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. 5/13/18 instruction. 5/4/19
Using knowledge of learning needs. 7/25/17
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. 7/25/17 needs. that ensure equitable further their learning that
access to the are responsive to their
curriculum.5/13/18 learning needs. 5/4/19

T-Adjustments are made S-I like to implement a
based on variety of activities to get
recommendations given to know my students.
by their IEPs. These Usually those activities
adjustments can include take place at the
seating arrangements and beginning of the school
extending deadlines. EL year which serve as ice-
students are seated next breakers. I continue to get
to bilingual students and to know my students by
are provided with holding informal
supplemental resources, discussions on an
including a IPad. Students individual basis and
can also be provided with continue this throughout
Evidence
a copy of notes. 7/25/17 the year. I also speak to
their former teachers,
counselors’
administrators who can
share more about the
students academics and
learning abilities.
7/25/17
I started to look at data
from multiple
assessments that are
taken at our district. For
instance, there’s an
assessment that students
take twice a year called
“IReady” that illustrates
student performance
data, which allows me to
adapt instruction to
specific students.
5/13/18
Students take on tasks
that allow them to begin
to take ownership of their
learning. Projects and
activities are created for
students to work
collaboratively with each
other and accomplish in
timely manner. These
activities include the use
of technology like laptops
and google slides.
5/13/18
Aside from analyzing data
like Iready and the SBAC,
I’m also implementing my
own short assessments to
make sure students are
understanding and
learning. Therefore I
could make adjustments
as a go.
Students are completing
scaffolded activities
throughout the unit.
Additionally students
take part in culminating
project based activities
and portfolios to assess
their learning. 5/4/19
Standard 1 CSTP: Engaging and Supporting All Students in Learning
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 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 5/13/18 cultural backgrounds,
experiences, and interest backgrounds, life prior knowledge, life
to support student experiences, and interests experiences, and
learning. 9/25/17 to connect to student interests.
learning.
Students make Students are actively Students can articulate
Students participate in connections between engaged in curriculum, the relevance and impact
single lessons or curriculum, and their which relates their prior of lessons on their lives
sequences of lessons prior knowledge, knowledge, experiences, and society.5/4/19
related to their interests backgrounds, life and interests within and
and experiences. 9/25/17 experiences, and across learning
interests. activities.5/13/18
Activities and discussions I offer opportunities for I get know my students
are driven by student students to able to share more personally by
experience and their prior about themselves and engaging them in
knowledge in effort to their prior knowledge. I conversations about
help student make then take information their interest. I use this
content more relevant. based on student information to guide
Examples made are interests to differentiate instruction and activities
chosen purposely because instruction. Class we complete.
of student prior discussions and examples
knowledge or experience. provided to tap into Students are engaged by
9/25/17 students’ knowledge.
sharing their own
5/13/18 experiences and
Lesson activities allow connecting those to the
Students are engaged by content or topic we are
students share what they
taking part in discussion covering. 5/4/19
have learned from past
and activities that offer
experiences or even share
their discussions that relevance and meaning.
have had in the past. Think pair share
9/25/17 activities are constant,
while guest speakers are
also invited into the
classroom. 5/13/18
Standard 1 CSTP: Engaging and Supporting All Students in Learning
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.
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. 9/25/17
Students make use of real
life connections that are
provided in the lessons or
sequence of lessons.
Students connect
topics/events they’ve
seen on television or
something that have read
in the past and share tit
with the rest or the class.
9/25/17
Evidence
Applying Integrating
Integrates connections Integrates connections to
from subject matter to meaningful, real-life
meaningful, real-life contexts in planning
contexts, including those subject matter instruction
specific to students’ and is responsive during
family and community. instruction to engage
students in relating to
subject matter. 9/25/17
Students utilize real-life Students actively engage
connections regularly to in making and using real-
develop understandings life connections to subject
of subject matter. matter to extend their
understanding.5/13/18
Relevant topics and
events are connected to
historical events to allow
better comprehension for
students. Allowing
contexts and outcomes to
be analyzed in order to
make them more
meaningful. 9/25/17
Students take part in
discussions and
activities by providing
their own relevance to
topics of study. These
examples are usually
take from their readings,
television or discussions
that have taken part in
previously. 5/13/18
Innovating
Engages student in
actively making
connections to relevant,
meaningful, and real-life
contexts throughout
subject matter
instruction.
Students routinely
integrate subject matter
into their own thinking
and make relevant
applications of subject
matter during learning
activities.5/4/19
Topics of study actively
make connections to
real life contexts and
real life. I then take that
relevance an offer an
opportunity to
Discussions are
facilitated for
opportunities so
students give feedback.
Students engage in
discussions based on
their understanding.
Culminating tasks and
projects also allow
students to demonstrate
what they have learned
throughout the unit.
5/4/19
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’ Some students participate
diverse learning in instructional strategies,
needs using resources and
technologies provided.
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. 9/25/17
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 a
sequence of lessons strategies, resources, and use of a variety of wide range of strategies,
related to their interests technologies matched to targeted strategies, resources, and
and experiences. 9/25/17 their learning needs. resources, and technologies that
technologies to meet successfully advance their
their individual students learning.5/4/19
needs.

Student participation can I do a good job in I continue to use a variety

include the use of their adapting some of the of strategies in the
phones, internet and various strategies I come classroom. I offer
laptops. Socratic forums across, including those opportunities for students
and other applications that are shared by my to explore ideas with the
allows students various colleagues. The use of help of the available
platforms on interaction the media, music and resources,
and participation. various applications technologies. Adaptions
9/25/17 allows me to intergrade are barrowed from many
various forms or different colleagues and
technologies into my teacher websites.
Evidence instruction. 9/25/17
Projects and presentations
are complete using
technologies like google
slides. While participation
includes the use of their
phones, chrome books
with the use of various
platforms for interaction.
5/4/19
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 recall, posing/solving problems, developing questions, by designing structured
interpret, and think and reflection on issues in posing problems and inquiries into complex
critically. 9/25/17 content. 5/13/18 reflecting on multiple problems.
Promoting critical
thinking though perspectives. 10/15/18
inquiry, problem
Some students respond to Students respond to Students respond to Students pose and
solving, and Students pose problems
questions regarding facts varied questions or tasks questions and problems answer a wide-range of
reflection and construct questions
and comprehension. designed to promote posed by the teacher and complex questions and
of their own to support
9/25/17 comprehension and begin to pose and solve problems, reflect, and
critical thinking in single problems of their own inquiries into content. communicate
lessons or a sequence of related to the 10/15/18 understandings based on
lessons. content.5/13/18 in depth analysis of
content learning. 5/4/19

Questions are scaffold in Open ended questions are I provide opportunities
order to get full asked to engage students for students to develop
engagement. These are during lesson activities. and explore his/her own
asked through the lesson During close readings ideas. Meanwhile
and challenge student to students may be asked to allowing for students to
think more critically of analyze, interpret and build on each other’s
the content. 9/25/17 contrast to assess student ideas. Class environment
comprehension 9/25/17 is created for
collaborative learning
and constructive
interaction. 5/13/18
Evidence Questions within in
discussions are scaffolded
by students’ knowledge,
and to extend thinking.
Opportunities are given
for students to think and
evaluate content.
5/13/18
I encourage students to I facilitate
inquire into different opportunities for
perspectives by posing students to access their
thought provoking own learning by
questions. I also frame providing them with
some of the questions
rubrics and reflect on
and tasks to allow them
their own performance.
in develop their own
Furthermore, I
perspective. 10/15/18
consistently facilitate
Charts posted around discussions and
the classroom assist assignments that will
students to construct challenge students to
think more critically
their own questions.
about the content.
They come up with level
1 to even level 4
questions based on the Students are given the
task.10/15/18 opportunity to
demonstrate their
understanding in
various ways. Exams,
projects, presentations
and group activities are
just few of the
Standard 1 CSTP: Engaging and Supporting All Students in Learning
opportunities where
students can
demonstrate their
newly acquired
knowledge. 5/4/19

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
checks for understanding. challenge. 5/13/18 concepts flexibly and
Monitoring student
9/25/17 10/15/18 effectively.
learning and
adjusting instruction
Some students receive Students receive Students monitor their
while teaching.
individual assistance assistance individually or Students successfully Students are able to progress in learning and
during instruction. in small groups during participate and stay articulate their level of provide information to
instruction. 9/25/17 engaged in learning understanding and use teacher that informs
activities. 5/13/18 teacher guidance to meet adjustments in
their needs during instruction.
instruction. 10/15/18
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I walk around the room to
asses’ student learning. It
also allows me see which
student needs more help
or needs to further
directions. 9/25/17
Evidence
While holding discussions Learning is monitored by
or lecturing I check for routinely by walking
student understanding around the room to make
based on a finger system. myself available to
Three fingers mean students. Checking for
student has a strong understanding
understanding, 1 finger systematically occurs to
the student may need a help revise plan
little more explaining. accordingly. Meanwhile
9/25/17 instructional revisions
are implemented based
on student’s needs.
Students take part in 5/4/19
flexible groups to share
discussions and projects Students take part in
relating to the content. activities such as think
Students also take part in pair share activities to
peer editing formulate their response.
opportunities help Students use sentence
monitor their own frames to help the
progress. 5/13/18 process as well.5/4/19