CSTP 1 Hhakami

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.9/24/18
learning needs. 5/9/19 (Still on the same
level)
Some students may Students engage in single Student engage in Students actively utilize a
engage in learning using lessons or sequence of learning through the use variety of instructional 12/10/19: I, as their
Using knowledge of instructional strategies lessons that include some of adjustments in strategies and teacher, am still on the
students to engage focused on the class as a adjustments based on instruction to meet their technologies in learning same level.
them in learning whole. assessments. needs. 9/24/18 that ensure equitable
access to the curriculum. Students take ownership
5/9/19 of their learning by
choosing from a wide
range of methods to
further their learning that
are responsive to their
learning needs. 12/10/19
Same level for the

students and me 5/2/20
Evidence Students know that I Students: While students I use our school’s
provide additional links have full access to all the database called
that they can make use of. assignments online, I also StudentTrac to find out
For example, I have try to learn who doesn’t very detailed information
students who will go back have access to the about students ranging
and visit the audio files to Internet at home and from parents’ incomes,
listen and re-listen to print the material out for highest education, what is
stories. Students who them. Furthermore, I their and their parents’
have limited vocabulary make audiobooks, first languages at home,
see the story on Google additional samples, and etc. I, also, ask
Docs with the definitions extra links available to information, a survey
of words added as students with full access type on Google Forms, to
commentary. However, on Google Classroom. learn about their personal
their copy of the story They know how to search aspirations and goals. In
looks a bit different in and find what they need. addition to seeing their
that they, also, have to Because they are used to abilities, disabilities,
add to the definitions by me providing them with socio-economic status,
rewriting them in their additional resources, they what their first language
own words. It makes the actively demand them if is and second, if there is
texts more those resources don’t one, I talk to students
comprehensible to them. appear on Google regularly to identify their
They, also, receive Classroom. 5/9/19 weaknesses are whether
additional samples of the it is reading
writing assignments, comprehension, writing,
again, based on the level grammar, etc. I provide
they are at so not only are additional resources. For
they able to understand example, even if we read
the directions to a book aloud in class, I
assignments better but add links to audio files for
have an understanding of those with special needs
what I expect. They feel and English language
more confident in learners. If I teach a
following the same steps grammar lesson, for
to write an argumentative instance, I email
essay, for instance. additional resources to
9/24/18 those whom I know will
benefit from it. Also, I
adjust the curriculum
based on how well
students respond to the
material. In my English
10A class, for example,
instead of the “Yellow
Wallpaper,” I taught “The
Story of an Hour” this
semester, which is
shorter and easier to
understand so that I can,
then, teach them the skills
they need for this reading
and gradually teach texts
that are more difficult
because the vast majority
of those students’ even if
they are not classified as
English language
learners, have very
limited vocabulary and
struggle with grammar
and reading
comprehension. I learned
this by some initial,
informal assessments at
the beginning of the
semester. At the same
time, as for the three
students who have better
language skills, I required
more advanced critical
thinking on their papers
about this same story.
9/24/18
Teacher: Based on not

only students’
backgrounds but also
their interests and
learning needs, I plan the
curriculum accordingly.
While I have pacing
guides, they are never set
in stone. I make an effort
to incorporate some
aspect of every student’s
interests and
backgrounds in the
curriculum. I’ve taught
short stories and shown
videos that include their
cultural experiences as
well as the non-fiction
topics that interest them
to embrace their
uniqueness without
straying from the
curriculum itself and the
rigorous demand of the
English department in
literacy skills and
meeting Common Core
Standards. 5/9/19
Teacher: I am at the
same level. I now learn
about my students before
they even come to my
class by getting to know
their parents and learning
about them from their
homeroom teachers. I use
this knowledge to plan
the first two weeks of
instruction and adjust
accordingly. 12/10/19
Students: Especially in my
English 11 class, I had a
large number of EL and
students with special
needs; thus, they, their
parents, the EL coach and
Special Education
Specialist, and I were in
constant communication
about their learning
needs and them
communicating what
methods worked best for
them. 12/10/19
In addition to the above, I

get to know students as
individuals from their
favorite color, to their
pet’s names, to what
scares them about
writing. I gather so much
information both before
and during class to help
me plan my curriculum. I
even contact parents
before the year begins to
learn about the student.
5/2/20
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 (9/24/18) 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. 5/9/19 Same
knowledge, learning. level 12/10/19
backgrounds, life
experiences, and Some students connect Students participate in Students make Same level 5/2/20
interests learning activities to their single lessons or connections between Students are actively
own lives. sequences of lessons curriculum, and their engaged in curriculum, Students can articulate
related to their interests prior knowledge, which relates their prior the relevance and impact
and experiences. backgrounds, life knowledge, experiences, of lessons on their lives
experiences, and and interests within and and society. 9/24/18
interests. across learning 5/9/19 (at the same level
activities.12/10/19 for students)
Evidence I don’t use the same Students have
novels and short expressed to me how
stories and recycle both and fiction and
the same material non-fiction elements
every year. It changes are relevant to them.
based on the student For example, because
population. I have a I create a safe
solid understanding environment,
of precisely which students can openly
part of L.A., state, or talk about their
country of origin each experiences as a
student is from and former bully or
what they enjoy and bullied student in
how they identify South Central L.A.
with it. Based on that when I teach the
knowledge, I select module on bullying in
materials that they one of my classes.
can engage with and Overall, though, they
discuss. For instance, write and rely on the
in my ERWC class, culture of verbal
the majority of my feedback, which I
students are Hispanic emphasize heavily in
or African-American my class so that each
and live in South of their writing
Central L.A. where weaknesses is
gang violence is addressed and
common, and some of corrected
them had previously individually and how
identified as such. We it makes them better
are currently candidates for college
working on writing and careers. So, by
personal statements, the end of each
so I wrote several semester, I am not
different samples for surprised that
them: one is of a students mirror my
student who is trying interest and passion
to live successfully for grammar. Also, I
and pursue college even consider what
and a career despite interests them in
what she has been creative ways. For
taught; another is a instance, after having
sample about a girl discovered an
who has to overcome overwhelming
the challenge of being interest in
separated from her psychology in one of
family because that my classes, for
person may have example, I taught
worked as an emotional and mental
undocumented abuse as a pre-
immigrant and forced requisite before
to leave. So overall, teaching Their Eyes
it’s my way of Were Watching God.
acknowledging and It’s now, made the
valuing the book so much more
experiences they enjoyable for my
have and how they students because
can use writing to they can better
articulate their understand the
experiences. Other psychology of the
samples include characters and
someone who wants analyze them. I have
a degree in art and had both male and
another who is female students
interested in deaf express appreciation
culture and wants to for learning about
become an emotional abuse so
interpreter. Again, that if it happens to
these are all accounts them, they are able to
written by me, which recognize it. It’s, then,
are fiction in essence, also created more
but present the point excitement about
of view of the person psychology in general
experiencing the among those
challenge. These are students. 9/24/18
just examples of how
I try to make writing Teacher: I try to
relatable to students make the material as
based on their relevant to students
circumstances and as possible. In
communities. addition to the
9/24/18 surveys I give them, I
also routinely have
Students: My them do assignments
students know that worth fewer points
they have a say in the that ask them to talk
material I teach. about themselves and
Thus, they actively even their views or
express their experiences, as they
interests and share feel comfortable but
their cultural, and on topic. It’s my way
some religious of probing and thus,
background with me. creating assignments
They are active in the that are relevant to
book reviews of the their experiences.
texts we read, the Given that a class
film reviews of the such as ERWC covers
videos we watch, and some very sensitive
the material they topics such as racial
study to add their profiling, because I
input and experience. create a space of trust
12/10/19 not only between the
students and me but
also among the
students, they can,
then, feel free to
discuss or write
about racial profiling
that they experienced
or witnessed. In my
other classes, I also
try to bring in
literature that
includes some aspect
of every student’s
culture so it can build
a closer connection
between the student
and the material.
5/9/19
Students: Students
engage in a variety of
activities that enable
them to not only
volunteer their
response in front of
the class but also
with one another:
one is a “sharing
card” which they
have to use at some
point in class and
they also sit in circles.
Given that I always
emphasize on the
sanctity of the
classroom and the
value of each student
so they must honor
and respectfully
respond and listen to
each other, students
feel more
comfortable
discussing their
personal experiences.
For example, in my
ERWC class, the
module on bullying,
was a great speaking
and listening
opportunity for
students as they
discussed how they
were once bullied,
were a bully, or a
bystander. These
discussions, also,
promote higher level
thinking on real-life
issues with a mature
response to them.
5/9/19
Teacher: I have
students write book
reviews; I ask them,
in a questionnaire,
about their
background, hobbies,
and interest. Even
though I teach classes
that I have taught in
the past, while it can
be exhausting, I often
start from scratch
because each group
of students is
different and their
experiences,
background, and
interests determines
what and how they
will be taught. The
learning targets are
the same, but the
curriculum is
different because
each student’s
background, skills,
and interests varies
from class to class.
12/10/19
On top of what I have

been doing, I send out
surveys to learn more
about them. I create
quickwrites at the
beginning of each
unit that connects
with them so I can
gather as much
knowledge about
them as possible to
inform my
instruction. 5/2/20
Uses real-life connections Explore using additional Integrates connections Integrates connections to Engages students 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
students in relating to instruction. 9/24/18
subject matter. 5/9/19 (Same level)
Connecting subject 12/10/19 (Same level for
matter to Some students relate Students make use of Students utilize real-life Students actively engage teacher)
meaningful, real-life subject matter to real-life. real-life connections connections regularly to in making and using real-
contexts provided in single lessons develop understandings life connections to subject Same level 5/2/20
or sequence of lessons to of subject matter. matter to extend their
support understanding of understanding. 9/24/18 Students routinely
subject matter. Same level for students integrate subject matter
12/10/19 into their own thinking
and make relevant
applications of subject
matter during learning
activities. 5/9/19
Evidence This is why I love
Students are able to informational texts
write longer papers so much and further
because of how I enhance students’
choose themes that knowledge of fiction
are relevant to their through non-fiction.
life. Almost every After conducting a
unit begins by asking survey in my 10B
students questions class, for example, I
about a theme that is learned that students
relevant to them: a wished they knew
non-fiction theme more about finances.
that is prevalent in So, I chose the book
contemporary Lost in Yonkers (a
society such play in which a father
technology impeding is in debt and needs
communication, for to leave his children
instance. Because with his mother so he
they experience it can go to another
firsthand, they want state and save up
to express their money to pay off his
opinions on it and loan) and taught
even ask for what it means to take
statistics. Some even out a loan, be in debt,
look up statistics on and how to manage
their Chromebooks finances. It creates
as we begin the real-life connections
discussion. They are for students.
eager to share what Students were also
they experienced in given assignments
writing and verbally about how having
with the class. knowledge of
Student engagement finances, interest,
is vital and they and credits, for
respond very example, can benefit
positively especially them in their future.
to contemporary The content makes it
issues. 9/24/18 valuable because
there is no longer a
Students: Because disconnect to real
the informational and life. These are real
literary texts I taught skills that they will
students always need to apply in their
pertained to them personal life.
and making real life (9/24/18)
connections to them,
they were able to Teacher: While I
make that teach both fiction and
connection, and non-fiction especially
write, for example, a considering the
letter to themselves “Reading for
about such a topic as Information”
how they will earn Common Core
money and what they Standards, I start
can do to give back to each semester with
their communities non-fiction of their
and even how they choosing (they take a
will use the survey, which I
knowledge they’ve initially give them),
learned to empower and from there, I will
their families by draw connections to,
encouraging them to then, prepare for the
save money, go to fiction, which
college, and establish necessarily has
businesses in the elements of reality.
towns they grew up Thus, it builds a
in. 12/10/19 bridge between the
two allowing
students to make
social commentaries
on the prevalence of
bad food, for
example, in our
society. Another such
example when I
taught them filial love
out of Child
Development texts,
which then helped
them understand a
character in a play
we read titled Lost in
Yonkers, in whci the
female character
yearns for her
mother’s love and
displaces that need
onto her wanting
romantic love.
Creating these
contexts really help
students think
critically and write
more effectively
because they find it
relevant in real life.
5/9/19
Students: Students’
interests in real life
contexts is vital to
the success of the
class, which is why I
give them surveys to
learn what they are
more interested in
and then, they choose
from a list. While I
suggest topics to
them, they ultimately
decide. For example,
as we read a story “A
Rose for Emily,”
which expresses
sympathy for a
woman who is
without a man and
then goes on to
commit a crime,
students wrote about
crime and did
research as to what
leads a seemingly
normal person to
stray as well as write
about other topics in
which women’s value
is denigrated. Some
students, for
example, decided to
write about the
gender pay-gap while
others wrote about
women’s
objectification in
music videos.
Essentially,
intertwining the
themes of fiction with
non-fiction enables
students greater
opportunities to want
to write about real-
life topics that also
integrate the subject
matter, which is
English—reading,
writing, speaking,
and listening. 5/9/19
Teacher: I use
NewsLA and other
relevant sources to
help students make
connections to real
life. Every
informational text I
choose is relevant to
them or something
that they are
acquainted with. For
example, I taught
how Nipsey Hussle
was able to buy real
estate and give back
to his community
despite the violence.
Even with such
classics as The Great
Gatsby, I made it
relevant to them by
teaching them
psychology in the
first unit. This way,
throughout the
semester, students
felt connected to
texts even when
those works were
written nearly a
century ago.
12/10/19
Throughout my years
of teaching, I have
discovered that
students enjoy non-
fiction more than
fiction, especially as
it is relevant to their
experiences and real
life situations that
they experience. I
add music artists’
financial decisions,
the influence of hip-
hop, and other such
topics into the
curriculum,
depending on my
group of students to
get them more
invested in the
assignments and
make powerful
claims in their
writing. 5/2/20

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 of an extensive repertoire of
technologies as provided resources, and culturally responsive strategies, resources, and strategies, resources, and
by school and/or district. technologies in single pedagogy, resources, 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. 5/9/19
Using a variety of diverse learning needs. meet students’ diverse learning needs.9/24/18
instructional learning needs. Same level 12/10/19
strategies, resources,
and technologies to Some students Students participate in Students participate in Students actively engage in
meet students’ participate in single lessons or instruction using instruction and make use of
diverse learning instructional strategies, sequence of lessons strategies, resources, and a variety of targeted Students take
needs using resources and related to their interests technologies matched to strategies, resources, and responsibilities for using
technologies provided. and experiences. their learning needs. technologies to meet their a wide range of strategies,
9/24/18 individual students’ needs. resources, and
5/9/19 technologies that
successfully advance
Students: Same level their learning.
12/10/19
Students use the I use various apps, Teacher: I teach
various apps on especially through students how to use
Google Drive such as Google Classroom to all the apps in Google
Docs, Sheets, Slides, engage the students. In such as Google
and even PDF Mergy fact, I add additional Sheets, Slides, Docs,
as I make them resources, “view only” PDF Mergy, Forms,
applicable in my for them to look at for and Drawings to help
English classes. With additional help. I them demonstrate
Evidence my independent patiently teach their knowledge.
study group of students Google Sheets While some students
students, in addition and Slides to help are initially hesitant
to the apps that I them show their or intimidated by
suggest, they find learning in creative these apps, they
more on their phones ways. I, also, provide become adept at
to suit their needs, additional Google using each one. It can
and this is especially Slides presentations to be time-consuming at
true with their English language times; however, it’s
independent math learners and students empowered students
units. I want to help with special needs. to demonstrate their
students find They are especially knowledge in a
additional resources color-coded with a lot variety of ways.
so that they, too, can of space to make the Every week, students
be more proactive in content more learn a new research
using technology to comprehensible. trick such as how to
advance their 9/24/18 spot sources that are
learning. 9/24/18 not credible or how
Students : students to do a keyword
use Google Classroom search, for instance.
to submit all of their By the time it is
assignments. While it nearing the end of
is difficult for them to the semester, they’re
type fast because they actively looking for
weren’t taught typing apps because I try to
skills, I have suggested show them the value
apps they download as of each resource.
well as websites to 5/9/19
help them with
accuracy and speed. Teacher: I have made
Also, as students are my students very
writing in class, they comfortable with
also have technology. In
learnersdictionary.co addition to the
m and ozdic.om, which applications on
are two dictionaries, Google Classroom, I
one that defines, and have taught them
the other, which how to use other
provides collocations sites, write book
to help them look up reviews, create comic
words and then use strips, and write their
them correctly. Also, own articles on non-
they use Prezi and fictional relevant
Google Slides for issues that would be
presentations. of interest to peers
Furthermore, instead their own age. I have
of using Google helped them navigate
images, they actively online settings as an
take pictures of their actual domain
own and use them to wherein they will
make collages and have much of their
digital posters. This is communication take
obviously something place. As such, I have
that I am getting them taught them online
in the habit of doing, etiquettes and
but it adds an element responsibility for
of creativity and taking professionalism,
responsibility to which will affect their
creating their own online reputation.
work using technology. 12/10/19
5/9/19
Students: Students
have become used to
being offered a variety
of options especially
for assessments but
with the necessary use
of technology and
using enhanced
features of PowerPoint
and professionally-
written articles to an
academic audience.
Visual media is
especially something
they have become well
acquainted with so
that they add audio
clips, video clips,
transitions, and links
to other sources in
their presentations to
not only make their
slides appealing but
also to enhance their
audience’s
understanding of the
material. 12/10/19

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. 9/24/18 reflecting on multiple problems. 12/10/19
perspectives. 5/9/19
Same level for the
Promoting critical
Some students respond to Students respond to Students respond to Students pose problems students and me. 5/2/20
thinking though
questions regarding facts varied questions or tasks questions and problems and construct questions
inquiry, problem
and comprehension. designed to promote posed by the teacher and of their own to support Students pose and answer
solving, and
comprehension and begin to pose and solve inquiries into content. a wide-range of complex
reflection
critical thinking in single problems of their own 9/24/18 5/9/19 questions and problems,
lessons or a sequence of related to the content. reflect, and communicate
lessons. understandings based on
in depth analysis of
content learning.
12/10/19
Because our student Because of the Teacher: For each of

population come creativity behind the the readings,
from disadvantaged reading students have had to
socio-economic comprehension create their own
backgrounds and questions that I personal inquiry and
Evidence
troubled academic create for my use evidence from
histories, I always students, close the text to support
have to help them readings, then, their findings and
overcome some of become fun in our reflection. Each
the challenges of not class. Students pose chapter of their
knowing basic their own questions novels have also
reading and writing about the various required analysis,
skills. I have a good themes in stories and using MLA citations
number of them at 4th the complexity of the with a variety of
and 5th grade reading characters and evidence including
levels and their initial answer them with paraphrasing, using
RenStar scores affirm textual evidence. quotes within quotes,
such levels. 9/24/18 blocked quotes, and
Depending on the phrases to show how
class, I, for example, I Teacher: I promote they made an
begin by not asking critical thinking by inference. As such,
them to write highly having students write the readings have
complex papers, but from multiple also required a high
rather by reading and perspectives. For level of critical
then giving them example, when we thinking because I
inferential reading read Lost in Yonkers, had students of all
questions, giving students had to levels test on grade-
them their initial explain the conflict in level informational
scores, and having the story from each texts but with a
them retake the same character’s point of variety of strategies
score, giving them view, even though to help them
more time and telling some of them had comprehend the
them to read more dissonant views. material. Each time,
carefully and aim for Also, in my English they had to record
at least a 10% higher 12 class, when my their scores and
score. Afterwards, I students read Into create a goal for their
look at scores with the Wild and didn’t at next reading
them, and, as a class, all commiserate with comprehension
we go over the the character, who’s exercise. 12/10/19
answers together. actually a real
After they become person, who
better, then they abandoned his family Students: Students
pose their own to discover and got used to analyzing
questions and explore the wild, I difficult texts such as
answer them with had students write The Great Gatsby.
their own evidence the conflict from his The necessary
from texts. From perspective, his application of critical
there, I work on parents, as well as thinking for an
progressively helping the journalists.’ The analytical response
them develop their point is for students became easier
critical thinking to be able to because they had to
skills. 9/24/18 comprehend do it for each chapter.
another’s perspective The same applied to
whether or not they my 12th grade class,
personally agree with who had to analyze
it. 5/9/19 Into the Wild in
depth and critically
Students: analyze why the
My students are close person in the story,
to innovating, but non-fictional, made
they are still at the the choice to live an
integrating level. I am alternative lifestyle,
working on getting which came as a
them to a higher complete shock and
level. Even though I horror to his family
guide and suggest and public, at large.
questions and write Students had to make
the prompts for connections between
students in final the chapters and
papers, they explore various moments’ of
broader topics with the character’s life to
challenging write a coherent
questions. For original analysis of
example, in the the book. 12/10/19
module on “Good
Food, Bad Food,” I further promote
students had to pose critical thinking for
their own question my students by
for a proposition and asking them why a
write a hypothesis. character makes
Then, they conducted certain decisions in
primary and fiction, especially
secondary research when it’s a difficult
to learn why decision and have
“bad food” is students identify
acceptable in our evidence as we are
society despite such reading instead of
Propositions as 65 afterwards. 5/2/20
inside restaurants
that warn them about
the damage that it
can do to their health.
Then, they also
questioned
themselves as to why
they, too, consume
unhealthy and even
dangerous products
sold as food. I try to
facilitate it but let the
students take the
lead in constructing
the questions.
5/9/19

Monitoring student Implements lessons Seeks to clarify Makes ongoing Adjusts strategies during Makes adjustments to
learning and following curriculum instruction and learning adjustments to instruction based on the extend learning
adjusting instruction guidelines. activities to support instruction based on ongoing monitoring of opportunities and
while teaching. student understanding. 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. 9/24/18
5/9/19 (Same level)Same
Some students receive Students receive Students successfully Students are able to level 12/10/19
individual assistance assistance individually or participate and stay articulate their level of
during instruction. in small groups during engaged in learning understanding and use Same level for the
instruction. activities. teacher guidance to meet students and me. 5/2/20
their needs during
instruction. 9/24/18 Students monitor their
progress in learning and
provide information to
teacher that informs
adjustments in
instruction. 5/9/19
Same level 12/10/19

Evidence
My students feel I never sit down in
empowered in my class. I am always
class to be vulnerable walking around and
and express anything talking to students
they don’t know individually and
whether it is the giving them verbal
material, content, or feedback on what
instructions. As I they write. I have
walk around the created a safe space
room, each of them is and culture in which
able to express what feedback is
they don’t know, if immediate, it is
their answer is applied by the
correct, and what student, and because
feedback I can give students learn, they
them. Whether it is don’t repeat the same
aloud while we’re mistakes. So, I make
sharing or as I am myself available to
walking by their desk each student
and looking at their throughout the entire
written work in period. Because we
progress on their have smaller class
Chromebook, they sizes than traditional
share their level of high schools, each
understanding. students is given
9/24/18 numerous
opportunities to talk
to me individually in
class. They also come
to me during my
conference period
and receive
additional help.
Furthermore, if and
when I discover that
a lesson is not being
received well, that is
immediate feedback
to me that I didn’t
teach it well;
therefore, I make
adjustments right
away and give
additional examples,
especially so that my
EL and SPED
students do not
struggle. I make
myself approachable
to point where
students can have
candid discussions
with me and let me
know what they need
assistance with and if
I need to reteach it to
them in a different
way. 9/24/18
Teacher: I have a list

of Common Core
Standards that I
teach every unit, and
keep track of the data
to see how each
student did:
remedial, near
mastery, mastery, or
exceeds mastery.
When students don’t
do well on them, I
reteach them.
However, if all
students did well
except a specific
category, for
example, EL students,
then I still reteach
some elements to
them specifically.
That way, all
students are
benefitting. I vary
instruction for
students as necessary
to ensure their
learning. 5/9/19
Students: Since I
create a culture that
is conducive to
learning and ask such
questions as “did you
leave fear at the
door?” to which
students respond
back with positive
humor, the fear of
them asking
questions dissipates.
Thus, students are
not afraid to ask such
questions as what a
verb is, the correct
uses of a comma, and
the pronunciation of
words. As such, they
are also supportive of
the EL students
whom I have read
aloud and help them
pronounce words
correctly. Students
also monitor their
own progress by
keeping track of the
student-teacher
conference sheet I
give them at the end
of each unit. For
example, if one of
their common errors
is run-on sentences,
they, then, add
examples of using
complex and
compound sentences
correctly as evidence
of their learning and
show it to me in the
follow-up meetings
that I have with each
of them. 5/9/19
Teacher: I have
taught some
Common Core
Standards up to three
times this semester
such as L-6 and RI-4
to ensure that all
students are
mastering them. I
actively monitor with
more than two
assignments per
Common Core
Standard to assess
whether students
truly are mastering a
standard or not.
Based on that, I have
had to make
modifications and
recreate assignments
to make the material
and readings more
accessible to
students. 12/10/19
Students: I have built

rapport with
students and their
families before the
semester and even
during to ensure that
students are
communicating with
me with utmost
honesty. That way, if
they, themselves do
not tell me if they are
having a hard time
learning, their
families do. In
addition, I have them
fill out Google Forms
to assess both their
interest in the
material and its ease
or difficulty for them.
That way, I always
have their input, and
they know there is no
repercussion for
them telling me how
they truly feel about
an assignment.
12/10/19
As mentioned before,
my pacing guides are
tentative, and I make
necessary
adjustments to
improve students’
mastery levels and
even reteach some
standards if students
don’t do well on
them. 5/2/20

CSTP 1 Hhakami

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

CSTP 1 Hhakami

Uploaded by

Copyright:

Available Formats

Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.1 Emerging Exploring Applying Integrating Innovating

Same level for the

Teacher: Based on not

In addition to the above, I

On top of what I have

Element 1.4 Emerging Exploring Applying Integrating Innovating

Element 1.5 Emerging Exploring Applying Integrating Innovating

Because our student Because of the Teacher: For each of

Element 1.6 Emerging Exploring Applying Integrating Innovating

Same level 12/10/19

Teacher: I have a list

Students: I have built

You might also like