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 of
through data provided by learn about individual 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 learning
engage in learning using lessons or sequence of through the use of
instructional strategies lessons that include some adjustments in instruction
focused on the class as a adjustments based on to meet their needs.
whole. assessments.
Data:
During professional
development meetings we
meet with the previous
year teacher to collaborate
and discuss instructional
strategies and individual
students’ needs.
I have an informal
questionnaire that I give to
the students as an
assignment at the
beginning of the year in
Evidence order to differentiate
instruction based on
students’ needs and gain
insight to the students .
I use RAPS (review and
preview) writing prompts
to engage students and
continually assess
students’ writing, provide
feedback, monitor
students’ growth and
differentiate lessons.
9/19/21
Integrating Innovating
Uses data from multiple Uses comprehensive
measures to make knowledge of students to
adjustments to instruction make ongoing
and meet individual adjustments and
identified learning needs. accommodations in
instruction.
Students actively utilize a
variety of instructional Students take ownership
strategies and of their learning by
technologies in learning choosing from a wide
that ensure equitable range of methods to
access to the curriculum. further their learning that
are responsive to their
learning needs.
Data: At the end of the
year last year I created the
summer reading list for
the incoming 10th-grade
students. I went to all of
the classrooms and
introduced myself to
them. I also went over the
summer reading
assignment. The summer
reading assignment is
similar to the personal
choice novel and projects
that we do in the
classroom. I gave students
a list of 5 books to choose
from. This year’s theme
was adversity. For the
regular 10th grade class
they had 5 books that
they could choose from
and for honors they
needed to read 2 books, 1
from the list of 5 books
and 1 personal choice
novel from the list of 5.
Both books need to fit the
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Student: Students are
given the opportunity to
explore reading through
the Personal Choice Novel
assignments. Students
read for 1-2 months and
complete a project of their
choice at the end. Students
may choose from a variety
of different texts to read
including; novels,
cookbooks, manga,
webtoons and audiobooks.
The point is for students to
explore and look at
reading as something that
is enjoyable. Students may
suggest new forms of
media and we work
together to ensure that the
student is constantly
extending their
understanding and
improving their reading
skills. Using the informal
questionnaire I help
students choose media
that is new and engaging
as well as offering them
resources to showcase
their learning though the
project. 9/19/21
Data:
During Professional
Development we work
with colleagues, to identify
the needs of students as
well as tips and tricks that
work for our colleagues.
I am using google
classroom with
assignments so that I can
quickly give students
theme of dealing with
adversity. This serves
several purposes. This
encourages reading over
the summer. Holds
students accountable for
reading over the summer,
it scaffolds their learning,
and gives me the
opportunity to formally
access their learning right
when classes begin. Using
the data from the
end-of-the-year meeting
and meeting notes about
students from their
previous year's teacher
and the assessment date
from the renaissance
testing from the previous
year I am able to make
adjustments to
instruction. In addition,
we meet with the resource
teacher at the beginning of
the year to ensure that we
go over the needs and
accommodations of the
students as well as
training on assistive
technology. 10/2022
Data:
For our midterm in my
English classes I had the
students write a 1-page
reflection about what they
learned academically this
year. I created this
assignment in hopes of
helping them focus on
their learning but through
reading their response I
learned a lot about what
Standard 1 CSTP: Engaging and Supporting All Students in Learning
electronic feedback that they are learning and how
can be more easily found they feel about the
than sheets of paper. I different programs and
continue to use RAPS assignments what they
(review and to preview) have used. I got a lot of
writing prompts to engage positive feedback about
students and continually No Red Ink, students feel
assess students’ writing, like is it helping them
provide feedback, monitor learn and it seems like
students’ growth, and they are feeling the
differentiate lessons. benefits of the
2/20/2022 differentiated tracks for
learning. 3/15/23
Student: Students are
given the opportunity to
explore reading through
the Personal Choice Novel
assignments. Students
read for 1-2 months and
complete a project of their
choice at the end. Students
may choose from a variety
of different texts to read
including; novels,
cookbooks, manga,
webtoons and audiobooks.
The point is for students to
explore and look at
reading as something that
is enjoyable. Students may
suggest new forms of
media and we work
together to ensure that the
student is constantly
extending their
understanding and
improving their reading
skills. Students have
completed four personal
choice novel projects. To
encourage students to
read longer books if they
would like books over 300
pages can be read over the
Standard 1 CSTP: Engaging and Supporting All Students in Learning
course of 2 projects.
2/20/22

Students: I have been

adjusting assignments in
my curriculum to give
students opportunities for
“choice” as assignments. I
have been adding different
levels of questions
especially to questions
there are higher order
thinking questions. In
addition I have been
adding questions that offer
students the opportunity
to express their learning in
different modalities other
than just writing such as
drawing, multimedia
presentations or
assignments, oral
presentations, audio video
presentations and the
opportunity to express
their learning through
proposals of their own
making.
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.
Students participate in
single lessons or
sequences of lessons
related to their interests
and experiences.
Students: RAPS questions
/ writing prompts are
chosen based on the
material that will be or
has been covered and
students’ needs and
interests. There are
planned RAPS however I
change them based on the
needs of the students.
Students choose their
project and the media that
they read for their
Personal Choice Projects.
All current event texts are
chosen based on students
interests and or relevant
topics. I need to look over
my curriculum and look
for places that I can
connect to the students’
culture and background
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.
Students make
connections between
curriculum, and their
prior knowledge,
backgrounds, life
experiences, and
interests.
School Resources: Based
on the school report card
and the high percentage
of immigrants and first
generation students I
chose reading
assignments based on
students’ multicultural
backgrounds such as “The
Tortilla Curtain” in order
to engage students in
discussions and higher
level thinking about
literature and culture. I
would like to review my
lessons especially in the
Tortilla Curtain and see if
there are modifications
that I can make to connect
students’ interest to the
literature that we read.
9/19/21
School Resources: Based
on the school report card
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.
Students are actively
engaged: This year
students were assigned a
reflective learning form as
part of their grade for the
class. Each reflective form
was the same format for
students to scaffold their
learning. This also gave
students the opportunity
to reflect on their learning
experience and take
ownership of their
learning.
10/2022
Evidence: This semester
we had open house. In
order to increase student
/ parent attendance I
offered extra credit to my
students. I feel like this is
important to get as many
students and parents to
come as possible. In
addition I made our
Standard 1 CSTP: Engaging and Supporting All Students in Learning
knowledge more. and the high percentage classroom inviting for
9/19/21 of immigrants and first parents and set the room
generation students I up like we do on our
chose reading reading days with music
assignments based on and dimmed lights. I
students’ multicultural wanted the parents and
backgrounds such as “The students to feel
Tortilla Curtain” in order comfortable in the
to engage students in classroom. 3/15/23
discussions and higher
level thinking about
literature and culture. I
would like to review my
lessons especially in the
Tortilla Curtain and see if
there are modifications
that I can make to connect
students’ interest to the
literature that we read.
In addition I have added
In Cold Blood to the
curriculum for the Seniors
as many students are
interested in social
deviance and control.
Students are reading
Animal Farm. This is a
very accessible text
because the vocabulary is
simple and the text is easy
to comprehend. In
addition the current social
climate is conducive to
conversations about
communism. 2/20/2022

Students: RAPS questions

/ writing prompts are
chosen based on the
material that will be or
has been covered and
students’ needs and
interests. There are
planned RAPS however I
Standard 1 CSTP: Engaging and Supporting All Students in Learning
change them based on the
needs of the students.

Students choose their

project and the media that
they read for their
Personal Choice Projects.

All current event texts are

chosen based on students
interests and or relevant
topics. I need to look over
my curriculum and look
for places that I can
connect to the students’
culture and background
knowledge more.
2/20/2022

School Resources: This

year I was able to get
students’ information up
and into talking points
app. much earlier this
year. (during the first
semester). In addition I
was able to send out posts
early on in the semester
to keep families
connected with
information about school
culture such as spirit
week and optional field
trips. 10/2022
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.
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.
Students: Although my
school is a college
preparatory school there
is a persuasive culture of
it being cool to not like
learning. This year there
is a marked decrease in
this sort of rhetoric. I am
on the PBIS team and I
have been discussing This
difference in this cohorts
demeanor and we are
looking at ways to create
Evidence a stronger positive
environment in our
school in regards to
academics. We would like
to get “school spirit”
going and start to build
that positive
atmosphere.As students
take more and more
ownership of their
learning and their
education I hope that this
will help them readily
Applying
Integrates connections
from subject matter to
meaningful, real-life
contexts, including those
specific to students’
family and community.
Students utilize real-life
connections regularly to
develop understandings
of subject matter.
Connections: Non-fiction
unit is varied based on
current events relevant to
students’ family and
community through the
use of current event
articles. Articles / media
are also introduced based
on students’ questions
and insights. First
example, while reading
“Fish Cheeks” by Amy Tan
students were confused
about what part of the
fish fish cheeks were
from. We watched a
cooking video and
discussed different
delicacies. The prompt for
the RAP was for the
students’ to describe their
favorite food and reflect
upon why and what they
liked about the food.
9/19/21
Integrating Innovating
Integrates connections to Engages student in
meaningful, real-life actively making
contexts in planning connections to relevant,
subject matter instruction meaningful, and real-life
and is responsive during contexts throughout
instruction to engage subject matter
students in relating to instruction.
subject matter.
Students actively engage Students routinely
in making and using integrate subject matter
real-life connections to into their own thinking
subject matter to extend and make relevant
their understanding. applications of subject
matter during learning
activities.
Connections: After
completing the Animal
Farm novel students
begin a project where
they create an idea for a
new school. Students
begin with a motivational
video about changing the
school system. Students
then create their school
handbook (an extensive
research/ creative writing
based activity) , the create
a budget, revise their
handbook based on the
budget, crate a model of
their school, present their
school and are given at
least 1 What would you
do…. question, students
then act as the board of
directors and decide
which groups school
wins. This project
connects to the novel
Animal Farm because it
Standard 1 CSTP: Engaging and Supporting All Students in Learning
make more connections
to the subject matter in all
subjects. 9/25/21
This year has been
interesting, filled with
transitions. This semester
students have made more
connections to the Animal
Farm text due to the
political climate. We have
had issues with tardies
and absences. As a result
we have started giving ice
cream on Fridays for
students who have no
absences, no tardies and
are following the dress
code. I am in charge of
this so I am reminding
students and working on
getting a variety of prizes
for the weekly prizes.
2/20/2022
Real life connections: This
year we began the
resume/ letter of
introduction unit by
taking career personality
quizzes in order to engage
students. Students were
tasked with creating a
letter of introduction and
resume for either an
entry level job such as
retail clerk, food service
representative etc. OR
they could choose to do a
letter of introduction
based on an internship
type job for their chosen
career. Such as something
in the medical field or law.
Students were then given
the opportunity as an
extension assignment to
either fill out an actual job
application or submit
their letter to someone in
the field of their choice
for information on how to
enter the field. 10/2022
asks students to create
their own government in
the form of a school.
Students must create a
mission statement,
security procedures, etc
and they are introduced
to the assignment with a
narrative where the
principal has decided to
bequeath the school to
one of the 10th grade
students. Students must
use the general layout,
physical address and
california state law in the
creation of their school
handbook and budget.
Students are offered a
way to connect the ideas
of government and
control explored in
Animal Farm as well as
learn about the mirco
government that has
considerable control in
their lives. The unit also
has an element of play
and game in it in order to
keep the assignment fun
and engaging. 5/10/2022
In addition to the changes
in the lessons for resume
and letter of introduction
curriculum, students are
encouraged to focus on
their mental health
through the use of journal
writing and engage with
their education and
learning experience
through reflective writing
practices periodically
Standard 1 CSTP: Engaging and Supporting All Students in Learning
throughout the semester.
10/2022

This semester the

students worked on a
section where they
examined the seminal
document “Four
Freedoms Speech by
Franklin Rosevelt. After
reading and examining
this speech they compose
their own persuasive
speech based on one of
the four freedoms and
whether or not they feel
that freedom is being met.
This gives them an
opportunity to examine
the past and connect it to
current events and events
that the students feel are
relevant. This is also a
personal choice
assignment because the
students can choose
between freedom of
speech, freedom of
religion, freedom from
want, or freedom from
fear, 3/15/2023

Element 1.4 Emerging Exploring Applying Integrating Innovating

Uses instructional Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of
Using a variety of strategies, resources, and instructional strategies, strategies including integrates a broad range an extensive repertoire of
instructional technologies as provided resources, and culturally responsive of strategies, resources, strategies, resources, and
strategies, resources, by school and/or district. technologies in single pedagogy, resources, and and technologies into technologies to meet
and technologies to lessons or sequence of technologies during instruction designed to students’ diverse learning
meet students’ lessons to meet students’ ongoing instruction to meet students’ diverse needs.
diverse learning diverse learning needs. meet students’ diverse learning needs.
needs learning needs.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Some students participate
in instructional strategies,
using resources and
technologies provided.
Evidence
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.
Utilizes: Even though it
often fills me with dread I
use a fair amount of
technology in the
classroom to meet
students’ diverse needs.
Recently my mentor came
in to observe me and
suggested that I put the
vocabulary on google
classroom rather than on
my overly cluttered board
where I had to write so
small students were
taking pictures of the
vocabulary in order to
write it in their writers
notebook. This is still
something that I work on
and I have since
converted the vocabulary
to google classroom. This
will make the vocabulary
much more accessible
and save myself and class
time. 9/25/21
Utilizes: After my mentor
advised me to keep my
white board cleaner, I
have moved the
vocabulary to google
classroom and I am using
posters to display
vocabulary in the
classroom. This helps me
stay more organized and
although it was more
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
individual students needs. learning.
Students: As we returned
from distance learning
the students became very
adept at using technology
for their assignments. It is
nice to be able to give
them a variety of learning
platforms now that we
are back in school. I am
pushing for students to
“look it up” rather than
having me give them all
the information or
answers this year. It is a
transition for the students
and myself. 9/25/21
Students have learned to
use the graphic organizer
for the quote journal and
are utilizing it well for
their essay writing and
quote tracking. Student’s
are also showing
increased skill for
researching answers to
their questions and
looking up the definitions
for words when they need
them with fewer
instructor prompting.
Students found pdf text
for Animal Farm on their
own and shared the
information with other
students. Students are not
utilizing audio text much.
This may be due to their
Standard 1 CSTP: Engaging and Supporting All Students in Learning
work in the beginning, it
should free up some of
my time during next
year’s lessons for other
things. I have found audio
books / reading for
almost all the texts that I
have used this year. In
addition a student
showed me how to look
up PDF texts for the
students to use where the
students can search
specific quotes and
keywords in the text. I
have passed this
information off to the
other students.
5/10/2022
specific learning
modalities. I will continue
to offer and recommend
students use audio texts
in addition to physical
and digital texts.
5/10/2022
Creates, adapts: This year
I have begun to
incorporate No Red Ink
into my lessons. This
program helps gather
data to improve lessons
and differentiates
learning. I plan on using
this to help me plan
lessons and target
learning goals for the
whole class and as a way
for students to take
control of their learning
and learn about things
that they want. I am going
to be using this along
with the other
technologies that I have
integrated into the
lessons and the
curriculum.
Student: Students will be
using a variety of
technological platforms in
orde to engage with the
material this semester
including; google
classroom, Savvas, No Red
Ink, LAPL.org,
Renaissance & PBIS
rewards. Students will
continue to receive
encouragement and to
research independently
and take ownership of
Standard 1 CSTP: Engaging and Supporting All Students in Learning
their learning as well as
their social emotional
well being. 10/2022

Students have been

working well on NO RED
INK. I was happy with
their progress but I was
really happy when I found
that many students were
referencing what they
have learned this year
they were mentioning it.
For their midterm this
year I have them write a 1
page reflection on
anything that they
learned academically thus
far in 2023. Many
students refenced the
program and the lessons
that they learned. Most of
their shout outs were
about the grammar and
skills based lessons. I was
actually worrying about
their buy in for the
program prior to these
reflections but I was
happy to hear that they
felt like they learned
something from this
program. 3/15/2023

Element 1.5 Emerging Exploring Applying Integrating Innovating

Asks questions that focus Includes questions in Guide students to think Supports students to Facilitates systematic
Promoting critical on factual knowledge and single lessons or a critically through use of initiate critical thinking opportunities for student
thinking though comprehension. sequence of lessons that questioning strategies, through independently to apply critical thinking
inquiry, problem require students to recall, posing/solving problems, developing questions, by designing structured
solving, and interpret, and think and reflection on issues in posing problems and inquiries into complex
reflection critically. content. reflecting on multiple problems.
perspectives.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Some students respond to Students respond to
questions regarding facts varied questions or tasks
and comprehension. designed to promote
comprehension and
critical thinking in single
lessons or a sequence of
lessons.
Includes: Comprehension
and analysis questions
are created for the
students with specific
instructions for readings
from the textbook. The
questions are primarily
based on the textbook
however they are
reworded to clarify and
promote a deeper
understanding of the text.
Additional materials such
as edpuzzles are used to
extend and ensure
understanding.
Almost all materials are
modified to ensure
Evidence student engagement and
understanding.I would
like to work on modifying
questions and allow
students to use more
critical thinking skills.
9/19/21
Students: I usually create
my own questions for the
literature because
sometimes the questions
in the textbook are a little
confusing. Because of this
I am able to target the
students’ needs and
adjust instruction. I use
comprehension and
Students respond to Students pose problems Students pose and answer
questions and problems and construct questions a wide-range of complex
posed by the teacher and of their own to support questions and problems,
begin to pose and solve inquiries into content. reflect, and communicate
problems of their own understandings based on
related to the content. in depth analysis of
content learning.
Guides: Students are Supports: This year I have
using the Quote Journal implemented the student
graphic organizer at reflection form for units. I
mastery or near mastery am making the
level. Students are using assignment a graded
School Handbook assignment where
template / packet very students will be reflecting
well. I have used the on what they know and
editing feature in google what they want to do to
docs in order to guide grow. In addition, I have
students with prompting begun to use No red Ink
questions, requirements for students to chose
(ex. min. 1 paragraph), assignments and areas
research terms (ex. that they want to grow.
search average income, Students are also
education and ethnic receiving fairly quick
backgrounds in Sylmar). I feedback via google
have incorporated an classroom and are given
extensive edpuzzle for the opportunity to
students to learn about resubmit assignments
social deviance and that are turned in on time
control in order to use for a better grade. I am
technology as a form of trying to promote a
guided lecture notes. This classroom filled with
also allows me to formally failure, to de-stigmatize
assess students’ the word and the feelings
understanding rather associated with failure.
quickly. I am creating 10/2022
more and more
comprehension and This year I was able to
analysis questions that create a better rubric for
are NOT from pre students to write their
produced worksheets or persuasive speech
textbooks. This allows me outline. I asked them to
to ask students more chose on the the
analysis questions and Freedoms from
Standard 1 CSTP: Engaging and Supporting All Students in Learning
analysis questions in guide students’ responses Roosevelt's Four
order to allow students to and learning. This also Freedoms speech and
synthesize data. 9/25/21 makes it harder for write their persuasive
students to find cheat speech based on issues
sheets online. It adds a they saw that effect them.
feeling of importance to For example many
the work that students students who chose
are doing when they freedom from want
know that the questions explored the issue of
have been made for them homelessness. They then
and their learning. researched their topics
5/10/2022 and along with possible
counter arguments and
Students: Using the came up with a call to
targeted questions helps action. 3/15/2023
students connect to text. I
have begun adding more
Pick 1 questions to the
curriculum in order to
differentiate learning, and
create a sense of self
efficacy. Students have
commented on their pride
of mastering the quote
journal graphic organizer.
5/10/2022

Students Respond:
Students are given many
choice assignments
throughout the semester
as well as opportunities
for reflection students
answer the following
questions about their
learning experience:
What are your key
takeaways and questions
for this section? (5-6
sentences or 6-8 notes)
What knowledge and / or
skills did you learn from
this assignment? (5-6
sentences or 6-8 notes)
Standard 1 CSTP: Engaging and Supporting All Students in Learning
What are the next steps
that you will need to take
after this lesson to
continue your growth in
this area? Think about
your reading skills/
habits, writing
skills/habits, research
methods or any other
skills or knowledge that
you obtained. (5-6
sentences or 6-8 notes)
Students are building
reflective practices in
order to help them
become engaged learners
and less passive.
This semester also
focuses on a lot of self
reflection for the students
as they are creating
resumes, writing letters
of introduction and
writing a personal
narrative. This gives them
the opportunity to
explore who they are and
develop their “voice” in
writing. 10/2022

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
Monitoring student student understanding. observation of student individual student needs provide assistance to
learning and engagement and regular for assistance, support, or students in mastering the
adjusting instruction checks for understanding. challenge. concepts flexibly and
while teaching. effectively.

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
Standard 1 CSTP: Engaging and Supporting All Students in Learning
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.
Clarification: When Makes: When students Students are continually
students ask relevant and ask relevant and practicing self reflection
pertinent questions we pertinent questions we in the first semester as
engage in whole case engage in whole case well as expanding their
resertach and discussion resertach and discussion vocabulary to give them
as the topic warrants. as the topic warrants. the tools to express
themselves. Students also
Frequent checks for Frequent checks for focus on engaging and
understanding while understanding while reflecting upon their
students are doing students are doing learning specifically.
independent work from independent work from Students took several
teacher and tutor. teacher and tutor. “personality quizzes” to
Students have been help them understand
Students are referred to working much better in and put words to what
tutors during and after peer groups but still need they enjoy and what
class as needed based on a lot of prompting to stay careers, learning styles,
the individual students’ on task. I do this by and mindsets they have.
needs. I would like to circulating and asking They learned about fixed
work on having students questions about what and growth mindsets. In
be more rigorous with they are working on and addition students have
Evidence their work, and have less giving them time checks. been using No red Ink
distractions. I have Ie.It’s 11:45 so you should which allows the students
banned the use of cell be on page 17 and have to choose what skills,
phones in the classroom answered questions 1-4. I lesson they want to
except for listening to have also added breaks to improve in and helps
music because I know the lesson plans. This is them think about their
that music is very also used as an earned growth.
important to them. I may treat for hard work and
consider revisiting this engaging in the material. Adjusts: By using verbal
rule as students are Students have responded ques and checking for
constantly checking their very well to this. I have understanding as well as
phones and it is a been looking into adding technology that lets me
distraction. 9/19/21 more formal assessments view informal quick
so that I have more data assessments I am able to
Students: Students to access student adjust my lessons and add
receive one on one learning. 5/10/2022 or take away tasks from
instruction with tutors in students so that they are
the classroom as well as Students: are referred to not doing busy work. I
frequent teacher check tutors during and after want my students to
ins and individual class as needed based on know that I respect them
Standard 1 CSTP: Engaging and Supporting All Students in Learning
meetings with the
teacher.
It is difficult to engage
students in small group
instruction as the
students quickly change
course and get off topic. I
need to work on creating
a more productive group
work environment
especially with the
additional constraints of
social distancing.
9/19/21
the individual students’
needs. I would like to
work on having students
be more rigorous with
their work, and have less
distractions. I have
banned the use of cell
phones in the classroom
except for listening to
music because I know
that music is very
important to them. I may
consider revisiting this
rule as students are
constantly checking their
phones and it is a
distraction. Students are
much better at handling
phones with less class
disruption and fuss after
consistently taking
phones. Often I can give
them a “look” and they
will get up and put the
phone in the phone jail
without verbal
prompting. Students are
showing more maturity
and are much more
engaged in lessons.
Students are also utilizing
tutoring and showing
growth and learning gaps
are quickly being filled.
5/10/2022
and their time so that
they will learn to respect
the time that they spend
in the classroom and use
the time appropriately.
Students are also learning
how to budget their time
with the use of the
personal choice calendar
(renamed from the
personal choice planner
because the similarities to
the personal choice
planner and personal
choice project was
confusing to the students
last year) helps me
quickly target their book
choices and helps them
plan their reading time
for the month. This also
teaches them the skill of
creating and using a
planner / calendar which
many students struggle
with. 10/2022
This year I have found
google classroom very
useful to provide student
feedback in a timely
manner. It has helped me
stay on top of my grading
and allowed me to easily
help students by opening
their assignments while
they are working on it. I
can switch from student
to student quickly and
offer quick verbal or
written guidance as the
student is working
3/15/2023
Standard 1 CSTP: Engaging and Supporting All Students in Learning