Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.1 Emerging Exploring Applying
Learns about students Gathers additional data to Uses data from a variety
through data provided by learn about individual of formal and informal
the school and/or students. sources to learn about
assessments. students and guide
selection of instructional
strategies to meet diverse
learning needs. 10/2020
Using knowledge of
students to engage
Some students may Students engage in single Student engage in
them in learning
engage in learning using lessons or sequence of learning through the use
instructional strategies lessons that include some of adjustments in
focused on the class as a adjustments based on instruction to meet their
whole. assessments. needs.
Evidence I utilize pre/post tests to
gather data to help guide
instructional strategies. I
have students create
“about me” presentations
at the beginning of the
year to help me learn
about the students. I
continuously work on
having informal
conversations with
students to get to know
them better. 10/2020
Integrating Innovating
Uses data from multiple Uses comprehensive
measures to make knowledge of students to
adjustments to make ongoing
instruction and meet adjustments and
individual identified accommodations in
learning needs. 4/2021 instruction.
10/2021
Students take ownership
Students actively utilize a of their learning by
variety of instructional choosing from a wide
strategies and range of methods to
technologies in learning further their learning that
that ensure equitable are responsive to their
access to the curriculum. learning needs.
10/2020 4/2021 4/2022
I use test scores, IEPs,
knowledge of students
built throughout the year
and information gathered
through formal and
informal assessments
4/2021
I utilize multiple means of
instructional strategies. I
include videos, class
discussions, readings,
direct instruction, and
hands on activities.
10/20204/2021
I use pear deck to adjust
learning based on
individual student
responses 10/2021
I post all assignment sin
canvas so that students
have access to
instructions and the
Standard 1 CSTP: Engaging and Supporting All Students in Learning
material whether they are
at school or not. I also
provide an option to
complete most work on
paper or digitally. 4/2022
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 cultural backgrounds,
experiences, and interest backgrounds, life prior knowledge, life
to support student experiences, and interests experiences, and
learning. 10/2020 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. 10/2020 10/5/2021
We are provided with As we begin new topics, I The Pre-AP Curriculum I have students connect
lessons through often ask warm-up builds upon its self and what they are learning to
collegeboard Pre-AP. As I questions that work to relates new lessons to their everyday lives
read through the lesson connect the coming lesson previous lessons thorough journal entries
plans, I make adjustments to prior knowledge. I 10/5/2021 and parent discussions
to the lessons to better work to have discussions 4/2022
connect with my students. as a class to learn about
Adding background life experiences that
information and/or pertain to certain topics.
adding context to help 10/2020 4/2021
them better
understand/connect with
the content. 10/2020
4/2021
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging Exploring Applying Integrating
Uses real-life connections Explore using additional Integrates connections Integrates connections to
during instruction as real-life connections to from subject matter to meaningful, real-life
identified to curriculum. subject matter in single meaningful, real-life contexts in planning
lessons or sequence of contexts, including those subject matter instruction
lessons to support specific to students’ and is responsive during
understanding. family and community. instruction to engage
students in relating to
Connecting subject
subject matter.
matter to
meaningful, real-life
Some students relate Students make use of Students utilize real-life Students actively engage
contexts
subject matter to real-life. real-life connections connections regularly to in making and using real-
provided in single lessons develop understandings life connections to subject
or sequence of lessons to of subject matter. matter to extend their
support understanding of understanding. 10/2020
subject matter.
Evidence I am always thinking
about how to make
connections to real-life
context. One way is to
include images in
presentations that are
familiar to students (for
example, if we are talking
about food webs, I use
organisms that students
are familiar with as
examples). I also use
examples that are
meaningful to students
(learning about biomes, I
have them research the
biome that we live in and
compare it to another
biome of their choosing).
I like to have students
research topics to build
on their understanding. I
will give examples for
students who need more
guidance, but also leave it
open for them to choose
Innovating
Engages student in
actively making
connections to relevant,
meaningful, and real-life
contexts throughout
subject matter
instruction.
4/2021
Students routinely
integrate subject matter
into their own thinking
and make relevant
applications of subject
matter during learning
activities. 10/5/2021
For my anatomy and
physiology class, the
students research
diseases, disorders, and
other irregularities that
go along with their
understanding of the
different body systems.
Many times, what they
are researching are things
that they have
experienced, whether
themselves or through
someone they know. The
students often tell me
how it helps them better
understand their
experience. 4/2021
Students regularly engage
in class discussions
where they are asked to
integrate their learning
into the discussion.
10/5/2021
Standard 1 CSTP: Engaging and Supporting All Students in Learning
an area of interest. (for I have students connect
example, research what they are learning in
communalistic the classroom to their
relationships and choose everyday lives through
one organisms to explain journal entries and
its parent discussions. 4/22
relationship…)10/2020
4/2021

Element 1.4 Emerging Exploring Applying Integrating Innovating

Uses instructional Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of
strategies, resources, and instructional strategies, strategies including integrates a broad range an extensive repertoire of
technologies as provided resources, and culturally responsive of strategies, resources, strategies, resources, and
by school and/or district. 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.
Using a variety of diverse learning needs. meet students’ diverse learning needs. 10/2020
instructional learning needs. 4/5/202110/5/2021
strategies, resources,
and technologies to Some students participate Students participate in Students participate in Students take
meet students’ in instructional strategies, single lessons or instruction using Students actively engage responsibilities for using
diverse learning using resources and sequence of lessons strategies, resources, and in instruction and make a wide range of strategies,
needs technologies provided. related to their interests technologies matched to use of a variety of resources, and
and experiences. their learning needs. targeted strategies, technologies that
resources, and successfully advance their
technologies to meet their learning.
individual students needs
11/5/2110/10/2020.
10/5/2021 4/2022
I integrate digital tools
into my lessons regularly.
Most of my assignments
are done through the
computer so that
students can utilize
options like text to
Evidence
speech, spell check, and
translation tools. When
taking notes, I provide
skeleton notes to anyone
that wants them. I work
to integrate drawing into
my lessons (like drawing
Standard 1 CSTP: Engaging and Supporting All Students in Learning
cell shapes/structures in
anatomy). I look for short
videos and utilize
edpuzzle to check for
understanding and add
clarifying statements to
those videos. I hold
guided discussions where
students work in groups
to answer questions and
then I randomly call on
groups to share out. I
translate documents
using the function built
into word to supply
students with
assignments in their first
languages. I utilize Pear
Deck to check for
understanding and adapt
lessons based on class
understandings of
concepts as we go.
10/2020
4/202110/5/2021
4/2022

Element 1.5 Emerging Exploring Applying Integrating Innovating

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
critically.
Promoting critical
thinking though
inquiry, problem
Some students respond to Students respond to
solving, and
questions regarding facts varied questions or tasks
reflection
and comprehension. designed to promote
comprehension and
critical thinking in single
lessons or a sequence of
lessons. 10/2020
Guide students to think
critically through use of
questioning strategies,
posing/solving problems,
and reflection on issues in
content. 10/2020 4/2021
Students respond to
questions and problems
posed by the teacher and
begin to pose and solve
problems of their own
related to the content.
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.4/2022
perspectives. 10/5/2021
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
On most days I start class I create or modify Through the Pre-AP I use a project based
with a warm up question activities that support curriculum students are learning unit to teach
that is designed to lesson content and asked to pose questions genetics where students
promote comprehension accompany them with that they reflect on. are gathering evidence to
and critical thinking of a questions that help to 10/5/2021 answer the scientific
previous lesson or to help guide students to question “If two sets of
introduce a coming solutions. 10/2020 identical twins get
lesson. 4/2021 married and each couple
has a child, could the
Students collect date, Throughout PearDeck resulting children be
analyze the data and then lessons, I integrate “do identical?”4/2022
write conclusions for you have any questions?”
labs. slides periodically that
Evidence often result in great
I use PearDeck to ask questions that let us dive
questions about lectures deeper into the topic at
or lessons to promote hand. 4/2021
comprehension and
critical thinking 10/2020

Element 1.6 Emerging Exploring Applying Integrating Innovating

Monitoring student Implements lessons Seeks to clarify Makes ongoing Adjusts strategies during Makes adjustments to
learning and following curriculum instruction and learning adjustments to instruction based on the extend learning
adjusting instruction guidelines. activities to support instruction based on ongoing monitoring of opportunities and
while teaching. 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. 10/2020 concepts flexibly and
4/10/21 10/5/2021 effectively.

Some students receive Students receive Students successfully Students monitor their
individual assistance assistance individually or participate and stay Students are able to progress in learning and
during instruction. in small groups during engaged in learning articulate their level of provide information to
instruction. activities. understanding and use teacher that informs
teacher guidance to meet adjustments in
their needs during instruction.
instruction.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
4/202210/202010/5/2021
I am constantly watching
student engagement by
watching for facial
expressions, asking
clarifying questions
throughout a lesson, I
constantly walk around the
room checking in with
students as I go. I make it a
point to check in with
students that I know are
struggling with concepts. I
offer time after school
when I feel that students
may need extra support.
10/202010/5/2021

During PearDeck lessons, I

am able to give live
feedback with students
Evidence
changing their answers
based on the feedback
given. I open breakout
rooms (during distance
learning) for students to
join during independent
work to ask clarifying
questions when they need
to. 10/2020 Near the end
of a unit, Students fill out a
learning objective checklist
rating their understanding
of particular concepts that
includes a section for them
to inform me of specific
points of confusion. I am
able to use those points of
confusion to generate a
review. 4/10/2021
10/5/2021 4/2022