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
9/26/18 strategies to meet diverse learning needs. instruction.
learning needs. 4/10/2020
Using knowledge of
students to engage
Some students may Students engage in single 5/6/2019 Students actively utilize a Students take ownership
them in learning
engage in learning using lessons or sequence of variety of instructional of their learning by
instructional strategies lessons that include some Student engage in strategies and choosing from a wide
focused on the class as a adjustments based on learning through the use technologies in learning range of methods to
whole. assessments. of adjustments in that ensure equitable further their learning that
instruction to meet their access to the curriculum. are responsive to their
9/26/18 needs. 4/10/2020 learning needs.
5/6/2019
Evidence I take into account the I use data presented to I use data provided to me
student EL status, SpED me about students(state as well as collect my own
status(IEP or 504 Plan), test scores, EL status, data in order to tailor my
test scores for ELA, IEPs, 504s) to help guide lessons to fit the needs of
personal data(beginning my lesson planning. I also my students. This can be
of the year surveys), and use informal methods to data collected during a
conversations I’ve had get to know my students. lesson or data collected
with students when I try my best to make sure after a lesson, a unit, or
constructing my lessons that I am getting to know an assessment. I make
for each class. I often my students as sure to adjust my
have students submit individuals. I do this teaching strategies as
reflections to me as a through surveys, team well as my pacing based
warm up or an exit ticket building activities, etc. on student achievement
in which they let me The more I know about of goals.
know what they are doing my students, the more I
well in the class as well as can craft my lessons
what they want to around their interests My students are given
improve and how I can and culture. I also use my equitable access to all
help them. informal and formal resources. They learn
9/26/18 classroom assessments to using textbooks, paper
I often have to make guide my planning. I can resources, videos and
adjusts to my lesson see where students are they also have one on one
based on where the class struggling and what access to technology in
as a whole and individual content is hard for them. the classroom. Lessons
students are at. I try to This allows me to change are conducted both on
vary the types of lessons I my future lessons, paper and through
teach to make sure all regroup the class, etc. to technology.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
learners are able to facilitate a higher level of 4/10/2020
engage and enjoy the competency in my class.
lesson at some point. 5/6/2019

9/26/18 Students in my class

benefit from the
instructional changes I
make to fit their needs.
Some students have
modified tests,
preferential seating,
shortened assignments,
extra time on
assignments, etc. All of
these accommodations
help my students to
succeed in the classroom.
Students also participate
in many different types of
lessons allowing them to
explore their academic
strengths and learn in a
way that is comfortable
for them.
5/6/2019

I would say I stayed the

same in this category. I
make all necessary
accommodations for
students based on data.
There are still some
resources at the school
that students are
unfamiliar using that
would be beneficial to
their performance in the
classroom. I take into
account student EL status
as well as 504/IEPs when
planning my lessons. I am
careful to review all
required
accommodations and
implement them on a
Standard 1 CSTP: Engaging and Supporting All Students in Learning
daily basis.
12/10/2019
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. experiences, and interest backgrounds, life 4/10/2020 prior knowledge, life
Connecting learning to support student experiences, and interests experiences, and
to students’ prior learning. to connect to student interests.
knowledge, learning.
backgrounds, life 9/26/18 5/6/2019
experiences, and Some students connect Students make Students are actively Students can articulate
interests learning activities to their Students participate in connections between engaged in curriculum, the relevance and impact
own lives. single lessons or curriculum, and their which relates their prior of lessons on their lives
9/26/18 sequences of lessons prior knowledge, knowledge, experiences, and society.
related to their interests backgrounds, life and interests within and
and experiences. experiences, and across learning activities.
5/6/2019 interests. 4/10/2020
12/10/19
Evidence I try to tie lessons In the beginning of the I contact the families of I take time to get to know
into student’s lives year I did many get to my students very often in my classes at the
know you activities order to get to know beginning of the year.
whenever possible. I them. This helps me gain This includes getting to
usually do this in a with students. These
insight on the students I know the students’
activities allow me to
warm-up or when teach. I call/email parents backgrounds as well as
learn about the regularly, hold their families. I feel that
introducing a topic. I
student’s background conferences, participate this is helpful in
will talk about how as well as their in home visits, and attend informing my instruction.
the topic relates to interests. school events often. These During this time of
them or have them 9/26/18 opportunities allow me to distance learning this has
make their own communicate and connect helped me to create
connections. I create some lessons that with the families I work assignments that are
9/26/18 allow for student with. Getting to know the accessible to all and that
connection to the content. family lets me get to know students find engaging.
Students participate in the student better and can
these lessons when they help me better support 4/10/2020
occur in the class. I find the student in the class.
that they are engaged if Parents know their There is a high level of
they can relate to the children well and can engagement in my classes.
topic and that most will provide valuable tips on Students work well
actively participate how to help their student together and they also are
during these lessons. learn. motivated to complete
5/6/2019 5/6/2019 assignments on their own.
In social studies I am able
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I make it a point to get to to relate the content to
know my students. I current events as well as
participate in home visits student lives. This makes
and conferences each it more understandable
semester and contact and engaging for
parents often. Parent students.
contact is often done via 4/10/2020
phone, email, and
messaging on various
apps.
12/10/19

Students in my classes are

asked to make
connections to their own
lives through questions in
the daily warm ups and
various projects
throughout the year. I
make a point to have
some assignments and
projects that relate
directly to student
interests as well as their
culture/community. This
is easily implemented in
the social studies setting.
In both my government
and psychology classes
students get a chance to
do this very often.
12/13/19
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. family and community. instruction to engage subject matter
9/26/18 12/10/19 students in relating to instruction.
Connecting subject 5/6/2019 subject matter.
matter to 4/10/2020
meaningful, real-life Some students relate Students utilize real-life Students routinely
contexts subject matter to real-life. Students make use of connections regularly to Students actively engage integrate subject matter
real-life connections develop understandings in making and using real- into their own thinking
provided in single lessons of subject matter. life connections to subject and make relevant
or sequence of lessons to 12/10/19 matter to extend their applications of subject
support understanding of understanding. matter during learning
subject matter. 4/10/2020 activities.
9/26/18
5/6/2019
I teach three separate Students complete I had students complete a
grades. I would say that assignments related to final project for the first
my 11th and 12th graders their backgrounds and semester in my
are definitely able to culture very often. In my psychology about
make real-life psychology class there themselves. For our
connections to the are a lot of opportunities lifespan development unit
content. With 6th grade I for students to relate they created a book of
try to facilitate content to themselves. In their life in which they
connections whenever my government classes tracked their
logical, but this is a students get a chance to development from a birth
concept and skill we are explore and express their to death. They got to
still working on. personal viewpoints as make up what adulthood
Evidence 9/26/18 well as examine their and late life would be like.
community and state. Students were highly
I do not feel as though I 12/10/19 engaged with this activity
have shown much growth as it was all about them.
in this category. I need to The products that I
spend more time lesson received from students
planning and creating were very high quality.
original content. I try to 4/10/2020
tie lessons to student
interests and their
cultures but when I am
rushed this does not
Standard 1 CSTP: Engaging and Supporting All Students in Learning
happen. In reflection I can
change lessons for next
year to incorporate more
real-life examples. In my
Economics class I have
been able to teach
personal finance topics
which has allowed for
some of this to occur in
the classroom. Students
in my economics class
have been able to connect
to the content as I try to
relate most topics to
them. They show interest
in topics that they feel
pertain to their life
outside school or after
graduation.
5/6/2019

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
lessons to meet students’ ongoing instruction to meet students’ diverse needs.
Using a variety of
diverse learning needs. meet students’ diverse learning needs.
instructional
9/26/18 learning needs.
strategies, resources,
5/6/2019
and technologies to
Some students participate 12/10/19 Students actively engage Students take
meet students’
in instructional strategies, Students participate in in instruction and make responsibilities for using
diverse learning
using resources and single lessons or Students participate in use of a variety of a wide range of strategies,
needs
technologies provided. sequence of lessons instruction using targeted strategies, resources, and
9/26/18 related to their interests strategies, resources, and resources, and technologies that
and experiences. technologies matched to technologies to meet their successfully advance their
their learning needs. individual students learning.
5/6/2019 needs.
12/10/19 4/10/2020
For sixth grade I would I use materials provided I use the materials that I use a wide range of
Evidence say students are still by the school as well as the school provides as materials in my
learning how to use materials I have well as resources I search classroom. My goal is to
Standard 1 CSTP: Engaging and Supporting All Students in Learning
resources provided to purchased or created out or create. I purchase always make sure that
them. Even with high myself. My aim is to alter and adapt a lot of content is accessible to
school students it can be assignments to fit student assignment through my students. In my
a struggle to get the needs. There is a large EL teachers pay teachers. I classroom students have
students to fully use all population at my school try to make sure to buy one to one technology so
resources provided to which means I often need editable documents so when it is needed for an
them. to add images or that I can change assignment all have
9/26/18 vocabulary to readings assignments to fit the access. I use school
and assignments. needs of my classes. I also provided materials,
9/26/18 try to incorporate purchased materials and
technology whenever self created materials for
possible to help students my lessons. This year for
practice using technology my AP class I have had to
appropriately and create a lot of my own
effectively. assignments that are
targeted towards test
My students use the prep. I also make use of
resources provided to the digital resources
them in class and outside provided by the College
of class. When I make Board. They have AP
accommodations to Classroom which is
assignments I find that helpful as students can
students take advantage take multiple choice tests
of the opportunity and and complete FRQs
complete the work. online. This has been an
Students are in the habit extremely helpful tool in
of actively showing up to my class. The bulk of my
tutoring and requesting lessons run on students
additional help and engagement. We often
resources as needed. have class discussions on
5/6/2019 topics and this promotes
a high level of
This semester I have participation and
incorporated technology engagement with the
into my daily lessons and coursework.
assignments whenever
possible. I take time to My students all have
adapt resources and access to the materials
create my own materials they need whether that
that are the right level of be technology, a textbook,
difficulty for students and paper, etc. I make
that cater to their lives resources available to all
and interests. at all times. Students that
12/10/19 receive accommodations
do a great job of using
Standard 1 CSTP: Engaging and Supporting All Students in Learning
My students are provided that assistance to succeed
many resources by the in the classroom.
school and by myself. The 4/10/2020
students are in 11th and
12th grade and are very
good at advocating for
themselves when they
need additional help.
Weekly tutoring is
utilized often. Students
complete work in a timely
manner and to their
abilities. Students with
accommodations are able
to complete the work as
long as adequate
supports are being
provided.
12/10/19

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. content. reflecting on multiple problems.
Promoting critical
5/6/2019 perspectives.
thinking though
9/26/18 12/10/19
inquiry, problem
Some students respond to Students respond to Students respond to 4/10/2020 Students pose and answer
solving, and
questions regarding facts varied questions or tasks questions and problems a wide-range of complex
reflection
and comprehension. designed to promote posed by the teacher and Students pose problems questions and problems,
comprehension and begin to pose and solve and construct questions reflect, and communicate
critical thinking in single problems of their own of their own to support understandings based on
lessons or a sequence of related to the content. inquiries into content. in depth analysis of
lessons. 5/6/2019 12/10/19 content learning.
9/26/18 4/10/2020
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Evidence I work on having students The activities in my class Students engage in
work through different are centered around critical thinking often in
levels of questions about getting students to think class. I make it a priority
the content. There are critically. In the history to ask higher level
always surface level and classroom it is important thinking questions that
factual questions that I that students are exposed require students to
ask students. I then to various levels of analyze the content. This
always try to incorporate questioning that promote is done through class
a critical thinking task in self-interaction with the discussion, assignments,
which students are asked content. I model for and projects. I model
to interpret the content students how to analyze early in the year how
for themselves. History sources, how to answer students should approach
lends itself to critical questions,etc. Students these types of questions
thinking. My students are pushed to think and then have them work
work on developing critically on a daily basis. on these prompts in
historical thinking skills. I try to make sure all groups and individually.
9/26/18 surface level questions 12/10/19
are reviewed as a class. I
have students do the For many projects,
critical thinking questions students have to create
individually to better their own question and
assess their progress then research to find the
towards mastering the answers. This is often
content. In general my done in class essays.
students respond to Students will receive a
questions appropriately. broad topic but will have
They challenge to come up with a specific
themselves to think question and then answer
critically on their own that question. Students
without prompting. are slowly building this
5/6/2019 skill as we practice
throughout the year.
12/10/19

This is an area that I feel I

do well on but could still
improve. I do my best to
promote inquiry in the
classroom whenever I
can. I often lead with
structured inquiry for
essays, discussions,
projects, etc. I have now
started to have students
create entirely original
Standard 1 CSTP: Engaging and Supporting All Students in Learning
projects. When I do this I
will give project
requirements (the
minimum that must be
done) but they can
choose their individual
topics and what they will
create. This can only be
done once you have done
structured inquiry and
students understand the
process.
4/10/2020

5/6/2019
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
engagement and regular for assistance, support, or students in mastering the
9/26/18 checks for understanding. challenge. concepts flexibly and
Monitoring student 5/6/2019 12/10/19 effectively.
learning and 4/10/2020
adjusting instruction Some students receive Students receive Students successfully Students are able to
while teaching. individual assistance assistance individually or participate and stay articulate their level of Students monitor their
during instruction. in small groups during engaged in learning understanding and use progress in learning and
instruction. activities. teacher guidance to meet provide information to
9/26/18 5/6/2019 their needs during teacher that informs
instructi4on. adjustments in
12/10/19 instruction.
4/10/2020
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Evidence This is my first full year I work to provide I am constantly changing I continuously monitor When teaching I always
teaching. I have tried to individual instructions to my lessons. This happens student progress and check for understanding
create a pacing guide that all students whenever on a daily and weekly growth and adjust my often to make sure I am
will allow me to follow possible. I often have basis. I plan lessons for lessons and assignments providing students with
not only state and students work in small the week but will adjust accordingly. I take into enough support as well as
common core standards groups so that I can and add time to certain account student needs challenging those that
for history, but the state provide individual activities, redo some and accommodations need to be challenged. If I
framework as well. I attention to each group. I activities with students, when creating activities need to speed a lesson up
reference these also have groups of or have them move and change the types of or slow it down I will.
documents when creating students I check in with through the content at a lessons I teach as I watch Fortunately, I teach
my lesson plans. individually based on faster pace then expected. students progress. I mostly 12th grade and
9/26/18 need(EL status, IEP, 504 I incorporate warm-ups, adjust the types of these students are very
plan, etc.) hand signals, questioning, activities/assignments as vocal and participate
9/26/18 assignments, exit tickets, I examine student results. often. This participation
etc. to check for student If students do well with a helps me to know if
understanding. This certain style of lesson I students understand the
allows me to adjust will incorporate elements topics and assignments. If
pacing and know which of that lesson more often, I need to reteach a lesson
content needs to be when students struggle I will. I also make sure to
covered more extensively. with a certain lesson I assign tutoring to those
Participation in my class will reteach it and try to that need it so that I can
has increased deliver the content in a provide one on one
dramatically over the new way that is easier for instruction with them.
year. Students are eager students to understand. 4/10/2020
to share answers in the My teaching methods and
classroom. They lessons are constantly My students are very
participate in all different changing as I assess good at advocating for
types of assignments and students both formally their own needs. They
work with their peers and informally. will raise their hand and
regularly. I feel as though 12/10/19 tell me when they do not
engagement has understand something.
increased a lot in the past I am teaching all high They also show up to
year. school this year. My tutoring on their own for
5/6/2019 students know what they extra help when needed. I
need by the time they are make it a point to build
in 11th and 12th grade. strong relationships with
Students show up to my students so that they
tutoring for extra help feel comfortable coming
and are comfortable to me when they need
asking questions when help. My students also do
they do not understand a great job of supporting
an assignment or concept. one another. I assign a lot
Students ask their peers of group work which
and myself I make allows them to support
adjustments to one another.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
assignments as needed 4/10/2020
for students. Students are
independent at this age
and have demonstrated
the ability to advocate for
themselves and ask for
additional support when
they need it.
12/10/19