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 Uses data from multiple Uses comprehensive knowledge of
through data data to learn about variety of formal and measures to make students to make ongoing adjustments
provided by the individual students. informal sources to adjustments to instruction and accommodations in instruction.
school and/or learn about students and meet individual
assessments. and guide selection of identified learning needs.
Using knowledge instructional strategies Students take ownership of their
of students to to meet diverse learning by choosing from a wide range
engage them in learning needs. Students actively utilize a of methods to further their learning
learning Students engage in variety of instructional that are responsive to their learning
Some students may single lessons or Students engage in strategies and needs. 3/10/24
engage in learning sequence of lessons learning through the technologies in learning
using instructional that include some use of adjustments in that ensure equitable
strategies focused on adjustments based on instruction to meet access to the curriculum.
the class as a whole. assessments their needs.9/16/23
Evidence Before the first day of Welcome calls are made before the first
school, I meet with day of school and parents are invited to
every family over attend a one-on-one zoom meeting with
Zoom. This is just a ‘get the teacher. A beginning of the year
to know you” time google form is sent out to get to better
where I am able to know students and their families. Data
actively learn about the collections are done 3 times a year in
student and their various forms: synchronous and
family. asynchronous assessment methods,
Data is collected 3 parent/student survey interest forms
times a year; beginning, for program
middle, and end engagement. Student observations from
through both daily live class sessions, and formative
synchronous and assessments are used to adjust and
asynchronous support accommodations in instruction
assessment methods. as well as weekly drop-in time for
Our school standards students or their parents to meet and
are use of i-Ready for support learning needs. 3/10/24
reading and math, and
Raz plus through
Reading A-Z. Based on
the data that is collect
from these assessments
I will then individually
assess students who fall
1 or more grade levels
behind in math and/or
reading. This is through
running records, and a
Standard 1 CSTP: Engaging and Supporting All Students in Learning
school standard math
assessment.
Additionally, I send a
Google form out to
determine students
learning strengths,
weaknesses, hobbies,
and learning
styles/preferences to
help cater lessons
specifically to their
needs. 9/16/23
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 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.9/16/23
Students participate in Students make
single lessons or connections between
sequences of lessons curriculum, and their
related to their interests prior knowledge,
and experiences.7/16/23 backgrounds, life
experiences, and
interests.9/16/23
I use a google form at the
beginning of the year for
families to fill out to help
me understand cultural
backgrounds, life
experiences, and
interests. This same form
helps me to understand
attitudes towards
education and previous
school experience. Then I
spend 15-20 minutes
after class daily talking
with students about
“them”. This helps me
drive connections to
content to help inform
instruction. The first few
minutes of class is also
used whole group for
Capturing Kids Hearts,
this is an opportunity for
students to share in turn
giving me an opportunity
to activate prior
knowledge within our
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.
3/10/24
Various methods are
used for student
engagement that follow
Capturing Kids Hearts
principals such as "tell me
something good", class
contracts, sharing, and
teacher time before and
after class. All of this data
is documented for future
use to activate prior
knowledge and build
lessons that make
meaningful connections
to the content such as a
Minecraft lesson on area
and perimeter where
students were able to use
their favorite character
from the game.
Additionally, building
community and common
interest by allowing
students to share
usernames. 3/10/24
Standard 1 CSTP: Engaging and Supporting All Students in Learning
lessons. 9/16/23
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.7/16/23 family and community. instruction to engage subject matter
Connecting subject students in relating to instruction. 3/10-/24
matter to subject matter. 9/16/23
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 9/16/23 understanding 3/10/24. applications of subject
subject matter.7/16/23 matter during learning
activities.
I believe that while we My students come from Project based
are in the moment of a very diverse backgrounds learning has given
lesson/instruction due to the nature of our students an
students are able to make online learning opportunity to make real
real world connections to environment. I try and world, everyday
content and they are able connect every lesson to a connections to our lesson
to apply ideas to family meaningful real-world content. Students are
and community. experience and how they actively engaging in this
However, when left to would actively need or form of learning and due
Evidence work independently I find use skills they are it its naturally
that they struggle to acquiring. We spend time differentiated format it
utilize and apply these apply math skills to leads to a learning
concepts. 9/16/23 cooking, shopping, and extension at all levels of
budgeting for the home. need.
Career exploration and 3/10/24
opportunities to build
and apply individualized
talents. 9/16/23
3/10/24

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
Standard 1 CSTP: Engaging and Supporting All Students in Learning
by school and/or district. technologies in single pedagogy, resources, and
lessons or sequence of technologies during
lessons to meet students’ ongoing instruction to
diverse learning needs. meet students’ diverse
7/16/23 learning needs.
and technologies to
meet students’ Some students participate Students participate in Students participate in
diverse learning in instructional strategies, single lessons or instruction using
needs using resources and sequence of lessons strategies, resources, and
technologies provided. related to their interests technologies matched to
and experiences. their learning needs.
9/16/23
Our school is 100 percent
online. Due to the unique
nature of our school I
have learned to be
creative with
instructional strategies. I
use a combination of
whole group lecture
discussion, partner and
small groups in breakout
rooms within zoom.
Groupings are strategic. I
also make use of
Evidence technology tools and
games to support
individual need. When it
comes to more traditional
brick and mortar tools, I
send students links to
print and add documents
to google slides to help
students further
understanding for
example a graphic
organizer and reading
logs. 9/16/23
Element 1.5 Emerging Exploring Applying
Promoting critical Asks questions that focus Includes questions in Guide students to think
and technologies into technologies to meet
instruction designed to students’ diverse learning
meet students’ diverse needs.
learning needs.
Students actively engage Students take
in instruction and make responsibilities for using
use of a variety of a wide range of strategies,
targeted strategies, resources, and
resources, and technologies that
technologies to meet their successfully advance their
individual students learning.
needs. 3/10/24
Due to the nature of a 100
percent online school
instructional strategies
are vast. To keep students
engaged I use Classkick,
Blooket, Mentimeter,
Kahoot, Liive Class for
Zoom, Google platforms,
and break out rooms
within Live Class. One if
not all of these can be
seen in a daily lesson.
Students have a class
website filled with
varying supports, such as
portfolio explanations,
Padlet resources, choice
boards, graphic
organizers, and reading
logs all designed to
support every students
unique need. 3/10/24
Integrating Innovating
Supports students to Facilitates systematic
Standard 1 CSTP: Engaging and Supporting All Students in Learning
on factual knowledge and single lessons or a
comprehension. sequence of lessons that
require students to recall,
interpret, and think
critically. 9/16/23
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. 9/16/23
This is an area that I need
to improve on. Our Live
Class structure allows for
very limited time. I find
that I am more focused on
delivering meaningful
content that driving
critical thinking. I will ask
1 or 2 questions per
lesson but I know due to
time constraints I do not
allow for enough wait
Evidence time and reflection.
Rubrics are used and
feedback is given but I
could improve on high
level questioning
strategies. 9/16/23
Element 1.6 Emerging Exploring
Monitoring student Implements lessons Seeks to clarify
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.
Applying
Makes ongoing
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
3/10/24 communicate
understandings based on
in depth analysis of
content learning.
STEAM, Passion Projects,
English Language Arts,
and Math all follow an
inquiry cycle. Students
are presented with lesson
content in a way that
initiates critical thinking
and reflection. Students
are then tasked with
questioning strategies to
initiate conversations to
support further inquiry.
3/10/24
Integrating Innovating
Adjusts strategies during Makes adjustments to
Standard 1 CSTP: Engaging and Supporting All Students in Learning
following curriculum instruction and learning
guidelines. activities to support
student understanding.
9/16/23
learning and
adjusting instruction
while teaching. Some students receive Students receive
individual assistance assistance individually or
during instruction. in small groups during
instruction.9/16/23
I build on my lessons to
expand understanding.
Due to the limited time
available for lessons I find
that I do rush through
wait times. Every day
starts with a spiral review
to check for
understanding and the
end of every lesson has
some form of exit ticket
or check for
Evidence understanding. These
assessments drive overall
instruction. I have to be
very careful with the
student who need
additional support in our
zoom calls as it can
highlight specific need.
For these students I reach
out independently for
tailored supports.
9/16/23
adjustments to instruction based on the extend learning
instruction based on ongoing monitoring of opportunities and
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
effectively.
Students successfully Students are able to Students monitor their
participate and stay articulate their level of progress in learning and
engaged in learning understanding and use provide information to
activities. teacher guidance to meet teacher that informs
their needs during adjustments in
instruction. 3/10/24 instruction.
Differentiated
intervention groups,
spiral review, number
talks, project-based
learning, inquiry cycles,
Socratic seminars, exit
tickets, choice boards,
digital games, and
literature circles are all
components used to
monitor and adjust
student learning at
various levels of need
within the classroom.
These
formative assessments
allow for constant
monitoring, flexibility,
and give the students the
ability to demonstrate
mastery in a format that
best suits individual
needs.
3/10/24