1st semester: yellow

Element 1.1 Emerging Exploring Applying Integrating Innovating

Learns about students Gathers additional data Uses data from a variety of Uses data from Uses comprehensive
through data provided by to learn about individual formal and informal multiple measures to knowledge of students to
the school and/or students. sources to learn about make ongoing adjustments
assessments. students and guide
make adjustments to and accommodations in
selection of instructional instruction and meet instruction.
strategies to meet diverse individual identified
Using knowledge of learning needs. learning needs.
students to engage Students take ownership of
them in learning Some students may Students engage in Student engage in learning their learning by choosing
engage in learning using single lessons or through the use of Students actively utilize a from a wide range of
instructional strategies sequence of lessons that adjustments in instruction variety of instructional methods to further their
focused on the class as a include some to meet their needs. strategies and learning that are
whole. adjustments based on technologies in learning responsive to their learning
assessments. that ensure equitable needs.
access to the curriculum.
 While the school does Although data from
provide data to help us informal and formal is
learn about the students, used. I do tend to make the
additional data is most adjustments during
gathered in order to instruction based on the
assess the student levels. different responses I
This is done through a receive from students in a
series of both formal and series of different
informal assessments. I observations made during
do gather data about the lesson. I do lean
student levels through towards using different
labs (helps in knowing student interests in order
students math and to capture student
writing skills as well as attention and help them
science), the warm up at meet their learning needs.
the beginning of class in This allows the students to
which I go around an relate the information I am
sign it as I informally providing them to a topic
assess the student they are familiar with, this
answers, this helps helps the students develop
guide me and shows if a better understanding of
Evidence there is a general the material and meet
misconception in thier learning need.
relation to the current or (4/30/2020)
previous topic. I do try
and differentiate by Data from formal and
trying to have alternate informal observation is
assignments for my IEP used during planning in
students & ELs, as well order to plan different
as providing my instructional strategies to
students with essential keep student engagement
vocabulary words that high, and to help better
they should be familiar meet their learning needs.
with for the lesson at Student engagement has
hand. (9/29/19) been much higher after
tailoring certain activities
to their needs. This has in
return shown the students
to be alot more engaged
and effective.
(12/01/2020)
In addition to data
collected from formal and
informal observations,
data from student work
and from the different
types of testing the
students complete are also
used. These different types
of data coming from the
different types
measurements are used to
make adjustments to
students learning. This has
been helpful in addressing
the weaknesses displayed
during these tests by the
student. This has also been
helpful in helping not only
find the learning gaps of
the students, but
providing ways to address
those needs as much as
possible even if
adjustments were needed
to be made during a
science classroom.
(4/15/21)
Element 1.2 Emerging
Develops awareness of
prior knowledge, culture,
backgrounds, life
experiences, and interests
represented among
Connecting learning students.
to students’ prior
knowledge,
backgrounds, life
experiences, and
interests Some students connect
learning activities to their
own lives.
Exploring
Uses gathered information
about students’ prior
knowledge, cultural, life
experiences, and interest
to support student
learning.
Students participate in
single lessons or
sequences of lessons
related to their interests
and experiences.
Applying
Uses school resources and
family contacts to expand
understanding of students’
prior knowledge, cultural
backgrounds, life
experiences, and interests
to connect to student
learning.
Students make
connections between
curriculum, and their prior
knowledge, backgrounds,
life experiences, and
interests.
Integrating
Integrates broad
knowledge of students and
their communities to
inform instruction.
Students are actively
engaged in curriculum,
which relates their prior
knowledge, experiences,
and interests within and
across learning activities.
Innovating
Develops and
systematically uses
extensive information
regarding students’
cultural backgrounds,
prior knowledge, life
experiences, and interests.
Students can articulate the
relevance and impact of
lessons on their lives and
society.

It has been easier to use
life experiences in
environmental science by
highlighting student's past
actions and how those
actions have an effect on
the environment.
Students were made
aware of consequences of
throwing trash on the
floor/street/park etc.
during the lesson about
land pollution which then
Evidence sparked a "will it make a
difference?" debate. Which
showed great passion and
interest by the students. It
has been more of a
challenge for biology and
7/8th science. This has
been dependent on the
topic which we are
covering. During the
lesson about the parts of
the cell, students more
readily started engaging
Family contacts are used
to further understand
students prior knowledge
and more to further
understand the students
cultural background. This
is utilized in the classroom
in many different ways. I
have currently improved
in using life experiences
for my 7/8th amd biology
students as well. While I
had to do some extra work
to contact a few parents
and put more effort into
learning my students
more, this has helped
dramatically in making
connections between the
curriculum and the
students backgrounds and
life experiences. (4-30-
2020)
There has been a bigger
focus on not only cultural
Knowledge of students
and their community is
used to inform instruction
in many different ways.
Instruction, especially in a
science class is used in a
way to connect to the
students different
background experiences,
and that can only happen
using knowledge of the
students’ backgrounds and
cultures. Students, when
possible, are given choices
in their learning activities
in order to satisfy and be
able to meet their learning
needs. This is done to not
only engage the students,
but also to try and get
them to engage in problem
solving activities that
discuss different
community problems.
(4/15/21)
once we started labeling backgrounds for the
the different parts of the students, but also
cell to make for a small bettering their ability to
town as opposed to just connect the topics to a real
learning what each part of life experiences. This has
he cell does. Biology has proved to play a vital role
been a little more in increasing students
challenging in terms of engagement in the
obtaining student interest classroom. Due to distance
to the topic, which makes learning it has been
me have to lean towards difficult to connect with
more exploration/inquiry the students in ways that
based instruction with the were available in a regular
lesson. (9/29/19) instructional classroom.
Students in return have
shown that when the topic
relates to something of
their interest , they are
much more willing
participants in the
classroom(12/01/2020)
Element 1.3 Emerging
Uses real-life connections
during instruction as
identified to curriculum.
Connecting subject
matter to meaningful,
real-life contexts
Some students relate
subject matter to real-life.
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’ family and is responsive during contexts throughout
understanding. and community. instruction to engage subject matter instruction.
students in relating to
Students make use of real- subject matter.
life connections provided Students routinely
in single lessons or Students utilize real-life Students actively engage integrate subject matter
sequence of lessons to connections regularly to in making and using real- into their own thinking
support understanding of develop understandings life connections to subject and make relevant
subject matter. of subject matter. matter to extend their applications of subject
understanding. matter during learning
activities.
 For environmental
science, students have
been able to make real life
connections more readily
to the topics which
pertain to our
surroundings. Students
were able to look for the
different sources of
radioactive pollution near
where they live which is
provide by the epa
website, this pushed
student interest way
higher than it was
originally. For biology,
students were given the
job of being a biome
conservation biologist in
which they had to choose
Evidence a country and discuss how
we can save the
endangered boime. As for
7/8th science, I had the
students compare the
functions of the different
parts of the cell to a real
life job/function ie the
nucleus as mayor's office.
(9/29/19)
While instruction relating
to meaningful, real life
contexts has been
something that has been
easier to do in my
environmental science
class, I do see
improvement in my other
classes in this regard. This
has been due to extra time
that I have been putting
into planning with
emphasis on real world
connections. More
community
building/improving
related work has also
been introduced to
students in environmental
science, with the goal of
having students hopefully
one day act as active
members in their
community. (4-30-2020)
Teacher relates and
includes meaningful real
life contexts into planning.
This in return has
provided the students
with ways to see how the
material being learning
can be used to make real
life connections on the
regular. Whether it is in
our everyday lives, or
whether it is a connection
that they have made using
a memory or a past
experience. This in return
has helped the students
improve their scores and
their comprehension of
the topics in class, with
room for improvement as
they are still new at this
skill. (12/01/2020)
Students, through
different methods,
classroom activities, and
assignments are engaged
in solving real world
problems. One way has
proven a real success has
been getting students
involved in ways we can
improve the environment.
This has been an excellent
outlet for students to
experiment and actually
come up with career goals
when it comes to their
future. (4/15/21)
Element 1.4 Emerging Exploring Applying Integrating Innovating
 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.
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.
Utilizes a variety of
strategies including
culturally responsive
pedagogy, resources, and
technologies during
ongoing instruction to
meet students’ diverse
learning needs.
Students participate in
instruction using
strategies, resources, and
technologies matched to
their learning needs.
Creates, adapts, and
integrates a broad range
of strategies, resources,
and technologies into
instruction designed to
meet students’ diverse
learning needs.
Students actively engage
in instruction and make
use of a variety of
targeted strategies,
resources, and
technologies to meet their
individual students needs.
Refines the flexible use of
an extensive repertoire of
strategies, resources, and
technologies to meet
students’ diverse learning
needs.
Students take
responsibilities for using a
wide range of strategies,
resources, and
technologies that
successfully advance their
learning.

Virtual labs/labs are used Depending on student A broad range of

as additional instructional
strategy for all classes.
This allows students to
visualize and somewhat
experience the topic at
hand. Web quests are
assigned to help the
students develop the
ability to research.
Students are also
provided with additional
information on their
google classroom in case a
Evidence question does come up
without my being present.
The next step I feel to
move onto applying is to
use culturally responsive
pedagogy. (9/29/19)
needs students might get
different types of things to
help meet their learning
needs. Students who have
a hard time concentrating
during class work due to
loud noise levels, are
provided with noise
blocking headphones.
Students also are actively
using their chromebooks
depending on the
assignment. I also try to
provide students with
more group work
activities in order to help
meet their learning needs.
Still currently working on
the use culturally
responsive pedagogy (4-
30-2020).
A variety of resources and
technology have been in
use, more so now with
distance learning. This has
put pressure not only on
us instructors to learn and
strategies are used
throughout instruction.
The different types of
strategies that are used do
vary from class to class
and student to student.
The variety of strategies
used can be from small
group instruction, being
able to have a partner
during an assignment,
differentiated pacing etc..
Teacher uses also
strategies in order for
students not to feel
overwhelmed by the
amount of work being
given. For example,
certain assignments are
broken down into smaller
more manageable
assignments in order to
not have the students
feeling overwhelmed, and
that can vary from student
to student or it can be a
whole class type of
be comfortable with the adjustment just depends
use of such platforms, but on the situation.
on the students. This has (4/15/21)
in return increased
student engagement when
combined with the need
to relate the provided
platforms to a real life
context that helps the
student comprehend the
learned material. Students
get a slew of different
ways to show their
comprehension of the
subject matter online.I
have been trying to
provide and see which
platforms the students are
comfortable with in order
to get the most
participation out of my
students. (12/01/2020)
Element 1.5 Emerging Exploring
Asks questions that focus Includes questions in
on factual knowledge and single lessons or a
comprehension. sequence of lessons that
require students to recall,
interpret, and think
Promoting critical critically.
thinking though
inquiry, problem
solving, and Some students respond to Students respond to
reflection questions regarding facts varied questions or tasks
and comprehension. designed to promote
comprehension and
critical thinking in single
lessons or a sequence of
lessons.
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
Supports students to
initiate critical thinking
through independently
developing questions,
posing problems and
reflecting on multiple
perspectives.
Students pose problems
and construct questions of
their own to support
inquiries into content.
Innovating
Facilitates systematic
opportunities for student
to apply critical thinking
by designing structured
inquiries into complex
problems.
Students pose and answer
a wide-range of complex
questions and problems,
reflect, and communicate
understandings based on
in depth analysis of
content learning.

Planning based on the Students are provided Students are encouraged

NGSS standards has
helped in planning in
ways to promote critical
thinking for my lessons.
Students are given group
activities in which they
are faced with a problem
to solve, and are asked to
come up with a solution as
a group. This has worked
particularly well with the
pollution topic. Students
Evidence researched the causes and
effects of the different
types of pollution, and
came up with many good
ideas (some outlandish)
on how to deal with the
problem. (9/29/19)
with rubrics when
necessary. This has
proved extremely helpful
due to students now
utilizing this rubric, this
provides the students
with an opportunity to
assess themselves. I have
also been allowing
students to choose a topic
related to a certain lesson
for them to provide a
presentation about. This
has provided them with a
wonderful opportunity to
research an area of their
interest while also still
being relevant to the
current unit we are
studying. (4-30-2020)
Students are guided
critically, especially
during the lecture parts of
the lessons in ways of
questioning. Students are
prompted in different
to think independently of
solutions to problems or
questions in which the
teacher poses. One way
students are encouraged
to think independently is
by them getting asked
open ended questions.
That has helped students
think critically and
develop their critical
thinking skills. Also the
addition of problems in
which the students have
different ways or methods
in which they can solve a
problem or complete a
task has been very helpful.
(4/15/21)
ways directly and
indirectly in order to
gauge and increase
students interest and
engagement in the subject
matter. Students are
asked to think crucially
not only about knowing
the material being
provided. But also for
example, in ways to solve
the problems being
presented especially in a
science classroom.
Students have shown
improvement by also
starting to pose some of
their questions during the
class, which has shown
them to be critically
thinking about the topic,
with room for
improvement.
(12/01/2020)
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 instruction based on the extend learning
guidelines. activities to support based on observation of ongoing monitoring of opportunities and provide
student understanding. student engagement and individual student needs assistance to students in
regular checks for for assistance, support, or mastering the concepts
Monitoring student understanding. challenge. flexibly and effectively.
learning and
adjusting instruction Students monitor their
while teaching. Some students receive Students receive Students successfully Students are able to progress in learning and
individual assistance assistance individually or participate and stay articulate their level of provide information to
during instruction. in small groups during engaged in learning understanding and use teacher that informs
instruction. activities. teacher guidance to meet adjustments in
their needs during instruction.
instruction.
 Student learning is I try and build on students Different adjustments are
monitored through responses during class to made constantly, whether
different methods. I go see which different during instruction or
around and informally strategy will be used or if I during planning. These
assess every warm up at need to switch the way an adjustments are being
the beginning of class to assignemnt is done during done based on formative
see how much the class. For example, and summative
students know about the students are constantly assessments. They also
topic being discussed asked to participate and based on informal
(types of questions vary). asked different questions observations during the
Also, students are pertaining to the lesson. classroom, because this
monitored through Based on the responsis I shows students
inquiry during the lecture do recieve students are experiencing their
portion of the lesson as either groups in a certian struggles in real time.
well as through student matterm, or I would go Lessons are adjusted
engagement. This helps in back and reexplain a accordingly based on
adjusting the lesson as we certain part of the lesson student answers, verbal
move along as a unit. One in order for the students and non verbal signs.
thing that has worked has to meet thier learning Whether it is engagement,
been the use of real life objective. (4-30-2020) questions asked or
connections to the topic I try to continually anything that allows me to
Evidence the moment I notice that monitor students' activity assess the student actions
students are not and progress not only to in the classroom in
relating /connecting to collect data for grades, but relation to the learning
the lesson. (9/29/19) also to see how the material. (4/15/21)
students can be helped
and assisted. Students
have shown great
improvement in being
able to identify their own
needs in terms of what
part of a certain topic they
need help
comprehending. This has
helped guide me in order
to help them meet their
learning goals, this way I
am providing assistance
in areas of need to my
students instead of
generalizing assistance to
the whole classroom.
(12/01/2020)