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 (9/22/20)
them in learning Some students may Students engage in single Students actively utilize a Students take ownership
engage in learning using lessons or sequence of Student engage in variety of instructional of their learning by
instructional strategies lessons that include some learning through the use strategies and choosing from a wide
focused on the class as a adjustments based on of adjustments in technologies in learning range of methods to
whole. assessments. (9/22/20) instruction to meet their that ensure equitable further their learning that
needs. access to the curriculum. are responsive to their
learning needs.
I modify and adjust my I have reviewed student
lessons based on the profiles in AERIES, along
previous lessons. with view some students
Students can come to C.U.M files from their
office hours for extra homeschool to see what
help, and based on what their progress from the
they need help with, I previous year was. Both
modify the next day for of these have given me
the whole class for access to report cards and
clarification. (9/22/20) IEP’s (if necessary) to see
the needs of my students
individually. I have also
spoken with Resource
Evidence teachers about certain
student needs. (9/22/20)
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.2 Emerging
Develops awareness of
prior knowledge, culture,
backgrounds, life
experiences, and interests
represented among
students.
Connecting learning
to students’ prior
knowledge,
backgrounds, life
experiences, and
Some students connect
interests
learning activities to their
own lives.
Evidence
Exploring Applying Integrating Innovating
Uses gathered Uses school resources and Integrates broad Develops and
information about family contacts to expand knowledge of students systematically uses
students’ prior understanding of and their communities to extensive information
knowledge, cultural students’ prior inform instruction. regarding students’
backgrounds, life knowledge, cultural cultural backgrounds,
experiences, and interest backgrounds, life prior knowledge, life
to support student experiences, and interests experiences, and
learning. (9/22/20) to connect to student interests.
learning.
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
experiences, and across learning activities.
interests. (9/22/20)
At the beginning of the During lessons, we have
school year, my students had discussions about
did several “All About Me” prior knowledge, from
activities, as well as spelling to social studies,
completed a google form and have made
about their interests. I connections to life
have consulted the forms experiences and other
several times to create prior background
lesson based on their knowledge. (9/22/20)
interests and life
experiences to help them
understand the content
better. (9/22/20)
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging Exploring Applying Integrating Innovating
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. (9/22/20)
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 (9/22/20) understanding. applications of subject
subject matter. matter during learning
activities.
Students are researching Right now, our
different civil rights curriculum for ELA is
activists and applying based in government and
what they did to what is talking about the history
happening in the world of government. With this,
currently. They are I have integrated
comparing and meaningful connections
contrasting the two and to real life based on the
are making a choice to see subject matter. We
if change will happen learned about voting and
based on our history. voting rights for certain
(9/22/20) groups of people, and we
Evidence made connections to who
can vote today and the
issues people vote about.
(9/22/20)
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.4 Emerging Exploring
Uses instructional Explores additional
strategies, resources, and instructional strategies,
technologies as provided resources, and
by school and/or district. technologies in single
lessons or sequence of
Using a variety of lessons to meet students’
instructional diverse learning needs.
strategies, resources, (9/22/20)
and technologies to
meet students’ Some students participate
diverse learning in instructional strategies, Students participate in
needs using resources and single lessons or
technologies provided. sequence of lessons
related to their interests
and experiences.
I am exploring new ways
to bring the content to the
students to keep them
engaged and meet all
their different learning
needs. I use visual and
auditory resources
through different
technologies throughout
my lessons. (9/22/20)
Evidence
Applying Integrating Innovating
Utilizes a variety of Creates, adapts, and Refines the flexible use of
strategies including integrates a broad range an extensive repertoire of
culturally responsive of strategies, resources, strategies, resources, and
pedagogy, resources, and and technologies into technologies to meet
technologies during instruction designed to students’ diverse learning
ongoing instruction to meet students’ diverse needs.
meet students’ diverse learning needs.
learning needs.
Students participate in Students actively engage Students take
instruction using in instruction and make responsibilities for using
strategies, resources, and use of a variety of a wide range of strategies,
technologies matched to targeted strategies, resources, and
their learning needs. resources, and technologies that
(9/22/20) technologies to meet their successfully advance their
individual students learning.
needs.
My students are
participating in
instructions using a
variety of different
educational technology.
We are using breakout
rooms, Jamboard,
Flipgrid, and our
curriculum platforms on a
consistent basis so that
students can show their
understanding of the
content. (9/22/20)
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.5 Emerging Exploring Applying Integrating Innovating
Asks questions that focus Includes questions in 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. (9/22/20) reflecting on multiple problems.
Promoting critical
perspectives.
thinking though
inquiry, problem
Some students respond to Students respond to Students respond to Students pose problems Students pose and
solving, and
questions regarding facts varied questions or tasks questions and problems and construct questions answer a wide-range of
reflection
and comprehension. designed to promote posed by the teacher and of their own to support complex questions and
comprehension and begin to pose and solve inquiries into content. problems, reflect, and
critical thinking in single problems of their own communicate
lessons or a sequence of related to the content. understandings based on
lessons. (9/22/20) in depth analysis of
content learning.
In all lessons, I am always
trying to have students
explain to me their
understanding of
something or their
though process. I use exit
tickets that helps with
knowing where they are
after a lesson. During a
lesson I am always
pushing them to think
about things from a
different perspective or,
Evidence in math, to talk me
through their thought
process or use technology
in a way that I can see
their though process. For
ELA I use comprehension
checks and quizzes.
(9/22/20)

Students typically are

responding to questions
that are posed by me. I
usually have to ask more
Standard 1 CSTP: Engaging and Supporting All Students in Learning
questions to get a deeper
response. In this,
students are given
opportunities to assess
their own learning and
establish goals for
themselves through our
one-on-one meetings.
(9/22/20)
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.6 Emerging Exploring Applying
Implements lessons Seeks to clarify Makes ongoing
following curriculum instruction and learning adjustments to
guidelines. activities to support instruction based on
student understanding. observation of student
engagement and regular
Monitoring student checks for understanding.
learning and (9/22/20)
adjusting instruction
while teaching. Some students receive Students receive
individual assistance assistance individually or Students successfully
during instruction. in small groups during participate and stay
instruction. engaged in learning
activities.
I consistently build on
student comments and
questions during a lesson
to extend their learning. I
focus on what students
are telling me and listen
when they ask for
something to be taught
again as I check for
understanding. Checking
for understanding is
typically a review
question of some sort of
Evidence
what we just read, or a
problem solved in math. I
also use exit tickets to
adjust instruction for the
following day. (9/22/20)
Integrating Innovating
Adjusts strategies during Makes adjustments to
instruction based on the extend learning
ongoing monitoring of opportunities and
individual student needs provide assistance to
for assistance, support, or students in mastering the
challenge. concepts flexibly and
effectively.
Students are able to Students monitor their
articulate their level of progress in learning and
understanding and use provide information to
teacher guidance to meet teacher that informs
their needs during adjustments in
instruction. (9/22/20) instruction.
My students are able to
articulate their level and
understanding when
asked. They are able to
answer questions during
a lesson and fill out exit
tickets at the end of
lesson. They are able to
tell me their needed in
the moment when they
are not being met.
(9/22/20)