or sequence of of subject matter. real-life connections to Students routinely
lessons to support subject matter to extend integrate subject matter
understanding of subject their understanding. into their own thinking
matter. (7/21/19) and make relevant
applications of subject
matter during learning
activities.
(12/13/19)
(4/12/20)
(5/8/20)
 Students have to work on I engage students in
quick writes, research topics/units based off
projects and analyze real life skills, rules for
quotes and articles based successful living,
off real life character traits and
contexts. Circle group careers.
discussions help students (7/21/19)
share and debate weekly (12/13/19)
topics. (4/12/20)
(7/21/19) (5/8/20)

I have my students
routinely use the subject
matter and their own
thinking in their learning
activities daily. I have
students put their own
fitness goals in mind
when they come up with
their own workouts
every Thursday.
Evidence
(12/13/19)
(4/12/20)
(5/8/20)

I assigned students an
assignment about “My
Athlete and Me” on
Flipgrid. Students had to
research an Athlete that
they could relate to based
on their upbringing, life
choices, struggles,
accomplishments and
what they had in
common with the athlete
they chose. This was a
chance for the students
to use their own prior
knowledge, experiences
and backgrounds for the
assignment.
(5/8/20)
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
lessons to meet students’ ongoing instruction to meet students’ diverse learning needs.
diverse learning needs. meet students’ diverse learning needs.
Using a variety of
(7/21/19) learning needs. (4/12/20)
instructional
(12/13/19) (5/8/20)
strategies,
Some students Students participate in Students take
resources, and
participate in single lessons or Students participate in Students actively engage responsibilities for using
technologies to meet
instructional strategies, sequence of lessons instruction using in instruction and make a wide range of
students’ diverse
using resources and related to their interests strategies, resources, and use of a variety of strategies, resources, and
learning needs
technologies provided. and experiences. technologies matched to targeted strategies, technologies that
their learning needs. resources, and successfully advance
(7/21/19) technologies to meet their learning.
(12/13/19) their individual students
needs.
(4/12/20)
(5/8/20)
 I have used a wide I have been learning new I have been integrating
variety of instructional technology and strategies and using new and
strategies, resources and using a variety of innovative technology
technologies given to me applications and applications to better fit
by the school as well as resources to drive my the needs of my students
others learned from lessons, units and yearly and their academic
other colleagues. curriculum. I use this to needs.
I use lecturing to help help me reach all my (4/12/20)
facilitate questions for students and maximize (5/8/20)
small group discussions. student learning.
(7/21/19) (12/13/19) Students are now actively
engaging in a variety of
Students are given new technology
opportunities to learn applications. Flipgrid,
from a wide variety of Edpuzzle, Google
strategies and Classroom, Google Forms,
Evidence technology. Students are Screencastify recordings,
given reading material on Zoom and Googl Meet
subjects such as news Meetings, etc.
articles/magazine to (4/12/20)
annotate and research. (5/8/20)
Students are given
writing prompts based
on the topic at hand as
well as write in their
journals. Students in
partner and group
activities to display
content knowledge.
Students are given
presentations and
projects.
(7/21/19)
(12/13/19)
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
critically.
Promoting critical
thinking though
inquiry, problem Some students respond Students respond to
solving, and to questions regarding varied questions or tasks
reflection facts and comprehension. designed to promote
comprehension and
critical thinking in single
lessons or a sequence of
lessons.
Applying
Guide students to think
critically through use of
questioning strategies,
posing/solving problems,
and reflection on issues
in content.
(7/21/19)
Students respond to
questions and problems
posed by the teacher and
begin to pose and solve
problems of their own
related to the content.
(7/21/19)
(12/13/19)
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. (5/8/20)
(12/13/19)
(4/12/20) Students pose and
answer a wide-range of
Students pose problems complex questions and
and construct questions problems, reflect, and
of their own to support communicate
inquiries into content. understandings based on
(4/12/20) in depth analysis of
content learning.
(5/8/20)

I give opportunities for I have students think I have students think

students to assess their
own learning and
establish
learning goals for
themselves as I guide
them through short term
and long term goal
setting activities.
Teacher encourages and
teaches students how to
develop their own ability
Evidence to
think independently,
creatively, and/or
critically in order to solve
problems.
I give assignments and
use activities that are
open ended and include
more than one way of
finishing.
We usually try to end the
day with a class
discussion, circle talks,
critically daily now as we critically daily now as we
open class with a quote of open class with a quote of
the day, words for the day, words for
success or rules for success or rules for
successful living. In successful living and now
which I have students a Kinesiology question. In
analyze what the quote is which I have students
trying to say or what they analyze what the quote is
think about the quote. trying to say or what they
The students also give think about the quote,
their feedback on what words for success, rules
each word means and for success or the
why they think each rule kinesiology question.
is important for Students will solve a
successful living. problem with using what
(12/13/19) they learned from the
(4/12/20) quotes, words for success
or an enhancement
Students are now looking question on fitness or
at their success in Weight sports injury.
Training and their (5/8/20)
failures. They are now
looking at their lack of Students are now looking
success and trying to at their success in Weight
 recap, review, and reflect solve their failures or
on what we learned. weaknesses. They are
(7/21/19) creating their own
(12/13/19) Workout Plan to
maintain their success
and improve on their
weaknesses and failures.
They need to problem
solve and use critical
thinking and prior
knowledge to create and
develop a plan for
success.
(4/12/20)
Training and their
failures. They are now
looking at their lack of
success and trying to
solve their failures or
weaknesses. They are
tinkering with the
Workout Plan they
created to make even
better gains,
improvements and try to
create ultimate muscle
confusion for even more
success. They need to
problem solve and use
critical thinking and prior
knowledge to continue to
make improvements and
have more success.
(5/8/20)

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
checks for challenge. concepts flexibly and
Monitoring student understanding. (7/21/19) effectively.
learning and (12/13/19) (5/8/20)
adjusting instruction Some students receive Students receive (4/12/20)
while teaching. individual assistance assistance individually or Students successfully Students monitor their
during instruction. in small groups during participate and stay Students are able to progress in learning and
instruction. engaged in learning articulate their level of provide information to
(7/21/19) activities. understanding and use the teacher that informs
(12/13/19) teacher guidance to meet adjustments in
(4/12/20) their needs during instruction.
instruction. (5/8/20)
 I try to always give clear I have focused really hard
and consistent on staying consistent
instructions throughout with all my classes and all
class periods and give of my students. I still give
constant reminders of consistent instruction
what is being learned and throughout my lessons to
why it is being taught. I ensure all students are
ask for feedback from staying on task and
students throughout engaged. I check for
their work time and constant understanding
collaboration time. If I of the material by asking
have EL students or questions and randomly
students with IEP's who I picking students to give
know will struggle I give feedback and show they
more time and or move know. I also still have
Evidence them into small groups to students collaborate with
give extra assistance one another and support
from students who are one another for extra
mastering the content. help. I assign a trusted
Providing assistance and student to be the
support as many ways facilitator and leader of
possible has been very each group and to keep
successful for me. everyone engaged on the
(7/21/19) task at hand.
(12/13/19)
(4/12/20)
I always try to be flexible
and adjust and adapt my
lesson continually. I
modify the amount of
time given on specific
lessons and assignments
based on how my
students are grasping the
concepts. I also make
time exceptions if specific
students need the extra
support. I often change
due dates and will revisit
the concept the next day
if it looks like the
students need more time
for mastery.
(7/21/19)
(12/13/19)
(4/12/20)
Flexibility within your
lessons and units is
critical right now. I still
continue to modify time,
due dates and amount of
information being taught
in each unit and lesson. I
monitor my students'
learning and mastery
while I make my
decisions to modify.
(5/8/20)
Students will be open and
honest as we move
forward daily, weekly
and in each unit. If they
do not feel like they are
ready to move on we
revisit and have study
days in class to continue
to improve and get to a
mastery status. I will do a
group tutorial day with
group facilitators and
advanced students to
help provide extra
support to students
struggling.
(5/8/20)