Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.1 Emerging Exploring
Learns about students Gathers additional data
through data provided by to learn about individual
the school and/or students.
assessments.
Using knowledge of
students to engage
them in learning Some students may Students engage in single
engage in learning using lessons or sequence of
instructional strategies lessons that include some
focused on the class as a adjustments based on
whole. assessments.
In my class, students are
learning at their own
pace. The lessons I give
the class have been
tailored to reach all my
students. I adjust my
teaching more one-on-
one since most students
are working on different
concepts daily.
9/30/2018,
I still mainly focus on
Evidence adjusting my lessons for
my class based on their
weekly quiz results. I will
split students into groups
based on their needs and
have students work
together on those needs. I
still need to do better to
help more individual
students were their
individual needs.
4/28/2019
Applying Integrating Innovating
Uses data from a variety Uses data from multiple Uses comprehensive
of formal and informal measures to make knowledge of students to
sources to learn about adjustments to make ongoing
students and guide instruction and meet adjustments and
selection of instructional individual identified accommodations in
strategies to meet diverse learning needs. instruction.
learning needs.
Student engage in Students actively utilize a Students take ownership
learning through the use variety of instructional of their learning by
of adjustments in strategies and choosing from a wide
instruction to meet their technologies in learning range of methods to
needs. that ensure equitable further their learning that
access to the curriculum. are responsive to their
learning needs.
I think that I am applying
because I have learned
about all my students
through data provided by
the school and other
assessments. I have
looked for additional data
for students I needed it
for. I am that stage where
I look for formal and
informal sources to learn
about my students to be
able to choose what I do
in class to meet their
diverse needs. For
examples, I have sought
other teachers, ELL
coordinator, ELD
teachers, Special
instruction teachers to
learn about ways I can
help my students. I have
also built a relationship
with my students so that
they can tell me what
they need from me.
9/30/2018,
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I was trying to improve
on providing different
summative assessments. I
use variety of informal
and formal sources to
learn about my students
and guide my instruction.
I think I still need to
develop other
assessments and make
them available. I
currently assess through
weekly quizzes,
conversations,
pair/group work,
peardeck responses, and
other responses to assess
student learning.
4/28/2019

I do this assessment
through different means.
I ask students to evaluate
their learning towards
the learning goal. I
listen/see their
responses to questions in
person or online. I use
results from quizzes and
other formative
assessments. I use
GoFormative, Quizizz,
Quizlet, and many other
tools. 12/13/2019

Students engage in
lessons that I create
based of my assessment
of their learning in the
previous lesson. I have
started having students
assess the learning goals
to determine what
students need to
improve. I have had
Standard 1 CSTP: Engaging and Supporting All Students in Learning
students fill out google
forms where they let me
know specifically what
they need to improve on.
12/13/2019

Our district has started to

use GoFormative for our
common assessments
and finals. GoFormative is
a great tool because it can
be used for assignments
and for assessments. I
can create a variety of
questions such as
multiple choice, multiple
selection, show your
work, and numeric
answers to name a few. It
provides immediate
feedback through the
colors green, yellow, and
red. Students know
whether they are correct,
partially correct, and
wrong. They can use this
to learn from their
mistakes. 05/06/2020

Element 1.2 Emerging Exploring Applying Integrating Innovating

Develops awareness of
prior knowledge, culture,
backgrounds, life
experiences, and interests
Connecting learning represented among
to students’ prior students.
knowledge,
backgrounds, life
experiences, and
interests
Some students connect
learning activities to their
own lives.
Uses gathered Uses school resources
information about and family contacts to
students’ prior expand understanding of
knowledge, cultural students’ prior
backgrounds, life knowledge, cultural
experiences, and interest backgrounds, life
to support student experiences, and interests
learning. to connect to student
learning.
Students participate in Students make
single lessons or connections between
sequences of lessons curriculum, and their
related to their interests prior knowledge,
Integrates broad Develops and
knowledge of students systematically uses
and their communities to extensive information
inform instruction. regarding students’
cultural backgrounds,
prior knowledge, life
experiences, and
interests.
Students are actively Students can articulate
engaged in curriculum, the relevance and impact
which relates their prior of lessons on their lives
knowledge, experiences, and society.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
and experiences. backgrounds, life and interests within and
experiences, and across learning activities.
interests.
I am still working on the I consider myself
students seeing the exploring because I have A new way that I have
connection of the math to already done the learned to practice
their lives. The next unit emerging part as a content and kills is
students will be doing a student teacher at the through the use of GimKit.
project on the real-life school. I have gathered GimKit is an online game
applications of the math information about my like Quizizz and Quizlet in
topic we are one. students and have used that students are
9/30/2018, this information to competing in groups to
support my students win first place. Students
I am still working on learning. I learned that work together to reach a
incorporating student’s many of my students did money goal and they can
life experiences and not pass their Algebra 1 buy powerups along the
interests in the class even though they way. Students must be
classroom. I mainly focus were supposed to have able to negotiate with
on their prior knowledge passed at least one their peers when handing
backgrounds and the base semester with a C. Many group money and
of knowledge I notice in did not pass one semester decisions. This has helped
class. 4/28/2019 at all. For that reason, I to reengage students and
had to consider their to have them excited to
prior knowledge while learn and practice.
Evidence
making lessons, so I could 05/06/2020
help my students fill their
gaps in knowledge.
9/30/2018,
I still consider myself
exploring. I have been
contacting parents more
often to find out more
about students and
looking for ways to help
them in my class. I think I
need to find a better way
to incorporate students’
life experiences and
interests in the
classroom.
4/28/2019

I try to make lessons

more engaging through
Pear Deck because
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.
students are given the
opportunity to discuss
their thoughts. When
able, I incorporate real
life situations that
students are used to see
such as sports, money,
and fashion. When
students were learning
about exponential
growth, I incorporated
problems that they may
encounter in their future
lives like paying interest
on a home, buying
concert tickets, or the
popularity of videos
viewed online.
12/13/2019
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
subject matter.
Students make use of Students utilize real-life Students routinely
real-life connections connections regularly to Students actively engage integrate subject matter
provided in single lessons develop understandings in making and using real- into their own thinking
or sequence of lessons to of subject matter. life connections to and make relevant
support understanding of subject matter to extend applications of subject
subject matter. their understanding. matter during learning
activities.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Some students see the
relationship of the
subject matter to real-life
while other students do
not. Some students tell
me that regardless of the
application is has they
will never use it. I am
trying to get these
students to see the value
of learning things just to
learn and to grow as
humans. 9/30/2018,
I am still working on
relating the subject
matter to real life. Some
students during lessons
will connect what we are
learning in class to
something they see
outside of class.
Evidence 4/28/2019
I rate myself as exploring
because I use real life
connections that we are
asked to show students,
but I also includes ones
that I see as helpful in my
lessons. For examples,
one way to describe slope
is to talk about mountain
climbing. Which
mountains have steeper
slopes? Which mountains
can you climb without
any equipment. In the
upcoming unit, students
will research extra ways
exponents are used in
real life. They have the
choice of the real-life
application they do for
the unit. 9/30/2018,
I am still exploring the
real-life connections to
the subject matter my
students are learning. In
my Foundations 2 class,
students are learning
about quadratics and
how they are used in real
life situations. My math
essentials students are
learning topics that have
to do with spending
money.4/28/2019
In my Geometry class, I
showed students the real
life applications of
trigonometry. This is
especially important to
show for students that
plan to enter engineering
fields and for students to
connect meaning to
mathematics. In the
problems, students find
missing side lengths and
angles of triangle in real
life situations. In my
algebra class, we talk
about the applications of
quadratics and how the
maximum can mean
maximum profit or height
depending on the
situation. 05/06/2020

For some lessons, I able

to better connect my
students background to
real life. For example, I
used the topic of
exponential
growth/decay to
incorporate disease,
concert tickets,
appreciation and
Standard 1 CSTP: Engaging and Supporting All Students in Learning
depreciation of cars, and
prices of homes to name
a few. In Geometry, we
talked about lengths of
sides that make triangles.
We had an application
problem to build a pen
for an animal. We had to
figure out whether the
animal sides of the pen
would close and make a
triangle. 12/13/2019

Element 1.4 Emerging Exploring Applying Integrating Innovating

Uses instructional Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use
strategies, resources, instructional strategies, strategies including integrates a broad range of an extensive
and technologies as resources, and technologies culturally responsive of strategies, resources, repertoire of strategies,
provided by school in single lessons or pedagogy, resources, and and technologies into resources, and
and/or district. sequence of lessons to meet technologies during instruction designed to technologies to meet
Using a variety of
students’ diverse learning ongoing instruction to meet students’ diverse students’ diverse
instructional
needs. meet students’ diverse learning needs. learning needs.
strategies,
learning needs.
resources, and
technologies to meet
Students participate in Students participate in Students actively engage
students’ diverse
Some students single lessons or sequence instruction using in instruction and make Students take
learning needs
participate in of lessons related to their strategies, resources, and use of a variety of responsibilities for using
instructional strategies, interests and experiences. technologies matched to targeted strategies, a wide range of
using resources and their learning needs. resources, and strategies, resources, and
technologies provided. technologies to meet technologies that
their individual students successfully advance
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I think I am exploring
because I used what the
school and district provides,
but I also use additional
instructional strategies,
resources, and technologies
in my lessons. For example, I
decided to use class dojo in
my classes, but it is not
required that I do. I also use
Go Guardian to regulate my
students daily use of
technology in class and to
restrict the things they can
go on during class. I am not
required to use it at all, but
it is a resource that I
implement daily. I also have
a lot of Spanish English
learners. For this reason, I
will translate to Spanish
during the lesson.
Evidence 9/30/2018, I use a variety
of resources such as
foldables, guided notes,
Edpuzzle videos, and Google
forms to help students learn
the topics be shown and to
help meet their needs. I use
quick informal assessments
on their chrome books
through Quizizz, Google
Forms, and Quizlet to name
a few. 4/28/2019
All students participate in
lessons with all the
technology or resources I
have. No student is
excluded. I am still working
on interests and experiences
part through my math
menu. Students are able to
choose what they want to do
needs. their learning.
I assign Quizlet for
different topics for
students to practice
reviewing for
assessments and to work
with their classmates to
win the Quizlet Live
game. Students will
complete the various
learning options Quizlet
offers flashcards, learn,
write, spell, and test. I
assign sets that are
vocabulary based and
sets that focus on skill. I
also use the results of the
Quizlet live game to
determine areas of focus
for my next
lesson. Students enjoy
Quizlet Live because they
can focus on their role as
member of group and
work with their other
teammates to win the
game. Students are
challenged to answer all
problems correctly to
win the game or they are
sent back to the
beginning. This
reinforces the
importance of learning
from mistakes.
05/06/2020
Standard 1 CSTP: Engaging and Supporting All Students in Learning
to practice the math we are
learning. 9/30/2018,
Students are able to choose
what they want to do
through the choice boards
and it helps meet their
needs. The choice boards
are to help students practice
and improve in topics
4/28/2019

A tool that I often like to use

is Desmos because there are
engaging lessons that other
teachers have created that
help students discover and
make sense of lessons. For
example, students were
investigating the
characteristics of
quadratics. We looked at
ways the a, h, and k affected
the graph of a quadratic. I
also use the games Desmos
has to gamify the content
because students have a lot
more fun learning through
games. Students in my
geometry did a card
matching game where they
needed to match all the
triangles that can be shown
to be congruent using SSS,
SAS, ASA, AAS, and HL.

ISTE Standard 5b:

I use google docs to create
activities that create
opportunities for deeper
learning. I created a google
doc so that students could
practice Law of Syllogism
and Law of Detachment in
Geometry. The google doc
allowed for students to
Standard 1 CSTP: Engaging and Supporting All Students in Learning
highlight hypotheses and
conclusions in different
colors to be able to write
their
new conclusion.12/13/2019

Element 1.5 Emerging Exploring Applying Integrating Innovating

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.
Guide students to think Supports students to Facilitates systematic
critically through use of initiate critical thinking opportunities for student
questioning strategies, through independently to apply critical thinking
posing/solving problems, developing questions, by designing structured
and reflection on issues posing problems and inquiries into complex
in content. reflecting on multiple problems.
perspectives.
Students respond to Students pose problems Students pose and
questions and problems and construct questions answer a wide-range of
posed by the teacher and of their own to support complex questions and
begin to pose and solve inquiries into content. problems, reflect, and
problems of their own communicate
related to the content. understandings based on
in depth analysis of
content learning.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Even though I have
students respond to
varied questions and
tasks, I do not have
students pose and solve
their own problems. I
need to get there. The
students are working
through problems in
performance tasks that
require a lot of effort and
thinking on their part.
However, they are not
posing or solving their
own. 9/30/2018,
I have students respond
to a variety of questions
or tasks through my
lessons and through
digital assignments. For
google form assignments,
Evidence students will multiple
choice, fill in, and drop-
down options. Students
answer a variety of
questions on Pear Deck
presentations. Students
will be asked to draw,
write, and answer polls.
4/28/2019
Students work
individually, pairs, and
groups to solve problems.
Recently, I have been
assigning students
specific partners and
problems to complete
together. Students are
able to check with each
other their answers and
talk about the thought
process. 12/13/2019
I think that I am applying
because I already ask
questions that focus on
computation and think
critically. I think I am at
the point where I am
guiding students to think
for themselves and to be
less dependent on me. I
have students reflect on
their learning goals and
what they need to do to
reach them. I am trying to
get my students to be less
dependent on me by
seeing other sources of
information such as their
worked examples, videos,
and their peers.
9/30/2018,
I think I am applying
because I am still guiding
students through critical
thinking. Students have
been reflecting on their
mistakes on quizzes and
fixing the mistakes. I
need to help students
develop a habit of
questioning and
reflecting on content.
4/28/2019
I do a lot of scaffolding at
the beginning to prepare
students to think
critically through
problems. When students
are learning to write
exponential equations, I
have to prepare them to
find the initial amount,
constant ratio, and the
asymptote. I show
Standard 1 CSTP: Engaging and Supporting All Students in Learning
students how to read a
problem to find each one.
I teach them to pay
attention to key words
that indicate each one of
this parameters of their
equation. With time, I
take the scaffolds away
and let them go through
the problem solving
process. I also teach them
how to check their
answer is correct. For
exponential growth, their
answer should be bigger
than the initial and for
decay it is the opposite.
12/13/2019

One way that students

pose their own problems
is by making their own
quizzes and solution sets.
During lessons I scaffold
problems, by showing
students the thought
process you go through
when solving a problem.
When I teach my students
trigonometry, I mention
that they need to think
about most of the things
they know about right
triangles first. Those
things are their toolkit
from there I tell them to
read the problem for
important ideas that will
help solve the problem.
From there the student
needs to decide what to
use from the toolkit.
5/06/2020
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.6 Emerging Exploring
Implements lessons Seeks to clarify
following curriculum instruction and learning
guidelines. activities to support
student understanding.
Monitoring student
learning and
adjusting instruction
while teaching. Some students receive Students receive
individual assistance assistance individually or
during instruction. in small groups during
instruction.
At this point in time,
students are receiving
individual or small group
instruction. All students
do no successfully stay
engaged. For this reason,
I had to have students
attend tutoring if they
were off task in class or if
they were having
difficulties. 9/30/2018
Evidence
Applying Integrating Innovating
Makes ongoing Adjusts strategies during Makes adjustments to
adjustments to instruction based on the extend learning
instruction based on ongoing monitoring of opportunities and
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.
Students successfully Students are able to Students monitor their
participate and stay articulate their level of progress in learning and
engaged in learning understanding and use provide information to
activities. teacher guidance to meet teacher that informs
their needs during adjustments in
instruction. instruction.
Every day I check where
students are at in their
learning. Since students
are going at different
paces, I have to consider
each day what I need to
do tomorrow to help each
student reach their
learning goals.
Sometimes I decided to
reteach concepts to the
whole class. Sometimes I
have students separated
in groups to help them
specifically on what they
need. If I notice that many
students are stuck or are
not participating, I try to
determine the cause.
9/30/2018,
I still continue to adjust
my instruction based on
the continuous formal
and informal assessments
in my class. I check
through quizzes, Quizizzs,
Google Forms, Quizlet,
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Pear Deck, and other
means to determine their
understanding. I monitor
individual student needs
and provided support for
those needs, but I need to
determine a better way to
do this. I support them
currently through choice
boards and through me
providing individual
assignments to students.
4/28/2019

Students participate and

stay engaged in learning
activities. I think I have
developed the
expectations I have for a
class and for a lesson, so
students are now
accustomed to that.
Students are now
investing for longer in
lessons and engaging in
them. I think I have built
connections with the
students so that they feel
comfortable enough to
engage and participate.,
4/28/2019

I adjust my teaching
based on my students’
engagement and their
evaluation of the learning
goals. I have students
check off components of
the learning goal they feel
comfortable with. I
address common areas of
concern again and again
until the majority of the
class has reached
mastery. For students
Standard 1 CSTP: Engaging and Supporting All Students in Learning
that have not, I talk to
them individually to help
them reach that part or
have them work with a
partner that will help
them. I also include this
problem spots on their
warmup when they do
ALEKS time at the
beginning of class. My
students participate until
the end of class in my
activities. I have few
students now that do not.
I think part of it has to do
with the growth mindset
aspect and because I do
my best to help students
along the way.

ISTE Standard 6a:

Students complete
a Google Forms Goal
Setting/Reflection
Sheet on the 2nd or 3rd
day of a lesson. Students
will set a goal on
something they want to
improve/strengthen.
They will fill in what they
improved in at the end of
class. They will also check
off mathematical
components they feel
strong in. 12/13/2019

Students are now able to

do complete Pear Deck
presentations using the
student paced feature
and stay on task. I tried
out student paced mode
with my Geometry
students to review
parallel and
Standard 1 CSTP: Engaging and Supporting All Students in Learning
perpendicular lines
which they have
previously learned in
their Algebra class. In the
assignment, students are
exposed to slope
intercept form, slope of
parallel and
perpendicular lines given
equations and graphs,
and reflected on their
learning at the end.
Students were able to
work individually and in
groups while I walked
around helping students.
05/06/2020