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. 9/24/20 students and guide instruction and meet adjustments and
selection of instructional individual identified accommodations in
strategies to meet diverse learning needs. instruction.
Using knowledge of learning needs. 5/4/21
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. 9/24/20 needs. 5/4/21 that ensure equitable further their learning that
access to the are responsive to their
curriculum.12/7/21 learning needs.5/7/22
I read this section of the Students are grouped I use data from a variety This year I implemented Students take ownership
standard as purely using according to level for of sources such as STAR more time for students to of their learning by
data to fuel remediation or extension 360, PLC assessments, engage and get to know completing weekly goal
differentiation/lesson live sessions. 9/24/20 Teacher graded each other through check ins. Every semester
planning, while I do use Assignments, Quizzes, “Homeroom Hangouts”. I they create goals for their
assessments to determine Morning Warm Ups, and groups students based on classes. Every week they
how to group/teach Exit Tickets to determine their interests and give make a commitment
students, I do not usually what I should cover in them time t just “hang toward their goals, and
go beyond the our live class connects. out”, chat, work on reflect on their previous
assessments provide to Data is also used to games/puzzles, whatever week’s commitment. This
me by the school. determine student they would like! This is lets them take ownership
9/24/20 groupings for small group also a time for me to over how they complete
sessions. These groups check in and connect with these goals. 5/7/22
Evidence change weekly based on them. 12/7/21
need. 5/4/21
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. 9/24/20
Connecting learning
to students’ prior
knowledge,
backgrounds, life
experiences, and
Some students connect
interests
learning activities to their
own lives. 9/24/20
Evidence While the beginning
of the school year is
dedicated to building
a classroom culture
and getting to know
students’
backgrounds, I do not
always know how to
apply that knowledge
to lessons. 9/24/20
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. 5/4/21 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. 5/4/21 backgrounds, life and interests within and
experiences, and across learning
interests. activities.12/7/21 5/7/22
I use time in Students are making
Homeroom to let connections between
students get to know their lives and the
each other through material we are
games and activities, working on in class.
but also use the For examples,
information I learn students are
about students to connecting Anne
help create lessons. Frank’s hiding to
We have done lessons their time
such as an “Among quarantining due to
Us” themed review, COVID. This makes
“Inside Out” themed the lessons more
Escape Room, and engaging because
Murder Mystery they relate. 12/7/21
challenges. 5/4/21
I continue to use
Homeroom as a
opportunity to
connect with and get
to know my students
Standard 1 CSTP: Engaging and Supporting All Students in Learning
to help fuel my lesson
planning. Student
continue to make
connections to real
world issues and
what we are learning
in class. 5/7/22
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging Exploring Applying Integrating Innovating
Uses real-life connections Explore using additional Integrates connections Integrates connections to Engages student in
during instruction as real-life connections to from subject matter to meaningful, real-life actively making
identified to curriculum. 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’ and is responsive during contexts throughout
understanding. 9/24/20; family and community. instruction to engage subject matter
5/4/21 students in relating to instruction.
Connecting subject
subject matter.
matter to
meaningful, real-life
Some students relate Students utilize real-life Students actively engage Students routinely
contexts
subject matter to real-life. Students make use of connections regularly to in making and using real- integrate subject matter
real-life connections develop understandings life connections to subject into their own thinking
provided in single lessons of subject matter to extend their and make relevant
or sequence of lessons to matter.12/7/21 5/7/22 understanding. applications of subject
support understanding of matter during learning
subject matter. 9/24/20; activities.
5/4/21
Evidence I feel like I do this Similar to the above
better in some standard, we make
classes than others, connections between
but we always try to our material and
talk about why what students daily lives.
we are learning is We have been using
relevant. When we Hot Wheels to teach
introduce a new physics, talking about
math unit we talk COVID along with
about when we may History and Anne
need that skill. Or we Frank, creating our
begin our history own Family
class with a lesson on Constitutions to learn
why we need to about the US
study History – Constitution, etc.
because it is relevant 12/7/21
to everything we are
seeing in the world I have been
today. 9/24/20 continuing to make
real life connections
Students continue to in the curriculum as
Standard 1 CSTP: Engaging and Supporting All Students in Learning
make real world stated above. 5/7/22
connections in a
majority of subjects.
We connect what we
are learning to what
is happening in the
world today. We
discuss real world
applications at the
beginning of each
unit in each subject,
as well as throughout
courses like History.
5/4/21

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
Using a variety of lessons to meet students’ ongoing instruction to meet students’ diverse needs.
instructional diverse learning needs. meet students’ diverse learning needs.
strategies, resources, 9/24/20 learning needs. 5/4/21;
and technologies to 12/7/21
meet students’ Some students participate Students actively engage Students take
diverse learning in instructional strategies, Students participate in Students participate in in instruction and make responsibilities for using
needs using resources and single lessons or instruction using use of a variety of a wide range of strategies,
technologies provided. sequence of lessons strategies, resources, and targeted strategies, resources, and
related to their interests technologies matched to resources, and technologies that
and experiences. 9/24/20 their learning needs. technologies to meet their successfully advance their
5/4/21; 12/7/21 individual students learning.
needs. 5/7/22
Lessons are I use a diverse range I continue to add and
interactive and of technologies and adapt new learning
encourage students try to integrate tools and
Evidence to work together to interactive lesson technologies for
solve problems. components students to use.
Using pop culture to whenever possible. I Students have been
Standard 1 CSTP: Engaging and Supporting All Students in Learning
make lessons more
engaging by using
songs to teach
poetry, Hamilton to
aid in teach History,
etc. Or just
presenting material
in interactve ways
such a Kahoot,
Quizziz, Escape
rooms, etc. 9/24/20
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
critically. 9/24/20
Promoting critical
5/4/21
thinking though
inquiry, problem
Some students respond to
solving, and
questions regarding facts Students respond to
reflection
and comprehension. varied questions or tasks
designed to promote
comprehension and
critical thinking in single
lessons or a sequence of
lessons. 9/24/20 5/4/21
include pop culture
when possible in
lessons to engage
more students and
have students reflect
on their engagement.
5/4/21
I am continuing to
use a diverse range of
technologies and
even integrating new
ones to engage
students in new ways
and help students of
all learning styles
connect to the
material. 12/7/21
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.12/7/21 5/7/22
very engaged using
Deck.Toys which I
implemented for my
Teacher Leader
Project 5/7/22
Integrating Innovating
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.
perspectives.
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
Incorporating Students are asked to
“problem solving” think deeper in
activities instead of Breakout
lecture. For example assignments and
today we did a CSI work together to
Investigation about solve more
why the Salem Witch challenging
Trials occurred. problems. We use
Students had to things like escape
consider different rooms and riddles to
theories and come up help us think more
with reasoning for critically about
what they thought. problem solving.
This was in place of a 12/7/21
lecture on the
Evidence
history. 9/24/20 Students continue to
practice critical
Students are asked to thinking through
analyze problems class discussions,
and think critically breakout challenges,
about solutions but and online school
generally need more assignments. 5/7/22
support in this area.
Maybe more
frontloading at the
beginning of next
year or more
consistent practice
will help for next
year. 5/4/21

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 observation of student individual student needs provide assistance to
understanding.9/24/20 engagement and regular for assistance, support, or students in mastering the
Standard 1 CSTP: Engaging and Supporting All Students in Learning
checks for challenge. concepts flexibly and
understanding.5/4/21 effectively.
12/7/21
Some students receive Students are able to Students monitor their
individual assistance Students receive Students successfully articulate their level of progress in learning and
during instruction. assistance individually or participate and stay understanding and use provide information to
in small groups during engaged in learning teacher guidance to meet teacher that informs
instruction.9/24/20; activities.12/7/21 their needs during adjustments in
5/4/21 instruction. 5/7/22 instruction.
Students work in I have been adjusting In addition to the
breakout rooms daily lessons based on previous, I have been
so I can work with engagement and implementing more
smaller groups who understanding. This programs and
need help while includes stretching resources that can
others work out re-teaches as differentiate
independently. needed or moving instruction for
9/24/20 forward if it’s already students, such as
known. I started deck.toys. This way
Students continue to experimenting with they can work at
work in breakout pre-tests to help their own pace and
rooms daily but determine baseline get support where
towards the end of knowledge before they need it, and
the school year have instruction. 5/4/21 those that are ahead
Evidence been struggling with can have enrichment
focus and I hold WIN sessions 5 opportunities.
engagement. 5/4/21 times a week to focus 5/7/22
on reteaching or
enrichment for
students that need it.
I have been using
Student’s daily
quizzes to gauge who
needs a reteach
lesson and allowing
them to re-take those
quizzes following the
re-teach to help their
scores. 12/7/21