Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.1 Emerging Exploring Applying Integrating Innovating

Learns about students Gathers additional data to Uses data from a variety Uses data from multiple Uses comprehensive
through data provided by 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. 4/2023 instruction.
Using knowledge of learning needs. 9/22/20
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. 9/22/20 needs. 10/2022 that ensure equitable further their learning that
access to the curriculum. are responsive to their
4/2023 learning needs.
Evidence I conduct informal I routinely administer I collect and review data
assessments as I teach to various surveys, about my students’
gauge levels of questionnaires and other learning from all
comprehension, skill such materials to gather available sources,
mastery etc. and alter my data about my students, including formal and
lesson accordingly. The including whether they informal assessments in
students can thereby have a growth vs. fixed the classroom, past
engage in lessons that mindset, assessing what scores on standardized
have been adjusted based challenges they may be testing, and data from
on these assessments to facing outside of class previous years and report
best suit their needs. that may present cards in order to ensure
9/22/20 challenges and what that I am adjusting the
engages them in the instruction as needed to
material. 9/22/20 meet the individual
learning needs of each
student. 5/2/21
Students are provided
with appropriate I continue to collect and
scaffolding to allow each review data from
to individually engage in numerous sources, and
learning at their level. use that data to inform
Students who are instruction. 10/2022
struggling and require
additional support
continue to engage in
learning by utilizing the
supports provided to
them. 5/2/21
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Students continue
utilizing the scaffolding in
order to learn at
whatever level they are
capable of. 10/2022
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.2 Emerging
Develops awareness of
prior knowledge, culture,
backgrounds, life
experiences, and interests
represented among
students.
Connecting learning
to students’ prior
knowledge,
backgrounds, life
experiences, and
Some students connect
interests
learning activities to their
own lives.
Evidence
Exploring Applying
Uses gathered Uses school resources and
information about family contacts to expand
students’ prior understanding of
knowledge, cultural students’ prior
backgrounds, life knowledge, cultural
experiences, and interest backgrounds, life
to support student experiences, and interests
learning. to connect to student
learning.
Students participate in Students make
single lessons or connections between
sequences of lessons curriculum, and their
related to their interests prior knowledge,
and experiences. backgrounds, life
experiences, and
interests. 9/22/20
Students connect their
prior knowledge to the
lessons, as well as their
communal background
and life experiences. For
example, leading up to the
Jewish New Year where it
is traditional to eat apples
dipped in honey, students
recognized that slicing an
apple into segments is a
way of creating fractions.
They also draw on prior
knowledge to connect to
new learning, such as
recognizing that the
square of a number is
related to the area of a
square. 9/22/20
Integrating Innovating
Integrates broad Develops and
knowledge of students systematically uses
and their communities to extensive information
inform instruction. regarding students’
9/22/17 cultural backgrounds,
5/2/21 prior knowledge, life
10/2022 experiences, and
4/2023 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. 4/2023
and interests within and
across learning activities.
5/2/21
As a teacher at a Jewish Students are able to
Day School, and as a express how and
religious Jew myself,
there is a rich cultural and
when various math
communal aspect to the concepts and skills
classroom based on that can be used in their
shared religion. lives. For example,
Instruction is tailored when learning about
based on my knowledge
and understanding of our
percents, students
shared community, were able to show
whether that means how percents are
relating a math lesson to used in day to day
the upcoming Jewish life, such as taxes or
holiday or connecting it to
our shared experiences as
discounts. 10/2022
a community. 9/22/20
I continue to work on
integrating the shared
culture of my self and my
students into the lessons
by relating what we learn
to things they may have
learned in their religious
studies classes, such as
Standard 1 CSTP: Engaging and Supporting All Students in Learning
discussing the laws of
loaning money when
introducing percents and
interest. 5/2/21

Students are eager to

share their knowledge
and relate the material to
their prior knowledge and
experiences, both cultural
and otherwise. For
example, students were
able to make connections
between line graphs and
the growth charts their
pediatricians use to track
their growth. 5/2/21

I work hard to
incorporate students,
families and communities
into my classroom, and
take into account
whatever cultural
holidays, events or other
such things may be taking
place at any given time.
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. 9/22/20
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. 9/22/20
Evidence I strive to connect the
material to real-life
experiences. For example,
when working on
rounding and estimating
with 5th grade students, I
provided scenarios
involving shopping at the
grocery store on a budget
and estimating the total
cost. 9/22/20
The students work to
identify real-life
connections and find
value in learning the
skills. For example, a
student who was
struggling to divide
fractions recognized that
this is a skill necessary for
baking and cooking(i.e.
splitting a recipe in half).
9/22/20
Applying
Integrates connections
from subject matter to
meaningful, real-life
contexts, including those
specific to students’
family and community.
5/2/21
10/2022
Students utilize real-life
connections regularly to
develop understandings
of subject matter. 5/2/21
10/2022
I work to connect the
subject matter to
students’ family and
community life, often by
asking students to
identify times in their
home-life or at their
parents’ work when
certain math skills are
used. 5/2/21
Students develop real-life
connections between the
mathematical concepts
and their day-to-day lives
and apply the skills they
are learning outside of
the classroom. For
example, on a recent
extracurricular field trip,
students began
calculating the amount of
people allowed into a
facility based on the
percentage give to reduce
the capacity due to
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. 3/2023
Students actively engage Students routinely
in making and using real- integrate subject matter
life connections to subject into their own thinking
matter to extend their and make relevant
understanding. 3/2023 applications of subject
matter during learning
activities.
In order to help
students connect
their learning to their
lives, I try to
highlight the real-
world connections
whenever possible.
For our unit on
statistics, I brought in
examples from the US
Census Bureau of
how statistics are
used. Students were
also asked to find
real-life examples of
statistics and brought
in many examples
that are relevant to
their lives, such as
growth charts from
their doctors. 3/2023
Standard 1 CSTP: Engaging and Supporting All Students in Learning
COVID-19 restrictions.
5/2/21

I continue working to
incorporate student’s
communal and cultural
lives into our lessons to
help them form
meaningful connections.
10/2022

Students continue to
explore real-world
connections with skills
they are learning. For
example, when learning
about positive and
negative integers,
students recognized that
negative numbers can
represent debts or money
owed in the real world.
10/2022

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. 4/2023
strategies, resources, learning needs. 9/22/20
and technologies to 5/2/21
meet students’ Some students participate Students participate in Students participate in Students actively engage Students take
diverse learning in instructional strategies, single lessons or instruction using in instruction and make responsibilities for using
needs using resources and sequence of lessons strategies, resources, and use of a variety of a wide range of strategies,
technologies provided. related to their interests technologies matched to targeted strategies, resources, and
and experiences. their learning needs. resources, and technologies that
9/22/20 technologies to meet their successfully advance their
5/2/21 individual students learning.
needs. 4/2023
Evidence Students are given the In order to meet students’
Standard 1 CSTP: Engaging and Supporting All Students in Learning
tools they need
individually to succeed. A
student who struggles
with time management
and easily gets
overwhelmed when faced
with a large chunk of time
devoted to math is given
limits on how much time
she should spend doing
her homework. Students
who struggle with
organizational skills are
given skeleton notes to
provide a framework for
taking notes and
strengthen her
organizational skills.
9/22/20
Students continue to be
given the tools and
supports they need to
succeed, such as
mutliplication tables for
students who struggle to
recall mutliplication facts,
along with tools to help
them practice and review
their multiplication facts
to reduce or eliminate the
need for it as they move
forward. 5/2/21
Element 1.5 Emerging Exploring Applying
diverse needs, I work to
differentiate my lessons
and provide varied
resources, methods and
tools for students to acess
the curriculum. For
example, in a lesson on
ratios, ratios were
presented using
mathematical
computations, tape
diagrams, double number
lines, ratio tables and
graphs. Students were
able to choose from any
of these methods to
display, manipulate and
use ratios. 10/2022
Students are enabled to
be active participants in
their learning and to take
ownership of their
success. They have the
tools necessary to make
choices that will best
support their learning.
10/2022
Integrating Innovating
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Asks questions that focus Includes questions in
on factual knowledge and single lessons or a
comprehension. sequence of lessons that
require students to recall,
interpret, and think
critically. 9/22/20
Promoting critical
thinking though
inquiry, problem
Some students respond to Students respond to
solving, and
questions regarding facts varied questions or tasks
reflection
and comprehension. designed to promote
comprehension and
critical thinking in single
lessons or a sequence of
lessons. 9/22/20
Evidence I begin my class with a
daily warm-up that
serves to either review
the previous day’s
material, or more often,
to prompt recall of
material learned in a
prior year. For example,
when introducing a unit
on exponents and
squares, the warm-up
prompted students to
recall the formula for
finding area of a rectangle
or square. 9/22/20
Prompted by the warm-
ups, students are able to
make connections to the
lesson based on their
prior knowledge, such as
recognizing that an
exponent of 2 is referred
to a “square” because it
reflects the area of a
square, or side squared.
9/22/20
Guide students to think
critically through use of
questioning strategies,
posing/solving problems,
and reflection on issues in
content. 5/2/21
10/2022
Students respond to
questions and problems
posed by the teacher and
begin to pose and solve
problems of their own
related to the content.
5/2/21
10/2022
I work to ask guiding
questions throughout a
lesson, as well as in
response to students’
questions, rather than
simply providing them
with the answers. In that
way, I encourage my
students to think about
the content and develop
their own understanding
further rather than
simply memorizing steps.
5/2/21
When students ask
questions or seem unsure
about a concept or
procedure, they have
begun to work on
condensing their
questions to be as clear
and concise as possible.
Often in this reframing,
they are able to identify
the answer on their own
or at least come closer to
it than if they simply
state, “I don’t get it!”
5/2/21
Supports students to Facilitates systematic
initiate critical thinking opportunities for student
through independently to apply critical thinking
developing questions, by designing structured
posing problems and inquiries into complex
reflecting on multiple problems.
perspectives. 3/2023
Students pose problems Students pose and
and construct questions answer a wide-range of
of their own to support complex questions and
inquiries into content. problems, reflect, and
3/2023 communicate
understandings based on
in depth analysis of
content learning.
I try to allow
students discover
properties and rules
whenever possible so
that they are better
able to integrate the
knowledge. For
example, when
introducing exponent
properties, I gave
students numerous
problems to simplify
by expanding each
one. Eventually, the
students began to
wonder whether
there was a more
efficient way of
simplifying these
expressions and
discovered the rules
for exponent
properties on their
own. 3/2023
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Throughout each lesson, I
pose questions that
encourage higher order
thinking to encourage
students to think beyond
the surface. I also task
students with identifying
the problem that we are
faced with when solving
something new (i.e. this
problem has fractions
with different
denominators) to help
them begin to develop
computational thinking
skills. 10/2022

Students are becoming

adept at articulating their
questions, identifying
problems, and even
beginning to solve those
problems. For example, in
a lesson on ratios and
equivalent rates, students
were asked to find an
equivalent rate given a
ratio, but were unable to
do so because the rates
could not be multiplied
evenly. Students were
able to identify the
problem and come up
with a solution to turn the
original ratio into a unit
rate before converting it
to a higher equivalent
rate. 10/2022

Element 1.6 Emerging Exploring Applying Integrating Innovating

Monitoring student Implements lessons Seeks to clarify Makes ongoing Adjusts strategies during Makes adjustments to
Standard 1 CSTP: Engaging and Supporting All Students in Learning
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
student understanding. observation of student individual student needs provide assistance to
engagement and regular for assistance, support, or students in mastering the
checks for understanding. challenge. 4/2023 concepts flexibly and
9/22/20 effectively.
learning and 5/2/21
adjusting instruction Some students receive Students receive Students are able to Students monitor their
while teaching. individual assistance assistance individually or Students successfully articulate their level of progress in learning and
during instruction. in small groups during participate and stay understanding and use provide information to
instruction. engaged in learning teacher guidance to meet teacher that informs
activities. 9/22/20 their needs during adjustments in
instruction. 5/2/21 instruction.
10/2022
4/2023
Evidence Throughout the lesson, Students have slowly
students are given become adept at
opportunities to engage identifying, and
with the material on their expressing, their needs in
own, with partners and as the classroom. While
a group. This gives me students would often
many opportunities to raise their hands when
assess comprehension of they needed help, it was
the material, and adapt as often followed by
needed. For example, definitive, finite
when introducing statements such as “I
irrational numbers, can’t do it” or “I don’t get
including square roots of it.” However, as they have
numbers that are not begun to learn that they
perfect squares, many can, in fact, do things that
students struggled with are challenging, they have
the concept of square begun to fine-tune their
roots. As such, I adapted questions and articulate
the next day’s lesson to what exactly they “don’t
focus solely on square get” (i.e. “I don’t
roots, including perfect understand why we are
squares, before multiplying and not
continuing with irrational dividing here.”). 5/2/21
square roots. 9/22/20
Throughout every lesson,
I work to constantly I monitor student
monitor student progress understanding and
and engagement progress through
throughout a lesson, and informal assessments.
in this way tailor the The results of those
Standard 1 CSTP: Engaging and Supporting All Students in Learning
lessons to my students to assessments enable me to
ensure they are fully adjust the lesson as
engaged and successful. needed to ensure student
At times, that means success. 10/2022
reteaching a concept that
students seem to struggle Students continue to
with, or introducing work on articulating and
multiple ways of solving expressing their needs
one problem to allow throughout a lesson. They
students to find the one have become adept at
that works best for them. expressing their
5/2/21 questions succintly and
precisely so that they can
get the answers they
need. 10/2022