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. 9/17/23 sources to learn about adjustments to make ongoing
assessments. 5/2/24 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.
students to engage
them in learning Some students may Students engage in Students actively utilize a Students take ownership
engage in learning using Students engage in single learning through the use variety of instructional of their learning by
instructional strategies lessons or sequence of of adjustments in strategies and choosing from a wide
focused on the class as a lessons that include some instruction to meet their technologies in learning range of methods to
whole. 9/17/23 adjustments based on needs. that ensure equitable further their learning that
assessments 5/2/24 access to the curriculum. are responsive to their
learning needs.
Students are involved in I get information from
whole class activities and students’ homeroom
have opportunities to engage (independent studies)
in individual practice to teacher regarding their
demonstrate their learning strengths and areas
understanding. Classroom of improvement. I also
activities are adjusted based review student profiles and
on class-trends and needed accommodations for
areas of review/growth. students with IEPs. 9/17/23
9/17/23
For students with IEPs, I
collaborate and
communicate frequently
with Special Education
Services (SES) Team to
Evidence
ensure that I am fulfilling the
needs of the student and
working towards their IEP
goals. 5/2/24

Lessons and activities are

adapted to reflect the
knowledge of my students.
In particular with
introductions to new
concepts, I find relatable
ways students have seen the
topics so they can start with
a foundation. 5/2/24
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.2 Emerging Exploring Applying Integrating Innovating
Develops awareness of Uses gathered Uses school resources and Integrates broad Develops and
prior knowledge, culture, information about family contacts to expand knowledge of students systematically uses
backgrounds, life students’ prior understanding of and their communities to extensive information
experiences, and interests knowledge, cultural students’ prior inform instruction. regarding students’
represented among backgrounds, life knowledge, cultural cultural backgrounds,
students. 9/17/23 experiences, and interest backgrounds, life prior knowledge, life
Connecting learning
to support student experiences, and interests experiences, and
to students’ prior
learning. 5/2/24 to connect to student interests.
knowledge,
learning.
backgrounds, life
experiences, and
Some students connect Students participate in Students make Students are actively Students can articulate
interests
learning activities to their single lessons or connections between engaged in curriculum, the relevance and impact
own lives. 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. 9/17/23 backgrounds, life and interests within and
5/2/24 experiences, and across learning activities.
interests.
I occasionally use get-to- I connect students’
know-you style activities and interests/experiences when
make sure to have non- introducing lessons and
academic conversations with explaining topics, trying to
students. I learn about their relate it to contemporary
interests, experiences, and culture. I also attempt to
prior knowledge to reference connect the current lesson to
during class time. 9/17/23 what they’ve learned in past
math classes, to activate
their prior knowledge.
9/17/23

Throughout lessons, I
Evidence oftentimes incorporate their
interests and find ways to
apply them – such as
modeling growth of an
Instagram account or
calculating the acceleration
of modern cars. These
interests/background
experiences I collect through
personal conversations and
more structured activities to
learn about their interests.
5/2/24
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. 9/17/23 family and community. instruction to engage subject matter
Connecting subject 5/2/24 students in relating to instruction.
matter to subject matter.
meaningful, real-life
contexts Some students relate Students utilize real-life Students actively engage Students routinely
subject matter to real-life. Students make use of connections regularly to in making and using real- integrate subject matter
9/17/23 real-life connections develop understandings life connections to subject into their own thinking
provided in single lessons of subject matter. matter to extend their and make relevant
or sequence of lessons to understanding. applications of subject
support understanding of matter during learning
subject matter. 5/2/24 activities.
The examples used during I implement real-world
lessons relate to real-life examples when introducing
topics that students have lessons. For example, when
learned or heard of. learning about creating
However, not all students equations, we research
may have directly common subscription
experience it themselves. services such as Spotify and
9/17/23 Netflix and make
comparisons. 9/17/23

I design activities that

involve direct applications to
how they might encounter
Evidence the skills in their lives – such
as savings accounts and
bank accounts when
learning about linear vs.
exponential functions. In
these activities, students are
answering questions and
making decisions that are
realistic and possible for
them. 5/2/24
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, 9/17/23. 5/2/24 learning needs.
and technologies to
meet students’ Some students participate Students participate in Students participate in Students actively engage Students take
diverse learning in instructional strategies, single lessons or instruction using in instruction and make responsibilities for using
needs using resources and sequence of lessons strategies, resources, and use of a variety of a wide range of strategies,
technologies provided. related to their interests technologies matched to targeted strategies, resources, and
and experiences. 9/17/23 their learning needs. resources, and technologies that
5/2/24 technologies to meet their successfully advance their
individual students learning.
needs.
I use a variety of strategies My goal in designing
to present material to activities and incorporating
students, such as strategies is to ensure that
writing/pasting notes into students are developing
their notebooks and using their understanding of the
Desmos (online platform) material. Students use online
for reinforcing material & platforms like Desmos &
practice. 9/17/23 Peardeck to be more
involved, while also using
The activities that students traditional resources like
engage in during Algebra whiteboards and foldables.
class are a mix of school- 5/2/24
provided resources and
Evidence teacher created activities,
depending on student need.
9/17/23

I continue to research new

teaching strategies to
explain concepts, especially
those that might be
challenging for students. I
explore YouTube videos,
read blogs and ask
colleagues. 5/2/24
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.5 Emerging Exploring Applying Integrating Innovating
Asks questions that focus Includes questions in Guide students to think Supports students to Facilitates systematic
on factual knowledge and single lessons or a critically through use of initiate critical thinking opportunities for student
comprehension. sequence of lessons that questioning strategies, through independently to apply critical thinking
require students to recall, posing/solving problems, developing questions, by designing structured
interpret, and think and reflection on issues in posing problems and inquiries into complex
critically. 9/17/23 content. reflecting on multiple problems.
Promoting critical
5/2/24 perspectives.
thinking though
inquiry, problem
Some students respond to Students respond to Students pose problems Students pose and
solving, and
questions regarding facts Students respond to questions and problems and construct questions answer a wide-range of
reflection
and comprehension. varied questions or tasks posed by the teacher and of their own to support complex questions and
9/17/23 designed to promote begin to pose and solve inquiries into content. problems, reflect, and
comprehension and problems of their own communicate
critical thinking in single related to the content. understandings based on
lessons or a sequence of 5/2/24 in depth analysis of
lessons. content learning.
Questions that are posed to When planning lessons and Students have opportunities
the whole class are used to formative assessments, I to create their own
clarify and extend student attempt to create questions questions and solve them
thinking, although not all that require different DOK with their classmates. They
students verbally share their levels. I also attempt to then think critically about
response. They feel more model problem solving and the questions they create.
comfortable with writing show different ways that 5/2/24
their responses, although they can approach a
they may have a difficult problem. 9/17/23
time with problem solving.
9/17/23 I ask questions to students
that support them in the
problem-solving process and
prompt them to extend their
Evidence thinking. 5/2/24
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
9/17/23 engagement and regular for assistance, support, or students in mastering the
Monitoring student checks for understanding. challenge. concepts flexibly and
learning and 5/2/24 effectively.
adjusting instruction
while teaching. 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
9/17/23 in small groups during engaged in learning teacher guidance to meet teacher that informs
instruction. 5/2/24 activities. their needs during adjustments in
instruction. instruction.
Aside from whole-class I use the recommended Classroom activities may be
instruction, I attempt to Student Activity Workbook adjusted based on
incorporate opportunities to guide my lessons and engagement levels – this
for students to work pacing plan, although I might mean switching to an
individually. I am then able create activities and adjust alternative activity, changing
to work with students my lessons while teaching the task to increase rigor, or
individually, and students depending how it is providing more
can work in small groups if received. 9/17/23 opportunities for students to
needed. 9/17/23 show their thinking. 5/2/24
I monitor the classroom
during whole group
instruction and independent
practice. I’m able to provide
specific feedback to students
Evidence individually, while also
addressing groups of
students during partnered
activities. 5/2/24