Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.1 Emerging Exploring Applying Integrating Innovating

Learns about students Gathers additional data Uses data from a variety Uses data from multiple Uses comprehensive
through data provided by to 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.09.23.20 instruction. 05.07.22
Using knowledge of learning needs.
students to engage
them in learning Some students may Students engage in single Student engage in Students actively utilize a Students take ownership
engage in learning using lessons or sequence of learning through the use variety of instructional of their learning by
instructional strategies lessons that include some of adjustments in strategies and choosing from a wide
focused on the class as a adjustments based on instruction to meet their technologies in learning range of methods to
whole. assessments. needs.09.23.20 that ensure equitable further their learning that
access to the curriculum. are responsive to their
learning needs.
Instruction is varied and I I adjust lessons / curriculum The curriculum has been
try to adjust my lessons as / plans based on the current adjusted further this year,
often as is needed, but I information I have—as it implementing more PBL, but
think I can do better here, changes, so too does my also adjusting the routines
especially as it relates to plans. I have eliminated or and breakdown of projects
including different thinking adjusted projects when they to give students the
routines, instructional weren’t effective in sparking appropriate amount of
strategies, and methods of student learning, including support that they need—
teaching/learning. 09.23.20 this year over zoom. they’re still getting used to
09.23.20 it, so I’ve implemented more
direct instruction at
Date: 10.24.21 different points to give them
Evidence: I take surveys of a bit more structure to their
students at the start of the projects. 05.07.22
year to gauge their interests,
Evidence
personal tastes, preferred
names/pronouns, hobbies,
favorites, etc. Then,
periodically, I take
additional surveys about
their comfort levels in class,
etc.
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. 09.23.20
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.
I review student
demographic data through
Illuminate, utilize surveys
where students tell me about
themselves and their
backgrounds/families, and
engage with students
beyond just the materials
through casual
conversations and
discussions about different
topics that involve culture,
background knowledge, and
interests. 09.23.20
Integrating Innovating
Integrates broad Develops and
knowledge of students systematically uses
and their communities to extensive information
inform instruction. regarding students’
09.23.20 cultural backgrounds,
prior knowledge, life
experiences, and
interests.
Students are actively
engaged in curriculum, Students can articulate
which relates their prior the relevance and impact
knowledge, experiences, of lessons on their lives
and interests within and and society.
across learning activities.
09.23.20
10.24.21
05.07.22
Through class brainstorms /
discussions at the start of
class I figure out what
students want to learn in
different subjects (personal
finance, Algebra, Algebra II,
Geometry) and customize
the subjects, concepts, and
pacing to suit student
interests and needs.
09.23.20
Made a genuine effort as an
educator, and with our staff,
to connect more to the
community through our
projects, lessons, units,
classes, etc. 10.24.21
The same level as before,
though I’m making progress
—as a school we’re trying to
do better to implement more
community based options
and such from our local
neighborhoods and
businesses. 05.07.22
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging Exploring Applying Integrating
Uses real-life connections Explore using additional Integrates connections from Integrates connections to
during instruction as real-life connections to subject matter to meaningful, real-life
identified to curriculum. subject matter in single meaningful, real-life contexts in planning subject
lessons or sequence of contexts, including those matter instruction and is
lessons to support specific to students’ family responsive during
understanding. and community. instruction to engage
Connecting subject
students in relating to
matter to subject matter.
meaningful, real-life 09.23.20
contexts Some students relate subject Students make use of real- Students utilize real-life Students actively engage in
matter to real-life. life connections provided in connections regularly to making and using real-life
single lessons or sequence develop understandings of connections to subject
of lessons to support subject matter. matter to extend their
understanding of subject understanding.
matter. 09.23.20
Through class brainstorms /
discussions at the start of
class I figure out what
students want to learn in
different subjects (personal
finance, Algebra, Algebra II,
Geometry) and customize
the subjects, concepts, and
pacing to suit student
interests and needs. I am
always willing to adjust
lessons in progress to better
address student questions
and interests, as well as
Evidence real-world contexts.
09.23.20
All of the classes I teach are
designed to make math
relevant to real-life contexts
in that they either directly
apply (like a lot of topics in
personal finance, or
Algebra), or they are related
to less computational math
and more about the process
of thinking, learning,
problem solving. 09.23.20
Innovating
Engages student in actively
making connections to
relevant, meaningful, and
real-life contexts throughout
subject matter instruction.
10.24.21
05.07.22
Students routinely integrate
subject matter into their
own thinking and make
relevant applications of
subject matter during
learning activities.
10.24.21 | 05.07.22
10.24.21
Evidence: All of my classes
this year have been
redesigned (or perhaps
refined) to make them more
relevant, more engaging,
and more based on real life.
The goal is Project Based
Learning and finding ways
to make learning math
meaningful and interesting
for students both in high
school and once they
graduate.
PBL is the goal, and my
classes have created
multiple projects that
provide meaningful, real-life
contexts. Most recently the
Algebra I class just finished
their budget projects.
05.07.22
Standard 1 CSTP: Engaging and Supporting All Students in Learning
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. 09.23.20
strategies, resources, learning needs. 05.07.22
and technologies to
meet students’ Some students Students participate in Students participate in Students actively engage Students take
diverse learning participate in single lessons or instruction using in instruction and make responsibilities for using
needs instructional strategies, sequence of lessons strategies, resources, and use of a variety of a wide range of
using resources and related to their interests technologies matched to targeted strategies, strategies, resources, and
technologies provided. and experiences. their learning needs. resources, and technologies that
09.23.20 technologies to meet successfully advance
their individual students their learning.
needs.10.24.21 | 05.07.22
Students engage and I’ve always sought to
interact with multiple types integrate as much relevant
of technology and apps technology as possible in
throughout my classes, order to enhance
which I review multiple accessibility and engage
times (especially at the students in things that relate
beginning of the year). Need to their lives. Our
to do a better job integrating instructional model is also
more thinking routines and built around thinking
refining curriculum and routines designed to
lessons to be more relevant encourage critical thought
to students’ and a more thorough
lives/experiences. 09.23.20 understanding of concepts.
09.23.20
Evidence
Tech integration, PBL,
different interactives,
thinking routines, relevant
and real-world based
lessons and projects—all are
a part of our design process
and help to meet our
students’ individual needs.
10.24.21

Continuation of this
development during the last
few months. 05.07.22
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.5 Emerging Exploring Applying Integrating Innovating
Asks questions that focus Includes questions in Guide students to think Supports students to Facilitates systematic
on factual knowledge and single lessons or a critically through use of initiate critical thinking opportunities for student
comprehension. sequence of lessons that questioning strategies, through independently to apply critical thinking
require students to recall, posing/solving problems, developing questions, by designing structured
interpret, and think and reflection on issues posing problems and inquiries into complex
critically. in content.09.23.20 reflecting on multiple problems.
Promoting critical perspectives. 10.24.21
thinking though
inquiry, problem Some students respond Students respond to Students respond to Students pose problems Students pose and
solving, and to questions regarding varied questions or tasks questions and problems and construct questions answer a wide-range of
reflection facts and comprehension. designed to promote posed by the teacher and of their own to support complex questions and
comprehension and begin to pose and solve inquiries into problems, reflect, and
critical thinking in single problems of their own content.09.23.20 communicate
lessons or a sequence of related to the understandings based on
lessons. content.09.23.20 in depth analysis of
content learning.
10.24.21
Multiple approaches to Much more success in Date: 10.24.21
activities, thinking routines, honors classes getting Evidence: Emphasis on the
encouraging critical thinking students to move beyond process of learning and
and problem solving over the initial questions to ask problem solving, especially
computational precision. questions of their own - in Algebra I (the first math
Some moderate success with embracing both curiosity class students take at our
non-honors classes engaging and open-mindedness. school). Introduction to
fully with problems and 09.23.20 how to actually learn math
ideas to the point where with Jo Boaler's How To
they ask questions and Learn Math for Students
create their own problems (HTLMFS) lesson series +
to investigate. 09.23.20 Reflections.

All classes have been

Evidence adjusted and redesigned to
include more reflections on
both the material and the
process of actually learning.
This means regular written
reflections, as well as mini-
conferences with students
as individuals and check ins
with the classes as a whole
05.07.22
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.6 Emerging Exploring Applying
Implements lessons Seeks to clarify Makes ongoing
following curriculum instruction and learning adjustments to
guidelines. activities to support instruction based on
student understanding. observation of student
engagement and regular
checks for understanding.
Monitoring student
09.23.20
learning and
adjusting instruction
Some students receive Students receive Students successfully
while teaching.
individual assistance assistance individually or participate and stay
during instruction. in small groups during engaged in learning
instruction. activities.09.23.20
This one varies, but I
regularly implement
different types of activities,
routines, reflection, etc. to
get students to engage in
lessons. And I often adjust
lessons while I’m teaching
based on student input and
my analysis of informal
formative assessments
throughout lessons. That
said, it’s been a bit more of a
challenge on zoom, though
Evidence it’s improving. 09.23.20
Integrating
Adjusts strategies during
instruction based on the
ongoing monitoring of
individual student needs
for assistance, support, or
challenge.
Students are able to
articulate their level of
understanding and use
teacher guidance to meet
their needs during
instruction.10.24.21 |
05.07.22
The pandemic and the
subsequent school year(s)
have all been about
adjustments—curriculum,
teaching lessons, style,
medium, etc. Student goals
are stated and then
measured repeatedly with
rubrics and reflections.
10.24.21
Innovating
Makes adjustments to
extend learning
opportunities and
provide assistance to
students in mastering the
concepts flexibly and
effectively. 05.07.22
Students monitor their
progress in learning and
provide information to
teacher that informs
adjustments in
instruction.
This semester I’ve adjusted
projects and integrated
different types of lessons to
better serve different
classes and students’
individual needs. For some
students that means more
direct instruction, for others
it means more open-ended
activities, and for others it
means collaborative work,
etc. 05.07.22