Element Emerging Exploring Applying Integrating Innovating

Has a foundational Examines concepts in Understands and explains Uses broad knowledge of Uses extensive knowledge
knowledge of subject subject matter and the relationship between inter-relationships of of subject matter
matter, related academic academic language to essential subject matter concepts, academic concepts, current issues,
3.1 Demonstrating
language, and academic identify connections concepts, academic content standards, and academic language, and
knowledge of subject
content standards. between academic content language, and academic academic language in research to make relevant
matter academic
(7/21/19) standards and instruction. content standards. ways that ensure clear connections to standards
content standards
(12/13/19) (4/12/20) connections and during instruction and
relevance to students. extend student learning
(5/8/20)

I really need to and want I have improved in this I have really made some I have continuously made
to improve in this area. I area over this semester. I strides in this area. I have strides in this area. I have
know my subject matter have done a better job of been asked to be more been asked to be more
extremely well. I also looking over the content involved in the involved in the
have a great standards and the development of our development of our
understanding of what connections it has with the curriculum at our school curriculum at our school
skills and concepts need subject matter I am site as well as district site as well as district
to be mastered before teaching in my lessons and wide, so I have dove wide, so I have dove
moving onto a new units. I have noticed that deeper into the National deeper into the National
concept. I know how to my lessons are better now Physical Education Physical Education
align my lessons with my that I have made an effort Standards and got into Standards and got into
unit to ensure that each to use them to help guide more resources such as more resources
student is learning. my lesson direction. pecentral.com, To gain a better
However, I have limited (12/13/19) Gophersports.com and understanding I began to
knowledge of academic Shapeamerica.com. dive deeper into the
language and content (4/12/20) Physical Education
standards. I always have National Standards. I
to look things up and do used the Shape America
more research when Website and examined
other educators or the standards. This helps
administrators bring up to guide my learning
an acronym of an objectives. I use online
academic program or resources such as PE
strategy. Central and Gopher
(7/21/19) Sports to stay current on
PE topics.
(5/8/20)
 Has basic knowledge of Expands knowledge of
student stages of student development and
development while implements learning
becoming aware of activities in single lessons
differences in students’ or sequence of lessons
understanding of subject that addresses students’
matter. proficiencies and support
understanding of subject
3.2 Applying Teaches subject-specific matter including related
knowledge of vocabulary following academic language.
student curriculum guidelines.
development and Provides explicit teaching
proficiencies to of essential content
ensure student vocabulary and associated
understanding of academic language in
subject matter single lessons or sequence
of lessons. Explains
academic language,
formats, and vocabulary to
support student access to
subject matter when
confusions are identified.
Adapts instruction in
response to knowledge of
student development and
proficiencies to meet
students’ diverse learning
needs. Ensures
understanding of subject
matter including related
academic language.
Provides explicit teaching
of essential vocabulary,
idioms, key words with
multiple meanings, and
academic language in
ways that engage students
in accessing subject
matter text or learning
activities.
(7/21/19)
(12/13/19)
Throughout each unit my
lessons provide essential
vocabulary, key terms that
are vital to the subject
matter being taught for
each unit. I make sure
students understand and
have knowledge of these
essential concepts to
ensure their success for
the unit. I need to hold my
Physical education
students to a high
standard with grammar
and writing structure. At
times it is overlooked
because it is PE.
(7/21/19)
(12/13/19)
Integrates knowledge of Utilizes comprehensive
range of students knowledge of students to
development into guide all students to
instructional decisions to develop proficiencies,
ensure student understand subject
understanding of the matter including related
subject matter including academic language.
related academic (12/13/19)
language. (4/12/20)
(7/21/19) (5/8/20)
Provides explicit teaching Engages students at all
of specific academic levels of vocabulary,
language, text structures, academic language, and
grammatical, and stylistic proficiencies in
language features to self-directed goal setting,
ensure equitable access to monitoring, and
subject matter improvement. Guides all
understanding for the students in using analysis
range of student language strategies that provides
levels and abilities. equitable access and deep
understanding of subject
matter.
(5/8/20)
Once the school year As the school year
begins each student goes progresses, so does our
through a baseline test to fitness level and data.
gather proper data on After we do the baseline
their prior knowledge or testing to get prior
fitness level. I then base knowledge we then
instructional planning on workout based on
their individual strengths individual fitness levels.
and limitations. Using my We then test once again
knowledge of my subject and develop another plan
matter I begin to build and really attack those
each student an weaknesses. We also
Individualized Plan to get build on the students'
them ready for mastery. strengths and continue to
(7/21/19) develop them, so their
(4/12/20) proficiency level is high.
(12/13/19)
(4/12/20)
(5/8/20)
 In the ​Muscle Groups
Identification and
Muscle Movement Unit
Plan​ I scaffled a variety of
activities for student
development to make
instructional decisions
based off their
understanding of related
academic language. I used
all activities in a specific
order to teach essential
vocabulary, keywords
and all academic language
needed in the unit: Upper
Body Muscles, Lower
Body Muscles,
Muscle/Body
Movements​, ​Muscle
Identification Labeling
Assignment,
“Muscle/Body
Movement Kahoot”​ and
Muscle Identification
Test. ​(5/8/20)

Follows organization of Examines organization of Uses knowledge of Integrates knowledge of Uses extensive knowledge
curriculum as provided curriculum and considers curriculum and student curriculum and resources of curriculum and related
by site and district to adjustments in single readiness to organize and to organize and adjust resources to flexibly and
support student lessons or sequence of adjust the curriculum to instruction within and effectively organize and
understanding of the lessons to support ensure student across subject matter to adjust instruction.
3.3 Organizing
subject matter. understanding of subject understanding. extend student (5/8/20)
curriculum to
matter. understanding.
facilitate student
(7/21/19) Ensures student
understanding of the
(12/13/19) comprehension and
subject matter
(4/12/20) facilitates student
articulation about what
they do and do not
understand.
(5/8/20)
All of our units in Physical
education are planned
based off the California
State Standards in each
grade level. I also take the
baseline testing to adjust
some of the units and
curriculum. All of our
lessons will begin with
revisiting the skills and
movement patterns
learned in previous
lessons. This is a great
way to build and maintain
what students are
learning and mastering. I
also try to match up each
unit with multiple lessons
that incorporate writing,
researching and analyzing
using our 1:1 chromebook
technology in PE. I would
like to do a better job of
holding the students a bit
more accountable for
grammar to really help
them learn across the
curriculum.
(7/21/19)
(12/13/19)
(4/12/20)
All of our units in Physical
education are planned
based on the California
State Standards in each
grade level. I also take the
baseline testing to adjust
some of the units and
curriculum. All of our
lessons will begin with
revisiting the skills and
movement patterns
learned in previous
lessons. This is a great
way to build and maintain
what students are
learning and mastering. I
also try to match up each
unit with multiple lessons
that incorporate writing,
researching and
analyzing using our 1:1
chromebook technology
in PE. I would like to do a
better job of holding the
students a bit more
accountable for grammar
to really help them learn
across the​ ​curriculum. In
the ​Muscle Groups
Identification and
Muscle Movement Unit
Plan​ I scaffled a variety of
activities that integrates
knowledge of the
curriculum. (5/8/20)
I organized all activities
in a specific order from
Upper Body Muscles​,
Lower Body Muscles​,
Muscle/Body
Movements​, ​Muscle
 Identification Labeling
Assignment ​and ​Muscle
Identification Test​. I
organized it and tried to
keep adjusting my lessons
to provide student
understanding
throughout the
unit.(5/8/20)

Uses instructional Gathers and uses Selects and adapts a I​ntegrates instructional Uses an extensive
strategies that are additional instructional variety of instructional strategies appropriate to repertoire of instructional
provided in the strategies in single lessons strategies to ensure subject matter to meet strategies to develop
curriculum. or sequence of lessons to student understanding of students’ diverse enthusiasm,
increase student academic language learning, to ensure meta-cognitive abilities,
3.4 Utilizing
understanding of appropriate to subject student understanding of and support and
instructional
academic language matter and that addresses academic language, and challenge the full range of
strategies that are
appropriate to subject students’ diverse learning guide student in students towards a deep
appropriate to the
matter. needs. understanding knowledge of subject
subject matter
connections within and matter.
across subject matter. (12/13/19)
(7/21/19) (4/12/20)
(5/8/20)
(7/21/19)
All lessons, units and
strategies are based off
the standards but more
importantly off of the
baseline fitness or skills
tests. So, all learners and
levels of fitness is being
met for every student. I
want to provide skill
development and improve
levels of fitness by
ensuring that each
student is learning and
improving because they
are mastering each skill,
technique and fitness
level according to their
individual needs. I want
to teach them skills sets
that they master and get
them into a fitness level to
handle the rigior of the
class and than allow them
to apply what they are
learning by choosing their
personal goals of sport
and fitness. This will
allow me to see mastery
and continually check for
understanding.
I have used a wide variety
of instructional strategies
that has kept the students
excited about continual
learning. Through the
Introductory Program,
Professional
Developments and
Collaboration with
colleagues has allowed
me to find the best
practices for student
learning. I have continued
to make strides in this
area. This has allowed me
to push my students to
higher levels as well as
kept them interested and
engaged throughout the
first semester.
(12/13/19)
(4/12/20)
(5/8/20)
 Uses available Explores additional Selects, adapts, and Integrates a wide range of Engages students in
instructional materials, instructional materials, utilizes appropriate adapted resources, identifying and adapting
resources, and resources, and instructional materials, technologies, and resources, technologies,
technologies for specific technologies to make resources, and instructional materials to and standards-aligned
lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
matter accessible to to students. and skill development in needs and make subject extend student
3.5 Using and students. subject matter. Resources matter accessible to understanding and
adapting resources, Explores how to make reflect the diversity of the students. critical thinking about
technologies, and Identifies technological technological resources classroom and support (7/21/19) subject matter.
standards-aligned resource needs. available to all students. differentiated learning of (12/13/19)
instructional subject matter. Assists students with (4/12/20)
materials including equitable access to (5/8/20)
adopted materials, Guides students to use materials, resources, and
to make subject available print, electronic, technologies. Seeks Ensures that students are
matter accessible to and online subject matter outside resources and able to obtain equitable
all students resources based on support. access to a wide range of
individual needs. (7/21/19) technologies through
ongoing links to outside
resources and support.
(12/13/19)
(4/12/20)
(5/8/20)

As I stated earlier at BPHS At my school site we use

we use 1:1 Chromebook
technology and integrate
it into the PE. I have used
as many different
technologies and
resources to improve our
use of technology and
improve our student
learning development. I
have incorporated Google
Classroom, Quizlet,
Kahoot, Edpuzzle,
Youtube, Google Docs,
Slides, Sheets and many
other technology
resources for the
students. We use it all to
enhance their
understanding of our
material in PE but also
1:1 Chromebook
technology and integrate
it into the PE. I have
incorporated Google
Classroom, Quizlet,
Kahoot, Edpuzzle,
Youtube, Google Docs,
Slides, Sheets and many
other technology
resources for the
students. We use it all to
enhance their
understanding of our
material in PE but also
learn cross curricular
things like find, cite and
writing skills. I have also
included daily use of
Quotes of the day, Words
of Success and Rules for

Is aware of students’ Seeks additional information
primary language and describing elements of
English language culture and language
proficiencies based on proficiencies in listening,
available assessment data. speaking, reading, and
(7/21/19) writing. Uses multiple
measures for assessing
English learners’
3.6 Addressing the performance to identify gaps
needs of ​English in English language
learners​ and student Provides adapted materials development.
with special needs to to help English learners (12/13/19)
provide equitable access content. (4/12/20)
(7/21/19)
access to the content
Attempts to scaffold content
using visuals, models, and
graphic organizers.
(12/13/19)
(4/12/20)
Identifies language
proficiencies and English
learner strengths in the study
of language and content.
Differentiates instruction
using one or more
components of English
language development to
support English learners.
(5/8/20)
Creates and implements
scaffolds to support
standards-based instruction
using literacy strategies,
SDAIE, and content level
English language
development in order for
students to improve language
proficiencies and understand
content.
(5/8/20)
learn cross curricular
things like find, cite and
writing skills.
(7/21/19)
Integrates knowledge of
English language
development, English
learners’ strengths and
assessed needs into English
language and content
instruction.
Develops and adapts
instruction to provide a wide
range of scaffolded support
for language and content for
the range of English learners.
Successful living to get
students to think
critically and use logical
analysis to come up with
their own thoughts and
ideas.
(12/13/19)
(4/12/20)
(5/8/20)
Engages English learners in
assessment of their progress
in English language
development and in meeting
content standards. Supports
students to establish and
monitor language and
content goals.
Is resourceful and flexible in
the design, adjustment, and
elimination of scaffolds
based on English learners’
proficiencies, knowledge,
and skills in the content.
I use my Aries
demographics to find out
which of my students are
EL students and if any
have special needs or an
IEP in place. I can also see
what level of proficiency
they are at looking at that
information on Aries. I
have and always speak
with their resource
teacher to get
accommodations to help
these students succeed in
my class especially with
the assignments we use
to improve our find, cite,
write and technology
skills. However, I am
looking forward to
getting much better in
this area to give my
students the best chance
of learning the material
and mastering it.
(7/21/19)
I still get my information
on my EL students via
Aries but now I take
additional steps for
success. I also go to their
ELD teacher and find out a
little bit more about my
students. I find out their
limitations and strengths
to best develop proper
instruction for them. Then
I try to make sure I
scaffold my lessons and
units to put my EL
students in the best
position possible for
success in my class.
(12/13/19)
(4/12/20)
Students watch an
EdPuzzle ​and answer
embedded questions to
get familiar with ​Proper
Way to Shoot the
Basketball​. This ​clip​ that
I used has subtitles
available in different
languages, so my ELs can
listen to the video in
English but be able to read
subtitles in Spanish to
help them understand the
video. Students can
rewind the video and
re-watch segments if
necessary. I feel this really
supports ELs with the
language and allows them
to access the content. I
assign ​Students' Seating
in a strategic manner to
meet the needs of my ELs
and SPED students. ELs
are seated next to helpful
and friendly students who
can help translate, and
SPED students are seated
with consideration from
their IEPs or 504s and
input from their case
carriers. (5/8/20)
 Has an awareness of the full
range of students identified
with special needs through
data provided by the school.
(7/21/19)
(4/12/20)
Attends required meeting
3.6 Addressing the with resource personnel
needs of English and families.
learners and ​student (7/21/19)
with special needs​ to
(4/12/20)
provide equitable
access to the content
Learns about referral
processes for students with
special needs.
(7/21/19)
(4/12/20)
Seeks additional information
on the full range of students
identified with special needs
to address challenges or
supports in single lessons or
sequence of lessons.
Cooperates with resource
personnel, para-educators,
and families during meetings
and activities in support of
learning plans and goals.
Seeks additional information
on struggling learners and
advanced learners to
determine appropriateness
for referral.
Utilizes information on the
full range of students
identified with special needs
to assess strengths and
competencies to provide
appropriate challenge and
accommodations in
instruction.
(5/8/20)
Communicates regularly with
resource personnel,
para-educators, and families
to ensure that student
services are provided and
progress is made in accessing
appropriate content.
(5/8/20)
Refers students as needed in
a timely and appropriate
manner supported with
documented data over time,
including interventions tried
previous to referral.
(5/8/20)
Integrates accommodations,
adaptations, and extensions
to instruction for the full
range of students with
special needs to ensure
adequate support and
challenge.
Communicates and
collaborates with colleagues,
support staff, and families to
ensure consistent
instruction. Supports
families in positive
engagement with school.
Initiates and monitors
referral processes and
follow-up meeting to ensure
that students receive
support and/or extended
learning that is integrated
into the core curriculum.
Guides and support the full
range of student with special
needs to actively engage in
the assessment and monitor
their own strengths, learning
needs, and achievement in
accessing content.
Communicates and
collaborates with resource
personnel, para-educators,
families, leadership, and
students in creating a
coordinated program to
optimize success of the full
range of students with
special needs.
Takes leadership at the
site/district and collaborates
with resource personnel to
ensure the smooth and
effective implementations of
referral processes.

The demographics on I still use the

Aries and a list of demographics on​ ​Aries
students that is provided and a list of students that
to us from our counseling is provided to us from our
department lets us know counseling department
the entire student lets us know the entire
population and the student population and
specific students in our the specific students in
classes who are EL our classes who are EL
students with special students with special
needs. So, I am fully needs. So, I am fully aware
aware of my students of my students who have
who have needs and needs and
accommodations. I do accommodations. I do
attend regular IEP or EL attend regular IEP or EL
meetings with the meetings with the
resource team when resource team when
possible. I would need to possible. I would need to
get better to further get better to further
understand the needs understand the needs and
and traits of my students. traits of my students. I do
I do know the most basic know the most basic
process when referring a process when referring to
student but my a student but my
knowledge is limited in knowledge is limited in
this area. this area.
(7/21/19) (5/8/20)
(12/13/19)
(4/12/20) I also have made a
consistent effort to
collaborate with the EL
Students Resource teacher
and Community Liaison
who handles the majority
of our EL students and is
the middle man for
teachers and their
parents. This has helped
me tremendously and has
improved this area for me.
I also collaborate with the
Case Carriers for each of
my SPED students to help
them succeed in my class.
We constantly and
consistently communicate
on how to help specific
students.
(5/8/20)
I also have adapted
lessons for students. We
use and watch videos and
have used EdPuzzle​ ​and
answer embedded
questions to get familiar
with each topic we are
discussing or learning.
This clip that I used has
subtitles available in
different languages, so my
ELs can listen to the video
in English but be able to
read subtitles in Spanish
to help them understand
the video. Students can
rewind the video and
re-watch segments if
necessary. I feel this really
supports ELs with the
language and allows them
to access the content. I
assign Students' Seating in
a strategic manner to
meet the needs of my ELs
and SPED students. ELs
are seated next to helpful
and friendly students who
can help translate, and
SPED students are seated
with consideration from
their IEPs or 504s and
input from their case
carriers. (5/8/20)