Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.1 Emerging
Learns about students
through data provided by
the school and/or
assessments.
Using knowledge of
students to engage
them in learning Some students may
engage in learning using
instructional strategies
focused on the class as a
whole.
Evidence Students have not been
given ample opportunity
to explore other
instructional strategies.
As a class we will begin to
explore these more and
as an individual learner,
they can decide which
tools are best for their
own learning. 9/21/20
Exploring Applying Integrating Innovating
Gathers additional data to Uses data from a variety Uses data from multiple Uses comprehensive
learn about individual of formal and informal measures to make knowledge of students to
students. 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 single Student engage in Students actively utilize a Students take ownership
lessons or sequence of learning through the use variety of instructional of their learning by
lessons that include some of adjustments in strategies and choosing from a wide
adjustments based on instruction to meet their technologies in learning range of methods to
assessments. needs. that ensure equitable further their learning that
access to the curriculum. are responsive to their
learning needs.
In addition to general Speaking with other
information provided by teachers and getting to
Achieve, I have gathered know the students I have
information about them used many more forms of
as individuals as well. In assessment and am able
history, each student to better gague when
shared their cultural students do or do not
background. Including grasp the content in the
students’ cultural lesson. This is shown
backgrounds to what we most recently in math
are learning is very where the content is
important to me as their getting harder and review
history teacher. 9/21/20 is needed more
frequently to meet the
As the year has needs of my
progressed I have students.4/4/2021
designed several group
projects that touch on In a three-act task, I was
different student needs able to engage all learners
and preferences, for with a fun math task. The
example writing, art, task called for fun size
group work and starburst that come
presentations. 4/4/2021 wrapped with two favors
inside. It has been
statistically proven that
they are more yellow
favors than the other
three options. As a class
Standard 1 CSTP: Engaging and Supporting All Students in Learning
we put this theory to the
test. After creating out
own class data set based
on the candy we opened,
we were able to be used
ratios and percentages to
prove our theory. This
task meets student where
they are at and leaves
room to challenge the
advance learners in the
room, while still feeling
inclusive for the rest.
4/2/22
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. 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.
Cross curricular teaching When I first started at
is important. I have not this school I was not as
yet implemented as aware of the school
many lessons that make community and
this clear connection;
background that most
however, I intend to
focus on this. I am
of my students come
working towards the from. This insight has
applying for this section not only helped form
because we are my teachings but also
continuously applying my parent
our prior knowledge in communication. This
both math and history was highlighted during
class. 9/21/20 conferences when
speaking to each
family about their
child and their
progress at school.
4/4/2021
Before starting the Million
Dollar project in class, I
create a pre-quiz for
students to take. This
Standard 1 CSTP: Engaging and Supporting All Students in Learning
allowed me to understand
what costs the students
think are realistic
amounts for the
following: price of a local
townhome to buy, a 2021
car and the cost of college
tuition for four years.
Based on this prior
knowledge, I can better
support my students in
their learning during this
project. 10/13/21
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
meaningful, real-life
contexts Some students relate
subject matter to real-life.
Evidence Focusing on math, we
have just started school
with only 2 weeks and
Friday’s lesson will be
our first real world
application of the skills
learned. With the push
get far in the textbook, it
will be a balancing act
throughout the school
year to find time for
these real-world
connections. One reason
I love teaching math is
to make these real-
world connections.
Unfortunately, our math
book is very much old
school and does not
include these real-world
problems. In the end,
making time for this
problem solving is a
must. 9/21/20
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.
subject matter.
Students make use of Students utilize real-life Students actively engage Students routinely
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 understanding. applications of subject
subject matter. matter during learning
activities.
At the beginning of the
year, I was not sure how
well I was going to be
able to tie the curriculum
to my students
understanding of the real
work, however looking
back on this year I was
able to do this in many
lessons and projects. Two
examples for each subject
matter is in math we did a
3 act task on jump roping
and understanding rate.
The second is for history
and our Japan travel
brochure which
connected to the content
and today’s world and
their interests. 4/4/2021
In order to solve the jump
roper problem students
work together to come to
the realization that they
need to find the rate of
the jump roper per
Standard 1 CSTP: Engaging and Supporting All Students in Learning
second. 10/13/21

Element 1.4 Emerging Exploring Applying Integrating Innovating

Uses instructional Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of
strategies, resources, and instructional strategies, strategies including integrates a broad range an extensive repertoire of
technologies as provided resources, and culturally responsive of strategies, resources, strategies, resources, and
by school and/or district. technologies in single pedagogy, resources, and and technologies into technologies to meet
lessons or sequence of technologies during instruction designed to students’ diverse learning
Using a variety of lessons to meet students’ ongoing instruction to meet students’ diverse needs.
instructional diverse learning needs. meet students’ diverse learning needs.
strategies, resources, learning needs.
and technologies to
meet students’ Some students participate Students participate in Students participate in Students actively engage Students take
diverse learning in instructional strategies, single lessons or instruction using in instruction and make responsibilities for using
needs using resources and sequence of lessons strategies, resources, and use of a variety of a wide range of strategies,
technologies provided. related to their interests technologies matched to targeted strategies, resources, and
and experiences. their learning needs. resources, and technologies that
technologies to meet their successfully advance their
individual students learning.
needs.
Evidence Due to our current This year, especially
pandemic, technology teaching during a
and application of pandemic has pushed
various tools is at an me and other
all-time high. I
teachers to use a
currently using
wide range of
programs such as
Teams, OneNote class strategies and tools.
notebook, Word, These include but are
PowerPoint, flipgrid, not limited to Khan
padlet, collaboration Academy, St Math,
space, Khan Academy, NewsELA, Kahoot,
screen-cast-o-matic Microsoft OneNote,
and many more. TEAMS, and more as
9/21/20 well as exporing new
ones with my
academic teams each
time we meet.
4/4/2021
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Students are
challenge but also
given the opportunity
to demonstrate their
learning in various
ways during the
Ramadan project. It
uses technology in
several elements
throughout the
assignment. For
example, students
must use online
articles to read and
take notes in order to
learn about
Ramadan. Students
also use their
computers to
collaborate with
group members to
create a presentation
and present it to the
class. To support my
English Language
learners, students
read the articles in a
translation
application in order
to have a greater
comprehension of
the readings.
10/13/21

Element 1.5 Emerging Exploring Applying Integrating Innovating

Promoting critical Asks questions that focus Includes questions in Guide students to think Supports students to Facilitates systematic
thinking though on factual knowledge and single lessons or a critically through use of initiate critical thinking opportunities for student
Standard 1 CSTP: Engaging and Supporting All Students in Learning
comprehension. sequence of lessons that
require students to recall,
interpret, and think
critically.
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.
Evidence Checking for
understanding is
consistently happening
in my classroom. I use
class cards to randomly
call on my students to
answers question in
both math and history.
Student are asked to
answer questions with
a specific answer as
well as what they think
about an idea or
concept. These
questions allow
students to express
their thoughts and
beliefs and allow
others to learn from
their perspective.
9/21/20
Students this year have
been very resistant to
problem solving and
critical thinking. In my
team meetings were in
consistent discussion on
how to help students
questioning strategies, through independently to apply critical thinking
posing/solving problems, developing questions, by designing structured
and reflection on issues in posing problems and inquiries into complex
content. reflecting on multiple problems.
perspectives.
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 communicate
related to the content. understandings based on
in depth analysis of
content learning.
In math class, we
have been working
though several real-
world problem-
solving activities. One
of them is a three-act
task called Jump
Roper. Students
watch a clip of a
world record jumper
and by using the rate
of a short 7 second
clip, students
problem solve how
they could figure out
how many jumps she
jumps in 30 seconds
without seeing the
video. Student use
number pattern and
rate to solve this
problem. Student use
white boards and
work in small groups.
10/13/21
Standard 1 CSTP: Engaging and Supporting All Students in Learning
grow and want to push
themselves in this
category. What we have
noticed is that is the
pandemic, students have
become more in the “do
the minimum” mentality.
I think this is partially
because lots has been
taken away (sports,
performing arts etc.) and
they are just mentally and
physically drained.
(teachers too). 4/4/2021

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. activities. teacher guidance to meet teacher that informs
their needs during adjustments in
instruction. instruction.
Especially with being What I love about
online and now a teaching middle school
hybrid mixture, I am is that opportunity to
struggling to allow for make ongoing and on
more student-centered the stop adjustments to
lessons rather than my my teaching as the day
Evidence current, mainly direct goes on. 9/21/20
instruction method of
teaching. With social This category I would
distance, class size like and have plans to
reduction (some in our continue to grow. For
flex room, streaming example, students at
Standard 1 CSTP: Engaging and Supporting All Students in Learning
in) making many the start of the year are
virtual learners as well going to create a
as in person learners a spread sheet in math
difficult juggling act. class. On each test I will
9/21/20 be shared this
document and they will
tract the lesson
number from which
they missed questions
on the test or quiz that
it was testing. Once
these lessons are being
tracked. Once a week,
students will have to
completed homework
on those specific
problems to grow in
that category. 4/4/2021