Standard 1 CSTP: Engaging and Supporting All Students in Learning

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Element 1.1 Emerging Exploring Applying Integrating Innovating
Learns about students Gathers additional data to Uses data from a variety of Uses data from multiple Uses comprehensive
through data provided by learn about individual formal and informal measures to make knowledge of students to
the school and/or students. sources to learn about adjustments to instruction make ongoing
assessments. students and guide and meet individual adjustments and
selection of instructional identified learning needs. accommodations in
strategies to meet diverse 7/17/2022 instruction.
learning needs. 12/11/2022
5/2/2023
Using knowledge of
Some students may Students engage in single Student engage in learning Students take ownership
students to engage
engage in learning using lessons or sequence of through the use of of their learning by
them in learning
instructional strategies lessons that include some adjustments in instruction choosing from a wide
focused on the class as a adjustments based on to meet their needs. Students actively utilize a range of methods to
whole. assessments. 7/17/2022 variety of instructional further their learning that
strategies and are responsive to their
technologies in learning learning needs.
that ensure equitable 5/2/2023
access to the curriculum.
10/15/2022
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I take notes on student I use visual data of student Many assignments are in
interests, strengths and body language and the form of a choice chart,
challenges during weekly responses to assignment where students can either
staff meetings and make questions in real-time to choose how material is
informed decisions on identify if students are presented, a phenomena
seating placement, engaged and/or to explore, or how they
partnering for understanding content. I demonstrate their
assignments. I also embed also analyze patterns in understanding. 5/2/2023
discussion questions into test and quiz scores to
lessons based on student identify skill levels and
interests. 7/17/2022 gaps of knowledge of
individual students and
the class as a
whole.7/17/2022
12/11/2022
I also use data gathered
from other teachers who
have identified strengths
or weaknesses to provide
accommodations to
students with reading
Evidence comprehension deficits.
Examples of
accommodations include
indicating where in a
reading key content can be
found and prompting the
use of speech-to-text
tools.5/2/2023

Students organize and

record their ideas in KWL
charts to later discuss
their prior knowledge and
interests with the class.
Students continue to
engage with a wide variety
of content ranging from
lecture slides posted on
google classroom to
articles, videos, and
simulations. 10/15/2022
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 Some students connect
experiences, and learning activities to their
interests own lives.
Exploring Applying Integrating Innovating
Uses gathered Uses school resources and Integrates broad Develops and
information about family contacts to expand knowledge of students systematically uses
students’ prior understanding of and their communities to extensive information
knowledge, cultural students’ prior inform instruction. regarding students’
backgrounds, life knowledge, cultural 5/2/2023 cultural backgrounds,
experiences, and interest backgrounds, life prior knowledge, life
to support student experiences, and interests experiences, and
learning. 7/17/2022 to connect to student interests.
learning.12/11/2022
Students make Students can articulate
connections between Students are actively the relevance and impact
Students participate in curriculum, and their engaged in curriculum, of lessons on their lives
single lessons or prior knowledge, which relates their prior and society.
sequences of lessons backgrounds, life knowledge, experiences,
related to their interests experiences, and and interests within and
and experiences. interests. across learning activities.
7/17/2022 12/11/2022
5/2/2023
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I use KWL charts paired I am part of after school
with class discussion to meetings in which we
assess prior knowledge share relevant student
about the relevant unit information amongst
and determine interests
staff members,
of students that are
relevant to the current including student
unit. 7/17/2022 modes of
transportation,
employment, and
extracurricular
activities. Additionally, I
seek additional
information from
parents about relevant
family events including
vacations, student
hobbies and interests,
Evidence etc. that might be
helpful when choosing
assignment options for
students. If I learn that
a student attends piano
lessons frequently, I
will include examples
related to music scales
and keys so the student
can make meaningful
connections.
12/11/2022
Element 1.3 Emerging Exploring Applying
Uses real-life connections Explore using additional Integrates connections
Connecting subject
during instruction as real-life connections to from subject matter to
matter to
identified to curriculum. subject matter in single meaningful, real-life
The majority of my
students are on the
autism spectrum. The
structure of my
classroom, organization of
agenda and assignments,
and intentional grouping
are based off of the
executive functioning
deficits that are common
to ASD diagnoses.
5/2/2023
Students are encouraged
to share their interests
and experiences during
class discussions that are
a part of most warm-up
questions and embedded
in lectures. Students are
also encouraged to bring
in small, physical
examples of relevant
concepts, such as
spring-loaded buttons to
demonstrate spring
stiffness. 7/17/2022
12/11/2022
Some assignments are
open-ended, allowing
students to explore ideas
like how they can
determine the spring
constant of a spring
required to obtain a
desired range of their
custom nerf gun.
5/2/2023
Integrating Innovating
Integrates connections to Engages student in
meaningful, real-life actively making
contexts in planning connections to relevant,
Standard 1 CSTP: Engaging and Supporting All Students in Learning
meaningful, real-life lessons or sequence of contexts, including those
contexts lessons to support specific to students’
understanding. family and community.
7/17/2022 10/15/2022
Some students relate Students make use of
subject matter to real-life. real-life connections Students utilize real-life
provided in single lessons connections regularly to
or sequence of lessons to develop understandings
support understanding of of subject
subject matter. matter.12/11/2022
7/17/2022
I often find current l keep student interests in
articles and create new mind when creating
assignments based on warm-up questions,
student interests and example problems, and
input. Additionally, at challenge questions on
least one question on assignments. For
assignments has a instance, a few students
real-world application of enjoy longboarding down
relevant concepts. inclines. In my forces
7/17/2022 unit, I use an example of a
skateboard on a hill to
draw a free body diagram
Many discussion or of an object on an incline.
assignment questions We then construct a
prompt students to mathematical model
Evidence consider how a concept representing the
applies to things like relationship between
measuring cups, tools, or pitch and acceleration.
musical instruments. 10/15/2022
7/17/2022
A few of my physics
students have taken up
longboarding as a hobby.
These students frequently
analyze different parts of
their longboard, such as
wheels, bearings, and grip
tape, to determine what
parts would allow them
to go faster while taking
reasonable safety
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. 5/2/2023
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.
At the end of the carbon
cycle unit, students
interact with a carbon
footprint calculator. This
is followed up with a
discussion about what
source pool their carbon
footprint is drawing from,
and ways students can go
about changing their own
footprint or advocating
for greater national
change. 5/2/2023
When learning new,
discipline-specific
vocabulary, I ask students
to identify how they
currently use a term. At
the end of the lesson, I
ask students to identify
similarities and
differences between how
they have previously used
the term and how it is
used within the discipline.
5/2/2023
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 of
instructional
strategies, resources,
and technologies to
meet students’ Some students participate
diverse learning in instructional strategies,
needs using resources and
technologies provided.
precautions. 12/11/2022
Exploring Applying Integrating Innovating
Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of
instructional strategies, strategies including integrates a broad range an extensive repertoire of
resources, and culturally responsive of strategies, resources, strategies, resources, and
technologies in single pedagogy, resources, and and technologies into technologies to meet
lessons or sequence of technologies during instruction designed to students’ diverse learning
lessons to meet students’ ongoing instruction to meet students’ diverse needs.
diverse learning needs. meet students’ diverse learning needs.
7/17/2022 learning needs.
10/15/20225/2/2023
Students actively engage Students take
Students participate in in instruction and make responsibility for using a
Students participate in instruction using use of a variety of wide range of strategies,
single lessons or strategies, resources, and targeted strategies, resources, and
sequence of lessons technologies matched to resources, and technologies that
related to their interests their learning needs. technologies to meet their successfully advance their
and experiences. 7/17/2022 individual students learning. 5/2/2023
needs.12/11/2022
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I initiate collaborative
discussions with other
teachers to learn more
about educational tools
and activities that they
use so as to incorporate
them into my classroom.
Tools and activities
include kahoot!, gimkit,
think-pair-share, and a
newly developed digital
math notebook.
7/17/2022
Evidence
Element 1.5 Emerging Exploring
Asks questions that focus Includes questions in
Promoting critical
on factual knowledge and single lessons or a
thinking though
comprehension. sequence of lessons that
inquiry, problem
require students to recall,
Students in my Students independently Students in my
precalculus class struggle utilize a variety of digital precalculus class are now
to recognize what form of resources that target resorting to independent
organization is organizational and measures to check their
appropriate for writing deficits. Most of work by reviewing
polynomial long division. my precalculus students example problems, using
To help students with will use a combination of alternate methods,
their organization ans desmos, an online checking the answer key
successful completion, I graphing calculator, and in the back of the book, or
provided them with an their digital notebook to consulting with their
example and a template of take screenshots of their peers. 5/2/2023,
a google slide table. work on desmos and
12/11/20225/2/2023 paste it into an
cumulative notebook.
My site holds weekly 12/11/2022
meetings to discuss
behavioral and
educational interventions
and strategies that benefit
specific students. I take
notes on the strategies
that have worked well for
my students and
implement them through
the week. Tools and
strategies include
listening to music to help
focus, ALERT candies to
help maintain focus
during lectures or
assignments, and a VTO
(voluntary time-out)
procedure that students
can utilize if they are
overstimulated.
7/17/2022
Applying Integrating Innovating
Guide students to think Supports students to Facilitates systematic
critically through use of initiate critical thinking opportunities for student
questioning strategies, through independently to apply critical thinking
posing/solving problems, developing questions, by designing structured
Standard 1 CSTP: Engaging and Supporting All Students in Learning
solving, and interpret, and think
reflection critically.
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.
Evidence
and reflection on issues in
content. 7/17/2022
12/11/2022
Students respond to
questions and problems
posed by the teacher and
begin to pose and solve
problems of their own
related to the content.
7/17/2022 12/11/2022
I often structure group
problems to use similar
concepts that are applied
slightly differently. After
modeling an example
problem I will conduct a
think-pair-share in which
students independently
develop and then share
the first three steps they
would take in solving the
next problem. 7/17/2022
12/11/2022
Discussion questions are
embedded in lectures that
not only require students
to recall information but
to make connections with
the real world. An
example of a discussion
question involves
students identifying
conditions that would
make turning a corner in
a car more or less
dangerous. 7/17/2022
12/11/2022
posing problems and inquiries into complex
reflecting on multiple problems.
perspectives. 5/2/2023
Students pose problems Students pose and answer
and construct questions a wide-range of complex
of their own to support questions and problems,
inquiries into content. reflect, and communicate
5/2/2023 understandings based on
in depth analysis of
content learning.
Students are given
opportunities in physics
to identify a phenomenon
that they have observed,
express a hypothesis, and
conduct an experiment to
test their hypothesis.
5/2/2023
One example is a student
who wanted to determine
the spring constant of a
spring by letting it hang
from the ceiling and
measuring how much it
stretched. I then shared
the alternate perspective
that the spring should
also oscillate with a
specific frequency that
could confirm the
student’s findings.
5/2/2023
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Standard 1 CSTP: Engaging and Supporting All Students in Learning
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
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. 7/17/2022 concepts flexibly and
12/11/2022 5/2/2023 effectively.
Monitoring student
learning and Some students receive Students receive Students successfully Students monitor their
adjusting instruction individual assistance assistance individually or participate and stay progress in learning and
while teaching. during instruction. in small groups during engaged in learning Students are able to provide information to
instruction. activities. articulate their level of teacher that informs
understanding and use adjustments in
teacher guidance to meet instruction.
their needs during
instruction. 7/17/2022
12/11/2022 5/2/2023
Standard 1 CSTP: Engaging and Supporting All Students in Learning
As a physical science
teacher, I have tools and
materials from
demonstrations and labs
that are easily accessible
to either provide physical
examples or allow
students a tactile mode of
expressing their ideas.
7/17/2022 12/11/2022
5/2/2023

When I model a
problem-solving process,
I section off areas of the
process so that students
Evidence can easily identify and
communicate where they
feel more or less
comfortable. 7/17/2022
12/11/2022

I will often ask “on a scale

of 1-5” questions to gauge
student understanding. I
will then ask a few
students to articulate
what they feel they are
missing that could bump
them up to a level or two
higher. 5/2/2023