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. 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. 9/18/22
students to engage
them in learning Some students may Students engage in single Students 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. 9/18/22 needs. 5/2/23 that ensure equitable further their learning that
access to the are responsive to their
curriculum.12/10/23. learning needs.
I group students with I use data from AERIES and I still to use data from
students of similar information from IEPs-at-a- AERIES, IEPS, parent
abilities based on glance and 504s from the conversations and from
school counselors to learn student observations to
assessments, and I use
about students and make adjustments to my
leveled activities in some accommodations they may curriculum and to learn
lessons. 9/18/22 need. about students non-
I also have students fill out academic interests.
informal surveys and google
forms to learn more about I now use a variety of online
them and their interests. formative assessments
9/18/22 throughout series of lessons
to guide instruction. These
I continue to use data from include Blooket, Formative,
AERIES, IEPS, parent Google forms, etc. 12/10/23
Evidence conversations and from
student observations to
make adjustments to my
curriculum and to learn
about students non-
academic interests. I use
formative assessments
throughout series of lessons
to guide instruction.
Students can demonstrate
their understanding in a
variety of ways (group work,
group tests, assessments,
retakes, projects, etc.)
5/2/23
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. 9/18/22
Connecting learning
to students’ prior
knowledge,
backgrounds, life
experiences, and
Some students connect
interests
learning activities to their
own lives.
I ask students about their
interests and
backgrounds as much as
possible but could do
more to determine prior
knowledge by working
with before grade-level
teachers. 9/18/22
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. 5/2/23 to connect to student interests.
learning.12/10/23
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. 9/18/22 backgrounds, life and interests within and
experiences, and across learning activities.
interests. 5/2/23
Whenever possible, I use Students make
lessons that relate math connections to prior
to students’ lives (sports knowledge from one unit
contexts, graph talks, to the next, algebra 1
social media contexts) students connect content
and everyday to biology and statistics
experiences. 9/18/22 students connect to their
economics and history
I make an effort to learn classes. Students also use
at least one nonacademic real student data on their
fact about each of my own teams/teammates
students to engage them from maxpreps.com for
in lessons or general projects. 5/2/23
conversations about their
interests related to our Students make
learning. Statistics connections to other
students work directly subjects via online
with sports content and sources, specifically
social media data of their Desmos and
choice to complete Sportsreference.com.
assignments. 5/2/23 Students engage in pre-
assessments that connect
to prior knowledge of
subject
material.12/10/23.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
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.
9/18/22
While I utilize real-world
connections and context
in class, and some
students can provide
evidence and summaries
in context, I don’t know
that every student relates
and believes math to be
applicable to their real
life yet. 9/18/22
Evidence
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’ and is responsive during contexts throughout
understanding. 9/18/22 family and community. instruction to engage subject matter
5/2/23 students in relating to instruction.
subject matter.12/10/23
Students make use of Students actively engage Students routinely
real-life connections Students utilize real-life in making and using real- integrate subject matter
provided in single lessons connections regularly to life connections to subject into their own thinking
or sequence of lessons to develop understandings matter to extend their and make relevant
support understanding of of subject matter. understanding. applications of subject
subject matter. 5/2/23 12/10/23 matter during learning
activities.
I include lessons about We have made I make an online activity
education level post high connections to home life including a real-world
school, sports contexts, and celebrated different scenario for each lesson
food, candy, social media, cultural groups during in Statistical Reasoning,
and examples of real- each respective month of usually via Desmos.com.
world mathematical the year. Projects are Teacher also utilizes
concepts. 9/18/22 designed so that students Blooket, GoogleSlides,
can use data on their own Schoology and Formative
Students in Algebra 1 are teams and research to make activities that
resistant to real-world subject matters they care connect to students.
connections but have about. 5/2/23 12/10/23
seen how technology is
shaped by mathematical Students make
practices through connections to real-world
graphing utilities like statistical processes like
Desmos and modeling. probability and analyzing
Statistics students make data each day. Students in
connections between Algebra 1 analyze a real-
statistical processes and world graph of the week
real-life events on each Monday in class.
campus and in sports. 12/10/23
5/2/23
Standard 1 CSTP: Engaging and Supporting All Students in Learning
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, 9/18/22 learning needs. 5/2/23
and technologies to
meet students’ Some students participate Students participate in Students actively engage Students take
diverse learning in instructional strategies, Students participate in instruction using in instruction and make responsibilities for using
needs using resources and single lessons or strategies, resources, and use of a variety of a wide range of strategies,
technologies provided. sequence of lessons technologies matched to targeted strategies, resources, and
related to their interests their learning needs. resources, and technologies that
and experiences. 9/18/22 5/2/23 technologies to meet their successfully advance their
individual students learning.
needs.
In class, I utilize the We have engaged in building
community norms, celebrating
technological resources
mathematical achievements of
provided by our school to all cultures and bringing
access sites like Desmos, nonacademic interests into the
Deltamath, Freckle, classroom. 5/2/23
GoogleForms,
Students have co-created
GoFormative. 9/18/22 community norms, used sites
such as Desmos, Deltamath,
I also alternate between GoFormative, GoogleDrive,
Freckle, and Blooket to interact
direct instruction, with content. 5/2/23
collaborative group work,
whole-class activities, I have utilized culturally
Evidence creative activities and responsive pedagogy to build
community norms, get to know
projects. 9/18/22
students and to have students
engage in skill-building through
a variety of different resources.
Most recently, teacher
built review activity where
students could self-check
answers online, in order to work
at their own pace and receive
immediate feedback. 12/10/23.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
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. 9/18/22
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. 9/18/22, 5/2/23
I include questions that
require students to
explain their thinking,
incorporating the 8 Math
Practices. Such prompts “I
notice..” “I wonder..”
“Defend your reasoning.”
“Do you agree or
disagree?” and error
analysis. 9/18/22
I think I could do a better
Evidence job to improve inquiry
next year. Critical
thinking about broader
mathematical ideas could
be improved through
varied questioning
techniques and a more
emphasized focus on real-
world relevancy. 5/2/23
Applying Integrating Innovating
Guide students to think Supports students to Facilitates systematic
critically through use of initiate critical thinking opportunities for student
questioning strategies, through independently to apply critical thinking
posing/solving problems, developing questions, by designing structured
and reflection on issues in posing problems and inquiries into complex
content. reflecting on multiple problems.
perspectives.
Students respond to Students pose problems Students pose and
questions and problems and construct questions answer a wide-range of
posed by the teacher and of their own to support complex questions and
begin to pose and solve inquiries into content. problems, reflect, and
problems of their own communicate
related to the understandings based on
content.12/10/23 in depth analysis of
content learning.
ISTE Standard 2.6a:
Educator Facilitator:
Foster a culture where
students take ownership
of their learning goals and
outcomes in both
independent and group
settings.
Students complete
individual or group
projects for each unit,
where they can choose
their object of study and
design their own
Statistical experiment.
Example: In Unit
3, students design their
own experiment and then
create a presentation in
Google Slides.12/10/23
Standard 1 CSTP: Engaging and Supporting All Students in Learning
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 based on the extend learning
guidelines. activities to support instruction based on ongoing monitoring of opportunities and
student understanding. observation of student individual student needs provide assistance to
9/18/22 engagement and regular for assistance, support, or students in mastering the
Monitoring student checks for understanding. challenge. concepts flexibly and
learning and 5/2/23 effectively.
adjusting instruction
while teaching. Some students receive Students receive Students are able to Students monitor their
individual assistance assistance individually or Students successfully articulate their level of progress in learning and
during instruction. in small groups during participate and stay understanding and use provide information to
instruction. 9/18/22, engaged in learning teacher guidance to meet teacher that informs
5/2/23 activities.12/10/23 their needs during adjustments in
instruction. instruction.
I have begun to go back Formative assessments like
and edit previous lessons exit-tickets have made a big
based on student shift in my ability to
engagement. Last year I properly adjust instruction
in between lessons and
re-taught several units units. My goal of reaching
after our initial 80% proficiency on each
summative assessment Learning Target shaped my
for the Unit. editing and reteaching
I attempt to speak with strategies. Pre-tests helped
each student daily and me to analyze where
assist each table group in students were already
some way. 9/18/22 strong and where they
needed support. 5/2/23
Evidence
Students continue to
Students participate by
receive support in small taking notes and asking
heterogenous groupings questions in Algebra 1, also
and individually during by working on collaborative
practice time. 5/2/23 warm-ups and projects.
Students complete Desmos
activities in groups and
individually with teacher
support in Statistical
Reasoning. AVID students
participate in tutorials every
Tuesday/Thursday.
12/10/23