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.7/17/2020 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. 3/28/2021
learning
Using knowledge of
needs.8/20/2020
students to engage
Some students may Students engage in single Students actively utilize a Students take ownership
them in learning
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.7/17/2020 assessments. 8/24/2020 instruction to meet their that ensure equitable further their learning that
needs. access to the curriculum. are responsive to their
learning needs.
3/28/2021
Students fill out Teacher looks over I use our google forms
notecards and discuss information given to him I looked over information data to create specific
with their neighbors by school. Teacher also prior to the students information about each
about how they like to has students create coming into my student. I also document
learn and their hobbies. notecards about a classroom, whether they learning targets for the
Students share out with student’s favorite hobbies had IEP’s 504’s and student’s specific needs,
the class and the teacher and activities to learn various information to their strengths, and their
so that everyone feels about them to adjust how get to know them. The goals. 3/28/2021
comfortable with each they should be taught. first few days we got to
other and they can learn Uses this information to know each other, played The students are aware of
about one another. create groups and tailor some get to know you their progress throughout
7/17/2020 to the student’s specific games, and a little bit and what they need to
needs. Teacher uses this about them in order to work on, as they fill out a
Evidence information to create help tailor the topics to specific sheet dealing
more hands-on learning. things that the students with each learning target
7/17/2020 know. I was able to talk to and how they have
them and ask them progressed and where
The students were able to questions, and figure out they need to show
fill out a google form and what they licked to do to improvement. 3/28/2021
get into groups to get to create groupwork and
know each other. They hands-on learning. Learning Target Sheet
would be asked questions 8/20/2020
about their partners and
group members in order
to learn about each other
to feel comfortable. They
shared hobbies, animals,
Standard 1 CSTP: Engaging and Supporting All Students in Learning
and what they wanted to
be when they grew up.
8/24/2020
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.7/17/2020
Connecting learning
to students’ prior
knowledge,
backgrounds, life
experiences, and
Some students connect
interests
learning activities to their
own lives.
Teacher questions about
magnetism to base how
prior information the
students have before
assigning them groups for
the project. I ask general
questions as well and
have the students analyze
and discuss within their
groups.
7/17/2020
Evidence
Evidence: Used a quizzizz
as a multiplayer game
within the classroom.
Link here
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.8/24/2020 to connect to student interests.
learning. 3/28/2021
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 backgrounds, life and interests within and
experiences.7/17/2020 experiences, and across learning activities.
interests.8/24/2020 3/28/2021
Students responded to Students are able to The students give input
various questions respond to various on how they would like to
throughout the quizzizz questions and make learn which includes
and were shuffled in connections between projects, skits, and C.E.R
teams throughout in their previous knowledge that allow students to pull
order to help promote to complete the required in their real life into their
critical thinking, project. They were able to learning. 3/28/2021
cooperation, and work together to
understanding. communicate and still
7/17/2020 have those connections
being able to be made
I used the information while completing
gathered about the independent work.
students to make models 8/24/2020
and data analysis
questions. The students Use the 5E teaching
were able to pull on their model in order to engage,
previous mathematical explore, explain,
knowledge and life elaborate, and evaluate
experiences to answer the how the students are
questions in relation to doing
science data analysis and 3/28/2021
how to create a graph.
They used this
information to create a
model. 8/24/2020
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Evidence: Used prior
knowledge and interests
to create a useless
invention project.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging
Uses real-life connections
during instruction as
identified to curriculum.
Some students relate
subject matter to real-life.
Connecting subject
matter to
meaningful, 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
students in relating to instruction. 3/28/2021
subject matter.7/17/2020
Integrates connections to
Students make use of Students utilize real-life meaningful, real-life Students routinely
real-life connections connections regularly to contexts in planning integrate subject matter
provided in single lessons develop understandings subject matter instruction into their own thinking
or sequence of lessons to of subject matter. and is responsive during and make relevant
support understanding of instruction to engage applications of subject
subject matter. students in relating to matter during learning
subject matter.8/2/2020 activities.
Students actively engage
in making and using real-
life connections to subject
matter to extend their
understanding.7/17/2020
Students actively engage
in making and using real-
life connections to subject
matter to extend their
understanding.8/28/2020
Students actively engage
in making and using real-
life connections to subject
matter to extend their
understanding.3/28/2021
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Teacher puts students in
groups based on previous
academic assessments
and shows videos about
roller coasters to show
how kinetic energy and
potential energy are
integrated into real-life
examples. Teacher walks
around the room helping
each group.
I make sure that my
lessons are connected to
the student’s interests
and their everyday lives.
Throughout the year I
understand the students
and we create a bond
where I know what their
interests are and can
tailor that into their
learning. 3/28/2021

7/17/2020

Evidence: Two youtube

videos shown to students
to build interest, as well
as the roller coaster
project students had to
complete.

Youtube # 1
Evidence Youtube # 2
Roller Coaster doc

Students work together in

groups to create a roller
coaster to deeper their
understanding of content
about the law of
conservation of energy.
7/17/2020

I put students in groups

based on their previous
knowledge and exit
tickets given. I show
videos on how genetics
work and allow the
students to explain and
talk to each other to show
how it related to real-life
and how we use genetics
in everyday life. I go back
and forth in breakout
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.4 Emerging
Uses instructional
strategies, resources, and
technologies as provided
by school and/or district.
Using a variety of
instructional
strategies, resources,
and technologies to
meet students’
Some students participate
diverse learning
in instructional strategies,
needs
using resources and
technologies provided.
rooms to assess them.
8/28/2020
Evidence: personal survey
on traits
Students work together in
groups to relate how
genetics is apparent in
their real lives. They talk
with each other and
complete a personal
survey where they see
which traits they have
related to their genes.
8/28/2020
Students work and have
to come up with examples
that pertain to how we
can use the topics in real
life, such as Newton’s 3rd
law and where it takes
place within our world
everyday. 3/28/2021
Exploring Applying Integrating Innovating
Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of
instructional strategies, strategies including integrates a broad range an extensive repertoire of
resources, and culturally responsive of strategies, resources, strategies, resources, and
technologies in single pedagogy, resources, and and technologies into technologies to meet
lessons or sequence of technologies during instruction designed to students’ diverse learning
lessons to meet students’ ongoing instruction to meet students’ diverse needs.
diverse learning meet students’ diverse learning needs.
needs.7/17/2020 learning needs. 9/2/2020 3/28/2021
Students participate in Students take
Students participate in instruction using Students actively engage responsibilities for using
single lessons or strategies, resources, and in instruction and make a wide range of strategies,
sequence of lessons technologies matched to use of a variety of resources, and
related to their interests their learning needs. targeted strategies, technologies that
and experiences. 7/17/2020 resources, and successfully advance their
technologies to meet their learning. 3/28/2021
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Teacher creates a lesson
around a virtual lab that
integrates real-world
experiences. Creates
groups for students to be
in. Allows students to use
computers or hand-
written documents to
convey their ideas and
thoughts.
7/17/2020
Evidence: Gizmo
worksheet given to
students, with varying
Evidence pages to complete based
on diverse learning
needs.
crumple
Element 1.5 Emerging Exploring
Asks questions that focus Includes questions in
Promoting critical on factual knowledge and single lessons or a
thinking though comprehension. sequence of lessons that
inquiry, problem 7/17/2020 require students to recall,
solving, and interpret, and think
reflection critically. 8/28/2020
Students are able to work
in groups to complete the
assignment to receive
help from their partners.
Students are able to work
together or separate and
can work on the
computer or paper in
order to match their
learning needs. Students
with certain learning
needs are accommodated
for accordingly.
7/17/2020
We are on zoom quite
often, where I have been
integrating more gizmos,
exit tickets via google
forms, and using a
different set of
technologies such as
flipgrid and peardeck to
allow the students to get
a wider variety of
resources and strategies
for them to succeed and
understand the concepts.
9/2/2020
Evidence: Gizmo on
genetics
Applying
Guide students to think
critically through use of
questioning strategies,
posing/solving problems,
and reflection on issues in
content.
individual students
needs. 9/2/2020
The students are put into Students are always
breakout groups quite aware of the learning
often to work with one targets and know how
another, however they they can best learn the
have various resources at learning target through
their disposal that they their specific learning
are able to choose from to styles. They are given
allow success for choices and options of
themselves. They can use how to complete each
any platform to explain activity which allows
themselves while also them for alternatives.
sticking to guidelines set 3/28/2021
by myself so that they can
meet their individual
needs.
I use a diverse amount of
technologies and ways
that the students are able
to turn in and create
assignments such as
flipgrid, via interactive
notebooks, worksheets,
or even via C.E.R.
3/28/2021
Integrating Innovating
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. 3/28/2021
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Students respond to
Some students respond to varied questions or tasks
questions regarding facts designed to promote
and comprehension. comprehension and
critical thinking in single
lessons or a sequence of
lessons. 7/17/2020
I have students Students talk to each
understand the difference other and use
between a lunar phase comprehension and
and a solar phase and critical thinking to
allow them to be see the understand and show the
eight phases of the moon difference between a
by completing a lunar lunar phase and a solar
phases lab. phase, while working in
small groups to complete
Date: 7/17/2020 the lab. 7/17/2020
Lunar phases lab I have students use the
information that they just
previously learned in
Evidence order to answer
questions designed to
make them thing and
wonder about their own
selves. I have them use
the information that we
learned in class to see
what traits they have
received from their
parents and discuss it
with their group mates.
8/28/2020
Evidence: traits exit ticket
google form
Element 1.6 Emerging Exploring
Monitoring student Implements lessons Seeks to clarify
learning and following curriculum instruction and learning
adjusting instruction guidelines. activities to support
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 3/28/2021 communicate
related to the content. understandings based on
8/28/2020 in depth analysis of
content learning.
The students are asked Using prompts via
questions, and problems nearpod and discussion
proposed. They have to prompts the students are
call back on their own able to comment,
content and problems in question, and give their
order to solve them. They ideas on the topics. We
have to figure out who talk about each other’s
their trait twin was responses and elaborate
within the groups, and with each other.
have to explain why. They 3/28/2021
have to use the
information that we just Students partake in a
learned in order to group discussion and
communicate and see explore what they believe
who is most like them. topics are and talk it out
8/28/2020 as a class in order to
support and construct
questions and theories
about what a topic is
about. 3/28/2021
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
Standard 1 CSTP: Engaging and Supporting All Students in Learning
while teaching. student understanding. observation of student individual student needs provide assistance to
7/17/2020 engagement and regular for assistance, support, or students in mastering the
checks for understanding. challenge. 3/28/2021 concepts flexibly and
9/17/2020 effectively.

Some students receive Students receive
individual assistance assistance individually or
during instruction. in small groups during
instruction.
I instructed a review of
gravitational pull by
creating a game of tug of
war with a rope in order
to assess the pull in
relation to the mass of the
moon, sun, and earth.
7/17/2020
Evidence
Students successfully
participate and stay
engaged in learning
activities. 7/17/2020
Students successfully
participate and stay
engaged in learning
activities. 9/17/2020
Students were divided
into different groups and
we adjusted based on the
mass of the object in
order to convey
gravitational pull. They
then discussed with their
groups and explained
what gravitational force
was. 7/17/2020
I had the students
complete an exit ticket
and then I went back the
next day in order to have
them understand about
GMO’s a little bit better. I
had to use the
information that I just
obtained and go over the
fact that we have GMO’s
in our everyday lives and
give them more of an in-
depth understand.
9/17/2020
Students are able to
articulate their level of
understanding and use
teacher guidance to meet
their needs during
instruction.
Students are constantly
being asked if they
understand the lessons
and whether they
understand the learning
targets and what they do
and do not know about
the learning target. I
encourage them to always
ask questions. Some
lessons are changed such
as playing tug of war to
understand gravitational
pull. 3/28/2021
Learning Target
Students monitor their
progress in learning and
provide information to
teacher that informs
adjustments in
instruction. 3/28/2021
Students will keep track
of their learning
objectives and will rate
themselves before the
learning target and after
the learning target in
order to better address
their knowledge and to
tailor how the instruction
is taught. 3/28/2021

Students are divided into

different groups to go
over their material from
the day prior and their
homework to come to a
Standard 1 CSTP: Engaging and Supporting All Students in Learning
consensus answers. We
then came back and
discussed and explained
the concepts and why
some answers were
correct and some weren’t.
9/17/2020