CSTP 1 Pritchett 12

Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.1 Emerging Exploring Applying Integrating Innovating

Learns about Gathers additional Uses data from a Uses data from multiple measures to make Uses comprehensive
students through data to learn about variety of formal and adjustments to instruction and meet individual knowledge of students to
data provided by the individual students. informal sources to identified learning needs. make ongoing
school and/or learn about students adjustments and
assessments. and guide selection of 07/13/2020 accommodations in
instructional strategies instruction.
to meet diverse
learning needs. Students actively utilize a variety of instructional 12/06/20
Students engage in strategies and technologies in learning that 05/01/2021
Some students may single lessons or Student engage in ensure equitable access to the curriculum.
Using knowledge of
engage in learning sequence of lessons learning through the Students take ownership
students to engage
using instructional that include some use of adjustments in 07/13/2020 of their learning by
them in learning
strategies focused adjustments based on instruction to meet their choosing from a wide
on the class as a assessments. needs. range of methods to
whole. further their learning that
are responsive to their
learning needs.
12/06/20
05/01/2021
Evidence Materials and activities align with standards but Evidence: Personalized
differentiate depending on the learner’s needs Learning
(SDAIE strategies)
I use various diagnostic
Data from MAP achievement test (assesses testing to plan
reading comprehension, literacy levels, and more personalize learning
& is aligned with common core) is accumulated experiences for the
and informs instruction. I create a chart each students. Students take
semester based on the test data that identifies different types
each student’s lexile, scores, growth or gaps of diagnostic tests
from past test scores, strengths and weaknesses (some that I use are
in individual testing areas, and college readiness NWEA MAP test,
level. I then make another chart to create Quill, CommonLit,
purposeful groups to use in literature circles and etc.), tied to Common
other grouping activities. Core standards, which
assesses their areas of
Weekly check-ins are held with students who proficiency and areas
have missing assignments or grades below 70%. needing improvement.
Parents are emailed as well. The purpose of these From that, I assign
check-ins is to identify areas that need growth personalized learning
and design an individualized plan to help the pack activities like this
student meet the standard, often by differentiated one for each student to
assessment and purposeful scaffolding. work on at their own
pace in order to
Student self-reflection and goals are set each improve their
semester, and a portfolio is kept on hand. understanding and
achieve proficiency.
Parent, student, teacher conferences are held Advanced students are
each semester, which are student-led. able to work on
activities beyond their
Communication with students is both in class an grade-level.
online (Microsoft Teams). The discussions that
occur there are used to inform instruction. Evidence: Goal Setting
For advanced students, extension options are
provided in lesson planning and feedback is Student update and
given to encourage them to achieve the standard reflect on their SLG
more in-depth. chart (standards &
learning goals chart)
Department meetings are held monthly to and set personalized
discuss student concerns and create plans of learning goals for
action to support students better. improvement each
week for standards they
Students are given a “get to know you” survey have not yet achieved
at the beginning of the year that is useful in proficiency in or for
instruction. standards they have
Student journals are also used in informing achieved proficiency in
instruction and providing a tangible way both but not mastered. This
teacher, students, and parents can see progress as chart is used to
well as identify strengths and weaknesses. personalize instruction.
ELL strategies that connect to students’ home Evidence: Exit Ticket

language are used in ELA class, especially in Survey
improving conventions/grammar
07/13/2020 Students take a survey

at the end of each week,
where they self-reflect
on their learning, goal
progress, and social-
emotional state.
Students are given
opportunity to also
provide teacher
feedback, give
suggestions, or share
frustrations. I follow up
with each student to
hear their thought. I
then use this data to
inform future lesson
planning and
instruction.
12/06/20
Evidence: Data
Analysis
I use a variety of student

data such as: formative
(checks for
understanding / practice
quizzes) and summative
assessments
(standardized and in-
class), social-emotional
and goal-setting surveys,
and classroom
observations to
determine what skills /
concepts need re-
teaching and to identify
best accommodations for
each learner.
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Develops Uses gathered Uses school Integrates broad knowledge of students and Develops and systematically uses extensive
awareness of information about resources and their communities to inform instruction. information regarding students’ cultural
prior students’ prior family contacts to backgrounds, prior knowledge, life
knowledge, knowledge, expand 07/13/2020 experiences, and interests.
culture, cultural understanding of
backgrounds, backgrounds, life students’ prior 12/06/20
life experiences, and knowledge, Students are actively engaged in
experiences, interest to support cultural curriculum, which relates their prior 05/01/2021
and interests student learning. backgrounds, life knowledge, experiences, and interests
Connecting learning to
represented experiences, and within and across learning activities.
students’ prior
among interests to Students can articulate the relevance and
knowledge,
students. Students connect to student 07/13/2020 impact of lessons on their lives and society.
backgrounds, life
participate in learning.
experiences, and
single lessons or 12/06/20
interests
sequences of Students make
lessons related to connections 05/01/2021
Some students their interests and between
connect experiences. curriculum, and
learning their prior
activities to knowledge,
their own backgrounds, life
lives. experiences, and
interests.
Lessons include some type of applicable Evidence: Inquiry-Based Research
aspect that help students relate to past or Project on Environmental Issue Part 1
present experiences (for example,
journaling about a connection from Student go through an inquiry-based
literature to a real-life situation, something research project, where they first explore
in history, or a current issue or conducting various environmental issues in their city
a Socratic seminar that addresses societal while conducting a kwhlaq activity to
norms or morality) choose a topic and create open-ended
questions to pursue in the research
Literature circles, jigsaw method, and process based on a "see, think, wonder"
Evidence inquiry-based research allows for student visual activity. They are then provided a
choice "lib-guide" online that includes a curated
collection of academic resources based
Students are given several exploratory on the topic as well as laying out their
opportunities to discuss, debate, research, expectations, requirements, rubric, roles
problem-solve and create both individually & responsibilities, schedule, and
and in groups deadlines. I model to students how to
appropriately conduct research, interpret
07/13/2020 graphs, charts, and stats, and model
skim-reading skills to help scan for data
quickly. Students are then placed into
groups based on expressed interest from
their kwhlaq charts, and conduct research
collaboratively, recording important data
in a graphic organizer on mindomo using
the "Dot Jot" strategy. Students then
take their research data and create a
problem-solution informative response
on the topic after data is gathered.
12/06/20
NBPTS: Proposition 3a: Teachers call

on multiple methods to meet their
instructional goals
Level of
Development: Integrating/Innovating
(I/I) - a level of development in which
the teacher/teacher leader is fully skilled
and confident. The
Integrating/Innovating teacher/teacher
leader contributing to the broader
educational community through staff
development, research, or publication in
professional journals.
Evidence:
One way I connect to students'
backgrounds, life experiences and
interests is through choice boards. This
example is from a bilingual project-based
unit on poetry, where students researched
about a global issue of their choice,
learned about poetry through inquiry-
based lessons, and produced a final
multimedia poem that was published and
performed online. Here is the assessment
choice board they used in creating their
multimedia performances.
05/01/2021
Uses real-life Explore using Integrates Integrates connections to meaningful, real-life Engages student in actively
connections during additional real-life connections from contexts in planning subject matter instruction making connections to
instruction as connections to subject matter to and is responsive during instruction to engage relevant, meaningful, and
identified to subject matter in meaningful, real-life students in relating to subject matter. real-life contexts
curriculum. single lessons or contexts, including throughout subject matter
sequence of lessons those specific to 07/13/2020 instruction.
to support students’ family and
understanding. community. Students actively engage in making and using
Connecting subject real-life connections to subject matter to extend Students routinely integrate
matter to meaningful, their understanding. subject matter into their
real-life contexts own thinking and make
Some students Students make use Students utilize real- 07/13/2020 relevant applications of
relate subject of real-life life connections subject matter during
matter to real-life. connections regularly to develop learning activities.
provided in single understandings of
lessons or sequence subject matter. 12/06/2020
of lessons to support
understanding of 05/01/2021
subject matter.
Evidence Social justice and societal issues are addressed Evidence: Inquiry-Based
through a variety of lessons (Socratic seminar, Research Project on
debate, inquiry-based research, project, etc.) Environmental Issue
Students take career test, research careers they Student go through an

are interested in and present to the class, and inquiry-based research
conduct a job shadow with a family member project, where they first
explore various
Connections and comparisons are made about environmental issues in
overarching themes in history to present day their city while
contexts (racism, immigration, ideologies, war, conducting
state-building, diseases, religion, etc.) a kwhlaq activity to
choose a topic and create
Assessments allow students to apply skills to open-ended questions to
real-world situations (for example, studying pursue in the research
history of propaganda, identifying current-day process based on a "see,
examples, creating one, and then discussion think, wonder" visual
implications and effects on society). activity. They are then
provided a "lib-guide"
Students take political views test and political online that includes a
spectrum is explained both historically and curated collection of
current day. academic resources based
on the topic as well as
07/13/2020 laying out their
expectations,
requirements, rubric, roles
& responsibilities,
schedule, and deadlines. I
model to students how to
appropriately conduct
research, interpret graphs,
charts, and stats, and
model skim-reading skills
to help scan for data
quickly. Students are then
placed into groups based
on expressed interest from
their kwhlaq charts, and
conduct research
collaboratively, recording
important data in a
graphic organizer
on mindomo using
the"Dot Jot" strategy.
Students then take their
research data and create a
problem-solution
informative response on
the topic after data is
gathered.
12/06/2020
Evidence: Project-Based
Learning
Students have conducted

several project-based
units this year focused on
student-choice and
exploratory learning. One
example is a passion
project, where students
create their own driving
question and goal to
create something that
extends into the broader
community. This project
involves semester-long
"genius hours" where
students research, create,
publish, and
showcase their product.
They are each connected
with a mentor in their
physical or online
community that helps
guide them in the process.
Here is a breakdown of
the unit in playlist format
as well as a choice
board for the presentation
aspect that involves
sharing their work in real-
life contexts.
05/01/2021

Using a variety of Uses instructional Explores additional Utilizes a variety Creates, adapts, and integrates a broad Refines the flexible use of an extensive
instructional strategies, instructional of strategies range of strategies, resources, and repertoire of strategies, resources, and
strategies, resources, resources, and strategies, including technologies into instruction designed to technologies to meet students’ diverse
and technologies to technologies as resources, and culturally meet students’ diverse learning needs. learning needs.
meet students’ provided by technologies in responsive
diverse learning school and/or single lessons or pedagogy,
needs district. sequence of lessons resources, and Students actively engage in instruction
to meet students’ technologies and make use of a variety of targeted Students take responsibilities for using a
diverse learning during ongoing strategies, resources, and technologies to wide range of strategies, resources, and
needs. instruction to meet meet their individual students’ needs. technologies that successfully advance their
students’ diverse learning.
learning needs. 07/13/2020
Some students Students participate 12/06/20
participate in in single lessons or Students 05/01/2021
instructional sequence of lessons participate in
strategies, using related to their instruction using
resources and interests and strategies,
technologies experiences. resources, and
provided. technologies
matched to their
learning needs.
Evidence A variety of instructional practices are Evidence: Writing frames
used in each lesson (lecture,
discussion, one-on-one, modeling, Students use writing frames as
stations, high-level questions, small scaffolding for different types of
group instruction, etc.). informative writing.
Likewise, a variety of student activities Evidence: Lesson

are utilized in each lesson (jigsaw,
literature circles, individual reading First, I model an example of how to
and writing, journals, presentations, determine meaning from author's word
hands-on activities / projects, reflecting choice, purpose, and POV. Then,
on learning, role play, class discussion, students read an article on Common Lit
Socratic seminars, debate, think-pair- that is related to the historical context of
share, partner & group activities, etc.). the novel they are reading (the Industrial
Revolution). As they read, they go
Graphic organizers are utilized with through guided reading questions online,
almost every lesson as a SDAIE which they have to answer before letting
method to help all learners and some them continue. In the next part of the
scaffolding is used to help ELL and lesson, students learn more about the
other students with needs (such as issues of the Industrial Revolution
vocabulary reference sheets and close- through a History channel movie. Lastly,
reading strategies). they compare the issues of the Industrial
Revolution to the challenges that the
protagonist goes through in the historical
07/13/2020
fiction novel they are reading. Using a
writing frame, students compare and
contrast the experiences.
12/06/20
ISTE Standard 5a: Educator as

Designer: Use technology to create, adapt
and personalize learning experiences that
foster independent learning and
accommodate learner differences and
needs.
Level of Development: INNOVATING
- Contributes to knowledge base through
design of technology-enhanced
teacher/learning. Continuously
implements innovative technology-
enhanced teaching and learning.
Evidence: I use menus, playlists, and

choice boards to give students
technology-enhanced options for
demonstrating their learning as well as
the freedom to work at their own pace
and pursue what interests them. Here are
some examples:
 Playlists
 The Hero's Journey Hyperdoc
 Your Archetype
Protagonist Interactive PowerPoint
 Intro to Nonfiction Interactive
PowerPoint
 Show not Tell Interactive
PowerPoint
 1-Pager Choice Board
12/06/20
NBPTS: Proposition 1a and 1c:

Teachers recognize individual
differences in their students and adjust
their practice accordingly; Teachers treat
students equitably.
Level of
Development: Integrating/Innovating
(I/I) - a level of development in which
the teacher/teacher leader is fully skilled
and confident. The
Integrating/Innovating teacher/teacher
leader contributing to the broader
educational community through staff
development, research, or publication in
professional journals.
Evidence:
I integrate skills labs in my units, where
students work through self-
paced exploratory learning that includes
several options for student choice that
cater to all types of learners. In addition,
these skills labs allow for multiple
chances to demonstrate mastery,
producing a risk-friendly environment
conducive to deeper learning.
Skills lab - Parts of Speech
Skills lab - To Verb or not to Verb
05/01/2021

Asks questions Includes questions in Guide students to Supports students to initiate critical thinking Facilitates systematic
that focus on single lessons or a think critically through independently developing questions, opportunities for student to
factual knowledge sequence of lessons through use of posing problems and reflecting on multiple apply critical thinking by
and that require students questioning perspectives. designing structured inquiries
comprehension. to recall, interpret, strategies, into complex problems.
and think critically. posing/solving Students pose problems and construct
problems, and questions of their own to support inquiries
reflection on issues into content. Students pose and answer a
Promoting critical
Students respond to in content. wide-range of complex
thinking though
varied questions or 07/13/2020 questions and problems, reflect,
inquiry, problem
Some students tasks designed to and communicate
solving, and reflection
respond to promote Students respond to understandings based on in
questions comprehension and questions and depth analysis of content
regarding facts and critical thinking in problems posed by learning.
comprehension. single lessons or a the teacher and begin
sequence of lessons. to pose and solve 12/06/2020
problems of their 05/01/2021
own related to the
content.
Evidence I take students through an extensive self- Evidence: Book Club
reflection assignment once during the year, Discussion: A Wrinkle In
where students reflect individually as well as Time
discuss collaboratively about growth and
learning goals. They then take those goals and After reading through the
develop a plan of action. The final product is majority of the novel,
a vision board, which is presented to the class. students are placed into
The vision board is displayed in the class as a purposeful groups based on a
reminder to the students of their learning variety of factors (lexile level,
goals. Learning goals are re-assessed and reading comprehension data,
discussed each semester both individually and and personality). After
in PTS (parent, teacher, student) conferences. learning goals, group work
roles & responsibilities, and
Rubrics are utilized in assessments and the rubric are explained,
provided to students beforehand so students work in their groups
expectations are clear. In addition, every to choose which topics they
assignment, both formative and summative, is will discuss in their Book
returned to the student with written feedback Club. They create and answer
on how to improve. open-ended questions together
and find evidence in the text
An emphasis is placed on teaching students to support their analysis,
how to critique and assess their own work, which is recorded in the group
especially in the writing process, by the use of shared Word Doc graphic
graphic organizers and prompting questions organizer. The second part of
for each of the following phases: the lesson is a presentation in
brainstorming, journaling ideas, outline, whole group discussion. Each
rough draft, content editing, technical editing, book club group meets once
final draft). more to finalize what will be
shared, choose an order for
Peer and self-assessments on writing are sharing, and practice speaking
conducted with each composition assignment, in front of their peers. During
which is composed of a checklist, rubric, and the whole group discussion,
feedback. Students converse with each other students have to be prepared
on how to improve as well as highlighting to answer questions presented
what they did well. to them by the teacher as well
as members of other book
Different higher-level thinking questions are club groups and be able to
utilized in lessons, and students become support their response with
creators of open-ended questions themselves, evidence from the text. After
utilizing scaffolding handouts for references the lesson, students reflect on
(Bloom’s taxonomy questions, Costa’s levels their learning experience in
of questioning, etc.). a reflection survey and think
of ways to improve.
Several forms of collaborative discussion are
incorporated into lessons to help students
think critically and problem-solve higher- ISTE Standard 5b: Educator
level questions (literature circles, Socratic as Designer: I design
seminars, etc.). authentic learning activities
that align with content area
Adequate time is given for creation and standards and use digital tools
reflection and adjusted according to both and resources to maximize
individual and class needs. Constant active, deep learning.
monitoring is done to ensure all learners are
understanding. Those who are struggling are Level of
given one-on-one help and lesson is adjusted Development: INNOVATIN
and differentiated accordingly. G - Contributes to knowledge
base through design of
07/13/2020 technology-enhanced
teacher/learning.
Continuously implements
innovative technology-
enhanced teaching and
learning.
Evidence: Lesson: Inquiry-
Based Research Project on
Environmental Issue Part 2
The second part of the project

centers on the creation of a
problem-solution infographic
on Canva , where students
show transfer of knowledge
by effectively presenting key
details and data through a
more visual medium. Students
present their infographics and
evaluate each other on Flip
Grid, posting video responses
to extend ideas, pose a
question, or present a
challenge. Students will
complete the "a" and
"q" portion of their kwhlaq in
a reflection exit ticket, where
they present an idea for action
and share questions that still
need to be pursued further on
their topic. This lesson aligns
with several Common Core
standards (see lesson link
above) while also connecting
to real-life contexts.
12/06/2020
Evidence: Round Table

Discussion
Students are provided a

prompt / overarching essential
question. They are then given
several topic statements related
to the essential question that is
designed to develop a deeper
understanding of the prompt.
Students prepare beforehand on
all questions and arrive at their
initial claim to the prompt.
During discussion, a moderator
is selected, who drives the
conversation forward by
extending ideas, asking
questions, or presenting a
challenge. The moderator also
ensures equitable participation
and keeps track of time.
Students share their thoughts
supported by evidence on each
sub-topic as well as probe each
other with additional questions.
By the end, students re-evaluate
their stance on the prompt.
05/01/2021

Monitoring student Implements Seeks to clarify Makes ongoing Adjusts strategies during instruction based on Makes adjustments to
learning and adjusting lessons following instruction and adjustments to the ongoing monitoring of individual student extend learning
instruction while curriculum learning activities to instruction based on needs for assistance, support, or challenge. opportunities and provide
teaching. guidelines. support student observation of student assistance to students in
understanding. engagement and mastering the concepts
regular checks for Students are able to articulate their level of flexibly and effectively.
understanding. understanding and use teacher guidance to
meet their needs during instruction. Students monitor their
progress in learning and
Some students Students receive Students successfully 07/13/2020 provide information to
receive individual assistance participate and stay 12/06/2020 teacher that informs
assistance during individually or in engaged in learning 05/01/2021 adjustments in instruction.
instruction. small groups during activities.
instruction.
Evidence Class discussion is student-led, with teacher as
the facilitator to keep conversation on track
and probing with further questions. This
happens on a daily basis and is used to make
adjustments to instruction both during and
after the lesson.
Think, pair, share method is utilized daily

after individual journal time to allow students
opportunity to think critically and to share
creatively.
Adequate time is given for students to think

about answers by pausing for reflection and
not rushing student responses.
Monitoring is used to identify students who

need further assistance.
07/13/2020
12/06/2020
NBPTS: Proposition 3b: Teachers support

student learning in varied settings and
groups
Level of
Development: Integrating/Innovating (I/I)
- a level of development in which the
teacher/teacher leader is fully skilled and
confident. The Integrating/Innovating
teacher/teacher leader contributing to the
broader educational community through
staff development, research, or publication
in professional journals.
Evidence: I monitor and adjust instruction

during class through different strategies
such as think, pair, share, see, think,
wonder, jigsaw method, breakout groups, or
round robin discussions. All of these
strategies alternate engagement between
whole group, small group, and individual
work. This enables me the opportunity to
go around to different groups and hear their
thought processes in different contexts.
When they break into groups, it allows me
the opportunity to make adjustments when
we meet in whole group setting by asking
probing questions or re-teaching. For in-
person, hybrid, and online classes, we
utilize our group chat on Microsoft Teams
to ask questions, extend ideas, or present
challenges. Looking at the group and class
chats helps me to see my students' thought
process, enabling me make instructional
adjustments and allows for quieter students
to have a voice.
05/01/2021

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Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.1 Emerging Exploring Applying Integrating Innovating

ELL strategies that connect to students’ home Evidence: Exit Ticket

07/13/2020 Students take a survey

I use a variety of student

NBPTS: Proposition 3a: Teachers call

Students take career test, research careers they Student go through an

Students have conducted

Element 1.4 Emerging Exploring Applying Integrating Innovating

Likewise, a variety of student activities Evidence: Lesson

ISTE Standard 5a: Educator as

Evidence: I use menus, playlists, and

NBPTS: Proposition 1a and 1c:

Skills lab - Parts of Speech

Skills lab - To Verb or not to Verb

Element 1.5 Emerging Exploring Applying Integrating Innovating

The second part of the project

Evidence: Round Table

Students are provided a

Element 1.6 Emerging Exploring Applying Integrating Innovating

Think, pair, share method is utilized daily

Adequate time is given for students to think

Monitoring is used to identify students who

NBPTS: Proposition 3b: Teachers support

Evidence: I monitor and adjust instruction

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