Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.1 Emerging Exploring
Learns about students Gathers additional data to
through data provided by learn about individual
the school and/or students. 9/24/20)
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.
Evidence Although I am assigning
formative assessments to
target their learning
skills, school has only
been in session for one
month. I am still in the
process of implementing
a variety of formative
assessments such as exit
tickets, short quizzes, and
discussions to grasp their
day-to-day
comprehension level
about persuasive writing
or The Outsiders.
Additionally, I am in the
process of effectively
placing them in the
appropriate breakout
rooms to help them
progress in a comfortable
learning environment.
(9/24/20)
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.
Students 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. (9/24/20) that ensure equitable further their learning that
access to the curriculum. are responsive to their
learning needs.
I look through the
students’ engagement
trackers and folders,
which are updated on a
weekly basis by the 7th
grade team. I also had and
currently still have
weekly parent meetings
for one month. This is
time for them to share
any important learning
curves that would benefit
the student. Additionally,
prior to the beginning of
the school year, I had a
Zoom conference with the
6th grade ELA teacher to
discuss a meeting called
“transfer of knowledge,”
which allows them to
impart any advice,
comments, and warnings
about every student
currently in 7th grade. I
am able to modify my
lessons based on their
current needs and
accommodations.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
(9/24/20)
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.
Exploring Applying
Uses gathered Uses school resources and
information about family contacts to expand
students’ prior 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. (9/24/20)
Students participate in Students make
single lessons or connections between
sequences of lessons curriculum, and their
related to their interests prior knowledge,
and experiences. backgrounds, life
experiences, and
interests. (9/24/20)
Integrating
Integrates broad
knowledge of students
and their communities to
inform instruction.
Students are actively
engaged in curriculum,
which relates their prior
knowledge, experiences,
and interests within and
across learning activities.
Innovating
Develops and
systematically uses
extensive information
regarding students’
cultural backgrounds,
prior knowledge, life
experiences, and
interests.
Students can articulate
the relevance and impact
of lessons on their lives
and society.

By utilizing the students’

cumulative files, speaking
with teachers from the
previous year, and
meeting with the
education specialist on a
weekly basis, I am able to
connect their learning by
transitioning from
previous lessons from 6th
grade. For example, while
Evidence I teach a lesson in
persuasive writing,
students excitedly state,
“We learned something
like this in Ms. Jill’s class
last year!,” which brings
joy to my heart. This
shows that students are
making the necessary
connections and accessing
their prior knowledge.
(9/24/20)
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging Exploring
Uses real-life connections Explore using additional
during instruction as real-life connections to
identified to curriculum. subject matter in single
lessons or sequence of
lessons to support
understanding.
Connecting subject (9/24/20)
matter to
meaningful, real-life
contexts Some students relate
subject matter to real-life. Students make use of
real-life connections
provided in single lessons
or sequence of lessons to
support understanding of
subject matter. (9/24/20)
In addition to the
assignments at hand, I am
still exploring ways to
effectively connect the
students’ reading to real-
life situations. I have
started to do so through
the character of Ponyboy
from The Outsiders and
ask the students to relate
to personally relate to the
character. Ponyboy is a
Evidence character who questions
the world he lives in, and
students are doing the
same in 2020. (9/24/20)
Applying Integrating Innovating
Integrates connections Integrates connections to Engages student in
from subject matter to meaningful, real-life actively making
meaningful, real-life contexts in planning connections to relevant,
contexts, including those subject matter instruction meaningful, and real-life
specific to students’ and is responsive during contexts throughout
family and community. instruction to engage subject matter
(9/24/20) students in relating to instruction.
subject matter.
Students actively engage Students routinely
Students utilize real-life in making and using real- integrate subject matter
connections regularly to life connections to subject into their own thinking
develop understandings matter to extend their and make relevant
of subject matter. understanding. applications of subject
matter during learning
activities.
I am able to learn how the
students feel about 2020
because of everything
that is currently going on
such as the fires, racial
events, and COVID-19.
They reach out to speak
to someone on a personal
level and I am able to find
materials such as poems
or writing prompts that
helps the students to
connect the lessons to
real-life events. When it
comes to the novel we are
reading in class, students
are able to connect
lessons to their lives with
themes such as
“stereotypes” and
“equality”. (9/24/20)
Standard 1 CSTP: Engaging and Supporting All Students in Learning
requested The Outsiders
(had to find an online
copy) because it relates to
the students more today.
The school also provides
Evidence materials through Lucy
Calkins, which I have not
started to use yet. I am
making it a goal to
implement the lessons by
October. (9/24/20)
comes to comprehension,
reading, and writing.
They are able to connect
the lessons to their
current experiences.
Example: Ponyboy’s
feeling of loneliness with
how they are feeling with
the quarantine.
(9/24/20)
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
Promoting critical critically. content. (9/24/20) 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. (9/24/20) content learning.
Students are
progressively able to
question and respond to
the current scene in the
novel. They are able to
respond to reading
comprehension questions
and prolong a discussion.
It may be about an
eventful chapter or the
development of one
character. The
Evidence discussions at times go on
for too long, which I love,
but I do have to reel them
back in to make sure that
I balance my instructional
time. I am able to find
evidence that the
students understood the
lesson at hand through
exit tickets. (9/24/20)
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.6 Emerging Exploring Applying Integrating Innovating
Implements lessons Seeks to clarify Makes ongoing Adjusts strategies during Makes adjustments to
following curriculum instruction and learning adjustments to instruction based on the extend learning
guidelines. activities to support instruction based on ongoing monitoring of opportunities and
student understanding. observation of student individual student needs provide assistance to
engagement and regular for assistance, support, or students in mastering the
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. (9/24/20) activities. teacher guidance to meet teacher that informs
their needs during adjustments in
instruction. instruction.
I am able to clarify my
instructions at the end of
every period, but
sometimes students log
out of Zoom due to Wi-Fi
or technical issues. I am
exploring different ways
to somewhat “reteach”
the lesson, but my office
hours are only 30
minutes on Wednesdays.
Therefore, I have started
Evidence to record my Zoom
lessons and post the
instructional videos into
Google Classroom.
(9/24/20)