Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.1 Emerging Exploring Applying Integrating Innovating

Learns about students Gathers additional data Uses data from a variety of Uses data from multiple Uses comprehensive
through data provided by to learn about formal and informal sources measures to make knowledge of students to
the school and/or individual students. to learn about students and adjustments to make ongoing
assessments. guide selection of instruction and meet adjustments and
instructional strategies to individual identified accommodations in
meet diverse learning needs. learning needs. instruction.
Using knowledge of
students to engage Student engage in learning
them in learning Some students may Students engage in through the use of Students actively utilize a Students take ownership
engage in learning using single lessons or adjustments in instruction to variety of instructional of their learning by
instructional strategies sequence of lessons that meet their needs. strategies and choosing from a wide
focused on the class as a include some technologies in learning range of methods to
whole. adjustments based on that ensure equitable further their learning that
assessments. access to the curriculum. are responsive to their
learning needs.
Evidence At the beginning of the year, My lesson plans
I collect data from formal demonstrate how
assessments such as quizzes, instruction has been
finals, and STAMP test(for differentiated to meet
Arabic Language). It helps the needs of diverse
me identify students' learners, including
strengths, weaknesses, and modifications made
learning gaps. (7/12/23) based on assessment
Also, I utilize a wide variety data. (04/20/2024)
of “get to know you”
activities to learn as much as
possible about their learning
style, interests, levels, etc.
which helps me to develop
differentiated materials for
the different levels.
I collect feedback from
students on their learning
experiences. I do this
through surveys, one-on-one
interviews, and learning-
style questionnaires. During
the first semester, I
distributed a Learning-Style
Questionnaire to ask my
students about the
instructional strategies and
technologies they find
Standard 1 CSTP: Engaging and Supporting All Students in Learning
helpful or challenging.
(12/01/2023)
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
Connecting learning students.
to students’ prior
knowledge,
backgrounds, life
experiences, and
interests Some students connect
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 students’
knowledge, cultural prior knowledge, cultural
backgrounds, life backgrounds, life
experiences, and interest experiences, and interests
to support student to connect to student
learning. learning.
Students make
Students participate in connections between
single lessons or curriculum, and their prior
sequences of lessons knowledge, backgrounds,
related to their interests life experiences, and
and experiences. interests.
I consistently keep in
touch with parents to relay
expectations for
achievement and provide
updates on progress, and I
try to meet with as many
parents as I can during
back-to-school night. I
always attend the PTO
event: (family nights,
school picnics).
I assign projects and
presentations in which
they can incorporate their
prior knowledge,
backgrounds, life
experiences, and interests
into their work. (My dream
house, a dish from my
culture).
(7/12/23)
Integrating
Integrates broad
knowledge of students
and their communities to
inform instruction.
Students are actively
engaged in curriculum,
which relates their prior
knowledge, experiences,
and interests within and
across learning activities.
KWL Chart At the
beginning of each unit, I
give my students this
chart to gather
information about the
students' experiences
and interests to inform
my planning.( 12/01/23)
Innovating
Develops and
systematically uses
extensive information
regarding students’
cultural backgrounds,
prior knowledge, life
experiences, and
interests.
Students can articulate
the relevance and impact
of lessons on their lives
and society.
The teacher uses new
methods to assess
students' prior
knowledge and life
experiences related
to the subject matter
by conducting
reflective writing
activities and one-on-
one discussions with
students. (04/20/2024)
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.
I usually establish a During the topic of
connection between the Healthy Food, I spot the
subject matter and the light on the cultural
purpose for learning eating aspects. I teach
throughout the videos, food-related vocabulary
illustrations, and realia and common phrases
that are used in my used at restaurants and
instructions. even guide students in
preparing a simple Arabic
Also, I include role- dish in the classroom.
playing speaking (7/12/23) (04/20/2024)
activities where students I curate digital resources
simulate different real- to enhance my
Evidence life roles, such as instructional materials.
ordering food in a Students conduct a
restaurant, making travel virtual reality tour of the
arrangements, etc. based Ministry of Tourism and
on the unit topic. Antiquities in the context
(7/12/23) of the lesson to encourage
them to explore Arabic
architectural art through
technology to support the
purpose and meaning of
the lesson objectives and
relate it to the real-life
experience.(4/20/2024)
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
individual students learning.
needs.
I use the Universal Design I created four stations The teacher
of Learning (UDL) with the pictures posted participated in
guidelines to plan my in the classroom in four
lesson. corners. Students will be
several professional
I incorporate a variety divided into groups. Each development
assistive technology in group watches segments opportunities
my teaching: PPT, Videos, from “Ways to Success”. focusing on
Smart Board. Also, I plan As a group, they complete instructional
activities that require all a graphic organizer with
students to use their the information they
strategies for diverse
devices: Kahoot, Quizlet, found. Using a Jigsaw learners using AI.
Quizziz, Wordwall, etc. model, they regroup to The teacher where
Evidence (7/12/23) exchange information on the teacher gained
their findings.(12/01/23) new insights and
techniques for
meeting diverse
learning needs.
(04/20/2024)
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 posing/solving problems, and developing questions, by designing structured
recall, interpret, and reflection on issues in posing problems and inquiries into complex
think critically. content. reflecting on multiple problems.
Promoting critical
perspectives.
thinking though
inquiry, problem
Some students respond to Students respond to Students respond to Students pose Students pose and
solving, and
questions regarding facts varied questions or questions and problems problems and construct answer a wide-range of
reflection
and comprehension. tasks designed to posed by the teacher and questions of their own complex questions and
promote begin to pose and solve to support inquiries problems, reflect, and
comprehension and problems of their own related into content. communicate
critical thinking in to the content. understandings based on
single lessons or a in depth analysis of
sequence of lessons. content learning.
I frame open-ended In the Give One, Get One, Most of our thematic
questions and high-level Move On activity, I encourage units and
questions that require students to use their instructional
students to use critical observation and critical activities teacher
thinking and discuss the thinking skills to infer
models and
answers with groups or character traits from visual
partners. Also, I ask cues to determine character
encourages inquiry-
them to reflect on their traits based on evidence from based questioning,
own understanding by the pictures of the famous and open-ended
answering why Egyptian soccer player questioning to
questions. Mohammad Salah. The use of promote critical
(7/12/23) the Frayer Model graphic thinking.
Evidence organizer prompts students (04/20/2024)
to reflect on various aspects
of their favorite person's
character, accomplishments,
and physical appearance.
Reflection is a crucial
component of critical thinking
as it allows students to
analyze, synthesize, and make
connections between
different pieces of
information.( 12/01/2023)
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 Makes adjustments to
following curriculum instruction and learning adjustments to during instruction extend learning
guidelines. activities to support instruction based on based on the ongoing opportunities and
student understanding. observation of student monitoring of provide assistance to
engagement and regular students in mastering the
individual student
checks for understanding. concepts flexibly and
needs for assistance, effectively.
Monitoring student
support, or challenge.
learning and
adjusting instruction Some students receive Students receive Students successfully Students monitor their
while teaching. individual assistance assistance individually or participate and stay progress in learning and
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 instruction.
meet their needs
during instruction.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I frequently use both Students participate and During the class, I have
formal assessment and stay engaged in learning the instructional
ongoing assessment to activities through the materials where I add
adjust my plans implementation of annotations and my
accordingly. Also, I take various strategies that
notes including
students’ comments and foster active learning,
questions during the collaboration, and
planned adjustments
lesson into consideration intrinsic motivation. based on ongoing
to extend their Students will participate monitoring of
understanding. in discussion through individual student
pictures, video, and needs. (04/20/2024)
I differentiated the Graphic organizers.
Evidence instructions based on the (12/01/23)
students’ level to ensure
their engaging in the
learning activities.
(7/12/23)