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. 9/22/22 instruction.
Using knowledge of learning needs. 9/22/22
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. needs. 9/22/22 that ensure equitable further their learning that
access to the curriculum. are responsive to their
5/2/23 learning needs. 10/23
Prior to each class, I can Utilize programs such as In unit 3 Portfolio,
see a list of NearPod and Padlet to students will have the
needs/accommodations create questions and opportunity to choose
for each student through activities that will most from multiple ways to
our online system benefit/support each demonstrate
(Connexus). I can type of unique student in understanding of how to
categorize each student my class. 9/22/22 craft a scene. Students
according to IEP/504/EL will pick from a list of
status, as well as those More seamlessly and options that will best
marked as “gifted”. We as effectively combined the match their learning
teachers are also heavily skills from Applying and levels and support their
involved in the IEP/504 Integrating together by individual needs. 10/23
process and regularly creating unique notes and
Evidence attend meetings for each organizers prior to a
of our students to know lesson for each type of
what needs are present. student. Also
9/22/22 incorporated more digital
tools within NearPod and
Padlet. 5/2/23
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
Uses gathered
information about
students’ prior
knowledge, cultural
backgrounds, life
experiences, and interest
to support student
learning.
Students participate in
single lessons or
sequences of lessons
related to their interests
and experiences. 9/22/22
Students are offered a
variety of lesson activities
to choose from that I have
created based on their
prior knowledge and
interests. The goal is to
help them engage with
the content in the way
they believe will be best,
also teaching them how to
problem solve when
encountering an
experience/concept they
are unfamiliar with.
9/22/22
Applying
Uses school resources and
family contacts to expand
understanding of
students’ prior
knowledge, cultural
backgrounds, life
experiences, and interests
to connect to student
learning.
Students make
connections between
curriculum, and their
prior knowledge,
backgrounds, life
experiences, and
interests. 5/2/23
Students were able to use
prior knowledge,
personal experiences, and
life skills to build writing
assignments this
semester. Utilized the
goal-setting in the POP
Cycle lesson to show
students how to connect
their strengths to
academic choices and
skills. 5/2/23
Integrating Innovating
Integrates broad Develops and
knowledge of students systematically uses
and their communities to extensive information
inform instruction. regarding students’
cultural backgrounds,
prior knowledge, life
experiences, and
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.
and interests within and
across learning activities.
10/23
Connected students’ prior
knowledge and learning
as well as a choice in how
to approach their Unit 1
Portfolio using personal
interests. Students
created an “About Me”
presentation that
included 1 topic they
learned in ELA in the
previous year, 1 goal to
meet in ELA this year, and
their personal
interests/hobbies and
how they connect with
ELA. 10/23
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging Exploring Applying
Uses real-life connections Explore using additional Integrates connections
during instruction as real-life connections to from subject matter to
identified to curriculum. subject matter in single meaningful, real-life
lessons or sequence of contexts, including those
lessons to support specific to students’
understanding. family and community.
Connecting subject
matter to
meaningful, real-life
contexts Some students relate Students make use of Students utilize real-life
subject matter to real-life. real-life connections connections regularly to
provided in single lessons develop understandings
or sequence of lessons to of subject matter.
support understanding of 9/22/22
subject matter.
Majority of Portfolios
(essays/projects) include
a real-world connection
to the content (ex: The
Harlem Renaissance and
modern music) that invite
students to compare the
writing styles of a specific
historical time period to
modern examples.
9/22/22
Evidence The level stayed the same
this semester, as all major
assignments stayed the
same in order for me to
focus on Element 1.2 and
helping students connect
their knowledge to what
they are learning. 5/2/23
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.
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. 10/23 applications of subject
matter during learning
activities.
Students shared in
beginning of semester
survey that timed writing
assignments in ELA
courses have caused
stress and anxiety in the
past. Had all students
write out a blog post
explaining their feelings
when writing timed
assignments and had each
student also read and
reply to two classmates’
blog posts. Students were
asked to share tips on
how to handle stress and
anxiety with working on
timely assignments for
later in life in the work
force. 10/23.
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. 9/22/22
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. (12/4/23), resources, and technologies that
9/22/22 technologies to meet their successfully advance their
individual students learning.
needs. 5/2/23
In our school’s online Based on student
system, students have feedback (via Google
significant control over forms, Padlet, NearPod
how content is delivered results, graded
to them (visual, auditory, assignments) I include
examples) and have different types of
resources to help better activities that will target
understand/connect new the needs of each student.
content with their prior 9/22/22
knowledge. 9/22/22
Fully in the Integrating
level due to connecting
Evidence student content choice
with the way I deliver
lessons and assignments.
Students were able to
complete the Portfolios,
for example, using any
type of learning mode
they felt they were
strongest in, such as an
oral presentation, written
essay, or poem/song.
5/2/23 and 12/4/23.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.5 Emerging Exploring
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. 9/22/22
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. 9/22/22
Critical/main point
questions from lessons
are brought up in each
lesson with new aspects
included on subsequent
lessons to help students
see how to stretch critical
thoughts from one point
to the next. 9/22/22
Evidence
Applying
Guide students to think
critically through use of
questioning strategies,
posing/solving problems,
and reflection on issues in
content.
Students respond to
questions and problems
posed by the teacher and
begin to pose and solve
problems of their own
related to the content.
5/2/23
The goal of the ILP focus
was Element 1.5. Had
students create personal
goal to meet on written
Portfolio between the
pre-assessment (rough
draft) and post-
assessment (final draft).
This allowed students to
show their understanding
of how to pose questions
for themselves and for me
as the educator, as well as
how to craft attainable
goals. 5/2/23
Integrating Innovating
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.
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
12/4/23 communicate
understandings based on
in depth analysis of
content learning.
Students are advised to
create a list of questions
after each lesson to check
in with the teacher during
an upcoming lesson. The
questions can revolve
around the lesson content
or the feedback that they
received on their
individual work. The goal
is to promote critical
thinking and how to
construct questions that
can be used to reach new
levels of understanding.
12/4/23
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. concepts flexibly and
Monitoring student
9/22/22 effectively.
learning and
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. their needs during adjustments in
instruction. 5/2/23 and instruction.
12/4/23
Evidence While reading student Students are directly
responses in real-time asked after each activity
from NearPod or Padlet how confident they feel
activities, I adjust my about the concept they
approach to our current just practiced (ex: Choose
topic to address the gaps an option- “I could teach
in understanding that this to my friend,” “I think
need to be filled. I understand this, but I
have a few questions,”
Also change the templates and “Can we go over that
and resources that I offer again?”) They then
for larger projects to receive direct feedback
include the adjusted from me to address the
information that I added level of understanding
during a lesson. 9/22/22 they shared. 9/22/22

Feedback forms were

used after each major
assignment, along with
the direct questioning for
each lesson, for students
to share their feelings on
what they did or did not
understand from an
assignment. 5/2/23
Standard 1 CSTP: Engaging and Supporting All Students in Learning
The same steps taken in
previous semesters are
continued to be used
here. I will continue to
attempt to grow to the
next level of this element
of the CSTP. 12/4/23