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.
Some students may engage
in learning using
instructional strategies
Using
focused on the class as a
knowledge of
whole. (9/20/21)
students to
engage them in
learning
Exploring Applying
Gathers additional data to Uses data from a variety of
learn about individual formal and informal sources
students. (9/20/21) to learn about students and
guide selection of
instructional strategies to
Students engage in single meet diverse learning needs.
lessons or sequence of (5/6/2022)
lessons that include some I feel I am still at this level
adjustments based on this semester (10/15/2022).
assessments.
Student engage in learning
through the use of
adjustments in instruction to
meet their needs.
(5/6/2022)
I feel my students are still at
this level this semester
(10/15/2022).
Integrating
Uses data from multiple
measures to make
adjustments to instruction
and meet individual
identified learning needs.
Students actively utilize a
variety of instructional
strategies and
technologies in learning
that ensure equitable
access to the curriculum
(3/30/2023).
Innovating
Uses comprehensive
knowledge of students to
make ongoing adjustments
and accommodations in
instruction (3/30/2023).
Students take ownership of
their learning by choosing
from a wide range of methods
to further their learning that
are responsive to their
learning needs.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Students: Students are
encouraged and offered
opportunities to engage with
materials and activities, but
not all students participate
in every activity. Students
must participate in
discussions and activity
content in school-provided
curricula that are designed
to meet the understanding
needs of all students in the
classroom. Many students do
utilize additional supports
(graphic organizers,
interactive PowerPoints, and
outlines) that the teacher
creates, but this is an area
where I am working to
engage more students in this
area (9/20/21)
Evidence
Teacher: I review student
information in
school-provided formal
documents
(IEPs/504/teacher
communication logs). I also
review previous grades for
students, when available, to
gauge roughly student skill
demonstration in previous
English classes.
Unit 1 assessment is a
“Getting to Know You”
multimedia PowerPoint.
Students complete 9 slides
with information discussing
their glows and grows
(strengths and areas of
growth) in ELA, discuss
their favorite book, and
select an inspirational quote
to show me a little bit more
about themselves. Students
have the option to select an
author from Americal
Colonial literature to
complete the Multimedia
project if they want, but they
are encouraged to complete
the “Getting to Know You”
option. I also receive data
from students in a
MessageBoard Scavenger
Hunt: students located
information about the class
from the MessageBoard
(check for understanding of
tools provided) and
completed two getting to
know you questions.
(9/20/21)
Teacher: I continue to review My students are utilizing I am using more technology
student information from the visual, audio, and tools to increase accessibility
students' logs, past classes written resources in live and learning in the classroom
and skills demonstrations, lessons, on the teacher this semester. I am constantly
formal documents, and logs website, and in the lesson reviewing and revising the
(comments and interactions introduction notes much ways I reach out to students
provided by all teachers and more than last year. I see and provide resources to meet
school employees who have more student success and the needs of all students in my
contact with students). I awareness of the classroom. When I see any
speak with both students resources I provide to area of needed support, I
and their caretakers/ enhance equity and make on-the-spot and
support team in emails and learning in the classroom behind-the-scenes changes
phone calls. I use all of this (3/30/2023). and adaptations to better
data to build assessments, support student learning and
supports, resources, and content mastery
documents to meet the (3/30/2023).
diverse needs and
preferences of all students in
my class. As the school year
begins, I am continuing this
practice and investing time
to learn about my students
and incorporate this
understanding into my
lessons and supports this
semester I am providing
feedback and notes to
students based on their
areas of wanted growth this
year and incorporating their
interests and contexts into
lessons and phone calls
(10/15/2022).
Students: Teacher provides
resources before completion
and feedback after
submission to emphasize the
student's glows and grows.
Students have the
opportunity to revise and
resubmit all written work in
my class to apply feedback
and demonstrate higher
 Standard 1 CSTP: Engaging and Supporting All Students in Learning
levels of understanding.
Adjustments and supports
are completed when a need
appears so that all students
are supported to success and
mastery. (5/6/2022)
Students are actively
volunteering details,
understanding, and
connections between classes
and their personal
contexts/understanding in
assessment and activity
responses. Most students are
actively reaching out to
review feedback, grow their
understanding, and connect
their personal experiences to
information and content in
class (10/15/2022).

Element 1.2 Emerging Exploring Applying Integrating Innovating

Develops awareness of prior
knowledge, culture,
backgrounds, life
experiences, and interests
represented among students.
(9/20/21)
Connecting
learning to
students’ prior
knowledge, Some students connect
backgrounds, life learning activities to their
experiences, and own lives. (9/20/21)
interests
Uses gathered information
about students’ prior
knowledge, cultural
backgrounds, life
experiences, and interest to
support student learning.
(9/20/21)
Students participate in single
lessons or sequences of
lessons related to their
interests and experiences.
Uses school resources and family
contacts to expand
understanding of students’ prior
knowledge, cultural
backgrounds, life experiences,
and interests to connect to
student learning. (5/6/2022)
I feel I am still at this level this
semester (10/15/2022).
Students make connections
between curriculum, and their
prior knowledge, backgrounds,
life experiences, and interests.
(5/6/2022)
I feel my students are still at this
level this semester
(10/15/2022).
I feel the majority my students
are still at this level
(3/30/2023).
Integrates broad
knowledge of students
and their communities to
inform instruction
(3/30/2023).
Students are actively
engaged in curriculum,
which relates their prior
knowledge, experiences,
and interests within and
across learning activities.
Develops and
systematically uses
extensive information
regarding students’
cultural backgrounds,
prior knowledge, life
experiences, and
interests.
Students can articulate
the relevance and impact
of lessons on their lives
and society.
 Standard 1 CSTP: Engaging and Supporting All Students in Learning
Students sometimes will
connect subject content to
their own experiences and
lives with guidance. I rate
this here because I have
noticed that students tend to
make these connections
during discussions and
informal writing
assignments, but many do
not make these connections
in formal writing or
individual assignments.
Some do, and I positively
reinforce this behavior when
they do in verbal and written
feedback.
Because I teach American
Literature and my students
are also taking US History,
many students will connect
their learning and
Evidence
understanding between
these two classes. (9/20/21)
Teacher: I feel that I am
currently a mix between
Emerging and Exploring
because I am actively
working to include this
information in my lessons. I
am currently working with a
small team of teachers (3 of
us in total) to incorporate
students’ prior knowledge,
experiences, and interests to
engage students in critical
discussions and activities.
We are currently
implementing a “Getting to
Know You” multimedia
project that students can do
as an alternative to the
provided assessment
focused on an American
Literature author. We are
also including Padlets in
lessons to increase social
interaction between
students and to learn more
about our students’ interests
(the images and gifs they
select have helped us gain
informal information). I have
noticed that students are
becoming more comfortable
sharing details on
assignments, in class, and by
direct contact after the
implementation of the
“getting to know you
activities” and Padlets.
(9/20/21)
Teacher: I include this category
because I do have frequent
contact with caretakers for my
homeroom students (22 of my
124 students). I am currently in
the process of investigating logs
and reaching out in
calls/”getting to know you”
activities to my ELA only
students to gather a greater
understanding of their
background, interests, and prior
knowledge. (9/20/21)
I feel I am fully at this level this
semester. As the year continued,
I developed working
relationships and a better
understanding of my students’
patterns, trends, and
backgrounds. I can easily
identify and discuss students
and connect their understanding
and context to support deep
learning of content. Students
enjoy the second semester more
than the first semester. They see
the connections between English
and US History more clearly in
the second semester and share
information about context and
purpose to demonstrate transfer
and deep understanding.
Students also make connections
during The Great Gatsby to
contemporary events and texts.
(5/6/2022)
This semester, I am actively
investigating student data from
both live lesson and assessment
submissions to understand and
build relationships with my
students from day 1. During Unit
I work hard to build
connections and
relationships in my
classroom to increase
engagement and
relevance of learning and
inform instruction. Those
who attend live lessons
are actively engaged and
connect learning to prior
knowledge, experiences,
and interests. Because I
cannot require
attendance, some do not
attend - these students
struggle to make the deep
connections that those
who attend live make;
however, I feel that I
incorporate relevance,
interests, and
understanding of my
students in my lessons
and lesson introduction
notes to increase student
learning (3/30/2023).
 Standard 1 CSTP: Engaging and Supporting All Students in Learning
1, I modeled the Getting To
Know You alternate multimedia
portfolio and provided direct
instruction and support for
students to understand that they
are researching and informing
me (the teacher) of who they are
as a whole and unique person.
Students are providing specific
details and reflections in their
portfolio work and in lesson
activities. (10/15/2022).

Element 1.3 Emerging Exploring Applying Integrating Innovating

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.
(9/20/21)
Explore using additional real-life
connections to subject matter in
single lessons or sequence of
lessons to support
understanding. (9/20/21)
I feel I am still here this
semester. (5/6/2022)
Students make use of real-life
connections provided in single
lessons or sequence of lessons to
support understanding of
subject matter. (5/6/2022)
I feel my students are still at this
level (10/15/2022).
Integrates connections from
subject matter to meaningful,
real-life contexts, including
those specific to students’
family and community
(10/15/2022).
I feel I am still at this level
(3/30/2023).
Students utilize real-life
connections regularly to
develop understandings of
subject matter (3/30/2023).
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.
 Standard 1 CSTP: Engaging and Supporting All Students in Learning
Students: I am currently Teacher: I work to include
experimenting with polls real-life connections, models,
and collecting “getting to and examples during lessons to
know you” data from connect content to students’
students to employ more lives. Not all connections are
student-led (or informed) relevant to every student in
connections. Some students class, but I do try to include
will content to real-life real-life situations and
contexts in open-ended connections that span the
questions and discussions. various topics students are
Some students do this interested in. I have noticed that
naturally; I am actively certain content speaks more to
investigating additional my students. For example, many
strategies to engage students find something to
students to make connect to and share when we
meaningful real-life discuss the American Dream and
connections without otherization in The Great Gatsby,
teacher guidance. but they struggle to connect
(9/20/21) colonial literature to their lives
unless religion is a portion of
their self-identity (9/20/21)
Evidence
Students: While I feel I am still at
the Exploring level, I feel that I
have created a supportive and
welcoming environment that
prompted students to join me in
this level. My students are
making real-life connections to
content and learning to
demonstrate deep
understanding and support each
other/peer’s understanding of
American Literature and English
content and subject matter.
(5/6/2022) Students are
volunteering and scheduling
one-on-one and small group
appointments to support the
development and understanding
of lesson content and for
summative assessment revisions
and development (10/15/2022)
This year, I am engaging in
more direct connections and
real-life experiences in
lessons (both live and digital).
I am adding Lesson
Introduction Notes this year
to provide additional support
and connection to students
learning and application of
real-life experiences they have
or will have in future
classrooms. I am also using
my knowledge of other
content classes' progression
and lessons to provide
cross-curricular support and
deep understanding in
English 11 (10/15/2022).
I feel I am still at this level
(3/30/2023).
My students are encouraged
and more engaged in making
more real-world and
cross-curricula connections
this semester. My students
will volunteer understanding
from other classes as we
review literary movements
and context in lessons. I am
also making direct
connections in lessons and
resources to spark
connections to English,
personal, and other content
(3/30/2023).
 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 (9/20/21)
of instructional
strategies,
resources, and
technologies to
meet students’
diverse learning Some students participate
needs in instructional strategies,
using resources and
technologies provided.
(9/20/21)
Teacher: The majority of my
curriculum is
school-provided. The
students that follow the
school-provided curriculum
only do well and understand
the content. There are
additional resources and
strategies available, but not
all students elect to engage
with them. These students
are encouraged to do so and
Evidence invited to participate via
email and one-on-one
phone calls with the teacher.
They are held responsible
for the material and
information; however, they
may choose to not engage in
all activities due to the
independent study nature of
my school. (9/20/21)
Exploring
Explores additional
instructional strategies,
resources, and technologies in
single lessons or sequence of
lessons to meet students’
diverse learning needs.
(9/20/21)
I feel I am still here this
semester. (5/6/2022)
Students participate in single
lessons or sequence of lessons
related to their interests and
experiences. (5/6/2022)
Teacher: Some students elect
to attend lessons live where I
incorporate various material
presentation activities and
resources. I actively seek out
and create additional
resources and technologies to
incorporate in lessons to
promote students’ deep
understanding and critical
thinking, reading, and writing.
(9/20/21)
Students: As the semester
progressed, students became
more willing and
understanding of available
support. Students also worked
to bring relevance and self to
assessment sections.
Each portfolio has options for
students to select from for
completion. This increases
willingness to engage with
Applying
Utilizes a variety of strategies
including culturally
responsive pedagogy,
resources, and technologies
during ongoing instruction to
meet students’ diverse
learning needs. (10/16/2022)
Students participate in
instruction using strategies,
resources, and technologies
matched to their learning
needs. (10/16/2022)
While my curriculum is
school-provided, I am adding
more extension activities into
the curriculum in Lesson
Introduction Notes and in live
lessons to meet the diverse
community and needs of
students in my classroom. I
am incorporating different
types of activities and
supports in both spaces to
support all students to
success and deep
understanding in the
classroom (10/16/2022).
Students actively participate
in instruction and activities
this semester. I have seen that
my attendance has increased
this year from last year. As
students become comfortable
with online learning, most
students are actively engaged
in learning and various
Integrating Innovating
Creates, adapts, and Refines the flexible use of
integrates a broad range of an extensive repertoire of
strategies, resources, and strategies, resources, and
technologies into technologies to meet
instruction designed to meet students’ diverse learning
students’ diverse learning needs.
needs.
Students actively engage in Students take
instruction and make use of responsibilities for using
a variety of targeted a wide range of strategies,
strategies, resources, and resources, and
technologies to meet their technologies that
individual students needs successfully advance their
(3/30/2023). learning.
I have embedded more
alternate and relatable
authentic creation
assignments into my lessons
this year. I have seen
increased understanding
and engagement with
modifications and alternates
as I have embedded these
additional strategies and
resources into the lesson
introduction pages. These
additions include various
resources and learning
preferences (audio, visual,
written) to increase student
learning and meet the
learning needs of all
students in the class. I also
update and revise resources
throughout this year in
applying the supports that
best meet the needs of my
students in my study guides
and fillable notes
 Standard 1 CSTP: Engaging and Supporting All Students in Learning
additional lessons and
assessments. In doing so, I
supported students to access
learning in both lessons and
resources to increase learning
based on their interests and
style of understanding
demonstration. (5/6/2022)
activities that increase
learning utilizing various
activities and presentation
styles that best support their
understanding demonstration
(10/16/2022).
documents. For example, I
have seen an increased need
for sentence frames for
short answer responses. I
have created and added
sentence frames into my
suggested outlines to
increase student success
and learning throughout the
year (3/30/2023).

Element 1.5 Emerging Exploring Applying Integrating Innovating

Asks questions that focus on
factual knowledge and
comprehension.
Promoting
critical thinking
though inquiry, Some students respond to
problem solving, questions regarding facts
and reflection and comprehension
.(9/20/21)
Includes questions in single
lessons or a sequence of
lessons that require
students to recall, interpret,
and think critically.
(9/20/21)
I still I am still at this level.
Students respond to varied
questions or tasks designed
to promote comprehension
and critical thinking in
single lessons or a sequence
of lessons. (5/6/2022)
I feel my students are still
here at this time.
(10/16/2022)
Guide students to think
critically through use of
questioning strategies,
posing/solving problems, and
reflection on issues in
content. (10/16/2022)
I feel I am still at this level
(3/30/2023).
Students respond to
questions and problems
posed by the teacher and
begin to pose and solve
problems of their own related
to the content (3/30/2023).
Supports students to initiate
critical thinking through
independently developing
questions, posing problems and
reflecting on multiple
perspectives.
Students pose problems and
construct questions of their
own to support inquiries into
content.
Facilitates systematic
opportunities for student
to apply critical thinking
by designing structured
inquiries into complex
problems.
Students pose and answer
a wide-range of complex
questions and problems,
reflect, and communicate
understandings based on
in depth analysis of
content learning.
 Standard 1 CSTP: Engaging and Supporting All Students in Learning
Students: My students can
choose to come to lessons
live or watch recordings.
Our culture encourages live
participation, but it is not a
requirement due to the
unique circumstances and
lives of our students. Those
that attend lessons live do
complete varied activities to
promote comprehension
and critical thinking, but
other students will follow
the school-provided
curriculum and respond to
test and quiz questions
based in facts and
comprehension (9/20/21)
Evidence
Teacher: Questions and
activities are built and used
in lessons that require
students to recall, apply
understanding, interpret,
and think beyond what the
curriculum tells them. I also
incorporate academic
language in instructions and
models. Example: I do, You
do activities are used in
asynchronous lessons and I
do, We do, You do activities
are used in synchronous
lessons where the teacher
models the first questions
and informs students “take
notes. You will be applying
this understanding
independently in a later
activity. Notice how I …” to
engage students in critical
application and thought.
(9/20/21)
I feel I am still at this level.
(5/6/2022).
Students: My students enjoy
and engage with the
informal and informal
questions that I pose in my
lessons and resources.
While not all students
submit every assessment,
students do engage with the
resources and documents
that I have created to
support them to succeed in
critical thinking and
comprehension. (5/6/2022)
I feel that my students are
still here. As this is the
beginning of a new school
This year, I am beginning
with a foundation in having
taught a full year of American
Literature. I am actively
reflecting on the learning
activities from last year to
revise and enhance questions
and activities to extend
students' deep content
understanding and reflection
of the content and context of
the texts (10/16/2022).
My students are using the
support and guides I provide
more this year. I feel that
connecting with my students
and building meaningful
relationships in the
classroom has increased
students' comfortability and
engagement in asking
questions and authentically
finding solutions / making
connections that support
their inquiry,
problem-solving, and
reflection in the classroom
(3/30/2023).
 Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.6 Emerging
Implements lessons
following curriculum
guidelines.
Monitoring
student learning Some students receive
and adjusting individual assistance during
instruction while instruction. (9/20/21)
teaching.
year, students are being
exposed to and learning to
navigate English 11
questions and lesson
activities. As students
continue to grow and
become familiar with my
classroom, I believe they
will join me in the Applying
level (10/16/2022).
Exploring
Seeks to clarify instruction
and learning activities to
support student
understanding. (9/20/21)
Students receive assistance
individually or in small
groups during instruction.
Applying
Makes ongoing adjustments
to instruction based on
observation of student
engagement and regular
checks for understanding.
(5/6/2022)
Students successfully
participate and stay engaged
in learning activities.
(5/6/2022)
I feel that my students are
still at this level
(10/16/2022).
Integrating
Adjusts strategies during
instruction based on the
ongoing monitoring of
individual student needs for
assistance, support, or challenge
(10/16/2022).
I feel I am still at this level
(3/30/2023).
Students are able to articulate
their level of understanding and
use teacher guidance to meet
their needs during instruction
(3/30/2023).
Innovating
Makes adjustments to
extend learning
opportunities and
provide assistance to
students in mastering the
concepts flexibly and
effectively.
Students monitor their
progress in learning and
provide information to
teacher that informs
adjustments in
instruction.
 Standard 1 CSTP: Engaging and Supporting All Students in Learning
Students: When a lesson
utalized breakout rooms,
students receive assistance
in small groups during
instruction. When a lesson
does not have a breakout
room activity, some
students receive individual
assistance and support
during instruction (via
direct message chat or
verbal support in response
to student questions or
needed assistance).
Individual and small-group
assistance is used in my
phone calls and office hours
with students, and I am
working to include more
small group work during
instruction to increase the
occurrence of on-the-spot,
Evidence in-lesson assistance.
(9/20/21)
Because we are a completely
online school, I rely on quick
checks for understanding in
every lesson. Students select
reactions to display on their
screen so I can make
adjustments as needed to
better support their
understanding. I am
currently working on and
engaged in PLC work to
convert some PowerPoints
into NearPod so students
can interact with a variety of
activities to expand
understanding and meet
more learning preferences. I
am excited to implement my
first Nearpod-based lesson
next week (9/20/21).
I worked very hard this
semester to make
connections and engage
students in small-group,
whole-class in attendance in
live lessons, and one-on-one
to increase engagement and
monitor student
understanding. Because
attendance at live lessons
cannot be required, much of
my in-the-moment
adjustments come in phone
calls. During instructions
(both in Zoom and in calls),
students receive the
directions and support
needed to be successful and
reach deep understanding
and engagement levels.
(5/6/2022).
Students: The large majority
of my students engage and
participate in some form -
Zoom live lessons, calls, text
messages, and/or emails. I
have successfully connected
with each of my students on
some level to monitor
understanding and check for
comprehension of content
and directions for activities.
(5/6/2022)
Students are beginning this
year with additional
understanding and
experience using Nearpod in
the classroom. Students are
entering the classroom
understanding how to log in
and participate in the
activities which engage them
I am using the time and
development I invested last year
to begin the school year at this
level. Students engage in
numerous different activities in
my classroom and phone calls. I
am also incorporating more
self-assessment and checks for
understanding into live lessons
to evaluate and make real-time
adjustments to support all
students to succeed in the
classroom at the beginning of
the school year (10/16/2022).
I feel that I have bolstered my
students and built strong
relationships to bring them to
this level with me this semester.
My students participate in
reflection polls and work during
lessons. After submissions,
many reach out by phone or
email for additional support in
meeting their specific learning
goals and addressing areas of
need. The majority of my
students come to me with
questions and concerns for
additional support. My students
frequently reach out to me for
revision and understanding
support (3/30/2023).
Standard 1 CSTP: Engaging and Supporting All Students in Learning
using technology and stay
actively participating
throughout the lesson
(10/16/2022).