Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.1 Emerging Exploring Applying Integrating Innovating

Learns about students Gathers additional data Uses data from a variety of Uses data from multiple Uses comprehensive
through data provided to learn about individual formal and informal sources to measures to make knowledge of students to
by the school and/or students. (7/16/23) learn about students and guide adjustments to make ongoing
assessments. selection of instructional instruction and meet adjustments and
strategies to meet diverse individual identified accommodations in
learning needs. learning needs. instruction.
Using knowledge of
students to engage Student engage in learning
them in learning Some students may Students engage in through the use of adjustments Students actively utilize Students take ownership
engage in learning using single lessons or in instruction to meet their a variety of instructional of their learning by
instructional strategies sequence of lessons that needs. (12/8/23) strategies and choosing from a wide
focused on the class as a include some technologies in learning range of methods to
whole. adjustments based on that ensure equitable further their learning
assessments. (7/16/23) access to the curriculum. that are responsive to
(5/1/24) their learning needs.
I gather information I gather information by During the second
from formal and reviewing student files in semester of the school
informal assessments PowerSchool and program year, I have a better
like iReady. I make applications to better understanding of the
modifications to understand why the student is students, and their
student's assignments enrolling into the independent needs. Lessons,
and assessments such as study program. In addition, I assignments, and
reducing answer identify students who are on an projects are created to
questions and answer IEP/504, and/or an emerging guide students, and their
options. This allows me bilingual. I review IEPs and learning needs. Students
Evidence to see if a student is 504s, and make appropriate have an opportunity to
overwhelmed with modifications/accommodations. select assignments based
assessments and Students also completed a on a playlist that aligns
assignments or if they survey at the beginning of the with their interests.
are just truly not school year. After reviewing (5/1/24)
understanding the students' responses, I integrate
content. (7/16/23) students' interests into lesson
plans and projects. (12/8/23)
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. (7/16/23)
Connecting learning
to students’ prior
knowledge,
backgrounds, life
experiences, and
Some students connect
interests
learning activities to their
own lives. (7/16/23)
Through morning warm-
ups and small SEL surveys
I get some background
knowledge of my students
and their families.
Occasionally, I
incorporate their life
experiences and interests
Evidence into my lessons.
(7/16/23)
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. 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
(12/8/23) experiences, and across learning activities.
interests. (5/1/24)
Using the student survey Parents completed a
responses from the survey at the beginning of
beginning of the school 2nd semester. They
year, I have incorporated informed me of how they
more student interests feel their student learns
into my lesson plans. best, students’ strength,
Students participate in and weakness. Using that
class discussions to help data, I created
the make connections to assignments and playlists
lessons. (12/8/23) for students based on
their personal interests
that allowed them to
make connection to the
content/subject matter.
(5/1/24)
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging
Uses real-life connections
during instruction as
identified to curriculum.
(7/16/23)
Connecting subject
matter to
meaningful, real-life
contexts
Some students relate
subject matter to real-life.
(7/16/23)
I use current events
during some of my
morning warm-ups and
then ask students to
share with each other
how it relates to some
content that we have
learned in class.
(7/16/23)
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. family and community. instruction to engage subject matter
students in relating to instruction.
subject matter.
Students make use of Students utilize real-life Students actively engage Students routinely
real-life connections connections regularly to in making and using real- integrate subject matter
provided in single lessons develop understandings life connections to subject into their own thinking
or sequence of lessons to of subject matter. matter to extend their and make relevant
support understanding of (5/1/24) understanding. applications of subject
subject matter. (12/8/23) matter during learning
activities.
This semester, students I created an assignment
participated in a bubonic where students had to
plague lesson to draw identify a social injustice
parallels to the Covid in the nation, or their
Pandemic of 2020. community. They
Students participated in a provided facts and
class discussion about the sources and made a
similarities and connection to their
differences between the current social studies unit
plague and Covid. that they were working
(12/8/23) on. For example, students
learned about
reconstruction, and they
were asked to make a
connection with a current
social injustice issue that
they could identify in
their community and
compare and contrast
how it related and
differed from what
African-
Americans/Blacks had to
endure during
Reconstruction. (5/1/24)
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.4 Emerging
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’
Some students participate
diverse learning
in instructional strategies,
needs
using resources and
technologies provided.
(7/16/23)
I give students the option
to use the instructional
strategies I provide, like a
graphic organizer, or
outside resources to help
them with assignments,
but not all of them utilize
it. (7/16/23)
Evidence
Exploring Applying Integrating Innovating
Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of
instructional strategies, strategies including integrates a broad range of an extensive repertoire of
resources, and culturally responsive strategies, resources, and strategies, resources, and
technologies in single pedagogy, resources, 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.
diverse learning needs. meet students’ diverse learning needs.
(7/16/23) learning needs.
Students participate in Students actively engage in Students take
Students participate in instruction using instruction and make use responsibilities for using
single lessons or strategies, resources, and of a variety of targeted a wide range of strategies,
sequence of lessons technologies matched to strategies, resources, and resources, and
related to their interests their learning needs. technologies to meet their technologies that
and experiences. (12/8/23) individual students needs. successfully advance their
(5/1/24) learning.
I facilitate class During the Bubonic Throughout my lessons on
discussions with students Plague lesson, I used a Zooms, students receive
and allow them to reflect variety of strategies with visuals through Google
on how they can improve students. Students slides. Information is also
on their assignments. watched a video to build conveyed to written
(7/16/23) knowledge of the plague communication/directions,
and provided a visual for and it is also verbally
students with learning explained to them.
disabilities. Students Pictures/images allow to
were place strategically visuals for ELLs and other
into breakout rooms to students with
encourage scaffolded accommodations.
learning. Students were
provided with questions Students actively engage in
on slides to help guide instruction during Zoom
their research. (12/8/23) by utilizing Zoom polls,
Padlet, and/or work
collaboratively in breakout
rooms with Google Slides.
A variety of organizers and
templates are also made
available for students to
access and use in our
Schoology classroom.
(5/1/2024)
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. (7/16/23)
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. (12/8/23)
I like to ask my students
open ended questions
and then ask follow-up
questions to get them to
think critically and
analytically about
content. Rubrics are
always provided for
projects and essays. After
grading short writing and
essay, I provide feedback
for every student.
Evidence (7/16/23) (12/8/23)
Applying
Guide students to think
critically through use of
questioning strategies,
posing/solving problems,
and reflection on issues in
content. (5/1/24)
Students respond to
questions and problems
posed by the teacher and
begin to pose and solve
problems of their own
related to the content.
I introduced DBQs to
students this semester to
prepare them for high
school social studies
classes. DBQs included
political pictures or
excerpts from primary
sources. Using the
sources, I created a series
of questions for students
to answer after reviewing
the primary source.
Questions were created
using Bloom's taxonomy.
(5/1/24)
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.
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
(5/1/24) communicate
understandings based on
in depth analysis of
content learning.
Students respond to
questions. They at times
answer or discuss
questions during think-
pair-share or in groups.
Students are also asked to
come up with their own
questions and research
more information about
the topic. (5/1/24)
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
(7/16/23) engagement and regular for assistance, support, or students in mastering the
Monitoring student checks for understanding. challenge. concepts flexibly and
learning and effectively.
adjusting instruction
while teaching. Some students receive Students successfully Students are able to Students monitor their
individual assistance Students receive participate and stay articulate their level of progress in learning and
during instruction. assistance individually or engaged in learning understanding and use provide information to
in small groups during activities. teacher guidance to meet teacher that informs
instruction. (12/8/23) their needs during adjustments in
instruction. (5/1/24. instruction.
Before students are to If students are struggling
work independently, we with an assignment or
complete a question or project. I make sure to
problem together. This identify where they are
allows me to check for missing the concept. I
understanding. If then go back and revise
students demonstrate the lesson, activity,
that they know what to assignment, and/or
do, then they are allow to project for students to
work independently or in complete it successfully.
small groups. (7/16/23) Sometimes this means
(12/8/23) completely revamping the
Evidence assignment/project.

Students can articulate

their level of
understanding by
successfully completing
the assignments during
instruction. (5/1/24)