cstp1 Dean 5

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 I use data from I use data by looking at I use my knowledge of my
assessments in class, test, quiz and portfolio students, not just from
conversations with them scores and assessing their gradebook data but
and documents from what topics need from their interests and
previous schools to learn additional review and personal life, to adjust
about my students. where I can improve my and accommodate
10/19/18 instruction to meet the instruction. For example,
needs of my students. when I have a student
This data come from my hard of hearing I make
formal assessments but I sure to type the questions
also collect data from my I ask in live lesson, make
informal assessments my lesson powerpoint
through conversations I and notes available in the
have with my students. file pod and repeat
This allows me to identify myself/ enunciate my
their strengths and words. 12/12/2019
weaknesses and where
they struggled and to
identify trends amongst The knowledge I gather
the class and individual from my students helps
students. 5/10/19 engage them in my
lessons and learning.
Each student has their Through gathering this
own computer that knowledge of my
connections sends them students is how I engage
so they all have equitable them. I ask about their
access to the curriculum. interests, lives, cultural
They also receive a backgrounds and past
virtual and physical text experiences. I do this
book. Students access through the poll pods at
class information on the the beginning and end of
“message Boards” and class as well as during
each student has access office hours or over the
to this. 10/19/18 phone. The most effective
is during live lesson
Each student is able to because it engages other
have equitable access to students to then share.
the curriculum and all of 5/1/2020
its content. Each student
is given a laptop by the
school, a physical and E-
text book and head set
with a built in
microphone. I also create
something called “My
message boards” where I
post my live lesson notes,
powerpoints, portfolios,
live lesson recordings,
note guides, syllabus, and
study guides. I also
webmail these items out
to every student to let
them know when
something new has been
added to the message
boards. 12/12/2019
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 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.
knowledge,
learning.
backgrounds, life
experiences, and
Some students connect Students participate in Students make Students are actively Students can articulate
interests
learning activities to their single lessons or connections between engaged in curriculum, the relevance and impact
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 I use past transcripts The school provides Students are actively
and test scores as an extensive review engaged through live
student’s prior of each students lesson mostly. This is
knowledge to previous schooling shown by the number
understand them and background. At of students that
better and their life. I the beginning of each attend my live lesson The knowledge I gather
also ask questions year each teacher is specifically. The from my students is
ongoing. I look at their
through conversation required to talk to number of students data from assessments as
to gain more their home room that attend does not well as the information I
knowledge of their students about their seem to decline but gather from speaking with
life experiences, previous school hold steady. This can them and observing their
interest, backgrounds years, their interests, also be shown by the interactions with other
students. I do this often in
and prior knowledge. hobbies, their number of students my office hours and at the
10/19/18 favorite subject and that attend the live beginning and end of live
other background experiments in live lesson when I ask my
information the lesson. Students take students various
students provide. prior knowledge of questions using the poll
pods. From this I am able
These phone calls are the subject and to adjust my instruction
called the “Welcome interest and mainly through the
Calls” and are participate in this connections I make
required to be activity and some between the students and
the content. I make
completed within the even complete the connections that they can
first few weeks of experiment on their personally relate to and
identify with. I also allow
school in order to own at home as well. them to help mold the
learn about each I am able to connect instruction itself by
student more the content to asking them things like
thoroughly and in a students prior “would you like to watch
timely manner. knowledge, interests, the video before or after
5/10/19 the lesson?”, “which type
and experiences of review session would
The school provides through learning you like to do today?” and
an extensive review about each of my “who would like to read
of each students students by previous this slide to the class”.
previous schooling conversations or 5/1/2020
and background. At current
the beginning of each conversations in live
year each teacher is lesson, office hours,
required to talk to or over the phone.
their home room Many students
students about their connect with the
previous school curriculum and
years, their interests, lessons while the
hobbies, their lessons are
favorite subject and happening through
other background the chat pod or
information the inform me over the
students provide. phone when I ask
These phone calls are them how they are
called the “Welcome doing in the current
Calls” and are unit in my subject.
required to be 12/12/19
completed within the
first few weeks of
school in order to
learn about each
student more
thoroughly and in a
timely manner. We
are also required to
contact our
homeroom students
twice a month in
order to create a
connection with
them. 12/12/19
Uses real-life connections Explore using additional Integrates connections Integrates connections to Engages student in
during instruction as real-life connections to from subject matter to meaningful, real-life actively making
identified to curriculum. subject matter in single meaningful, real-life contexts in planning connections to relevant,
lessons or sequence of contexts, including those subject matter instruction meaningful, and real-life
lessons to support specific to students’ and is responsive during contexts throughout
understanding. family and community. instruction to engage subject matter
Connecting subject students in relating to instruction.
matter to subject matter.
meaningful, real-life
contexts Some students relate Students make use of Students utilize real-life Students actively engage Students routinely
subject matter to real-life. real-life connections connections regularly to in making and using real- integrate subject matter
provided in single lessons develop understandings life connections to subject into their own thinking
or sequence of lessons to of subject matter. matter to extend their and make relevant
support understanding of understanding. applications of subject
subject matter. matter during learning
activities.
Evidence Some students will During live lesson I I integrate Every lesson I ask
relate subject matter often refer to other connections through students questions
to their life or real things as examples to instruction by using on how what we are
life in general during simplify the content my personal learning can either be
instruction or during being discussed. I experiences, current applied in real life or
conversations. then ask my students events and stories where we can find it/
10/19/18 for examples. This that I have been told. how it is going on in
has now turned into 10/19/18 real life. It is
them offering important for
example without me students to make the
having to ask, which connection
has helped create a themselves with little
connection with each assistance from the
student and the teacher because this
content. 12/12/19 will help them
remember the
content better. This is
verbally done in live
lesson and in the chat
pod as well as some
slides in my
powerpoints will
assist the students in
drawing the
connections. 5/10/19
Every lesson I ask
students questions
on how what we are
learning can either be
applied in real life or
where we can find it/
how it is going on in
real life. It is
important for
students to make the
connection
themselves with little
assistance from the
teacher because this
will help them
remember the
content better. This is
verbally done in live
lesson and in the chat
pod as well as some
slides in my
powerpoints will
assist the students in
drawing the
connections. During
live lesson I often
refer to other things
as examples to
simplify the content
being discussed. I
then ask my students
for examples. This
has now turned into
them offering
example without me
having to ask, which
has helped create a
connection with each
student and the
content.12/12/19
I try and do this with

every lesson either
with my own
personal experiences
that I share with the
students or through
theirs. For example
when we were
learning about
saturated fat vs.
unsaturated fat I had
a very funny story of
my younger sister
who was reading the
back of the food label
for the first time and
noticed how much
saturated fat was in
her milk carton and
immediately thought
that if she sat down
while drinking this
then she would get all
that fat. The students
found the story very
entertaining and
even referenced it on
the test when
answering questions
about saturated fat.
In my last lesson we
covered angiosperms
and how some fruits
and vegetables fall
under that category. I
took this opportunity
to have students
share pictures of the
farms their parents
work on and the
gardens students
have in their yards to
identify the different
type of angiosperms
and the anatomy of
them. 5/1/2020

Uses instructional Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of
strategies, resources, and instructional strategies, strategies including integrates a broad range an extensive repertoire of
technologies as provided resources, and culturally responsive of strategies, resources, strategies, resources, and
by school and/or district. technologies in single pedagogy, resources, and and technologies into technologies to meet
lessons or sequence of technologies during instruction designed to students’ diverse learning
Using a variety of lessons to meet students’ ongoing instruction to meet students’ diverse needs.
instructional diverse learning needs. meet students’ diverse learning needs.
strategies, resources, learning needs.
and technologies to
meet students’ Some students participate Students participate in Students participate in Students actively engage Students take
diverse learning in instructional strategies, single lessons or instruction using in instruction and make responsibilities for using
needs using resources and sequence of lessons strategies, resources, and use of a variety of a wide range of strategies,
technologies provided. related to their interests technologies matched to targeted strategies, resources, and
and experiences. their learning needs. resources, and technologies that
technologies to meet their successfully advance their
individual students learning.
needs.
Some students will Students engage in I vary my strategies,
Evidence come to office hours instruction through resources and
or my live lessons the chat pod and poll technologies to meet
and will engage and pods. They also make the needs of my
participate in the use of a variety of diverse students. For
lesson. Not all strategies by example, one of the
students come watching the videos most recent
because it is not provided, engaging in technologies I have
mandatory because the chat pod, been using for
they can watch the downloading from discussions and fun
recording. 10/19/18 the file pod and “get to know me”
engaging in the poll class activities is
pods. Students also FlipGrid. FlipGrid
use resources and allows students to
technologies record themselves or
provided to them share a presentation
from the message recording with their
boards. These consist fellow classmates.
of powerpoints, This is great for
lesson notes, unit discussions and
notes, and recordings assignments that
of live lesson. Not need a presentation.
every student will 5/1/2020
utilize everything
that I offer but I have an extensive
students will deduce list of strategies,
themselves what they resources and
need in order to excel technologies that I
in my class. use to meet the needs
12/12/19 of my diverse
learners. Within live
lesson I use
powerpoints, videos,
visual aids, virtual
white boards, chat
pod, poll pod, file pod
and my live video
camera so my
students can see me
as I teach. I am able
to add or eliminate
these throughout my
live lesson depending
on the needs of my
students. I can also
change the style of
my live lesson room. I
have different rooms
for different
purposes such as a
presenter room, my
office hours room,
discussion room and
regular live lesson
class. 5/10/19
I have an extensive
list of strategies,
resources and
technologies that I
use to meet the needs
of my diverse
learners. Within live
lesson I use
powerpoints, videos,
visual aids, virtual
white boards, chat
pod, poll pod, file pod
and my live video
camera so my
students can see me
as I teach. I am able
to add or eliminate
these throughout my
live lesson depending
on the needs of my
students. I can also
change the style of
my live lesson room. I
have different rooms
for different
purposes such as a
presenter room, my
office hours room,
discussion room and
regular live lesson
class. 12/12/19

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
Promoting critical critically. content. reflecting on multiple problems.
thinking though perspectives.
inquiry, problem
solving, and Some students respond to Students respond to Students respond to Students pose problems Students pose and answer
reflection questions regarding facts varied questions or tasks questions and problems and construct questions a wide-range of complex
and comprehension. designed to promote posed by the teacher and of their own to support questions and problems,
comprehension and begin to pose and solve inquiries into content. reflect, and communicate
critical thinking in single problems of their own understandings based on
lessons or a sequence of related to the content. in depth analysis of
lessons. content learning.
Evidence All of my live lessons
have questions either I am able to provide
at the end or opportunities for
throughout the students to apply
lessons to help the critical thinking
students think through inquiry,
critically. The problem solving and
students also use reflection. For
rubrics in portfolios example during my
to reflect on their unit 3 pathogens
content work. section of my lessons
10/19/18 I had the students act
as leaders of their
All portfolios will have
questions/problems,
country trying to
some in the form of an solve a problem
experiment or issue, and about a disease
students will have to spreading. 5/1/2020
solve the issue or create a
hypothesis to test for the
experiment. 10/19/18
This can be shown
through the
All portfolios will have completion of the
questions/problems, portfolios. Most of
some in the form of an the portfolios are
experiment or issue, and
students will have to
experiments or
solve the issue or create a projects that the
hypothesis to test for the students conduct or
experiment. They also watch me conduct in
have to answer a series of live lesson. Within
analysis questions that
these portfolios
are posed by me. Students
do create their own students are
content related questions confronted with a
that I most often see question or problem
during live lesson in the that they need to
chat pod. 12/12/19
answer and solve.
They are given a
rubric to follow for
guidelines and are
asked to reflect on
their work when they
are finished to make
sure it meets the
requirements before
turning it in. 5/10/19
This can be shown

through the
completion of the
portfolios. Most of
the portfolios are
experiments or
projects that the
students conduct or
watch me conduct in
live lesson. Within
these portfolios
students are
confronted with a
question or problem
that they need to
answer and solve.
They are given a
rubric to follow for
guidelines and are
asked to reflect on
their work when they
are finished to make
sure it meets the
requirements before
turning it in. 12/12/19

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
Monitoring student checks for understanding. challenge. concepts flexibly and
learning and effectively.
adjusting instruction
while teaching. Some students receive Students receive Students successfully Students are able to Students monitor their
individual assistance assistance individually or participate and stay articulate their level of progress in learning and
during instruction. in small groups during engaged in learning understanding and use provide information to
instruction. activities. teacher guidance to meet teacher that informs
their needs during adjustments in
instruction. instruction.
Evidence I call students daily I regularly check for I adjust instruction I make adjustments
to give them understanding throughout my live to extended learning
individual support during live lessons by lesson based on my opportunities. For
and students get asking the students if student’s needs. I can example, in portfolios
small group support they have any do this because it is students are able to
during live lesson questions or by very easy to add complete the
since not all students asking them different pods into experiment
attend the live lesson questions on what the live lesson room. themselves at home
and some watch the we just covered and These pods can allow although it is not
recording later. going back over it if me to ask the required since I do
10/19/18 they need more students questions or them in live lesson.
clarification. I also take a poll and gather This is an
check for the data instantly opportunity for
understanding by once the students are students to earn
analyzing a student’s done answering the some extra credit by
grade book and pod. This helps extending their
calling them to clarify assess my students learning. 12/12/19
on topics they are understanding of the
struggling in. content and where
10/19/18 they might be I make adjustments
struggling or where for extended learning
they might need as well as providing
more of a challenge. I assistance to
can also change the students for
room from my mastering concepts
regular live lesson flexibly and
room to the effectively. I make
discussion room if I adjustments for
want to break my extended learning
students out into through the
small discussion portfolios I assign.
groups. 5/10/19 They are experiments
that I complete in live
Students are able to lesson but students
articulate their
understanding and use
are able to complete
teacher guidance to meet them on their own
their needs during and earn extra credit.
instruction. This can be I also allow flexibility
seen in real time through with assignments and
the chat pod in live lesson
while students are having
allow revisions if a
open discussion. But this student loses points
can also be seen in the on the portoflios. If a
rubric. Students have to particular student is
monitor their progress having a difficult time
and work by using the
portfolio rubric which
with writing or
also acts as teacher reading I go through
guidance since I created the assignment with
the rubric for them to them and I also
follow. 12/12/19 provide sentence
starters and outlines
to help students
write a paragraph or
excerpt. 5/1/2020

cstp1 Dean 5

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

cstp1 Dean 5

Uploaded by

Copyright:

Available Formats

Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.1 Emerging Exploring Applying Integrating Innovating

I try and do this with

Element 1.4 Emerging Exploring Applying Integrating Innovating

Element 1.5 Emerging Exploring Applying Integrating Innovating

This can be shown

Element 1.6 Emerging Exploring Applying Integrating Innovating

You might also like