Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.1 Emerging Exploring Applying Integra ng Innova ng

Learns about students Gathers addi onal data to Uses data from a variety of Uses data from mul ple Uses comprehensive
through data provided by learn about individual formal and informal sources measures to make knowledge of students to
the school and/or students. to learn about students and adjustments to instruc on make ongoing adjustments
assessments. guide selec on of and meet individual and accommoda ons in
instruc onal strategies to iden ed learning needs. instruc on. (04/05/23)
meet diverse learning 07/15/22
needs. (10/20/22)
Using knowledge of
Students take ownership of
students to engage
Some students may engage Students engage in single Student engage in learning Students ac vely u lize a their learning by choosing
them in learning
in learning using lessons or sequence of through the use of variety of instruc onal from a wide range of
instruc onal strategies lessons that include some adjustments in instruc on strategies and methods to further their
focused on the class as a adjustments based on to meet their needs. technologies in learning learning that are responsive
whole. assessments. 07/15/22 that ensure equitable to their learning needs.
access to the curriculum.
(10/20/22)
(04/05/23)
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 Standard 1 CSTP: Engaging and Supporting All Students in Learning

I provide mul ple forms of
assignment di eren a on
for students who may need
it. Examples include
selec ve student pairing for
group work, translated
documents or use of
transla on materials for
documents for EL students,
sub tles & cap ons for any
video content in both
English and Spanish, and
appropriate modi ca ons
to assignments per a
student’s IEP. 07/15/22
Evidence
I make use of both forma ve
and summa ve assessment
data, as well as any IEP or
504 documenta on when
applicable, in order to
determine which
di eren a on methods are
most useful for each
student. I also work with
students individually when
possible to informally assess
where each individual
student’s academic needs
are. 07/15/2022
I con nue to a empt to use
assessment data, students
interests, and personal
observa ons to use student
prior knowledge to assess
the best ways to engage
students in the learning
process. Students
increasingly use technology
and technological pla orms
to engage in learning and
build an iden ty as an
independent digital ci zen.
(10/20/22)
I have improved on my use
of knowledge of students to
make necessary adjustments
during instruc on. For
example, I use forma ve
assessment data to make
ongoing adjustments to
student learning, including:
• Providing addi onal
examples or prac ce
problems that are aligned
with the students' learning
needs.
• O ering small group
instruc on or one-on-one
support to students who
need addi onal help.
• Di eren a ng the
assessment to allow for
mul ple ways for students
to demonstrate their
understanding of the
concept.

Students con nue to engage • Providing opportuni es for

in blended learning, which is students to work
an approach that combines
collabora vely or use
tradi onal face-to-face
instruc on with online manipula ves to help
learning ac vi es and them be er understand
resources, allowing for more the concept.
personalized and exible
learning experiences for
students. (04/05/23)
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 Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.2 Emerging Exploring Applying Integra ng Innova ng
Develops awareness of Uses gathered informa on Uses school resources and Integrates broad knowledge Develops and systema cally
prior knowledge, culture, about students’ prior family contacts to expand of students and their uses extensive informa on
backgrounds, life knowledge, cultural understanding of students’ communi es to inform regarding students’ cultural
experiences, and interests backgrounds, life prior knowledge, cultural instruc on. (7/17/2022) backgrounds, prior
represented among experiences, and interest to backgrounds, life (04/05/23) knowledge, life
Connec ng learning to students. support student learning. experiences, and interests experiences, and interests.
students’ prior to connect to student
knowledge, learning.
backgrounds, life Students par cipate in Students can ar culate the
experiences, and single lessons or sequences Students make connec ons relevance and impact of
interests Some students connect of lessons related to their between curriculum, and Students are ac vely lessons on their lives and
learning ac vi es to their interests and experiences. their prior knowledge, engaged in curriculum, society. (04/05/23)
own lives. backgrounds, life which relates their prior
experiences, and interests. knowledge, experiences,
7/17/2022 and interests within and
across learning ac vi es.
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 Standard 1 CSTP: Engaging and Supporting All Students in Learning

I o en use Project Based
Learning assessments in
which students will
compare a par cular
historical event to
something in their own life,
or from a show they enjoy,
providing them with the
opportunity to make
connec ons between the
US History curriculum and
their own prior knowledge
and lived experience.
Evidence
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We have a small student
popula on, which makes it
much easier to gain a broad
knowledge of students
based on family contacts,
rela onship-building with
individual students,
I u lize culturally responsive
educa on to integrate
knowledge of students and
the community in the
following ways:
• Using local primary
sources, such as
newspaper ar cles or
photographs, to engage
students in learning about
their community's history.
• Incorporate eld trips to
local historical sites, such
as the Reagan Library and
the Holocaust Museum, to
help students connect
their learning to real-life
• Crea ng a re ec ve essay
experiences.
• Student-led research
projects encourage
students to inves gate and
share their own family or
community history.
• Par cipa ng in a class
• Incorpora ng diverse
perspec ves and
experiences into
instruc on to promote a
more inclusive and
accurate portrayal of local
history.
I have been enabling
students to discover and
communicate the real-world
impact of history on their
lives. For example, in my US
History class, students
choose a project that
focuses on a current social
or poli cal issue, such as
climate change or
immigra on. The project
could involve researching
the background of the issue,
while also analyzing data
and informa on, and
developing a solu on or
response to the issue.
Students can then ar culate
this impact in the following
ways:
• Presen ng their project to
an audience of community
members or policymakers
and explaining the
relevance and impact of
their work.
or video that discusses
how their learning has
impacted their
understanding of the issue
and their role in society.
discussion or debate that
focuses on the issue and
its relevance to society.

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 Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.3 Emerging Exploring Applying Integra ng Innova ng
Uses real-life connec ons Explore using addi onal real- Integrates connec ons from Integrates connec ons to Engages student in ac vely
during instruc on as life connec ons to subject subject ma er to meaningful, real-life contexts making connec ons to
iden ed to curriculum. ma er in single lessons or meaningful, real-life in planning subject ma er relevant, meaningful, and
sequence of lessons to contexts, including those instruc on and is responsive real-life contexts throughout
support understanding. speci c to students’ family during instruc on to engage subject ma er instruc on.
and community. students in rela ng to
Connec ng subject subject ma er. (7/17/2022)
ma er to meaningful, (04/05/23) Students rou nely integrate
real-life contexts Students make use of real- subject ma er into their own
Some students relate subject life connec ons provided in Students u lize real-life Students ac vely engage in thinking and make relevant
ma er to real-life. single lessons or sequence of connec ons regularly to making and using real-life applica ons of subject
lessons to support develop understandings of connec ons to subject ma er during learning
understanding of subject subject ma er. ma er to extend their ac vi es.
ma er. understanding. (7/17/2022)
(04/05/23)
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 Standard 1 CSTP: Engaging and Supporting All Students in Learning

I integrate ongoing current
events with historical analysis
and inquiry to invite
comparisons between these
current events and similar
moments throughout history.
This shows students how
connec ons can be made
between what is currently
occurring in the world, their
lives, and their communi es,
and what has happened
throughout history.

I also try to integrate students’

ques ons and perspec ves
about these events during the
lesson, which encourages
students to ac vely engage in
asking these ques ons and
make those connec ons

I con nue to integrate real-life

contexts in planning my history
lessons. For example, in my Unit
pertaining to the Civil Rights
Evidence Movement of the 1950’s and
1960’s, students inves gate the
issue of racial segrega on and
discrimina on in American
society, including researching
the historical context of
segrega on and discrimina on,
analyzing primary source
documents and data, and
developing solu ons to promote
greater racial equity and
inclusion in their community.

Furthermore, in this unit

students engage in making real-
life connec ons by using real-
world examples of racial
segrega on and discrimina on,
such as the experiences of local
community members, to help
students see the relevance and
impact of their learning. Then,
students develop and pursue
their own research ques ons
related to racial segrega on and
discrimina on in American
society.
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 Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.4 Emerging Exploring Applying Integra ng Innova ng

Uses instruc onal Explores addi onal U lizes a variety of Creates, adapts, and Re nes the exible use of
strategies, resources, and instruc onal strategies, strategies including integrates a broad range of an extensive repertoire of
technologies as provided by resources, and culturally responsive strategies, resources, and strategies, resources, and
school and/or district. technologies in single pedagogy, resources, and technologies into technologies to meet
lessons or sequence of technologies during instruc on designed to students’ diverse learning
lessons to meet students’ ongoing instruc on to meet meet students’ diverse needs.
Using a variety of
diverse learning needs. students’ diverse learning learning needs. 7/17/2022
instruc onal strategies,
needs. (10/20/22)
resources, and
(04/05/23)
technologies to meet
Some students par cipate Students par cipate in Students par cipate in Students take
students’ diverse
in instruc onal strategies, single lessons or sequence instruc on using strategies, Students ac vely engage in responsibili es for using a
learning needs
using resources and of lessons related to their resources, and instruc on and make use of wide range of strategies,
technologies provided. interests and experiences. technologies matched to a variety of targeted resources, and
their learning needs. strategies, resources, and technologies that
7/17/2022 technologies to meet their successfully advance their
individual students needs. learning. (04/05/23)
(10/20/22)
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 Standard 1 CSTP: Engaging and Supporting All Students in Learning

Student assignments Students work with historical Students engage in
consist of materials and documents printed on paper, increasing levels of self-
engage with online materials directed learning. In this
tasks that engage them in
such as videos, photos, approach, students are
mul ple modali es of WebQuests, & other digital encouraged to take
learning. Document-based exercises, and have mul ple ownership of their learning
historical inquiry , historical assignment formats such as by se ng goals, iden fying
thinking skills (Signi cance, graphic organizers, 3-5 their own learning needs,
sentence short answers, ll-in- and selec ng and using a
Cause-and-Consequence,
the-blank, and weighted variety of strategies,
Historical Perspec ve, etc. mul ple choice. resources, and technologies
7/17/2022 to achieve those goals. My
Students u lize historical nal project for semester 2
thinking skills as a way to students consists of a self-
guide the historical inquiry directed learning project
process. Assignments more focused on exploring a
e ec vely employ sca olding speci c period or event in
to build to a perspec ve- American history. I provide
taking conclusion for the some guiding ques ons or
lesson. Students take a prompts to help students
historical perspec ve, and narrow down their topic,
defend their perspec ve or but the students would be
stance using source-based responsible for selec ng
evidence from primary and and using a wide range of
Evidence secondary sources. (10/20/22) strategies, resources, and
technologies to conduct
I support students’ diverse their research and present
learning needs with their ndings. Throughout
di eren a on, including the the project, I provide
use of graphic organizers and support and feedback, but
visual aids to support students the students are responsible
who are visual learners or who for managing their me,
need addi onal support iden fying their own
organizing informa on, learning needs, and
di eren ated reading selec ng the strategies and
materials that are appropriate resources that best t their
for di erent reading levels and research ques on and
cultural backgrounds, learning style.
incorpora ng interac ve
ac vi es such as group work,
role-playing, or simula ons to
engage kinesthe c learners
and provide hands-on learning
experiences, and u lizing
technology such as
educa onal apps or online
resources to provide students
with addi onal opportuni es
to learn and prac ce skills.
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 Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.5 Emerging Exploring Applying Integra ng Innova ng

Asks ques ons that focus Includes ques ons in single Guide students to think Supports students to Facilitates systema c
on factual knowledge and lessons or a sequence of cri cally through use of ini ate cri cal thinking opportuni es for student
comprehension. lessons that require ques oning strategies, through independently to apply cri cal thinking by
students to recall, posing/solving problems, developing ques ons, designing structured
interpret, and think and re ec on on issues in posing problems and inquiries into complex
cri cally. content. (10/20/22) re ec ng on mul ple problems. (04/05/23)
Promo ng cri cal
perspec ves. 7/17/2022
thinking though inquiry,
problem solving, and
Some students respond to Students respond to varied Students respond to Students pose problems Students pose and answer
re ec on
ques ons regarding facts ques ons or tasks designed ques ons and problems and construct ques ons of a wide-range of complex
and comprehension. to promote comprehension posed by the teacher and their own to support ques ons and problems,
and cri cal thinking in begin to pose and solve inquiries into content. re ect, and communicate
single lessons or a problems of their own 7/17/2022 understandings based on in
sequence of lessons. related to the content. (04/05/23) depth analysis of content
(10/20/22) learning.
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 Standard 1 CSTP: Engaging and Supporting All Students in Learning

Students are asked to
engage in detailed and
thorough historical inquiry
Sca olded ac vi es
use mul ple sources, and
guide students through
these mul ple sources
from mul ple perspec ves,
as students begin to build
an understanding of the
events and form their own
perspec ve. Students are
Evidence asked to re ect on the
content and then share
their own perspec ve, with
evidence provided.
(10/20/22)
Students use Historical
Thinking Skills, and
auxiliary materials are
provided to students that
show them how to use
these skills, in order to
support development of
cri cal thinking within the
context of historical inquiry.
Assignment ques ons will
o en ask them ques ons
that address more than just
“what happened”, and
invite them to explore the
larger impact and
signi cance of these events
while evalua ng them from
mul ple perspec ves.
I have implemented a number of
steps in designing structured
inquiries in my US History course,
which can apply as a template for
nearly any US History topic. These
steps prompt students to ask
ques ons, iden fy mul ple
perspec ves, and evaluate
evidence. First, I provide students
with a range of sources related to
the problem. These include
primary sources such as historical
documents, ar facts, and personal
accounts, as well as secondary
sources such as ar cles, books,
and videos. Then, I guide students
through the process of analyzing
the sources by asking ques ons
that prompt cri cal thinking. For
example, teachers could ask
students to compare and contrast
di erent sources, iden fy pa erns
and trends, and evaluate the
credibility of the informa on.
Then, I encourage students to
apply their cri cal thinking skills to
the problem by guiding them
through a process of inquiry and
analysis. This includes iden fying
the root causes of the problem,
analyzing the impact of di erent
historical events or social factors,
and proposing poten al solu ons.

Element 1.6 Emerging Exploring Applying Integra ng Innova ng

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 Standard 1 CSTP: Engaging and Supporting All Students in Learning

Implements lessons Seeks to clarify instruc on Makes ongoing Adjusts strategies during Makes adjustments to
following curriculum and learning ac vi es to adjustments to instruc on instruc on based on the extend learning
guidelines. support student based on observa on of ongoing monitoring of opportuni es and provide
understanding. student engagement and individual student needs assistance to students in
regular checks for for assistance, support, or mastering the concepts
understanding. challenge. 7/17/2022 exibly and e ec vely.
Monitoring student
(04/05/23)
learning and adjus ng
Students monitor their
instruc on while
Some students receive Students receive assistance Students successfully Students are able to progress in learning and
teaching.
individual assistance during individually or in small par cipate and stay ar culate their level of provide informa on to
instruc on. groups during instruc on. engaged in learning understanding and use teacher that informs
ac vi es. teacher guidance to meet adjustments in instruc on.
their needs during
instruc on. 7/17/2022
(04/05/23)
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 Standard 1 CSTP: Engaging and Supporting All Students in Learning

I adjust my strategies, and
some mes en re lesson plans, for
each class, and some mes
individual students when
necessary, based upon student
performance and student
understanding. What works with
one class may not work with
another for various reasons, and
providing the proper support or
modi ca ons, while not
compromising on the general rigor
of the assignment, is my aim when
adjus ng. 7/17/2022

Part of assessing when these

adjustments need to be made is
making sure that students are able
to accurately communicate when
and how they are struggling and
how to ask for assistance.
7/17/2022

I con nue to adjust instruc on by

implemen ng strategies such as
ques oning, summarizing, or
quick writes to check for student
understanding. Based on the
results of the check for
Evidence understanding, I can provide
individual feedback and support to
students who need addi onal
assistance. Similarly, I di eren ate
instruc on based on individual
student needs by providing
addi onal resources, alterna ve
explana ons, or extension
ac vi es.

Students can can express their

level of understanding by asking
ques ons, seeking clari ca on, or
providing feedback to me. I can
use this feedback to adjust their
instruc on and provide addi onal
support or challenge to students
as needed. By fostering open
communica on and providing
opportuni es for feedback, I aim
to help students take ownership of
their learning and develop the
skills and con dence they need to
succeed.
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Standard 1 CSTP: Engaging and Supporting All Students in Learning