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.
Evidence Level of Development: Exploring- Gathers Applying: Uses data from
Emerging-Used an additional data to learn a variety of formal and
introduction assignment about individual students. informal sources to learn
in which students talked Students engage in single about students and guide
about things they did lessons or sequence of selection of instructional
over the summer break lessons that include some strategies to meet diverse
and their general adjustments based on learning needs.
activities to find out assessments.  Date: April 2024
student interests.  Date: October 2023  Evidence: Using data
Evidence: Here is the  Evidence: In such as surveys and i-
PowerPoint Slide(LINK) collaboration with our Ready results, such as as
that shows what I ask for counselor, I implement this(LINK), I am able to
students to write down surveys using Google adjust what information
before they present this Docs such as this(LINK). is presented to students
information with the rest Then, as a grade level, we based on their current
of their classmates. discuss the results of our abilities as well as their
students. This helps current socio-emotional
Emerging-Learns about know what are the state.
students through data strengths of our students,
provided by the school what interests they have
and/or assessments. and what other needs we
Some students may notice that aren't solely
engage in learning using academic to ensure they
instructional strategies have the best educational
focused on the class as a experience.
whole.
 Evidence: Student-led
surveys(LINK) were used
Standard 1 CSTP: Engaging and Supporting All Students in Learning
in the designing of the
lessons. These surveys
helped show how
students were feeling
with our new policies
involving Boystown mid-
way in the year and if any
adjustments had to be
made to ensure all
students were treated
equitably.
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 Level of Development:
Emerging-Our school uses
i-Ready to determine the
reading and math skills
students have mastered
to this date. Some of this
data applies to my classes
even though I am not a
English Language Arts or
math teacher.
Evidence: Here is one of
the first assignments that
collects data on students'
ability to share answers
with the whole class, their
interpretation of a
fictional text and their
writing ability to text-
dependent questions,
which I can cross-
reference to their i-Ready
scores to see if students
are performing at the
grade level they tested at,
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.
Exploring-Uses gathered Applying- Uses school
information about resources and family
students’ prior contacts to expand
knowledge, cultural understanding of
backgrounds, life students’ prior
experiences, and interest knowledge, cultural
to support student backgrounds, life
learning. Students experiences, and interests
participate in single to connect to student
lessons or sequences of learning.
lessons related to their Date: April 2024
interests and experiences. Evidence: With more
Evidence: Now that I have detailed knowledge of
gained more culture what students’ interests
background knowledge of are, I can include
my students (such as references to movies such
through event like as Star Wars or TV shows
Hispanic Heritage Month such as That’s So Raven
in our advisory), I can when explaining key
better discuss evens that terms from the reading, as
connect in a more seen on slide 11 of this
culturally relevant way PowerPoint (LINK).
with students. This can be
seen in slide 31 of one of
my weekly
PowerPoint(LINK)
Standard 1 CSTP: Engaging and Supporting All Students in Learning
technology use, where
are able to do better than Spanish is included in the
the test results indicated document to highlight a
or if there's a discrepancy language that many
with the data. students know.

Level of Development:
Emerging-Develops
awareness of prior
knowledge, culture,
backgrounds, life
experiences, and interests
represented among
students. Some students
connect learning activities
to their own lives.

Evidence: I used data

gathered in our advisory
homeroom on how
students feel about my
classes and our grade
level to help support
students. This was used to
design lessons(LINK) that
included students' prior
knowledge and possible
interests.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging
Uses real-life connections
during instruction as
identified to curriculum.
Connecting subject
matter to
meaningful, real-life
Some students relate
contexts
subject matter to real-life.
Evidence Emerging-Develops
awareness of prior
knowledge, culture,
backgrounds, life
experiences, and interests
represented among
students. Some students
connect learning
activities to their own
lives.
Evidence: Here is the
PowerPoint Slide(LINK)
with the question to
connect what I have
taught about early
humans to real-life
contexts, along with
two(LINK)
separate(LINK) student
examples of responses to
this activity.
Exploring Applying
Explore using additional Integrates connections
real-life connections to from subject matter to
subject matter in single meaningful, real-life
lessons or sequence of contexts, including those
lessons to support specific to students’
understanding. family and community.
Students make use of Students utilize real-life
real-life connections connections regularly to
provided in single lessons develop understandings
or sequence of lessons to of subject matter.
support understanding of
subject matter.
Level of Development: Applying-Integrates
Exploring-Uses real-life connections from subject
connections during matter to meaningful,
instruction as identified real-life contexts,
to curriculum. Some including those specific to
students relate subject students’ family and
matter to real-life communities. Students
Evidence: Students are utilize real-life
asked about how key connections regularly to
inventions and ideas develop understandings
created by some of subject matter.
civilizations are still Evidence: Some activities,
relevant to humans such as Do Nows and
today. writing prompts, have
students reflect on what
they have been learning
about a certain
civilization and how that
matters to people today.
This allows for a deeper
connection to the real
world even if the content
is about events that
occurred in the ancient
world. I use Google
Integrating Innovating
Integrates connections to Engages student in
meaningful, real-life actively making
contexts in planning connections to relevant,
subject matter instruction meaningful, and real-life
and is responsive during contexts throughout
instruction to engage subject matter
students in relating to instruction.
subject matter.
Students actively engage Students routinely
in making and using real- integrate subject matter
life connections to subject into their own thinking
matter to extend their and make relevant
understanding. applications of subject
matter during learning
activities.
Integrates connections to
meaningful, real-life
contexts in planning
subject matter instruction
and is responsive during
instruction to engage
students in relating to
subject matter. Students
actively engage in making
and using real-life
connections to subject
matter to extend their
understanding.
Date: April 2024
Evidence: Students made
connections to
philosophies, concepts
and ideas from ancient
history in the class I
currently teach, and
learned how to use their
inferencing skills to
determine why it led
ancient Indians to have a
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Classroom and Google
Docs for students to better life. Students then
access the materials and got to make the choice to
answer the Do Nows and choose which of these
writing prompts on slides ideas are still important
9, 25 and 37 on these to people all over the
slides(LINK) using this world today, as seen in
document on Google these essay examples in
Docs(LINK). paragraph 5 (LINK)
(LINK)This aligns with
ISTE standard 3.3.c
Inspire a Culture of
Innovation

Inspire a culture of
innovation and
collaboration that allows
the time and space to
explore and experiment
with digital tools. and
adoption, as students
collaborate to explain the
text-to-world connection
of these ideas from
ancient India (such as
Buddhism or Hinduism)
and how they are still
used by people in 2024, in
an open-ended way for
our diverse learners to
access this content. This
connection to the modern
world was inspired by a
reading on how to bring
the ancient world to life,
as I had difficulty making
the content relevant to
some of the students, and
by including this in the
essay, I made sure all
diverse learners could
explain why they are still
learning about these
ideas in 2024,
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.
Using a variety of
instructional
strategies, resources,
and technologies to
meet students’
diverse learning
needs
Emerging-Some students
participate in
instructional strategies,
using resources and
technologies provided.
Evidence: Certain
strategies, such as being
able to write a claim-
evidence-reasoning
paper, are done school-
Evidence wide. Students also use
some technology such as
Chromebooks.
Emerging-Some students
participate in
instructional strategies,
using resources and
technologies provided.
Certain strategies, such as
being able to write a
demonstrating my
abilities as a teacher
leader.
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.
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.
Utilizes a variety of
Explores additional strategies including
instructional strategies, culturally responsive
resources, and pedagogy, resources, and
technologies in single technologies during
lessons or sequence of ongoing instruction to
lessons to meet students’ meet students’ diverse
diverse learning needs. learning needs. Students
Students participate in participate in instruction
single lessons or using strategies,
sequence of lessons resources, and
related to their interests technologies matched to
and experiences. their learning needs.
Evidence: New resources Date: April 2024
have been added to Evidence: Students who
lessons that allow are Spanish-dominant
students to meet the have now been given
goals of each unit that certain documents in
accounts for the needs of English to read alongside
all of my students. Some some documents in
students are given access Spanish (LINK), with
Standard 1 CSTP: Engaging and Supporting All Students in Learning
claim-evidence-reasoning
paper, are done school-
wide. Students also use
some technology such as
Chromebooks.
Evidence: Parts of my
lesson (such as a Do Now)
has students answer the
questions on a Google
Docs form. Students can
also find additional
resources available on
Google Classroom.
Students are taught with
certain strategies (such as
the Claim-Evidence-
Reasoning paper) in most
of their classes in
addition to my own class.
Element 1.5 Emerging
Asks questions that focus
on factual knowledge and
comprehension.
Promoting critical
thinking though
inquiry, problem Some students respond to
solving, and questions regarding facts
reflection and comprehension.
to a translator as they are
Spanish-dominant. As
they can complete the
main assignments in their
native language, they can
show mastery of the
historical standards until
they have learned enough
English to begin working
on the same standards via
responses in English.
Exploring
Includes questions in
single lessons or a
sequence of lessons that
require students to recall,
interpret, and think
critically.
Students respond to
varied questions or tasks
designed to promote
comprehension and
critical thinking in single
lessons or a sequence of
lessons.
access to other
technology such as
subtitles in Spanish when
watching videos or a
translator to help with
writing responses in
English.
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.
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.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Evidence Exploring-Lessons in my
history class often include
text-dependent questions
for students to interpret
and think critically.
Evidence: Lessons usually
have a main topic point
that students will need to
be able to critically
analyze in order to
understand why that
topic is important to
know. Text-dependent
questions help students
further understand a
reading before getting
into a writing assignment
such as a gist statement
or Claim-Evidence-
Reasoning paper.
Examples of these
questions to critically
analyze the topic being
learned about as well as
the use of gist statements
can be found in this
PowerPoint Slide(LINK)
from a lesson in the Early
Humans unit of
September 2022.
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.
Date: April 2024
Evidence: Students have
begun to synthesize their
writing by creating
inferences on events from
ancient history that can
help explain why certain
ideas (such as Legalism or
Confucianism) being
better to control ancient
China via a debate (LINK)

Explores additional
instructional strategies,
resources, and
technologies in single
lessons or sequence of
lessons to meet students’
diverse learning needs.
Students participate in
single lessons or
sequence of lessons
related to their interests
and experiences.
Evidence: New resources
have been added(LINK)
Standard 1 CSTP: Engaging and Supporting All Students in Learning
to lessons that allow
students to meet the
goals of each unit that
accounts for the needs of
all of my students.

Exploring-Explores
additional instructional
strategies, resources, and
technologies in single
lessons or sequence of
lessons to meet students’
diverse learning needs.
Students participate in
single lessons or
sequence of lessons
related to their interests
and experiences.
Evidence: Some students
are given a separate
resource (a graphic
organizer) to aid them in
their essay writing on
their Google
Chromebooks. This is an
example of the graphic
organizer(LINK) that
some students use using
the Google Docs program.
This goes with ISTE
standard 2.7a, Offer
Alternative
Assessments: Provide
alternative ways for
students to demonstrate
competency and reflect
on their learning using
technology because this
graphic organizer still has
students meet the
expectations for both the
6th grade historical state
standards as well as
Common Core writing
standards in a way that
Standard 1 CSTP: Engaging and Supporting All Students in Learning
students who are
differently abled can
complete the assessment.
This use of technology as
a scaffold for this student
population, along with
specialized work with the
resource specialist
teacher, allows this
diverse group of students
to do just as well as the
general education
population of our school.

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
engagement and regular for assistance, support, or students in mastering the
Monitoring student checks for understanding. challenge. concepts flexibly and
learning and effectively.
adjusting instruction
while teaching. 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
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.
Evidence Emerging-My lessons are Applying-Guide students
designed to cover the to think critically through Integrating-Adjusts
main topic of a California use of questioning strategies during
content standard for strategies, posing/solving instruction based on the
history. At times, the problems, and reflection ongoing monitoring of
standard covered would on issues in content. individual student needs
be for English Language Students respond to for assistance, support, or
Arts or another key 6th questions and problems challenge. Students are
grade skill needed. If posed by the teacher and able to articulate their
students have questions, begin to pose and solve level of understanding
they are reminded that problems of their own and use teacher guidance
they should raise their related to the content. to meet their needs
hands to get help from Evidence: To help during instruction.
their teacher. students expand on key Date: April 2024
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Evidence: Students can
see the content standard
and the objective that ties
into the standard both on
the whiteboard and on
the slide deck of the day’s
lesson when we talk
about what we are going
to learn. In addition,
students are reminded in
each lesson to raise their
hands if they need help
during any activity we are
doing so all know that I
will provide assistance to
them.
Emerging-Includes
questions in single
lessons or a sequence of
lessons that require
students to recall,
interpret, and think
critically. Students
respond to varied
questions or tasks
designed to promote
comprehension and
critical thinking in single
lessons or a sequence of
lessons.
Evidence: A wide variety
of text-dependent
questions(LINK) are
included in my lessons.
All students can access
these questions with
scaffolds such as sentence
frames. I can purposefully
monitor the students as
they answer these
questions and help
individual students or
reteach if I notice a lot of
students are unable to
answer the text-
concepts, students Evidence: I have included
answer Think-Pair Share Think-Pair Share
formative assessments, formative assessments in
text-dependent questions the guided readings
or writing prompts that within lessons. By seeing
use the Claim-Evidence- what our students reply, I
Reasoning paper. I use can determine if we’re
PowerPoint for students ready to move onto the
to see the Think Pair- next part of the lesson. I
Share questions that they can also check in and see
will verbally share with if students need any
the class, such as these assistance or support, as
examples on slides 11, 12 seen with this video of my
and 13 of this PowerPoint teaching here (LINK).
(LINK). I can observe the
class and purposefully
monitor, with technology
used by students such as
accessing a dictionary
online to look up a word
they are unsure what it
means. This goes with
ISTE standard 2.6d Model
and Nurture Creativity:
Model and nurture
creativity and creative
expression to
communicate ideas,
knowledge or
connections because
students see how their
think pair-share response
should look like with the
use of technology, and
then use that information
to think of the answer
they would like to share.
This greatly benefits
certain groups of
students, such as students
who are English Learners,
since they can see a
model for their answer
via the use of technology
with the PowerPoint to
Standard 1 CSTP: Engaging and Supporting All Students in Learning
dependent questions. teach the lesson, and
demonstrate their
mastery of the content as
equally as any other
student within their
grade level.