Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.1 Emerging Exploring
Learns about students Gathers additional data to
through data provided by learn about individual
the school and/or students. 9/15/23
assessments.
Using knowledge of
students to engage
them in learning Some students may Students engage in single
engage in learning using lessons or sequence of
instructional strategies lessons that include some
focused on the class as a adjustments based on
whole. assessments. 09/15/23
Evidence I review students’ profile,
demographic, and
possible accommodations
in Connexus. This tells me
if a student has an IEP or
504 plan, if the student is
offered additional
support classes, whether
or not a student is an
English Learner and their
stage of English language
development. I work with
case managers and
provide them with
supplemental resources
so we can support
students better. I also
reach out to struggling
students and work with
them one-on-
one. 9/15/23
My lessons include some
adjustments. For example,
all of the tests can be
translated to learners'
home language. Students
can also view examples of
Applying Integrating Innovating
Uses data from a variety Uses data from multiple Uses comprehensive
of formal and informal measures to make knowledge of students to
sources to learn about adjustments to make ongoing
students and guide instruction and meet adjustments and
selection of instructional individual identified accommodations in
strategies to meet diverse learning needs. instruction.
learning needs. 4/25/24
Students engage in Students actively utilize a Students take ownership
learning through the use variety of instructional of their learning by
of adjustments in strategies and choosing from a wide
instruction to meet their technologies in learning range of methods to
needs. 4/25/24 that ensure equitable further their learning that
access to the curriculum. are responsive to their
learning needs.
Teacher reviews students
Data Views in Pearson
online Classroom and
works with case
managers to review any
IEPs or 504
accommodations as well
as any specific needs.
Teacher also asks
students to complete the
get to know me data view
at the beginning of each
year to learn more about
students, such as
preferred names or
pronouns, hobbies,
sports, and
extracurricular activities,
their favorite subject, and
so forth. Teacher then
tries to include students’
interest into the
classroom activities.
4/25/24
Students participate in
lessons and activities that
are highly visual and in a
Standard 1 CSTP: Engaging and Supporting All Students in Learning
similar problems on the format that is adaptable
test in their home to all leaners. For
language. All text can be example, students have
translated to learners' access to a large
home language. English assortment of digital
Learners are also materials such as
encouraged to use a Classkick, Desmos,
dictionary or Google any Thinking Maps, Brain-Pop
unfamiliar words or and more.4/25/24
terms. I rephrase and
repeat directions in
simple language, provide
visual representations of
concepts being taught,
and regularly check for
understanding. 9/15/23
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. 9/15/23
Students participate in
single lessons or
sequences of lessons
related to their interests
and experiences. 9/15/23
I review students' “get to
know me” data views
which provide
information about
student's interests,
strengths, and goals. I use
that information to try
and make my lessons
more relevant for
students and incorporate
their interests. For
example, in my lesson
today I incorporated
Super Mario characters
because most of my
students enjoy playing
video games. I also use
Desmos while teaching.
Desmos helps my
students connect the
math to their own
personal life experiences
by seeing how various
problems are solved.
9/15/23
Applying Integrating Innovating
Uses school resources and Integrates broad Develops and
family contacts to expand knowledge of students systematically uses
understanding of and their communities to extensive information
students’ prior inform instruction. regarding students’
knowledge, cultural cultural backgrounds,
backgrounds, life prior knowledge, life
experiences, and interests experiences, and
to connect to student interests.
learning. 4/24/24
Students make Students are actively Students can articulate
connections between engaged in curriculum, the relevance and impact
curriculum, and their which relates their prior of lessons on their lives
prior knowledge, knowledge, experiences, and society.
backgrounds, life and interests within and
experiences, and across learning activities.
interests.4/24/24
Teacher understands the
power of an intriguing
start. Teacher creates an
activity that has students
watch several videos
about having a growth
mindset in mathematics
and asks students to
share examples of when
they have had a growth
mindset. Teacher also
reviews students “get to
know me” data views
which provide
information about the
student's interests,
strengths, and goals.
Teachers use that
information to try and
make lessons more
relevant for students and
incorporate their
interests. 4/24/24
Students complete a
growth mindset activity in
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Students participate using Classkick to prepare
Desmos. In our Desmos them for the school year.
activities I include several Students watch several
prompts asking students videos that talk about
to relate particular topics, having a growth mindset
such as fractions, to their in mathematics, in school,
own lives. In our latest and in life. Next students
lesson I included an image are asked to reflect on the
of a quarter of a pizza, or videos and share how
one slice. I asked students they relate to them, how
to identify the fraction they have learned from
and think of another their mistakes, examples
example of a fraction they of when they failed and
have seen in the real how they overcame it, and
world. Students also so forth. 4/24/24
complete polls and we use
the results of the polls to
discuss what we are
learning. For example,
students selected their
favorite Super Mario
character and we used
that to determine that ¼
of the class prefers Yoshi,
while ½ of the class
prefers Toad. 9/15/23
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging Exploring
Uses real-life connections Explore using additional
during instruction as real-life connections to
identified to curriculum. subject matter in single
lessons or sequence of
lessons to support
understanding. 9/15/23
Connecting subject
matter to
meaningful, real-life
contexts Some students relate Students make use of
subject matter to real-life. real-life connections
provided in single lessons
or sequence of lessons to
support understanding of
subject matter. 9/15/23
Evidence I create lessons that help
students make real-life
connections to subject
matter to support
understanding. I explained
to students that math is a
language. We used that
analogy to deconstruct
fractions. For example, I
explained to students that 1
apple plus 1 apple is equal
to 2 apples, likewise 1/7
plus 1/7 is equal to 2/7. In
addition, I shared many
examples of how fractions
are used every day and had
my students share their
experiences with fractions.
I include several prompts
in my lesson asking
students to connect what
we are learning to their
experiences and we share
those experiences with one
another. 9/15/23
Students work in Desmos
Applying Integrating Innovating
Integrates connections Integrates connections to Engages student in
from subject matter to meaningful, real-life actively making
meaningful, real-life contexts in planning connections to relevant,
contexts, including those subject matter instruction meaningful, and real-life
specific to students’ and is responsive during contexts throughout
family and instruction to engage subject matter
community.4/24/24 students in relating to instruction.
subject matter.
Students actively engage Students routinely
Students utilize real-life in making and using real- integrate subject matter
connections regularly to life connections to subject into their own thinking
develop understandings matter to extend their and make relevant
of subject understanding. applications of subject
matter.4/24/24 matter during learning
activities.
Teacher creates several
activities that have real
connections to
mathematics. For
example, teacher creates
an activity where graphs
are created based on
videos of everyday events
to help connect those
events to the basic
features of graphs .
4/24/24
Students complete
several activities that
have real life connections
to mathematics. For
example, students sketch
graphs based on videos
of everyday events to
help them understand the
basic features of graphs
and how to interpret
them.4/24/24
Standard 1 CSTP: Engaging and Supporting All Students in Learning
during class instruction.
Desmos allows students to
interact with the math and
visually see why the
problem is solved a
particular way. Students
engage in class polls such
as what is your favorite
Super Mario character and
we incorporate the results
of those polls into our
lesson. Students are also
asked to share personal
experiences they have had
relating to a particular
topic, for example, I asked
students to write about a
time they used fractions in
their daily life. Students are
then asked to share those
experiences, 9/15/23

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, 9/15/23 learning needs. 4/24/24
and technologies to
meet students’ Some students participate Students participate in Students actively engage Students take
diverse learning in instructional strategies, Students participate in instruction using in instruction and make responsibilities for using
needs using resources and single lessons or strategies, resources, and use of a variety of a wide range of strategies,
technologies provided. sequence of lessons technologies matched to targeted strategies, resources, and
related to their interests their learning needs. resources, and technologies that
and experiences. 9/15/23 4/24/24 technologies to meet their successfully advance their
individual students learning.
needs.
I Use a variety of Teacher adapt materials
Evidence instructional strategies, and resources and make
Standard 1 CSTP: Engaging and Supporting All Students in Learning
resources, and technologies
to meet students’ diverse
learning needs. For
example, I create
assessments on Delta Math
which can be translated
into any language.
Example problems are built
into the tests and can be
translated to students’
language preference. In
addition, the tests have
built-in corrections. I
provide several alternate
project options that
students can choose from
to best meet their interest
and abilities. I provide
short videos to summarize
my lessons, class notes,
activities, and recording of
myself solving homework
problems. My classroom
activities are created on
Desmos which allows
students to work at their
own pace if they choose. I
am able to see students’
progress and privately
leave feedback. I walk
struggling students through
various problems and allow
advanced students to work
ahead. Desmos is self-
checking and demonstrates
concepts, thereby allowing
students to see why a
problem is solved a
particular way. 9/15/23
accommodations to
instructional materials to
serve students with
varied abilities. Teacher
uses a large assortment of
digital materials and
assistive technology to
customize the school
provided curriculum.
4/24/24
Students have access to a
large assortment of
digital resources that are
tailored to their abilities
and have assistive
technologies built in.
These resources
represent information in
a flexible format to better
serve all students,
including students with
learning disabilities,
sensory disabilities,
Emergent Bilinguals,
those who are gifted, and
so forth. 4/24/24

Students are able to take

their tests on Delta Math so
all of the problems can be
translated to any language.
Students are able to view
Standard 1 CSTP: Engaging and Supporting All Students in Learning
example problems on the
test which can also be
translated to students '
preferred language.
Students are able to choose
from four project options
per semester. The projects
are offered on various
multimedia platforms. For
example, there is a
Desmos, voice recording
option, pencil and paper
option, or a Class Kick
activity. Students
participate in instruction
that allows them to work at
their own pace. Desmos
allows students to move
ahead if they are more
advanced or spend more
time on a problem if they
are struggling. Students'
work is often self-checked
and several visual
representations of concepts
are provided. Students are
able to view teacher
feedback in real-time while
they are working on the
lesson. 9/15/23

Element 1.5 Emerging Exploring Applying Integrating Innovating

Promoting critical Asks questions that focus Includes questions in Guide students to think Supports students to Facilitates systematic
thinking though on factual knowledge and single lessons or a critically through use of initiate critical thinking opportunities for student
inquiry, problem comprehension. sequence of lessons that questioning strategies, through independently to apply critical thinking
solving, and require students to recall, posing/solving problems, developing questions, by designing structured
reflection interpret, and think and reflection on issues in posing problems and inquiries into complex
critically. 9/15/23 content. 4/24/24 reflecting on multiple problems.
perspectives.

Some students respond to Students respond to Students respond to Students pose problems Students pose and
questions regarding facts varied questions or tasks questions and problems and construct questions answer a wide-range of
and comprehension. designed to promote posed by the teacher and of their own to support complex questions and
Standard 1 CSTP: Engaging and Supporting All Students in Learning
comprehension and
critical thinking in single
lessons or a sequence of
lessons.
Evidence I Include several
questions in my lessons
that require students to
use academic language
and think critically. Using
proper terms and
language in mathematics
supports understanding.
In my lessons I have
students think about how
various math concepts
relate to their lives
personally. In addition, I
ask students to explain
what is being taught. For
example, when we were
reviewing fractions, I
asked students to explain
What does the numerator
and denominator of a
fraction tell us? 9/15/23
begin to pose and solve inquiries into content. problems, reflect, and
problems of their own communicate
related to the content. understandings based on
9/15/23 & 4/24/24 in depth analysis of
content learning.
Students are asked to
respond to several
questions throughout a
lesson connecting what
they learned to either
personal or real-world
situation. In addition,
students are asked to
explain their thinking
every time they solve a
problem. Students will be
asked how they came up
with a particular answer.
Students are able to hear
a variety or strategies and
hopefully realize that
there is not one solution
strategy for any given
problem. Oftentimes
Students will tell me how
they solved a problem
differently from me.
9/15/23
Teacher incorporates
simulations using an
application called Desmos
which promotes
creativity, imagination
and innovation. Teacher
uses a lot of virtual
manipulatives so that
students can visualize the
math problem using the
manipulatives. Teacher
also facilitates math talks
which encourages
students to look at
mathematical images or
Standard 1 CSTP: Engaging and Supporting All Students in Learning
concepts and as a class
we discuss that particular
math topic to promote
critical thinking,
reflection, and discourse.
4/24/24

Students work on several

activities that include
simulations and virtual
manipulatives both of
which promote critical
thinking, and problem
solving, Students also
participate in math talks
and are encouraged to
talk about their
mathematic thinking to
promote math
proficiency, problem
solving, and allows
students to see
themselves as valued
members of the
classroom. 4/24/24

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
student understanding. observation of student individual student needs provide assistance to
9/15/23 engagement and regular for assistance, support, or students in mastering the
Monitoring student checks for understanding. challenge. concepts flexibly and
learning and 4/24/24 effectively.
adjusting instruction Students receive
while teaching. Some students receive assistance individually or Students are able to Students monitor their
individual assistance in small groups during Students successfully articulate their level of progress in learning and
during instruction. instruction. 9/15/23 participate and stay understanding and use provide information to
engaged in learning teacher guidance to meet teacher that informs
activities. 4/24/24 their needs during adjustments in
instruction. instruction.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Evidence I am able to monitor
student learning through
most platforms that I use.
In Desmos I am able to see
students do their work in
real time. I have made it so
most of the problems are
self-checking thus allowing
advanced students to work
ahead. I am able to provide
feedback to students in real
time when they are
struggling. I read
instructions to solve
problems with my
struggling students. I check
for understanding
throughout the lesson. I
adjust instruction by
skipping or adding tasks as
needed. For example, if I
notice students are
struggling, I will bring out
a multiplication table to
explore the least common
denominator. I include
additional context and
practice problems for
students that choose to
work ahead. 9/15/23
Students participate in the
Desmos activity and enjoy
watching the various
simulations. Students are
able to work at their own
pace and ask questions
privately through the chat.
Students can ask me to
check their work or they
can check their work on
their own. Students are able
to receive private feedback
in real time and respond to
that feedback as needed.
Teacher monitors student
learning using the teacher
dashboard. The teacher
dashboard allows teacher
to see students work in
real time. Teacher is able
to provide feedback to
students in real time.
Teacher checks for
understanding several
times throughout the
lesson and makes
adjustments as needed.
Teacher creates lesson
with a lot of additional
content so that she is able
to make adjustments as
needed. Teacher utilizes
formative and summative
feedback to help to help
determine understanding.
Based on student
response teacher can
adjust instruction and
reteach concepts if
needed. 4/24/24
Students’ completer
warm-up activities that
activate prior knowledge,
they also complete
various prompts
throughout the activity to
check for understanding.
At the end of a lesson
students complete an exit
ticket or quick check
prompting students to
reflect on that they
learned. 4/24/24
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Students are able to work
independently and move
ahead. Students have
plenty of content and
practice problems to keep
them engaged. 9/15/23