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. 4/29/21. instruction.
learning needs. 9/26/20 4/9/22
Using knowledge of
students to engage
Some students may Students engage in single Student engage in Students take ownership
them in learning
engage in learning using lessons or sequence of learning through the use Students actively utilize a of their learning by
instructional strategies lessons that include some of adjustments in variety of instructional choosing from a wide
focused on the class as a adjustments based on instruction to meet their strategies and range of methods to
whole. assessments. 9/26/20 needs. technologies in learning further their learning that
that ensure equitable are responsive to their
access to the curriculum. learning needs.
4/29/21. 4/9/22
I give extended time to The ELD teacher at my Technological tools such
turn in work without school provides all as PearDeck and
penalty as specified on teachers with a list of EL GoFormative have
IEP. With distance students. I then use allowed me to progress
learning, I moved an EL Aeries to check their EL monitor student’s work in
student to another period level and whether they real time. I’m able to give
where I have a bilingual are enrolled in ELD or immediate feedback so
student who is not. Moreover, case students can improve
understands the material managers share each their learning and make
and is already helping student’s IEP with every in-the-moment
another EL student. I teacher this student has. adjustments to my lesson.
now put the three of them I look over the IEP to 4/29/21. 4/9/22
in a breakout room where make sure I provide the
Evidence the bilingual student appropriate Students have become
takes over. 9/26/20 accommodations for each very proficient in the
student. 9/26/20 aforementioned tools and
more importantly feel
comfortable showing
their work so I can give
constructive feedback to
improve their learning.
4/29/21. 4/9/22
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
Uses gathered
information about
students’ prior
knowledge, cultural
backgrounds, life
experiences, and interest
to support student
learning. 9/26/20
Students participate in
single lessons or
sequences of lessons
related to their interests
and experiences.
I use student
questionnaires, All About
Me slides, Exit Tickets, as
well as informal
questioning to gather
information about my
students’ interests,
backgrounds, families,
and prior knowledge.
9/26/20
Applying
Uses school resources and
family contacts to expand
understanding of
students’ prior
knowledge, cultural
backgrounds, life
experiences, and interests
to connect to student
learning. 4/29/21.
4/9/22
Students make
connections between
curriculum, and their
prior knowledge,
backgrounds, life
experiences, and
interests. 9/26/20
I use many real-life
examples and exemplify
certain careers while
teaching a lesson. Then, I
ask students if there is
someone that they know
who may be in a certain
filed related to the lesson.
Students often make the
connection and share
their knowledge and
experience with the class.
9/26/20
Integrating Innovating
Integrates broad Develops and
knowledge of students systematically uses
and their communities to extensive information
inform instruction. regarding students’
cultural backgrounds,
prior knowledge, life
experiences, and
interests.
Students are actively Students can articulate
engaged in curriculum, the relevance and impact
which relates their prior of lessons on their lives
knowledge, experiences, and society.
and interests within and
across learning activities.
4/29/21. 4/9/22
Students often share their
experiences and interests
which keeps them
engaged in the
curriculum. I consistently
use their knowledge in
my lessons to make them
more relatable. 4/29/21.
4/9/22

I pull information I need

from school resources
such as Aeries, IEP
reports, and speaking
with counselors and other
teachers. I also speak
with my students so I can
gain knowledge of their
interest and activities, so I
can incorporate in the
lesson. 4/29/21. 4/9/22
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
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. 9/26/20
Connecting subject
matter to
meaningful, real-life
contexts Some students relate Students make use of
subject matter to real-life. real-life connections
provided in single lessons
or sequence of lessons to
support understanding of
subject matter. 9/26/20
Besides my own life and
work experience, I
consider additional real-
life examples connecting
the lesson to help student
grasp a better
understanding of the
subject matter. 9/26/20
I elicit students’ past
experiences to relate
subject matter to real-life
Evidence situations. I also use their
interests to create
connections to the
curriculum. 9/26/20
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
4/29/21. students in relating to instruction. 4/9/21
subject matter. 10/23/21
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. 10/23/21 applications of subject
4/29/21 matter during learning
activities. 4/9/21
The curriculum I use Besides impromptu In the curriculum I use,
includes a consumable verbal discussions during many of the problems in
book for students which teaching, I also the students’ books
leaves me little room on implement real-life include real-life examples
what I can change. So, I contexts in my lesson that students can connect
often add additional plans. For example, I with. 4/9/21
examples which include chose this Edpuzzle video
more relatable and real- of pizza slices to Students share life
life context for my introduce equivalent experiences and everyday
students. 4/29/21 fractions. 10/23/21 items as examples to help
their understanding in
Students feel very Students relate very well the subject matter.
comfortable sharing their to pizza slices when 4/9/22
personal and family discussing equivalent
experiences to help them fractions. Some students
better understand a new even gave examples using
concept. The more candy bars. 10/23/21
relatable a concept is to
them, the deeper the level
of understanding.
4/29/21
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
Some students participate
meet students’
in instructional strategies,
diverse learning
using resources and
needs
technologies provided.
9/26/20
Students use
Chromebooks and online
platforms provided by the
district to access my
lessons. I teach my
students how to use these
platforms to optimize
their learning while being
efficient. 9/26/20
Evidence
Exploring
Explores additional
instructional strategies,
resources, and
technologies in single
lessons or sequence of
lessons to meet students’
diverse learning needs.
9/26/20
Students participate in
single lessons or
sequence of lessons
related to their interests
and experiences.
I use a multitude of
resources to meet the
learning needs of my
students. I provide
Edpuzzle videos with
questions designed to
check for understanding
and keep the students
engage. Based on the
Edpuzzle data, I reteach
parts of the lesson live on
Zoom. I give written and
verbal feedback to each
student on work
submitted to help them
better understand the
areas they need
improvement. 9/26/20
Applying Integrating Innovating
Utilizes a variety of Creates, adapts, and Refines the flexible use of
strategies including integrates a broad range an extensive repertoire of
culturally responsive of strategies, resources, strategies, resources, and
pedagogy, resources, and and technologies into technologies to meet
technologies during instruction designed to students’ diverse learning
ongoing instruction to meet students’ diverse needs.
meet students’ diverse learning needs. 10/23/21
learning needs. 4/29/21 . 4/9/22
Students participate in Students take
instruction using Students actively engage responsibilities for using
strategies, resources, and in instruction and make a wide range of strategies,
technologies matched to use of a variety of resources, and
their learning needs. targeted strategies, technologies that
4/29/21 resources, and successfully advance their
technologies to meet their learning.
individual students
needs. 10/23/21 4/9/22
I present my lessons in I use many technological
many forms in order to tools for instruction and
reach students’ diverse assessments in order to
learning needs. I teach meet students’ diverse
live using PearDeck learning needs.
where I have the context Currently, I am using
translated in Spanish to ALEKS, GoFormative,
help my ELs. I also pre- Quizizz, and Kahoot for
record lessons on informative and
Edpuzzle and provide formative assessments.
Spanish subtitles. Not 10/23/21 4/9/22
only does this help my
Els, but it is also Students are very
beneficial to those who engaged when I
need to see the material implement Quizizz and
at their own pace or Kahoot to review for a
several times in order to quiz to a unit test. This is
comprehend a new evident in a live game as
concept. 4/29/21. well as in an assigned
review. 10/23/21 4/9/22
Students use PearDeck to
demonstrate their
understanding by writing
out a solution to a posted
Standard 1 CSTP: Engaging and Supporting All Students in Learning
problem, answering
assessment questions,
and also informing me of
their level of
understanding. They feel
very comfortable on
PearDeck because other
students cannot see their
name. 4/29/21

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. 9/26/20
Guide students to think
critically through use of
questioning strategies,
posing/solving problems,
and reflection on issues in
content. 9/26/20
4/29/21 4/9/22
Students respond to
questions and problems
posed by the teacher and
begin to pose and solve
problems of their own
related to the content.
4/29/21 4/9/22
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.
Students pose problems Students pose and
and construct questions answer a wide-range of
of their own to support complex questions and
inquiries into content. problems, reflect, and
communicate
understandings based on
in depth analysis of
content learning.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
While most students I practice Socratic
respond to factual questioning often during
questions, few currently a lesson to help promote
respond to critical and initiate critical
thinking ones. Many thinking. I also ask “why”
times I give them a hint regardless if a student
just to get the thinking answered a question right
process and or wrong. I emphasize
conversations started. that I am far more
9/26/20 interested in their
thinking process than the
answer itself. 9/26/20

In addition to Socratic
questioning, I also make
Evidence adjustments to my
questions based on
students’ understanding
of the current lesson and
data from previous data
related to current
content. 4/29/21. 4/9/22

Students answer the

questions I ask but also
demonstrate how they
arrived to a solution by
showing their solutions
and methods used.
4/29/21. 4/9/22

Element 1.6 Emerging Exploring Applying Integrating Innovating

Monitoring student Implements lessons Seeks to clarify Makes ongoing Adjusts strategies during Makes adjustments to
learning and following curriculum instruction and learning adjustments to instruction based on the extend learning
adjusting instruction guidelines. activities to support instruction based on ongoing monitoring of opportunities and
while teaching. 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. 4/29/21 concepts flexibly and
9/26/20 10/23/21 effectively. 4/9/22

Some students receive Students receive Students are able to Students monitor their
individual assistance assistance individually or Students successfully articulate their level of progress in learning and
during instruction. in small groups during participate and stay understanding and use provide information to
Standard 1 CSTP: Engaging and Supporting All Students in Learning
instruction. 9/26/20
As a former math tutor, I
tend to give quite a bit of
individual or small
groups assistance to
students in need. I find
this to be easier after
flipping my classroom.
This way I don’t lose too
much instructional time.
9/26/20
Evidence
engaged in learning
activities.
I regularly and promptly
review students’ work so
I can make adjustments
to next day’s lesson. I pay
close attention to their
engagement level and the
reasons given for answers
in order to fill in any gaps.
9/26/20
teacher guidance to meet teacher that informs
their needs during adjustments in
instruction. 4/29/21 instruction. 4/9/22
10/23/21
The use of Technology The curriculum I use
such as PearDeck and suggests that I rotate
GoGuardian provides me students where I teach
the opportunity to half of the class new
monitor and give material while the others
feedback to several work on math problems
students in a short span online independently.
of time. Furthermore, I However, I noticed many
am able to see which students were struggling
students are excelling and when working alone. So I
which are struggling. I switched using a whole
am then able to make in- period to teach the entire
the-moment adjustments class, then giving a full
to my lesson and period for the online
pedagogy based on these portion where I am able
observations. 4/29/21. to walk around and assist
those who need
Students use GoGuardian additional help. 4/9/22
and/or Zoom to
communicate with me Using the online
directly for guidance on a curriculum, students can
problem. I can also give monitor their progress
students guiding through the Learn Zone. I
feedback through am also able to see how
PearDeck as I monitor much time each student
their progress. 4/29/21. spent during a class
working online. 4/9/22