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. instruction.
Using knowledge of learning needs.
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. that ensure equitable further their learning that
access to the curriculum. are responsive to their
learning needs.
In most of my projects I
Some of the schools In a 5th grade lesson I use formal include a diagnostic
systems in place that sequence on assessment, mid way
resources like assessment, and final
I use to gather data to Kandinsky I modified PowerSchool to find assessment. On each step
learn about instruction based on more information on I readjust instruction
individual students assessments. Students student based on the results. I did
are “Orange Cards”. completed a worksheet demographics and this recently in my
Orange Cards are where they connected Kandinsky lesson. I had a
social emotional diagnostic assessment
passed from grade to abstract shapes to
needs. This helps to “Make an abstract
grade indicating emotions. Instead of
deliver my painting to a song.” Mid
strengths, abstract shapes many way: “4 abstract paintings
instruction in a more
weaknesses and drew representational to music that show
Evidence effective manner by
other notes on the pictures. I then emotion.” Finally, a non-
being sensitive to representational painting
student. I also attend retaught the lesson and
their emotional that shows emotion
weekly meetings more clearly modeled
how to turn a needs. I use informal inspired by music.
where student sources such as I also keep track of
achievement and representational current teaching
picture into an abstract friendly
concern is discussed strategies and methods
picture and had the conversations with through RightNowMedia;
as well as CPT students before and
students redo the a professional
(Common Planning after school to development website that
Time) to discuss worksheet. This
discuss their welfare, offers videos with the
students and yielded much greater latest in teaching. This
results and and anything socially
curriculum across helps me to keep my
demonstrated students or academically they teaching practice
Standard 1 CSTP: Engaging and Supporting All Students in Learning
grades. For special could express emotion may be struggling relevant.
needs students I read with abstract shapes. with. In academic “09/15/23
IEPs and 504 plans in content I conduct I use data from my own
student files and 4/6/2023 informal assessments assessments in class and
discuss with the like giving a thumbs from my colleagues to
Opportunities up or down to show determine students’
teacher. understanding, and readiness and plan
curriculum that meets
small assessments their diverse learning
like exit tickets to needs. I know a handful of
determine readiness. my students struggle with
Some instructional comprehension of verbal
strategies I use on a. 4/6/2023 instructions so I have the
Whole class basis instructions written and
include class wide read them out while the
I adjust my students follow along to
demonstrations, instruction in the support their
interactive moment based on comprehension. The
instruction and student responses. same goes for engaging
questioning, and instructional activities as
When students are well. I know that I have
provide lots of struggling, they feel students that prefer
opportunities for comfortable to raise different learning modal
practice exercises. their hands and tell sites so I account for that
09/13/2022 me what is wrong. I by provide multiple
means of action and
try a different expression. In a robot
approach to the design challenge students
lesson and students have the option to either
give more feedback make their robot out of
on what they are clay, draw the robot, or
write about their robot.
missing/need. This All of these expressions
continues until meet the content
students all agree standard to utilize
they understand. creative design to create
09/10/23 an object.

05/02/24
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.
Students first project
is to make a portfolio
to keep their artwork.
The portfolio is
decorated with
drawing of things
they like, and
anything culturally
significant to them.
This helps me to
Evidence gather information
on the student’s
culture, and interests.
Having them draw
these on their
portfolio also
indicates their prior
knowledge in art and
level of competency
in drawing.
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.
learning.
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.
I gather information I have the same I take stock of
about students prior students every year student interests,
knowledge in several as they move up in cultures and prior
ways: I collaborate the school through knowledge when
with colleges to see the art program. planning curriculum.
what students learn Because I have the I know that this year
in other classes/ same students every in middle school I
prior grades to year, I carefully build have a larger
determine what my curriculum so it population of Jewish
knowledge students builds on what students. I
should have. Then I students learn the incorporate this
conduct informal previous year in art. culture and their fund
assessments like For example, 3rd of knowledge of the
Kahoot games or grade focuses on Hebrew language in a
surveys to determine value and shading, creative project
where students while in 4th grade where students must
actually are in there they apply that value create an illustration
learning. I also and shading to 3 inside a Hebrew
communicate with dimensional forms character to
parents before for realistic drawing. represent it. For
school, at pick up, Having the same example inside the
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Students are and at bi weekly students each year character “aleph”
encouraged to “Coffee connection” also allows me to meaning ox or king,
include their events to discuss build deeper students illustrate a
interests in their art student welfare, relationships with picture of an ox. This
projects to make interests, and them. also fits the schools
them more personal backgrounds with the 10/20/23 Cristian culture as it
and relevant to their parents. allows us to consider
lives. For example, in the bible in the
the perspective An example of Students feel a great original language,
drawing lesson students using sense of ownership in Hebrew.
students draw their connections from all of the projects we
own dream bedroom curriculum, past do. There are lots of 4/12/24
in perspective. knowledge, and elements of choice
9/13/2022 interests is my which helps them to
second grade “bubbly stay engaged and
beaker” art lesson. excited about the
Students summarized projects. For
what they learned in example, in the still
science about life project students
changing states of can set up any scene
matter then created a they like with objects
painting of beakers of their choice. They
heating up and then make up a story
producing bubbles to to go with the objects.
show the change of Students are actively
matter from liquid to engaged in drawing,
gas. Students also setting up the scene
reviewed past and creating the story
curriculum of color because it is all under
blending to mix their control.
primary paint colors 10/22/23
to get the secondary
colors to paint the
bubbles. Students
were then able to
incorporate interest
and make their own
Standard 1 CSTP: Engaging and Supporting All Students in Learning
uniquely shaped
beakers. (ex. A turtle
shaped beaker, and
an among us beaker).

04/16/2023
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 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.
The school I work at I try to coordinate Math and STEM fields In my art history
is a Faith based with the core are being heavily class I encourage
school. I tie every teachers to involve emphasized at the students to make
unit to biblical lesson grade level school I connect connections between
and principle. Each curriculum with the math to my art subject and purposes
unit students learn art projects. In my perspective lessons of art history and
more about who God 1st grade lesson on and use it for real life today. We look. At
and Jesus are and drawing shapes, I had scenarios. In the art Greek and roman
how art can help us students identify lesson students architecture and see
to know them more. different shapes of reviewed how to use how it is applied in
Biblical concepts real life objects. They ratios and how to the modern day.
Evidence
build up and become then creatively balance proportions. Students are asked to
more complex as the turned different We utilized ratios in consider why we
class progresses. For shapes into drawing our perspective would draw from
example: Unit 1 of objects. To drawings to create these cultures in the
(current unit) emphasize the math accurate to life 3D creation of our won
students learn about curriculum students drawings of a room. buildings. Students
how God is the counted the corners The project was come to the
creator- and we in of the shape and made relevant to conclusion that we
His image create. As identified what shape students as they used want the ideas of
we work on it was. the 3D room sketch Greek democracy and
decorating our 4/2/2023 to design and plan Roman strength and
Standard 1 CSTP: Engaging and Supporting All Students in Learning
portfolio’s and free their own dream power in our
drawing). In later bedroom or government as
units (Not completed classroom. This gave indicated by the
yet) on perspective, students the skill of design of our
students learn all designing accurate government
details of drawing sketches that could buildings. Students
perspective. Students be used as references also consider biblical
learn about how the in a remodel. In this texts and how art
vanishing point hold project we heavily history connects to
the drawing together, utilize video the bible and how we
and How Jesus is our tutorials. Each can apply that in our
vanishing point, and students want to see daily lives. Ex)
holds us together as how to draw a students identify
the center of our different piece of trends of the roman
lives. furniture, and I do point in posing and
09/14/2022 not have time to find other
show everyone how overlapping trends in
to draw everything, art history and
so video tutorials consider the verse
have been a great Ecc. 1:9, “there is
addition with this nothing new under
project. the sun”. We then
have a discussion on
11/14/2023 creativity and
originality and how
to use what is old to
make something new.

4/12/24

Element 1.4 Emerging Exploring Applying Integrating Innovating

Using a variety of Uses instructional Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of
instructional strategies, resources, and instructional strategies, strategies including integrates a broad range an extensive repertoire of
strategies, resources, technologies as provided resources, and culturally responsive of strategies, resources, strategies, resources, and
and technologies to by school and/or district. technologies in single pedagogy, resources, and and technologies into technologies to meet
meet students’ lessons or sequence of technologies during instruction designed to students’ diverse learning
diverse learning lessons to meet students’ ongoing instruction to meet students’ diverse needs.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
needs
Some students participate
in instructional strategies,
using resources and
technologies provided.
Evidence
diverse learning needs. meet students’ diverse learning needs.
learning needs.
Students participate in Students participate in Students actively engage Students take
single lessons or instruction using in instruction and make responsibilities for using
sequence of lessons strategies, resources, and use of a variety of a wide range of strategies,
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
individual students learning.
needs.
Students engage with A variety of I use a variety of
technology and instructional instructional
resources outside of strategies were used strategies in my
school provided in the 5th grade kindergarten line
sources to advance Kandinsky lesson. lesson to meet all
learning. Students The religious culture students diverse
use google arts and of the school was learning needs. I
culture to interact supported and teach students using
with a painting acknowledged as we visuals, verbal
digitally. Peer used Christian music instructions, dance
learning is also used to inspire our moves, playdough
to promote greater Kandinsky paintings manipulation, and
understanding, (Kandinsky was an tracing. All of these
where more artist who painted different activities to
advanced students what he thought practice making lines
teach struggling music looked like). ensures all students
students. A variety of receive information
tools and Students engaged in the format that
differentiated Kandinsky lesson suits them best.
assignments are content in multiple
offered to support formats: guided Students actively
students with motor written worksheets, engage all of the
control issues to sketches, and different activities.
promote their through an online They are all eager
success. game that lets you and willing to do
play a Kandinsky each activity and
Students interest and painting like a song. enjoyed the frequent
choice is Students engagement changes in activity to
Standard 1 CSTP: Engaging and Supporting All Students in Learning
incorporated into of Kandinsky through keep their attention.
each lesson. multiple modalities The lesson was
Sometimes students benefited all types of successful and
choose entirely what learners in accessing students felt
they will create, what content. confident they
their subject matter understood, and
is, or what tools they 4/5/2023 demonstrated their
use to make their art. understanding well
This promotes in the assessment.
student autonomy
and success. 11/14/23
09/14/2022
I utilize UDL in
planning
differentiated lessons
to support all
learners. Students
always have different
ways of receiving
information through
UDL multiple means
of representation in
written, picture,
auditory, and
kinesthetic modes of
learning. Students
also have multiple
means of action and
expression with each
project with
opportunities to
draw or sculpt, and
write or explain their
project.
4/20/24
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.
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.
Students are shown
example projects and
asked to identify and
recall key elements of
the sample that were
discussed in previous
lessons. They are
then asked to analyze
the intent and
meaning of the
project using the
Evidence elements they
recalled. This type of
analysis promotes
comprehension of
the drawing or
painting being
analyzed and helps
them to implement
similar key elements
int their own work to
promote greater
levels of success.
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.
In a lesson on Claes
Oldenburg, sculpture
students considered
the inherent beauty
of every day objects.
Students were show
the sculpture “soft
toilet” and challenged
to think critically
about the design and
function of everyday
objects. They
considered the
question, “What if the
material the object
was made out of
changed?”
Students responded
to this question by
remaking a common
object of their choice
out of an
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
communicate
understandings based on
in depth analysis of
content learning.
In the third grade
build a bird lesson I
engage critical
thinking by showing
the students the final
product and asking
them how to make it.
Students must come
up with theories of
how it is made, and
form questions about
the project based on
their theories.
Students design their
own theories for how
the paper bird is
made. Once they have
a theory and I
confirm or deny the
theory, they are able
to ask more specific
building questions.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
9/14/2022 unconventional Students tend to like
material and then this format because it
trying to use it. is like a puzzle they
Through this project need to solve.
students reflected on
the design and 11/14/23
functionality of an
object they use every In art history
day. students are asked to
consider why certain
4/23/2023 art practices have
developed and
maintained today
and what their
purpose is, in
artwork such as
abstraction. Students
construct their own
theories and then
apply critical
thinking by creating
their own artwork
utilizing these
methods and
practices.
5/12/24

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
Monitoring student student understanding. observation of student individual student needs provide assistance to
learning and engagement and regular for assistance, support, or students in mastering the
adjusting instruction checks for understanding. challenge. concepts flexibly and
while teaching. effectively.

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
Standard 1 CSTP: Engaging and Supporting All Students in Learning
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.
Students are asked to Regular checks for In my middle school When a project is
repeat and recall understanding are perspective lesson I completed and I can
instructions given. I made in kindergarten reteach based on see that some
ask comprehension art. In directed student feedback students have clearly
questions about each drawings I give one frequently. I ask mastered the content
element of the step of the drawing students to give me while others need a
instructions given then walk around the the steps to draw to reteach I create a
and have whole room to observe all ensure they are another project in the
class/individual student’s completion following along and same vein that is
responses to the of that small portion understand. more greatly
questions. During of the task. I redirect differentiated.
student work time, I as I see students Students are able to Students who
monitor each make mistakes. (If I tell when the mastered the content
student’s progress tell them to draw an drawing is not move on the next
and offer arch, some draw a U accurate and ask evolution of that
individualized and I need to teach what to do. This leads project, while
feedback as them the difference me to refer them to students who need a
Evidence
necessary. in direction of an the written steps and reteach are more
9/14/2022 arch vs a U. When check each step over clearly scaffolded and
they are done with again. Students can retaught content. Ex)
that portion of the look at the written lesson on
task students steps and use them to perspective. Students
demonstrate they are figure out where in who master
ready for the next the process they perspective are asked
portion by giving a went wrong. When to draw a room in 1
silent signal like they Identify that, point perspective and
putting their pencil they ask me how to furnish it completely.
over their head. fix that specific step. While students that
The self-reflection need a reteach will
If they are confident helps decrease the focus on practicing
in their drawing and same mistakes odd shapes by
what they just did, happening later. writing their names
they pose with their in 1 point
pencil over their 11/14/23 perspective.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
head like the statue Students are able to 4/12/24
of liberty, if they are articulate where they
unconfident, they are struggling in the
hold it with two lesson. They can
hands and give it a clearly point to what
wiggle to indicate they do not
they need help. understand which
The movement allows me to reteach
communicates to me with accuracy.
their success level 4/12/24
and keeps them
engaged between
steps by giving them
something to do with
their bodies.

4/3/2023