Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.1 Emerging Exploring Applying Integrating Innovating

Learns about students Gathers additional Uses data from a variety of formal and Uses data from Uses comprehensive
through data provided data to learn about informal sources to learn about multiple measures to knowledge of students
by the school and/or individual students. students and guide selection of make adjustments to to make ongoing
assessments. instructional strategies to meet diverse instruction and meet adjustments and
learning needs. individual identified accommodations in
learning needs. instruction.
Using knowledge Students engage in learning through the
of students to use of adjustments in instruction to
engage them in Some students may Students engage in meet their needs. Students actively Students take
learning engage in learning single lessons or utilize a variety of ownership of their
using instructional sequence of lessons instructional strategies learning by choosing
strategies focused on that include some and technologies in from a wide range of
the class as a whole. adjustments based on learning that ensure methods to further
assessments equitable access to the their learning that are
9/25/23
curriculum. responsive to their
learning needs.
Incorporating real-life :
connections into the
curriculum is a
powerful way to
engage students and
demonstrate the
relevance of
mathematical concepts.
Here are a few ways
real-life connections
can be evidenced in my
class:
-If students are
Evidence engaged in activities
that require them to
apply mathematical
concepts to solve real-
world problems, such
as calculating areas of
spaces for interior
design or using algebra
to manage personal
finances, it
demonstrates a
connection between
math and everyday life.
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 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 cultural backgrounds,
experiences, and interest backgrounds, life prior knowledge, life
to support student experiences, and interests experiences, and
learning. to connect to student interests.
9/25/2023
learning.7/16/23
Students participate in Students make Students are actively Students can articulate
single lessons or connections between engaged in curriculum, the relevance and impact
sequences of lessons curriculum, and their which relates their prior of lessons on their lives
related to their interests prior knowledge, knowledge, experiences, and society.
and experiences. backgrounds, life and interests within and
experiences, and across learning activities.
interests.
Encourage students to
share their experiences
and apply their cultural
perspectives in problem-
solving or discussions,
fostering an inclusive
classroom environment.
Implement hands-on
activities that engage
students in collaborative
group projects where
they can bring their
unique perspectives to
solve algebraic problems
or explore mathematical
concepts within the
context of their
backgrounds.
Modify teaching
approaches and learning
materials based on
students’ responses and
feedback, ensuring that
the learning environment
remains inclusive and
accommodating of their
Standard 1 CSTP: Engaging and Supporting All Students in Learning
diverse backgrounds and
experiences.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging Exploring Applying Integrating Innovating
Uses real-life connections Explore using additional Integrates connections Integrates connections to Engages student in
during instruction as real-life connections to from subject matter to meaningful, real-life actively making
identified to curriculum. subject matter in single meaningful, real-life contexts in planning connections to relevant,
lessons or sequence of contexts, including those subject matter instruction meaningful, and real-life
lessons to support specific to students’ and is responsive during contexts throughout
understanding. family and community. instruction to engage subject matter
Connecting subject students in relating to instruction.
matter to 9/25/2023 subject matter.
meaningful, real-life
contexts Some students relate Students make use of Students utilize real-life Students actively engage Students routinely
subject matter to real-life. real-life connections connections regularly to in making and using real- integrate subject matter
provided in single lessons develop understandings life connections to subject into their own thinking
or sequence of lessons to of subject matter. matter to extend their and make relevant
support understanding of understanding. applications of subject
subject matter. matter during learning
activities.
A series of lessons on
geometry and spatial
reasoning. Incorporates
real-life connections by
using examples from
urban planning and
design. Present
architectural blueprints,
city maps, and
construction layouts,
demonstrating how
geometry concepts are
Evidence utilized in real-world
applications.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
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.
strategies, resources, learning needs.
and technologies to
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
technologies to meet their successfully advance their
9/25/2023
individual students learning.
needs.
Students participate in
the lesson using these
resources and
technologies. They solve
problems on tablets or
laptops using math
software, engaging with
interactive activities that
allow them to manipulate
shapes, plot graphs, or
solve equations in a
digital format. This
Evidence approach not only
enhances their
understanding of math
concepts but also makes
learning more dynamic
and enjoyable.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.5 Emerging Exploring Applying Integrating Innovating
Asks questions that focus Includes questions in Guide students to think Supports students to Facilitates systematic
on factual knowledge and single lessons or a critically through use of initiate critical thinking opportunities for student
comprehension. sequence of lessons that questioning strategies, through independently to apply critical thinking
require students to recall, posing/solving problems, developing questions, by designing structured
interpret, and think and reflection on issues in posing problems and inquiries into complex
critically. content. reflecting on multiple problems.
Promoting critical
perspectives.
thinking though 9/25/2023
inquiry, problem
Some students respond to Students respond to Students respond to Students pose problems Students pose and
solving, and
questions regarding facts varied questions or tasks questions and problems and construct questions answer a wide-range of
reflection
and comprehension. designed to promote posed by the teacher and of their own to support complex questions and
comprehension and begin to pose and solve inquiries into content. problems, reflect, and
critical thinking in single problems of their own communicate
lessons or a sequence of related to the content. understandings based on
lessons. in depth analysis of
content learning.
Some students respond
by providing definitions
and explanations based
on their understanding of
the facts and
comprehension of the
material. They might
articulate the steps to
solve a basic linear
equation, identify
variables, or describe the
purpose of algebraic
equations in problem-
Evidence solving.

This approach helps

gauge the students' grasp
of the foundational
knowledge required for
the lesson. It also
encourages active
participation and allows
students to demonstrate
their understanding of
the factual information
and the basic principles of
algebraic equations.
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
Monitoring student 9/25/2023 checks for understanding. challenge. concepts flexibly and
learning and effectively.
adjusting instruction
while teaching. 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
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.
Provide individualized
assistance to these
students while the rest of
the class is engaged in the
lesson. For instance, if a
group of students is
having difficulty grasping
the concept of fractions,
the teacher offers
additional explanations,
personalized examples, or
extra practice problems
Evidence to reinforce
understanding.