Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.1 Emerging Exploring Applying Integrating Innovating

Using knowledge Learns about students Gathers additional Uses data from a Uses data from Uses comprehensive
of students to through data provided data to learn about variety of formal and multiple measures to knowledge of students
engage them in by the school and/or individual students. informal sources to make to make ongoing
learning assessments. 9.19.20 learn about students adjustments to adjustments and
and guide instruction and accommodations in
selection of meet individual instruction.
instructional strategies identified
to meet diverse learning needs. 10.17.21
Some students may learning needs. Students take
engage in learning Students engage in 04.30.21 ownership of their
using instructional single lessons or Students actively learning by
strategies focused on sequence of lessons Student engage in utilize a variety of choosing from a
the class as a whole. that include some learning through the instructional wide range of
adjustments based on use of adjustments in strategies and methods to
assessments. instruction to meet technologies in further their learning
their needs. 9.19.20 learning that ensure that are responsive to
equitable access to their learning needs.
the curriculum.
04.30.21 10.17.21
 Evidence 9.19.20 9.19.20 04.30.21
Before and after I often will adjust my The new vocabulary
class, I often speak instruction based on program is
with my their prior knowledge individualized to each
students individually or student’s needs. This is
about their likes, interests. I often great because I didn’t
dislikes and events have multiple tiers realize the severity of
going on in their lives. of an the gaps in vocabulary
I also gain valuable assignment to better that a lot of my second
information on reach the needs of all language learners have.
choice-based activities my students.
like creative writing in Date: 10.17.21
gaining knowledge 04.30.21 Evidence: I am
about their interests. I have a few more beginning to assess
different tools to use reading levels for each
now which guide my middle school student.
teaching, specifically a This is not something
new that my school has
vocabulary program done before, so I have
and some more been teaching myself
assessments. the Qualitative Reading
Inventory - 6 method
so that I can specifically
assess their reading
levels.

Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.2 Emerging Exploring Applying Integrating Innovating
Connecting Develops awareness of Uses gathered Uses school resources Integrates broad Develops and
learning to prior knowledge, information about and family contacts to knowledge of students systematically uses
students’ prior culture, backgrounds, students’ prior expand understanding and their communities extensive
knowledge, life knowledge, cultural of students’ prior to inform instruction. information
backgrounds, experiences, and backgrounds, life knowledge, cultural 04.30.21 10.17.21 regarding students’
life interests represented experiences, and backgrounds, life cultural
experiences, among interest to support experiences, and backgrounds,
and interests students. student interests to connect to prior knowledge,
learning. student learning. life
9.19.20 experiences, and
interests.
Students participate Students make Students are actively
Some students connect in single lessons or connections engaged in
learning activities to sequences of lessons between curriculum, which Students can articulate
their own lives. related to their curriculum, and relates their prior the relevance and
interests and their prior knowledge, impact of lessons on
experiences. knowledge, experiences, and their lives and society.
backgrounds, life interests within and 10.17.21
experiences, and across learning
interests. activities. 9.19.20
04.30.21
 Evidence 9.19.20 9.19.20 10.17.21
Since my school is so As often as In order to teach “The
close knit with many possible, I have Crucible”, I had to make
of my students’ choice or open sure that the students
parents ended activities so
understood the
being fellow staff students feel that
members, I often have they have a say in connections between the
the opportunity to their own learning. major theme of
speak with parents intolerance and have
about their 04.30.21 them make connections
student’s life and I’ve learned a lot about between the play and
learning. the Jewish culture over current society. Below is a
this past year, which political cartoon I used as
has helped my part of their unit test to
understanding of the have them compare the
students’ lives. It has
message of the cartoon to
helped me to better
create activities that "The Crucible".
they can relate with
and enjoy.

10.17.21
I had to be careful in
teaching "The Crucible"
because some
orthodox Jewish
people believed that all
magic is evil and that it
should not be
discussed. Having that
knowledge of the
Jewish community
helped me to navigate
potential landmines.

Standard 1 CSTP: Engaging and Supporting All Students in Learning

Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging Exploring Applying Integrating Innovating
Connecting Uses real-life Explore using Integrates Integrates connections Engages student in
subject matter connections during additional real-life connections from to meaningful, real-life actively making
to instruction as connections to subject matter to contexts in planning connections to
meaningful, identified to subject matter in meaningful, real-life subject matter relevant, meaningful,
real-life contexts curriculum. single lessons or contexts, including instruction and is and real-life contexts
sequence of lessons those specific to responsive during throughout
to support students’ instruction to subject matter
understanding. family and community. engage students in Instruction. 10.17.21
relating to subject
matter. 9.19.20
04.30.21 Students routinely
Some students relate Students make use Students utilize integrate subject
subject matter to of real-life real-life connections Students actively matter into their own
real-life. connections regularly to develop engage in making and thinking and make
provided in single understandings of using real life relevant
lessons or sequence of subject matter. 9.19.20 connections to applications of
lessons to support subject matter to subject matter
understanding of extend their during learning
subject matter. understanding. activities. 10.17.21
04.30.21
 Evidence 9.19.20 9.19.20 10.17.21
Since I teach Students and I often In both history and novel
humanities (ELA, discuss not just what studies, it’s easy to take
history & novel we are learning, but major themes and discuss
studies), it is really why we are learning
them in the context of our
easy to make it. We make
connections connections using lives today. The 7th
between the material news graders are currently
and real life. sources, making reading The Outsiders,
connections across which has lead us to some
time and to their own great conversations and
personal lives on a connections on
daily basis. stereotypes and being an
outsider.
04.30.21
Through my new lit
circle unit, students
have been practicing
text to life
discussions, which
have helped them
make more
connections with the
humanities material.
I’ve also created
research and lit
projects which ask
them questions like,
Why is it difficult to
understand other people?

Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.4 Emerging Exploring Applying Integrating Innovating
Using a variety of Uses instructional Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use
instructional strategies, resources, instructional strategies including integrates a broad of an extensive
strategies, and technologies as strategies, resources, culturally responsive range of strategies, repertoire of
resources, and provided by school and pedagogy, resources, resources, and strategies, resources,
technologies to and/or district. technologies in single and technologies technologies into and technologies to
meet students’ lessons or sequence of during instruction designed meet
diverse learning lessons to meet ongoing instruction to meet students’ students’ diverse
needs students’ diverse to meet students’ diverse learning learning needs.
learning needs. diverse learning needs. 10.17.21
9.19.20 needs. 04.30.21
Some students
participate in Students participate Students actively Students take
instructional Students participate in instruction using engage in instruction responsibilities for
strategies, using in single lessons or strategies, resources, and make use of a using a wide range of
resources and sequence of lessons and technologies variety of strategies, resources,
technologies provided. related to their matched to their targeted strategies, and technologies that
interests and learning needs. resources, and successfully advance
experiences. 9.19.20 04.30.21 technologies to meet their learning.
their individual
students needs.
10.17.21
 Evidence 9.19.20 04.30.21 11.30.21
I feel as if I have a good I feel like my “toolbox” I have been able to offer
toolbox of strategies is much larger this more choices based
and resources, but not year. I’ve incorporated activities to my lesson
a great toolbox. more of the fine arts as
plans. For example, this
well as material from
Facing year I was able to offer a
History to help with menu of choices for
meeting learning needs. presenting their summer
reading book.

Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.5 Emerging Exploring Applying Integrating Innovating
Promoting Asks questions that Includes questions Guide students to Supports students to Facilitates systematic
critical focus on factual in single lessons think critically initiate critical opportunities for
thinking though knowledge and or a through use of thinking through student to apply
inquiry, problem comprehension. sequence of lessons questioning independently critical thinking by
solving, and that require students strategies, developing designing structured
reflection to recall, interpret, and posing/solving questions, posing inquiries into complex
think problems, and problems and problems.
critically. reflection on issues in reflecting on
content. 9.19.20 multiple
Some students perspectives. Students pose and
respond to questions Students respond to 04.30.21 10.17.21 answer a wide-range
regarding facts and varied questions or Students respond to of complex
comprehension. tasks designed to questions and Students pose questions and
promote problems posed by problems and problems, reflect,
comprehension and the teacher and begin construct questions and communicate
critical thinking in to pose and solve of their own to understandings based
single lessons or a problems of their own support inquiries on in depth analysis of
sequence of lessons. related to the content. into content. content learning.
9.19.20 04.30.21
10.17.21
 Evidence 9.19.20 04.30.21
The students struggle Students have been
with the desire to just creating their own
be “told the answer” questions weekly for
instead of coming up their lit circle and
with their own novel studies books.
interpretations. This is By
something I would allowing them to take
really like to focus on charge of the
for my students. question making,
they are able to see
04.30.21 what makes a good
Students are beginning question.
to pose more of their
own questions, but 10.17.21
still need a lot of Students can respond
guidance from me on critically to questions
how to do so. and create strong
dialogue regarding
10.17.21 I am having the topic.
students able to create
questions after an
initial question, but
have not had them
create their own ones
organically.

Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.6 Emerging Exploring Applying Integrating Innovating
Monitoring Implements lessons Seeks to clarify Makes ongoing Adjusts strategies Makes adjustments
student learning following instruction and adjustments to during instruction to extend learning
and curriculum learning activities to instruction based on based on the ongoing opportunities and
adjusting guidelines. support observation of student monitoring of provide assistance to
instruction while student understanding. engagement and individual student students in mastering
teaching. regular checks for needs for assistance, the concepts flexibly
understanding. support, or challenge. and effectively.
9.19.20
04.30.21 Students monitor
Some students Students receive Students 10.17.21 their progress in
receive individual assistance individually successfully learning and provide
assistance or in small groups participate and information to
during instruction. during instruction. stay Students are able to teacher that informs
engaged in learning articulate their level of adjustments in
activities. 9.19.20 understanding and use instruction.
teacher guidance to
meet their needs
during
instruction. 04.30.21
10.17.21
Evidence 9.19.20 9.19.20
With such small I believe this is one of
class sizes, it is my strengths because
easier to I
monitor student anticipate and
learning and adjust welcome changes to
accordingly. My lesson my lesson plans if it
plans are never set in helps my
stone and I might find students
myself doing academically,
something complete socially or
“off books” because emotionally.
of new information I
get from student 04.30.21
feedback. While I think that
I’m about the
same for
adjusting strategies, I
believe the students
are getting better at
asking questions on
how to get help by
being more
specific about what
they do and don’t
understand. Before
they would just say
they didn’t
understand, but not
what they didn’t
understand.

11.30.21
Due to COVID, many of
my students are
struggling with grade
level material. I have
been adjusting my
schedule to include
more time for key
activities and have
been using my lesson
planbooks to see
where kids were last
year, and then
comparing it to this
year. A recent example
of when I have
adjusted strategies is
breaking the day down
in more chunks
because the kids have
struggled to stay
focused on one task for
a longer period of time.