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.
learning needs. 10/24/2020
7/16/2020 04/27/2021
Some students may Students engage in single Students take ownership
Using knowledge of
engage in learning using lessons or sequence of Student engage in of their learning by
students to engage
instructional strategies lessons that include some learning through the use choosing from a wide
them in learning
focused on the class as a adjustments based on of adjustments in Students actively utilize a range of methods to
whole. assessments. instruction to meet their variety of instructional further their learning that
needs. 7/16/2020 strategies and are responsive to their
technologies in learning learning needs.
that ensure equitable
access to the curriculum.
10/24/2020
04/27/2021
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I teach 6th-8th grade Math,
so at the beginning of
each year, I meet with the
5th grade teacher in order
to get insight about each
new student that I will be
teaching. We discuss
their behavioral and
academic strengths and
needs. I also hold several
meetings with the special
education
teacher/coordinator to
Evidence discuss and receive IEP
snapshots. After
introducing myself at the
beginning of the year to
my students, one of my
presentation slides
includes a few questions
for the students to
answer about themselves.
I also use PowerSchool to
look up students’
demographics, past
grades, and behavioral
notes. 7/16/2020
With school instructions
being fully online now, I
feel I have gained more
tools that help me adjust
to my students’ learning
needs individually.
Technology allows me to
monitor and assess
students in “real time,”
which allows me to adjust
my instructions
immediately. For
example, very often I use
the Zoom Polling tool
throughout class time.
Students became more
successful in utilizing
different strategies and
technologies since the
entire process of school
at the moment depends
on technology.
10/24/2020
04/27/2021
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, Some students connect
backgrounds, life learning activities to their
experiences, and own lives.
interests
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 10/24/2020 cultural backgrounds,
experiences, and interest backgrounds, life 04/27/2021 prior knowledge, life
to support student experiences, and interests experiences, and
learning. to connect to student interests.
learning. 7/16/2020
Students participate in Students make Students can articulate
single lessons or connections between the relevance and impact
sequences of lessons curriculum, and their of lessons on their lives
related to their interests prior knowledge, Students are actively and society.
and experiences. backgrounds, life engaged in curriculum,
experiences, and which relates their prior
interests. 7/16/2020 knowledge, experiences,
and interests within and
across learning activities.
10/24/2020
04/27/2021
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Since Ivy Bound Academy
is a small charter school,
we work closely with our
school community and
parents. We have our
students’ information on
PowerSchool, including
their age, attendance rate,
grades, demographics,
and behavioral incidents.
PowerSchool is widely
used by students, and
parents to check
upcoming homework,
Evidence
grades, and personal
messages sent out by
teachers. My lessons are
always built on a previous
activity in order to
activate students’ prior
knowledge. Using the
information I learn about
my students, I create
word problems that they
may relate to. 7/16/2020
I conducted a series of
projects where my
students had to make
connections between
math and careers in their
communities. They were
to ask people around
them about their jobs, and
find connections between
those jobs and math, to
see exactly how
integrated math is in the
world (and almost in
every job/career). Then
my students were divided
into groups, and each
group was to choose one
job/career to focus on,
and create a math
problem that presents
that job/career. Students
were actively engaged in
this lesson, and were now
more aware of math’s
necessity.
10/24/2020
04/27/2021
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 Some students relate
meaningful, real-life subject matter to real-life.
contexts
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 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
7/16/2020 students in relating to instruction.
subject matter.
10/24/2020
Students make use of 04/27/2021 Students routinely
real-life connections Students utilize real-life integrate subject matter
provided in single lessons connections regularly to into their own thinking
or sequence of lessons to develop understandings Students actively engage and make relevant
support understanding of of subject matter. in making and using real- applications of subject
subject matter. 7/16/2020 life connections to subject matter during learning
matter to extend their activities.
understanding.
10/24/2020
04/27/2021
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I emphasize math’s
importance in the real
world, explaining to my
students the specific
instances where they will
need to use math: money,
interest rates, taxes, etc. I
create word problems
using specific students’
names along with their
hobbies and interests that
they have shared with
me. The small size of the
school allows me to know
Evidence most parents on a
personal level, which aids
in creating even more
individualized word
problems and examples
when solving equations.
Also, I have students
create their own word
problems using their
interests, hobbies, or any
real-life situations.
7/16/2020
I have been integrating
and implementing real-
life examples in my math
lessons as much as
possible– nearly every
class period. For
instance, we have
completed Discovery
lessons as well as
individual/group
research projects that tie
math to their real world.
Students now feel more
comfortable using
available and appropriate
tools to conduct research,
hold discussions about
their findings with their
group or whole class
setting, and are more
engage in the lessons
since they recognize the
connection between the
lesson and its application
to the world.
10/24/2020
04/27/2021

Element 1.4 Emerging Exploring Applying Integrating Innovating

Uses instructional Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of an extensive
strategies, resources, instructional strategies including integrates a broad repertoire of strategies, resources, and
and technologies as strategies, resources, culturally responsive range of strategies, technologies to meet students’ diverse
Using a variety of
provided by school and technologies in pedagogy, resources, resources, and learning needs.
instructional
and/or district. single lessons or and technologies technologies into 04/27/2021
strategies,
sequence of lessons to during ongoing instruction designed to
resources, and
meet students’ diverse instruction to meet meet students’ diverse
technologies to
learning needs. students’ diverse learning needs.
meet students’
learning needs. 7/16/2020
diverse learning
12/11/2020 Students take responsibilities for using
needs
Some students Students participate in Students participate in a wide range of strategies, resources,
participate in single lessons or instruction using and technologies that successfully
instructional sequence of lessons strategies, resources, Students actively advance their learning.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
strategies, using related to their and technologies engage in instruction
resources and interests and matched to their and make use of a
technologies provided. experiences. learning needs. variety of targeted
strategies, resources,
and technologies to
meet their individual
student’s needs.
7/16/2020
12/11/2020
04/27/2021

I teach in a whole class To ensure that all students have the

setting, as well as small same opportunity and knowledge
groups, pairs, and foundation during distance learning, I
individual. This way, I conduct weekly office hours during
can identify the diverse which I offer tutorials on how to access
needs within the whole and utilize the different online and
class. I often assign technological tools that our school asks
hands-on activities or students/families to use.
projects to diversify my I always make it a point to connect
instructions. In my knowledge in Math to other life
classroom, I use a disciplines. investwrite_project.docx. In
Promethean Smart the beginning of each year, and
Board, which is a touch throughout, I emphasize to my students
screen board, every that math is not invented, but
day. It is more discovered, and that about every
engaging than a potential future career of theirs will
Evidence traditional white incorporate mathematical concepts one
board, and the students way or another.
enjoy it because they One notion I make it a point to
can add shapes, write emphasize repeatedly to my students is
using their finger, that in Math, there never is only one
change colors, etc. way of finding the right answer. I often
They love to come up model a few different methods of
to the board and reaching the same answer with my
participate in the class, and have students vote for their
lessons. favorite way and explain the reasoning
My students often use behind their preference.
Chromebooks in the 04/27/2021
classroom to engage in
discovery lessons using
Desmos Classroom,
Geogebra, Play Prodigy,
Kahoot quizzes, etc.,
Standard 1 CSTP: Engaging and Supporting All Students in Learning
which allows me to
view individual student
progress and needs.
7/16/2020
12/11/2020
04/27/2021

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 to Students respond to
solving, and questions regarding facts varied questions or tasks
reflection and comprehension. designed to promote
comprehension and
critical thinking in single
lessons or a sequence of
lessons.
Guide students to think
critically through use of
questioning strategies,
posing/solving problems,
and reflection on issues in
content.
Students respond to
questions and problems
posed by the teacher and
begin to pose and solve
problems of their own
related to the content.
Supports students to Facilitates systematic
initiate critical thinking opportunities for student
through independently to apply critical thinking
developing questions, by designing structured
posing problems and inquiries into complex
reflecting on multiple problems.
perspectives.
7/16/2020
12/11/2020 Students pose and
04/27/2021 answer a wide-range of
complex questions and
problems, reflect, and
communicate
Students pose problems understandings based on
and construct questions in depth analysis of
of their own to support content learning.
inquiries into content.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
7/16/2020
12/11/2020
04/27/2021

I repetitively ask my
students open-ended
questions to encourage
them to think out loud
and speak through the
problems. This promotes
a deeper understand of
the subject, while
allowing me to hear
where students stand in
their lesson mastery.
Another benefit to this is
students’ math
vocabulary development.
Besides having my
students create their own
word problems, I also
present them with a
problem that has multiple
Evidence solving methods, and
have them figure out
those other methods.
This promotes true
understanding of the
subject rather than mere
memorization of a single
equation or method. At
times, I present them
with multiple-choice
problems in which two or
none of the answers are
correct, to promote
critical thinking and
thinking outside the box.
7/16/2020
12/11/2020
04/27/2021
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
checks for understanding. challenge. concepts flexibly and
7/16/2020 effectively.
12/11/2020 04/27/2021
Some students receive Students receive Students successfully
Monitoring student individual assistance assistance individually or participate and stay
learning and during instruction. in small groups during engaged in learning Students monitor their
adjusting instruction instruction. activities. Students are able to progress in learning and
while teaching. articulate their level of provide information to
understanding and use teacher that informs
teacher guidance to meet adjustments in
their needs during instruction.
instruction.
7/16/2020
12/11/2020
04/27/2021
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I use a system where Our school conducts
students communicate to NWEA MAP Benchmark
me their level of Testing thrice a year.
understanding while I am Since I am the school’s
teaching using a thumbs lead math teacher, our
up, thumbs down, or in principal assigned me the
the middle of the two. If I role of interpreting and
see quite a lot of thumbs explaining the data of the
down, I have those test results during our
students articulate to the staff meeting.
class what they struggle After the NWEA MAP
with, to which I either Benchmark Testing (3x
explain once more using a per year), I facilitate
different approach, or setting new SMART goals
have the thumbs-up for the school’s Math
students explain in their Department according to
own words, which I the data collected.
monitor. I find that Our school’s weekly staff
students often meetings allow us to
understand each other’s carry out reflective
explanations as they are dialogue in which we
able to relate to one discuss students’ work,
Evidence another. If I see that only achievements, progress,
a small group is and helpful observations.
struggling to understand, 04/27/2021
I put them in a group and
work with them while the
rest of the class works
independently. When
teaching lessons, I go over
a problem or two with the
whole class, after which I
have the students work
on similar problems
individually and come up
to the board and explain
their work. I use random
drawing sticks to ensure
that everybody
participates. This helps
me see where the
students stand mid-
lesson, and adjust my
approach and pace. At
times, I give a short, one
Standard 1 CSTP: Engaging and Supporting All Students in Learning
or two problem quiz mid
lesson which we grade
together immediately
after, for the same reason.
Also, before class ends, I
have students complete
an “exit ticket” quiz
before leaving, so that I
may have a gist over the
overall success of the
day’s lesson, and adjust
my plan for the following
day’s lesson.
7/16/2020
12/11/2020
04/27/2021