Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.1 EEXmerging 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. 09/13/23 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. 04/01/24
students to engage
them in learning Some students may Students engage in single Students engage in Students actively utilize a Students take ownership
engage in learning using lessons or sequences 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. 09/13/23 assessments. 04/01/24 needs. that ensure equitable further their learning that
access to the curriculum. are responsive to their
learning needs.
Evidence I implement whole class As the teacher, I find I take a look at my data
instruction strategies by myself in the exploring gathered from both
providing resources that stage because I am informal and formal
are built to support learning about my assessments to learn
students throughout the students on a weekly about my students. With
school year. For basis beyond the first the assessments, I have
example, in the first week of school. I have come to learn about their
week of school I had come to the conclusion personal lives, strengths,
students glue a copy of that by sharing about weaknesses, 04/01/24
the alphabet, numbers, myself, students then
weather, days of the begin to share about
week, and months of the their interests,
year in Spanish in their likes/dislikes, hobbies,
notebooks. In addition, I etc. 09/13/23
constantly implement
instructional learning After learning about my
games because I have students through
learned from my informal and formal
students that this assessments through the
strategy works best. data I collect, I have also
09/13/23 come to learn about their
learning needs and
beneficial instructional
strategies. I assure
myself to implement
these adjustments and
have noticed an
improvement on
Standard 1 CSTP: Engaging and Supporting All Students in Learning
succeeding on our
classroom goals. If
necessary, I reteach or
teach students
individually.
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. 09/13/23
Connecting learning
to students’ prior
knowledge,
backgrounds, life
experiences, and
Some students connect
interests
learning activities to their
own lives. 09/13/23
Evidence I put an immense effort
on including my students'
prior knowledge in all
activities and projects.
Because this is a
Spanish class, I support
my students in making
connections from
Spanish to other
languages whether that
may be through the
grammar or the culture of
the language. As far as
interests, I allow my
students to express what
they look forward to
learning this school year.
09-13-23
Students connect
learning activities to their
own lives in numerous
ways whether that is
through the grammar of
the language or the
culture and history
behind it. In a Spanish
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. 04/01/24 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
04/01/24 experiences, and across learning activities.
interests.
I include my students'
prior knowledge into the
activities/projects
assigned. However, I
have gathered
information about these
students by getting to
know them and their
families. With this
information, I assure
myself that students can
connect it to Spanish
culture, language, and
grammar. Not only that,
but I also provide an
example of my
experiences/interests to
have something to relate
to. 04/01/24
Now that I have
developed a connection
with my students and I’m
aware of their
interests/experiences, I
assure myself to develop
activities where they will
Standard 1 CSTP: Engaging and Supporting All Students in Learning
class, my native share those aspects of
speakers connect to the their lives. Students
language as it is spoken enjoy this because they
at home. However, my come to realize that they
non-native speakers have the same interests
make the connections or experiences with one
through the English another. On the other
language or another hand, they also
foreign language spoken compare/contrast those
at home. 09-13-23 interests/experiences
with one another.
04/01/24
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging
Uses real-life connections
during instruction as
identified to the
curriculum. 09/13/23
Connecting subject
matter to
meaningful, real-life
contexts
Some students relate
subject matter to real-life.
09/13/23
Evidence As a Spanish teacher, I
find that becoming
bilingual has become a
life skill necessary in
today's society and has
allowed students to be
globally competent in the
Latin community. In
order to maintain
students engaged, I
connect the curriculum
to real-life purposeful
situations that students
may encounter beyond
high school. 09-13-23
Students find more
interest and put more
effort in activities that
become useful to life
beyond high school.
Similarly, students
connect to the activities
if the content being
taught personally relates
to the student. 09-13-23
Exploring Applying Integrating Innovating
Explore using additional Integrates connections Integrates connections to Engages student in
real-life connections to from subject matter to meaningful, real-life actively making
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. 04/01/24 family and community. instruction to engage subject matter
students in relating to instruction.
subject matter.
Students make use of Students utilize real-life Students actively engage Students routinely
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 sequences of lessons to of subject matter. matter to extend their and make relevant
support their understanding. applications of subject
understanding of the matter during learning
subject matter. 04/01/24 activities.
All my units include real
world contexts and relate
to the AP units taught in
the upper levels of the
Spanish class. I make
my lessons beneficial to
where my students see
where Spanish will come
in beyond high school. I
have come to realize
that when a content
relates to real-life tasks,
students show interests
in the learning.
However, before an
activity/project I explain
to my students how this
will come to play beyond
high school. 04/01/24
Students make
connections to real-life
encounters to master
their understanding of
the subject. This school
year alone, students
have created a menu, a
commercial, a dance, a
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.4 Emerging
Uses instructional
strategies, resources, and
technologies as provided
by school and/or district.
09/13/23
Using a variety of
instructional
strategies, resources,
and technologies to
meet students’ Some students participate
diverse learning in instructional strategies,
needs using resources and
technologies provided.
09/13/23
I strongly feel I have not
been using a variety of
technological resources
to meet students' diverse
learning needs. As a
matter of fact, I've strictly
been implementing the
resources my school site
has provided me with.
However, I am mindful in
Evidence exploring additional
resources within the
semester to better
engage my students. I
hope to prepare my
students for the 21st
century digital world we
live in today to meet their
diverse learning needs.
Similarly, I implement a
skit, and have wrote
emails all within the
Spanish language.
04/01/24
Exploring Applying Integrating Innovating
Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of
instructional strategies, strategies including integrates a broad range an extensive repertoire of
resources, and culturally responsive of strategies, resources, strategies, resources, and
technologies in single pedagogy, resources, and and technologies into technologies to meet
lessons or sequence of technologies during instruction designed to students’ diverse learning
lessons to meet students’ ongoing instruction to meet students’ diverse needs.
diverse learning needs. meet students’ diverse learning needs.
04/01/24 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
04/01/24 technologies to meet their successfully advance their
individual students learning.
needs.
I am constantly exploring
new resources that will
allow me to make my
lessons more engaging
and fun. Similarly, I ask
my colleagues for
resources on certain
contents taught. This
school year, I created a
document with all the
useful apps/sites that
can be implemented in
lessons and shared
them with my
department to make it
easily accessible. I have
always used Kahoot,
Blooket, and Bamboozle.
However, this school
year I have implemented
Standard 1 CSTP: Engaging and Supporting All Students in Learning
variety of instructional for the first time
strategies and EdPuzzle, Garbanzo,
technology to meet all of and Formative. 04/01/24
my students' needs. In
some cases, I give my Students for the most
classes student choice part participate in
by allowing them to lessons related to their
choose their preferable interests. For example,
technology sites. 09-13- this year we focused our
23 food unit on creating a
menu, script, and skit.
All my students With this, students were
participate in required to use
instructional strategies technological resources
as the school has such as Canva and
provided each student iMovie for their project.
with a chromebook. 04/01/24
Therefore, my students
come prepared to class
each day with the
chromebook. 09-13-23

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
09/13/23 require students to recall, posing/solving problems, developing questions, by designing structured
interpret, and think and reflection on issues in posing problems and inquiries into complex
critically. 04/01/24 content. reflecting on multiple problems.
Promoting critical
perspectives.
thinking though
inquiry, problem
Students respond to Students respond to Students pose problems Students pose and
solving, and
Some students respond to varied questions or tasks questions and problems and construct questions answer a wide-range of
reflection
questions regarding facts designed to promote posed by the teacher and of their own to support complex questions and
and comprehension. comprehension and begin to pose and solve inquiries into content. problems, reflect, and
09/13/23 critical thinking in single problems of their own communicate
lessons or a sequence of related to the content. understandings based on
lessons 04/01/24 in depth analysis of
content learning.
Before introducing a new Each week I like to
unit to my students, I ask challenge my students
Evidence questions regarding the more to better prepare
topic to simply get a them for the following
Standard 1 CSTP: Engaging and Supporting All Students in Learning
headcount on who
already has an idea of
the topic. Moreover, I
also ask questions for
students to share their
thoughts on the topic
and think outside of the
box. I'd like to point out
that this is still a work of
progress for myself and
my classes. 09-13-23
I try to have my students
feel safe and confident
when it comes to asking
or answering questions.
With that said, I
repeatedly remind my
students to not be afraid
as we are all learning a
foreign language
together. At times, I
allow my students to
respond to questions
with their peers as a way
of preparing them before
answering in front of the
class. 09-13-23
level of Spanish. I do
this by having them
critically think about a
topic related to real-life
context. During formal
assessments at the end
of a unit, I have students
do four tests. The tests
are separated by
speaking, reading,
writing, and interpreting
the Spanish language
within the unit taught.
Adding on, this school
year my Spanish 1 class
read four novels. Before
reading a chapter, I ask
pre-reading discussion
questions that will have
students critically think
about the focus of the
topic all while opening
up a discussion in the
target language.
04/01/24
My students have
improved on critical
thinking questions and
are able to answer in
writing and orally. By
this time in the school
year, students are
answering questions
asked in the following
level of Spanish they will
be taking this upcoming
school year. Lastly, they
are now able to respond
in complete sentences in
Spanish and expand on
their responses with
details/explanations.
04/01/24
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.6 Emerging
Implements lessons
following curriculum
guidelines.
Monitoring student
learning and
adjusting instruction
while teaching. Some students receive
individual assistance
during instruction.
09/13/23
Evidence During any activity, I
walk around the
classroom to each group
and my IEP students to
check for understanding.
Adding on, I inform my
students to raise their
hands for times of
difficulty or confusion. If
there is a particular
group struggling, I sit
with the group and assist
until necessary. 09-13-
23
Exploring Applying Integrating Innovating
Seeks to clarify Makes ongoing Adjusts strategies during Makes adjustments to
instruction and learning adjustments to instruction based on the extend learning
activities to support instruction based on ongoing monitoring of opportunities and
student understanding. observation of student individual student needs provide assistance to
09/13/23 engagement and regular for assistance, support, or students in mastering the
checks for understanding. challenge. concepts flexibly and
04/01/24 effectively.
Students receive
assistance individually or Students successfully Students are able to Students monitor their
in small groups during participate and stay articulate their level of progress in learning and
instruction. engaged in learning understanding and use provide information to
activities. 04/01/24 teacher guidance to meet teacher that informs
their needs during adjustments in
instruction. instruction.
To support student I plan my lessons with
understanding and the purpose on what is
success, I assure myself best for my students in
to repeat my instructions terms of their learning
more than once, ask needs, strengths,
questions of difficulties, and interests.
understanding, and However, I am always
provide examples of willing to modify when
activities. Due to this instructing if necessary.
being a world language During lessons, I check
class, I maintain myself in with my students on
speaking 90% of the where they stand in
target language. terms of understanding
Therefore, during times the content. If I see
of instructions or everyone's
directions I assure understanding we move
myself to ask my on. However, if students
students what was are struggling I take my
understood. 09-13-23 time to reteach.
04/01/24
All my students are great
at volunteering and
participating as
participation forms part
of their grades. Not only
that, but being in
language class requires
the students to intend to
speak the target
Standard 1 CSTP: Engaging and Supporting All Students in Learning
language as much as
possible. With
participating being part
of their grade and the
requirement of speaking
Spanish, my students
are always engaged.
04/01/24