Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.1 Emerging Exploring Applying
Learns about students Gathers additional data to Uses data from a variety
through data provided by learn about individual of formal and informal
the school and/or students. sources to learn about
assessments. students and guide
selection of instructional
strategies to meet diverse
Using knowledge of learning needs.
students to engage
them in learning Some students may Students engage in single Student engage in
engage in learning using lessons or sequence of learning through the use
instructional strategies lessons that include some of adjustments in
focused on the class as a adjustments based on instruction to meet their
whole. assessments. needs.
I look at student’s intake
profile/documents
(includes IEP reports)
when a new student joins
the school. I also speak to
student’s classroom
teachers and staff to see
what is intrinsically
motivating to a student
and if they work for
highly motivating items
or activities. 07/18/21
I use verbal instruction,
Evidence
visuals and modeling to
provide instruction to
students. For students
who need additional
support I provided minor
physical prompts and
more intensive visual
cues (i.e. spots for feet
and hand placement)
12/10/21
Integrating Innovating
Uses data from multiple Uses comprehensive
measures to make knowledge of students to
adjustments to make ongoing
instruction and meet adjustments and
individual identified accommodations in
learning needs. instruction.
Students actively utilize a Students take ownership
variety of instructional of their learning by
strategies and choosing from a wide
technologies in learning range of methods to
that ensure equitable further their learning that
access to the curriculum. are responsive to their
learning needs.
I continue to use
student documents, IEP
reports, and speak to
the staff the know the
student the most. I also
now have begun to take
pre and post assessment
data to better
understand the progress
of my students.
ISTE: In this semester
individualized learning
plan, using the knowledge
that I learned about
specific students in the
class, I created learning
goals I hope for my
students to achieve
overall and then specified
goals for students who
have other unique
learning challenges.
12/10/21
I am still integrating
because although I use
formal and informal data,
staff feedback, and parent
input, I can still be better
Standard 1 CSTP: Engaging and Supporting All Students in Learning
at contacting the families
more often and checking
if interests, preferred
activities and items are
still the same or if they
have changed. 05/04/22

Students have been given

the opportunity to use
their devices (mainly
iPads) with greater
consistency and through
collaborating with the
Speech Dept., their
devices have words and
visuals that pertain to the
specific PE activities that
they see in class.
05/04/22
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
Uses gathered Uses school resources and
information about family contacts to expand
students’ prior understanding of
knowledge, cultural students’ prior
backgrounds, life knowledge, cultural
experiences, and interest backgrounds, life
to support student experiences, and interests
learning. to connect to student
learning.
Students participate in Students make
single lessons or connections between
sequences of lessons curriculum, and their
related to their interests prior knowledge,
and experiences. backgrounds, life
experiences, and
interests.
Students participate in I use the student files that
activities that are I have access through the
intrinsically motivating school to look at the
when possible (i.e. student’s background
complete exercises in information. I speak to
order to play basketball) the parents in person
and in activities with when possible or via
highly motivating themes email, in order to build
(weekly or monthly rapport and have them
thematic lessons). share likes/dislikes, and
past experiences in PE
and try to apply that
knowledge whenever
possible. 07/18/21
I created a google form
for one of my high school
and transition classes.
The form contains a
survey where students
document the sports
they've played, the sports
the prefer, the fitness
activities they prefer, and
their least preferred
activities. This allows me
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.
I created a google form
for one of my high school
and transition classes.
The form contains a
survey where students
document the sports
they've played, the sports
the prefer, the fitness
activities they prefer, and
their least preferred
activities. This allows me
to obtain more knowledge
from each student to
inform instruction and
allows me to create
lessons and units that
students will be
connected to. 12/10/21
I continue to use
knowledge of student
interest, using google
forms or by directly
asking them, to build buy-
in and include
opportunities for students
to use prior knowledge of
Standard 1 CSTP: Engaging and Supporting All Students in Learning
to obtain more knowledge skills to participate in said
from each student to activities or similar
inform instruction and activities. (example: a
allows me to create student enjoys soccer so
lessons and units that we play soccer or games
students will be like kickball that include
connected to. 12/10/21 similar skills). 05/04/22
Students continue to have
the opportunity to share
prior knowledge and
express their preferences,
which allows them to
provide input on what
they are interested in and
allows me to create
lessons that will have
higher buy-in from the
students. 05/04/22
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging Exploring Applying Integrating Innovating
Uses real-life connections Explore using additional Integrates connections Integrates connections to Engages student in
during instruction as real-life connections to from subject matter to meaningful, real-life actively making
identified to curriculum. 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
Connecting subject students in relating to instruction.
matter to subject matter.
meaningful, real-life
contexts Some students relate Students make use of Students utilize real-life Students actively engage Students routinely
subject matter to real-life. 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.
Students who do physical I use the setting of each Activities are set up in I actively try to connect
activity outside of school activity to make each conjunction with current my classes' lessons to real
make the connection and lesson as practical as events that are relevant world events and
are given the opportunity possible for students. to students. Here is a still activities, sharing with
to demonstrate and share Basketball lesson take of a baseball lesson, tying students what
their knowledge. If a place in a gym or in with the major league professional athletes
student states that they blacktop. Fitness playoffs as the happen. practice the same skills or
play basketball in a activities are done in a Students can watch the what big events (Stanley
league or for fun, they fitness room or park games or look at the cup, NBA Playoffs) are
may be given the fitness equipment. This scores and then play in taking place that
opportunity to model a done so that students can class. correlate to the current
shooting activity to make the connection of ISTE Standard 3a: I use lesson or unit. 05/04/22
his/her peers. 07/18/21 the skills they learn to google slide visuals at the
Evidence these setting outside of start of each virtual and
school and with family in person session to
and friends. Games and establish a positive
activities for transition climate and remind
students are planned to students of how to be a
be activities they will see digital citizen and
in the community (i.e. generally a good
cornhole, bocce ball, classmate. 12/10/21
bowling). 07/18/21

Students are given a

greater chance to display
their knowledge in front
Standard 1 CSTP: Engaging and Supporting All Students in Learning
of their peers and are
given notice in advance
about the coming
activities so that they can
process and prepare for
the opportunity. Students
are then given the
opportunity to
congratulate their peers
and show support to the
students that attempt
movements or skills in
front of their peers.
12/10/21
I am still applying in this
as students, given
advanced notice, get to
share their knowledge in
front of their peers by
verbally stating it or by
showing their skills. Much
prompting and
motivation is needed for
some students, so it is still
a work in progress to do
it actively. 05/04/22

Element 1.4 Emerging Exploring Applying Integrating Innovating

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’
diverse learning Some students participate
needs in instructional strategies,
using resources and
technologies provided.
Explores additional Utilizes a variety of
instructional strategies, strategies including
resources, and culturally responsive
technologies in single pedagogy, resources, and
lessons or sequence of technologies during
lessons to meet students’ ongoing instruction to
diverse learning needs. meet students’ diverse
learning needs.
Students participate in Students participate in
single lessons or instruction using
sequence of lessons strategies, resources, and
related to their interests technologies matched to
and experiences. their learning needs.
Creates, adapts, and Refines the flexible use of
integrates a broad range an extensive repertoire of
of strategies, resources, strategies, resources, and
and technologies into technologies to meet
instruction designed to students’ diverse learning
meet students’ diverse needs.
learning needs.
Students actively engage Students take
in instruction and make responsibilities for using
use of a variety of a wide range of strategies,
targeted strategies, resources, and
resources, and technologies that
technologies to meet their successfully advance their
Standard 1 CSTP: Engaging and Supporting All Students in Learning
individual students
needs.
I create visuals to display
in person or on screen
that tie into each activity
for my PE lessons. For
each activity
modifications are listed
and visually provided
with specific students in
mind (i.e. upper body
modification provided for
student who is unable to
do lower body exercises)
07/18/21
Students are given
instruction in multiple
modalities and are able to
follow a model provided
by the teacher, visuals
displayed iPad or
Evidence smartboard, verbal
instruction, or with
physical prompts as
needed. 07/18/21
learning.
Teacher walked around the
class to provide support.
Student’s focus was using
iPads for reference, but
staff and the teacher
helped students use iPads
and provide additional
support.
Staff were tasked by
teacher to track data and
the teacher answered
some questions by staff
regarding the data during
the lesson. 12/10/21
I continue to use a variety
of resources that are at
my disposal, using visuals
and devices (smart tv and
iPads), using staff to track
data or give students
feedback/cues, and using
my environment to create
a quality learning
environment
(appropriate space to
perform activities, areas
for breaks, clearly defined
boundaries). 05/04/22
Students created a visual
schedule on the iPads using
the app “Choiceworks”.
Students were all
supported by their staff
and by the teacher who
walked around, providing
prompts when needed.
12/10/21
Students still have the
ability to take ownership
over their fitness
schedules, using the
choiceworks app, to plan
Standard 1 CSTP: Engaging and Supporting All Students in Learning
their exercise, amount of
time, and number of
repetitions with a visual
schedule. Students on
specific days have access
to Physical Education
playlists where they can
choose from videos,
activities, and different
skills to perform during a
movement break or PE
period. 05/04/22

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.
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
Students respond to
questions or show
understanding for during
some PE lessons, but not
every lesson. Some
students are given the
opportunity to show
understanding by
attempting an activity
without prompts (i.e. I
will state “show me how
to kick a ball into a goal”.)
07/18/21
Evidence
Element 1.6 Emerging
Implements lessons
following curriculum
Monitoring student
guidelines.
learning and
adjusting instruction
while teaching.
I check for understanding
verbally with my classes,
explaining a concept or
activity and then asking
individual students to
respond in their
preferred modality
(verbally or with
proloquo). Students with
difficulty understanding a
concept may be given
objects to show
understanding (i.e. show
a whiffle ball and
basketball and ask
student to grab the
basketball). 07/18/21
I had students plan their
own workouts. They had
to plan what exercises
they would be performing
and have then think long
term, choosing exercise
that they are willing to do
multiple times and work
to improve upon.
Exercises were add a to a
digital schedule on
students iPads. 12/10/21
Exploring
Seeks to clarify
instruction and learning
activities to support
student understanding.
I provide visual resources I attempt to ask more
and verbal and modeling open- ended questions
prompts for students to that pertain to the lesson
effectively plan their own or specific activity and
workouts and understand give each student an
what exercises they will opportunity to answer if
be doing and what they want to. They are
equipment those also given the
exercises require. This opportunity to ask
was done during a questions (why, who,
physical fitness “create how, can we?) to promote
your own workout” critical thinking and
lesson. 12/10/21 greater independence.
Students ask questions 05/04/22
with greater consistency.
The instructor explains
activities and asks open
ended questions for
students to work on
solving and to pose
questions of their own.
For example, an
instructor may show a
skill like kicking and ask
students what that is
called. Then the
instructor will ask, “what
sports or activities can
you do that involve
kicking? If they respond,
the instructor will ask,
how would you use or
include kicking in this?”
05/04/22
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
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
effectively.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Some students receive Students receive Students successfully
individual assistance assistance individually or participate and stay
during instruction. in small groups during engaged in learning
instruction. activities.
Collaborating with staff
and classroom teachers is
how students are able
stay engaged in activities.
Proactive strategies like
setting out equipment
that is a preferred color,
playing fun upbeat music,
remind the student what
they are working for
(using token boards when
possible), and including
intrinsically motivating
activities. 07/18/21
The use of individual
iPads for students to
track their workouts was
used in a lesson. Students
Evidence overall increased their
participation, although
not exactly meeting the
lesson objectives.
12/10/21
Students are able to
articulate their level of
understanding and use
teacher guidance to meet
their needs during
instruction.
Working with students
with unique needs I need
to constantly monitor the
class to provide feedback.
I will explain an activity,
provide visuals and then
go around the class to see
in what areas I can
support the students and
their staff. If there is a
specific task that students
need support with,
creating stations allows
me to provide support in
a specific area while the
rest of the class is still
staying active and
engaged in class.
07/18/21
Students show their level
of understanding in the
manner that they
communicate best. Some
students physically
demonstrate their
knowledge, some
verbally, and others use
their devices. They show
that they understand the
instruction presented and
it is tracked using data
sheets on an excel
document. 05/04/22
Students monitor their
progress in learning and
provide information to
teacher that informs
adjustments in
instruction.
I allow students to
participate in the lesson
without having to been in
the same room as the
instructor and peers. One
student was allowed to
exercise in the hallway to
allow him to feel more
comfortable with his
surroundings as he is
sensitive to noise.
12/10/21
TLMS. Domain V:
Promoting the use of
assessments and data for
school and district
improvement
I continue to be flexible
with the environment
that students perform
activities, the modality in
which the information is
presented, and how
content knowledge is
shown. Students can still
participate outside of the
class (in the hallways) or
away from the group
outside (near the patio)
while still given access to
instruction and any
necessary equipment.
Their location and
modifciations acre
tracked along with the
instructional data
collected during class.
05/04/22
Standard 1 CSTP: Engaging and Supporting All Students in Learning