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. 4/23/23. instruction. 04/30/24.
learning needs. 9/17/22 11/7/23
Using knowledge of
students to engage
Some students may Students engage in single Student engage in Students take ownership
them in learning
engage in learning using lessons or sequence of learning through the use Students actively utilize a of their learning by
instructional strategies lessons that include some of adjustments in variety of instructional choosing from a wide
focused on the class as a adjustments based on instruction to meet their strategies and range of methods to
whole. assessments. 9/17/22 needs. technologies in learning further their learning that
that ensure equitable are responsive to their
access to the curriculum learning needs. 11/7/23.
4/23/23. 04/30/24.
Based on student I use data from our I use data from multiple My students take
assessment data from school-wide platform, measures, such as SIS ownership of their
informal, formal, and Pathways Student (Student Information learning by having
school-wide assessments, Information System System), PPEP (Pathways multiple choices for
I provide adjustments in (PSIS), to access student Personalized Educational projects, assessments,
instructional strategies demographic Program), Illuminate, and modalities of
and curriculum to meet information, statewide NWEA, PFT (Physical learning. In particular, my
my students’ individual assessments, and special Fitness) testing, ELPAC use of choice boards with
needs. I have the freedom programs information. I testing, formative and my students allows them
to adjust the school-wide also use information from summative assessments to take ownership,
curriculum based on my our Pathways to make targeted provides them with
students’ assessment data Personalized Educational adjustments to autonomy, and allows for
to make target changes to Program (PPEP) meetings instruction. These data more differentiation to be
Evidence
individual lessons or with the school Learning sources allow me to incorporated. 11/7/23
sequences of lessons. Lead (administrator) and determine what areas I
9/17/22 our school counselor to need to support each
determine target student in. 4/23/23 I use data from a wide
instructional strategies to variety of sources, both
meet students’ diverse I provide my students formal and informal, to
needs. 9/17/22 with a robust education learn about my students
that utilizes a variety of and make ongoing
instructional strategies adjustments to
and technologies, such as instruction and
our online curriculum, curriculum. I use
Desmos, Achieve 3000, conversations with my
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Clever, Moby Max, Z- administration during our
Space, 3D printer, and PPEP meetings,
other online platforms assessment data sources,
that ensure student conversations with
equitable access to the students, parent-teacher
curriculum. Providing my conferences, and student
students with a wide interests and preferences
variety of technological to further customize their
applications ensures my educational plan and
students are developing coursework. 04/30/24.
21st century skills.
4/23/23 I continue to provide my
students with
I continue to use data opportunities to take
from multiple different ownership of their
measures, such as SIS learning through choice
(Student Information boards, extension
System), PPEP (Pathways activities, options to use
Personalized Educational our VR technology, course
Program), Illuminate, planning choices, goal
NWEA, PFT (Physical setting, and the modality
Fitness) testing, ELPAC of their coursework
testing, formative and (online or textbook). My
summative assessments students know that they
to make targeted can advocate for their
adjustments to educational goals and
instruction. I have also plans through our
been accessing data personalized approach in
through Achieve 3000, which school and family
BrainPop, and summative members collaborate to
SBA assessments. These personalize the
data sources allow me to educational experience
determine what areas I for each student.
need to support each 04/30/24.
student in. 11/7/23
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.
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 11/7/23. 04/30/24. cultural backgrounds,
experiences, and interest backgrounds, life prior knowledge, life
to support student experiences, and interests experiences, and
learning. to connect to student interests.
learning. 9/17/22 ;
4/23/23
Students participate in Students can articulate
single lessons or Students make Students are actively the relevance and impact
sequences of lessons connections between engaged in curriculum, of lessons on their lives
related to their interests curriculum, and their which relates their prior and society. 04/30/24.
and experiences. 9/17/22 prior knowledge, knowledge, experiences,
backgrounds, life and interests within and
experiences, and across learning activities.
interests. 4/23/23 11/7/23
I make targeted I use our school’s I have been tapping into My students are given
adjustments to our PSIS platform, special my students’ community opportunities to engage
knowledge and with our VR technology to
school curriculum to programs data, IEP experiences in our service be immersed in real-
help my students case managers, and learning courses. As world scenarios in which
relate more to their counselors to further students engage in service they use their math skills
learning by providing understand my learning, I have been able to solve global problems.
options, choices, and students’ unique to gather information Students then reflect on
about the cultural and these experiences and
encouraging student backgrounds to help social makeup of the articulate how the course
voice. Many writing inform instruction. I community. This has content and their
topics can be also frequently allowed me to provide immersive experience can
adjusted to directly communicate with more culturally relevant be connected to their
relate to my students’ families during the and sensitive examples in personal lives and societal
my instruction to allow all challenges. 04/30/24.
interests and enrollment process students to connect to the
experiences. 9/17/22 and throughout the content. 11/7/23
program to learn how
I can best suite their
student’s needs. My students are actively
engaged in the curriculum
9/17/22
because I always help
students make
I have continued to use a
Standard 1 CSTP: Engaging and Supporting All Students in Learning
variety of sources and
contacts to help make
learning more connected
and meaningful for my
students. I have started to
better use our Naviance
surveys to learn more
about my students’
unique backgrounds to
better connect them to
the content. 4/23/23
I have also begun to help
my students make these
connections between
themselves and the
content through specific
assignments that require
students to reflect, apply,
and critically think about
how the content relates to
them and the real world. I
have found success
implementing these
learning activities in both
social science and science
courses. 4/23/23
connections between
content and their
personal lives, to help
with engagement. For
essays, I allow students to
choose any topic that
connects to their prior
knowledge, experiences,
and interests. 11/7/23
I continue to tap into my
students’ knowledge of
their communities as I
begin restructuring my
school’s service learning
and work experience
courses to become more
engaging and relevant to
students’ communities. I
place an emphasis on
learning more about my
students and their
communities to help me
learn more about the area
that I serve, what my
students value, and then
apply this information
into engaging lessons that
allow students to reflect
on and make connections
to course content and
their environments.
04/30/24.
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. 9/17/22 ; family and community. instruction to engage subject matter
4/23/23 11/7/23 students in relating to instruction. 04/30/24.
Connecting subject
subject matter.
matter to
meaningful, real-life
Some students relate Students actively engage Students routinely
contexts
subject matter to real-life. Students make use of Students utilize real-life in making and using real- integrate subject matter
real-life connections connections regularly to life connections to subject into their own thinking
provided in single lessons develop understandings matter to extend their and make relevant
or sequence of lessons to of subject matter. understanding. applications of subject
support understanding of 11/7/23 matter during learning
subject matter. 9/17/22 ; activities. 04/30/24.
4/23/23
In addition to our Through my work with
curricular focus on I do a strong job of our VR program, I have
integrating real-world been able to help
individuality, I seek immerse my students in
contexts into the
additional curriculum, in particular realistic contexts that
opportunities for my for math. I help my help them solve real-
students to integrate students see how math world problems to help
their personal lives content can be connected connect subject matter
to their personal lives and content to real scenarios.
into their learning. My understanding of real-
real-world situations,
Conversations with increasing world connections to
students regarding comprehension and subject matter has
Evidence their real-life engagement. 11/7/23 developed tremendously
connections help to as a result of this new
My students are required technology. 04/30/24.
increase student
to complete reflections
voice in their and summaries about
learning as they how the content connects As my students engage in
apply these to the real world. My these VR lessons, they are
experiences to their students are able to constantly making
identify how their connections between
learning. 9/17/22
learning is applied to the subject matter and
real world, deepening decision making to
I have continued to help integrate real-world skills
content connections in
Standard 1 CSTP: Engaging and Supporting All Students in Learning
my students make real-
life connections in subject
matter through reflection
assignments, essays, and
mini projects that require
students to apply their
new learning to real-
world contexts. I have
found this particularly
helpful in math courses,
where students complete
performance tasks that
relate to the real-world
and the content. 4/23/23
Element 1.4 Emerging Exploring
Uses instructional Explores additional
strategies, resources, and instructional strategies,
technologies as provided resources, and
by school and/or district. technologies in single
lessons or sequence of
Using a variety of lessons to meet students’
instructional diverse learning needs.
strategies, resources, 9/17/22
and technologies to
meet students’ Some students participate
diverse learning in instructional strategies, Students participate in
needs using resources and single lessons or
technologies provided. sequence of lessons
related to their interests
and experiences. 9/17/22
Evidence My targeted
adjustments to the
curriculum include
providing additional
supports and
resources,
individualized
math and history in into their education. My
particular. My students students are able to
have mentioned that reflect on and articulate
these connections help how their learning can be
increase their applied to realistic
comprehension and contexts and professions
interests. 11/7/23 outside of the classroom.
04/30/24.
Applying Integrating Innovating
Utilizes a variety of Creates, adapts, and Refines the flexible use of
strategies including integrates a broad range an extensive repertoire of
culturally responsive of strategies, resources, strategies, resources, and
pedagogy, resources, and and technologies into technologies to meet
technologies during instruction designed to students’ diverse learning
ongoing instruction to meet students’ diverse needs. 04/30/24.
meet students’ diverse learning needs. 11/7/23
learning needs. 4/23/23
Students participate in Students actively engage Students take
instruction using in instruction and make responsibilities for using
strategies, resources, and use of a variety of a wide range of strategies,
technologies matched to targeted strategies, resources, and
their learning needs. resources, and technologies that
4/23/23 technologies to meet their successfully advance their
individual students learning. 04/30/24.
needs. 11/7/23
I have improved in my I have become much more
ability to inform I have increased my skills flexible, varied, and
instruction through a in integrating technology adaptable in my use of
critical lens that instructional strategies,
into the classroom to
incorporates culturally meet students’ needs. In tools, and resources to
responsive pedagogy and particular, I have been meet my students’ needs.
resources. In particular, using the 3D printer, the Rather than only using
each course has some Z-space, VR headsets, and the required tools, I have
element in which NearPod with my started consistently using
Standard 1 CSTP: Engaging and Supporting All Students in Learning
approaches, and
different
technologies to meet
students’ needs. I
value students’ input
in what they feel they
need to be successful
to make personal
connections to their
learning. 9/17/22
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.
Evidence
students are required to
look at different
perspectives, provide
counterarguments, and
research different
cultures. My students
seem to participate well
with these activities as
there are a plethora of
resources and tools that
guide students through
this process. 4/23/23
Applying
Guide students to think
critically through use of
questioning strategies,
posing/solving problems,
and reflection on issues in
content. 9/17/22
Students respond to
questions and problems
posed by the teacher and
begin to pose and solve
problems of their own
related to the content.
9/17/22
Our curriculum is
designed to provide
students to help engage additional resources,
them and demonstrate technology, and strategies
learning in a different based on what my
manner. 11/7/23 students need to be
successful in an
My students effectively independent study
engage with technology setting. 04/30/24.
resources to meet their
individual learning needs. In our independent study
I provide my students setting, students are
with choices in their responsible for
technological tools, based advocating for their needs
on their interests and to advance their learning.
strengths. 11/7/23 My students are able to
select tools, technology,
and resources that will
help them be successful. I
then can help my students
in this decision-making
process to further
enhance their educational
experience. 04/30/24.
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. 4/23/23;
11/7/23. 04/30/24.
Students pose and answer
Students pose problems a wide-range of complex
and construct questions questions and problems,
of their own to support reflect, and communicate
inquiries into content. understandings based on
4/23/23; 11/7/23. in depth analysis of
04/30/24. content learning.
In each course, students
are required to develop
questions, pose problems,
Standard 1 CSTP: Engaging and Supporting All Students in Learning
stimulating and reflect on
questions, solve real- perspectives. In
particular, our social
world problems science and science
through project- courses involve students
based learning in multiple projects in
opportunities, and which they have to
reflect constantly conduct research and
create a product. Students
throughout all are required to formulate
processes and their own questions and
products. My responses based on this
adjustment of these content, while
questions and representing their
learning through creative
problems help to products. 4/23/23
direct students
toward posing their I continue to provide my
own questions and students with
hypotheses. 9/17/22 opportunities to pose
questions and problems,
look at multiple
perspectives, and
construct inquiry into
their learning. In our
science and history
classes, students are
required to create
hypotheses, collect data,
analyze data, create
arguments, and solve
real-world issues.
11/7/23

I continue to support my
students in developing
questions, posing
problems, and solving
these challenges through
the scientific method and
mathematical processes. I
also help my students
construct questions to
guide projects,
Standard 1 CSTP: Engaging and Supporting All Students in Learning
presentations, and essays.
04/30/24.

I continue to allow and

encourage my students to
pose questions in their
coursework that spark
their curiosity and can be
translated to actions and
products that
demonstrate their
learning. My students
have flexibility and
customizability to guide
their learning in their
preferred direction
through presentations,
projects, essays, and
experiments. 04/30/24.

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 provide
student understanding. observation of student individual student needs assistance to students in
engagement and regular for assistance, support, or mastering the concepts
checks for understanding. challenge. 4/23/23 flexibly and effectively.
Monitoring student 9/17/22 11/7/23. 04/30/24.
learning and
adjusting instruction Some students receive Students receive Students are able to Students monitor their
while teaching. 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. 9/17/22 engaged in learning teacher guidance to meet teacher that informs
activities. their needs during adjustments in
instruction. instruction. 4/23/23;
11/7/23. 04/30/24.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Evidence The nature of our Based on student I have made dramatic I have begun having my
school supports both participation and improvement in making students engage in self-
on-going adjustments in reflection and self-
small group and formative instruction to provide assessment of their
individualized assessment data, I students with the learning each day through
instruction. I hold make in-the-moment necessary supports that exit ticket slips and
small group tutoring targeted adjustments they require. For frequent check-ins. My
sessions in a hybrid to instruction to meet example, I have been students’ responses
improving on having a provide me with
format to meet my my students’ needs. I repertoire of strategies information as to how I
students’ needs. I frequently engage my available at my disposal can effectively adjust
also instruction students in checks to make immediate instruction to help
students individually for understanding to adjustments to students achieve their
in-person and determine what instruction if necessary. goals. 4/23/23
4/23/23
virtually to provide adjustments to either
guidance and instruction or My students can extend
learning opportunities in
assistance. 9/17/22 motivational all projects by completing
approaches need to the extension activities
be made. 9/17/22 and the above standard
activities that makeup our
honors courses. My
students can choose how
they want to extend their
learning through choice
boards, increasing
engagement and
motivation. 11/7/23.

I continue to provide my
students with
opportunities to engage
in self-reflection through
Google Forms, exit tickets,
Menti, and other tools. My
students have found it
useful to be able to self-
assess their progress to
influence their daily and
weekly goals. 11/7/23.

I continue to help my
students extend their
Standard 1 CSTP: Engaging and Supporting All Students in Learning
learning through
extension activities,
alternative assignments,
VR, Z-space, 3D printer,
and other tools and
resources that help them
go beyond the basic
curriculum. Since our
courses are self-paced,
this provides my students
with the flexibility and
option to revisit concepts
and develop their
understanding at various
levels of depth. 04/30/24.

My students continue to
self-monitor their
progress in their
coursework by engaging
them in their course
planning process,
intervention process, and
reflective assignments.
My students have a voice
in their educational plan,
allowing them to
continuously monitor
their progress and seek
instructional assistance.
04/30/24.