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
through data provided by learn about individual
the school and/or students.7/13/23
assessments.
Using knowledge of
students to engage
them in learning
Some students may engage Students engage in single
in learning using lessons or sequence of lessons
instructional strategies that include some adjustments
focused on the class as a based on assessments.
whole. 7/13/23
I have the RSP cohort and
therefore am given IEPs and
504 Plans for students which
initially guides my ways of
engaging students. As the
school year progresses and I
can observe and interact with
students, adjustments are
made. For example, last year I
started units with mini-
mysteries or investigations
which got students invested in
the new topic. 7/13/23
Uses data from a variety of Uses data from multiple Uses comprehensive
formal and informal sources measures to adjust knowledge of students to
to learn about students and instruction and meet make ongoing adjustments
guide selection of individual learning needs. and accommodations in
instructional strategies to instruction.
meet diverse learning
needs. Students actively use
various instructional Students take ownership of
Students engage in learning strategies and technologies their learning by choosing
through the use of in learning that ensure from a wide range of
adjustments in instruction equitable access to the methods to further their
to meet their needs. curriculum. learning that are responsive
to their learning needs.
Continuing to use resources
as before but have spent the
year collecting pre and post
assessment data. This data
collection has guided
instruction strategies
selected. For example, using
additional or different
visuals to explain concept.
4/30/24

I feel student engagement is

Evidence fragmented, separated. This
can be seen by explicit
clarification that is shared to
the students or class as a
whole. An improvement I look
forward to is carrying over
techniques and adjustments
through the semesters and
units. 7/13/23

Currently using pre-

assessments to gauge where
students are in regards to
content and any possible
misconceptions they are
bringing to the start of a topic
or unit. 10/21/23
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
Connecting learning students.
to students’ prior
knowledge,
backgrounds, life
experiences, and
interests Some students connect
learning activities to their
own lives.
Evidence
Exploring
Uses gathered information
about students’ prior
knowledge, cultural
backgrounds, life
experiences, and interest to
support student learning.
7/13/23
Students participate in
single lessons or sequences
of lessons related to their
interests and experiences.
The lessons and projects or
assignments I select are
heavily based on student
background and interest. For
example, connecting
pedigrees and Punnett
squares to cartoon
characters that interest
students or solving
mysteries of who the
parents are. The reason why
I do not think I am quite at
the Applying category is
because I do not quite yet
use school resources and
family involvement, this I
think will come as I get more
comfortable with the
community, I am now a part
of. 7/13/23
Using Google Forms as a
welcome activity to have
students share personal
information and
preferences. 10/21/23
Applying Integrating Innovating
Uses school resources and Integrates broad knowledge Develops and systematically
family contacts to expand of students and their uses extensive information
understanding of students’ communities to inform regarding students’ cultural
prior knowledge, cultural instruction. backgrounds, prior
backgrounds, life knowledge, life experiences,
experiences, and interests to and interests.
connect to student learning.
Students make connections Students can articulate the
between curriculum, and relevance and impact of
their prior knowledge, Students are actively lessons on their lives and
backgrounds, life engaged in curriculum, society.
experiences, and interests. which relates their prior
7/13/23 knowledge, experiences, and
interests within and across
learning activities.
I have been able to see
students connect material
that is being presented and
connect it to what they have
previously seen in other
courses or in real life. For
example, being able to
explain how seemingly
normal parents can have a
child that is colorblind.
7/13/23
Continue to use students’
background to guide the
type of examples or projects
used and assigned. Spent
time in PD sessions
identifying phenomena to
connect into the curriculum.
In AP course continued to
use and identify more case
studies that connect with
current jobs in STEM.
4/30/24
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.
Evidence
Element 1.4 Emerging
Exploring
Explore using additional
real-life connections to
subject matter in single
lessons or sequence of
lessons to support
understanding.
Students make use of real-
life connections provided in
single lessons or sequence
of lessons to support
understanding of subject
matter. 7/13/23
I have been able to see
students connect material
that is being presented and
connect it to what they have
seen on tv. For example
when discussing
carbohydrates many were
able to relate it and
understand why runners
will carbo-load the night
before a marathon. Or being
able to provide language
connections to EL Spanish
speaking students. 7/13/23
Exploring
Applying Integrating Innovating
Integrates connections from Integrates connections to Engages student in actively
subject matter to meaningful, real-life making connections to
meaningful, real-life contexts in planning subject relevant, meaningful, and
contexts, including those matter instruction and is real-life contexts throughout
specific to students’ family responsive during subject matter instruction.
and community. 7/13/23 instruction to engage
students in relating to
subject matter. Students routinely integrate
subject matter into their
Students utilize real-life Students actively engage in own thinking and make
connections regularly to making and using real-life relevant applications of
develop understandings of connections to subject subject matter during
subject matter. matter to extend their learning activities.
understanding.
Especially in AP Bio I have
been able to use case studies
to connect science to real
life applications, for example
how the Tylenol Murders of
the 80’s were connected to
cellular respiration.
7/13/23
Continued to use case
studies, especially for topics
that are microscopic and
harder to visualize.
10/21/23
In AP course I continued to
use and identify more case
studies that connect with
current jobs in STEM. Have
ideas to bring in community
members that work in the
field to further conenct
students with possible jobs.
4/30/24
Applying Integrating Innovating
Standard 1 CSTP: Engaging and Supporting All Students in Learning
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’ diverse
Some students participate in
learning needs
instructional strategies,
using resources and
technologies provided.
Evidence
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 Creates, adapts, and Refines the flexible use of an
strategies including integrates a broad range of extensive repertoire of
culturally responsive strategies, resources, and strategies, resources, and
pedagogy, resources, and technologies into instruction technologies to meet
technologies during ongoing designed to meet students’ students’ diverse learning
instruction to meet diverse learning needs. needs.
students’ diverse learning
needs.7/13/23
Students actively engage in
Students participate in instruction and make use of Students take
instruction using strategies, a variety of targeted responsibilities for using a
resources, and technologies strategies, resources, and wide range of strategies,
matched to their learning technologies to meet their resources, and technologies
needs. 7/13/23 individual students needs. that successfully advance
their learning.
I am fortunate enough to
have various tools at my
disposal to try and reach
students of various needs.
For example, each student
has a computer so I am able
to present lectures in ways
that they can take notes on
their device, either types or
with a stylus. 7/13/23
Students are aware of the
various strategies and
resources available to them
that on occasion they will
ask to use specific tools. For
example, mapping out ideas
using chalk markers on the
lab stations. 7/13/23
Currently have multiple EL
students, so have been using
a translation app. The
technology has also come in
handy with students that are
hard of hearing. 10/21/23
Throughout the day I use
various forms of
engagement, warm-up with
recall or elaboartion from
the previous day’s lesson,
hands on activity, video or
lecture. Have incorporated
many more projects with
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.5 Emerging
Asks questions that focus on
factual knowledge and
comprehension.
Promoting critical
thinking though
inquiry, problem
Some students respond to
solving, and reflection
questions regarding facts
and comprehension.
Evidence
Exploring
Includes questions in single
lessons or a sequence of
lessons that require
students to recall, interpret,
and think critically.
Students respond to varied
questions or tasks designed
to promote comprehension
and critical thinking in
single lessons or a sequence
of lessons. 7/13/23
For CP Bio critical thinking
and problem solving is a bit
more limited to when we do
labs. This is usually done
through data analysis and
typically requires a bit more
scaffolding. 7/13/23
Students are receptive to
building posed with
questions that require them
to arrive at an answer as we
are building content
knowledge through lecture.
10/21/23
the ability for students to
select the mode of
production for a deliverable,
video, poster, digital poster
for example. 4/30/24
Applying Integrating Innovating
Guide students to think Supports students to initiate Facilitates systematic
critically through use of critical thinking through opportunities for student to
questioning strategies, independently developing apply critical thinking by
posing/solving problems, questions, posing problems designing structured
and reflection on issues in and reflecting on multiple inquiries into complex
content. 7/13/23 perspectives. problems.
Students pose problems and
Students respond to construct questions of their Students pose and answer a
questions and problems own to support inquiries wide-range of complex
posed by the teacher and into content. questions and problems,
begin to pose and solve reflect, and communicate
problems of their own understandings based on in
related to the content. depth analysis of content
7/13/23 learning.
Especially in AP Bio I am
able to provide students
with critical thinking
techniques to be able to
approach questions that at
first seem impossible. We
have practiced annotation,
rephasing questions,
outlining ideas to approach
free response questions.
7/13/23
With AP students because
they are responsible for the
content from the whole
school year there is more of
a transfer of skills from unit
to unit. They are also able to
eventually apply techniques
and skills with minimal
teacher guidance. 7/13/23
Using Google Classroom to
provide students with
Standard 1 CSTP: Engaging and Supporting All Students in Learning
feedback through
comments. Also allows me
to give them sample
responses. 10/21/23

Continue to use Google

Classroom to provide
comment feddback, have
also begun to muse tutorial
time to provide verbal one-
on-one meeting/feedback.
Have also allowed students
to be part of the process of
grading thier own projects
with the use of a rubric.
4/30/24

Element 1.6 Emerging Exploring Applying Integrating Innovating

Implements lessons
following curriculum
guidelines.
Monitoring student
learning and adjusting
instruction while
teaching. Some students receive
individual assistance during
instruction.
Seeks to clarify instruction
and learning activities to
support student
understanding.
Students receive assistance
individually or in small
groups during instruction.
Makes ongoing adjustments
to instruction based on
observation of student
engagement and regular
checks for understanding.
7/13/23
Students successfully
participate and stay engaged
in learning activities.
Adjusts strategies during
instruction based on the
ongoing monitoring of
individual student needs for
assistance, support, or
challenge.
Students are able to
articulate their level of
understanding and use
teacher guidance to meet
their needs during
instruction.
Makes adjustments to
extend learning
opportunities and provide
assistance to students in
mastering the concepts
flexibly and effectively.
Students monitor their
progress in learning and
provide information to
teacher that informs
adjustments in instruction.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Students especially tend to
need guidance; they do seem
to require more redirection
and small group instruction.
Or need teacher to chuck
assignments and activities.
7/13/23
Using graphic organizers
and whiteboard to make
task list to support students
with time management
issues. 10/21/23
Evidence
Adjustments are made from
period to period, what might
work for one class may not
work for the next. For
example, my RSP heavy
class will need many more
visuals and work better in
pairs whereas others will
benefit from larger groups
where they can have more
ideas to share. 7/13/23
Working closely with PLC
team, we use the same pre
and post assessment so data
collection and analysis has
gone by smoothly. 10/21/23
Spent the year working
closely with my PLC tead.
Conducted data analysis to
establish goals, identify
areas of success and arrive
at techniques to try out in
the following lessons.
4/30/24