Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.1 Emerging Exploring Applying Integrating Innovating

Learns about students Gathers additional Uses data from a Uses data from multiple measures to Uses comprehensive
through data provided by data to learn about variety of formal and make adjustments to instruction and knowledge of students to
the school and/or individual students. informal sources to meet individual identified learning make ongoing
assessments. learn about students needs.7/14/23 adjustments and
and guide selection of accommodations in
instructional instruction.10/9/23
strategies to meet Students actively utilize a variety of 5/1/24
Using knowledge of
diverse learning instructional strategies and
students to engage
Some students may Students engage in needs. technologies in learning that ensure
them in learning
engage in learning using single lessons or equitable access to the Students take ownership
instructional strategies sequence of lessons Students engage in curriculum.7/14/23 10/9/23 of their learning by
focused on the class as a that include some learning through the choosing from a wide
whole. adjustments based use of adjustments in range of methods to
on assessments. instruction to meet further their learning that
their needs. are responsive to their
learning needs.5/1/24
1. On top of looking at the SARC to I have been learning a lot
compare my school’s more about students'
demographics, I also observed last struggles outside of school
year the differences in grades from which has helped with my
each semester between 1 class pacing and types of
with less SPED students to one projects. A lot of students
with more than double the have been struggling with
students with SPED. I also talked anxiety, so we worked on
with the SPED teacher, looked at some more simple
student IEPs and 504 plans, and projects like Neurographic
asked other teachers what they do. art which is meditative
I adapted the projects in both of and reflective.. I also am
my classes by asking the students always willing to work
Evidence what projects they would like to with students if they are
do to show me they know the struggling or need extra
content. We were working on help. I offer tutoring after
creating board games in Digital school once a week, but
Media Art. They also had the can stay other days when
option to work in groups which needed.
allowed students to play on their Everything from last
strengths (some students were semester is still valid as
better at 3D designing and well. 10/9/23
printing player pieces while
another was better at designing This semester, I feel that I
the game board, others could write was able to really use my
the rules, etc.)7/14/23 knowledge of students to
Standard 1 CSTP: Engaging and Supporting All Students in Learning
2. As a classwide, yearlong policy, I make accommodations to
am always reminding and my instruction.
encouraging students to come up Students also took more
with any ideas and projects they ownership. In my
would like if they are not happy leadership project, my
with the ones I am having them do. students in the Warriors
I like to discuss student work with for Justice Club took
them as well. 7/14/23 initiative on how they
- One thing I really want to work on wanted to learn and teach
in this area is making sure that I based off what they
have multiple teaching needed and what other
demo/presentation styles and students would need.
assets. I have visuals and verbal 5/1/24
cues, but I struggled a lot with
trying to do small group instruction.
I also am not very organized and
consistent which makes it difficult
for all students to take more
ownership 7/14/23
My last reflection is all still relevant.
Students are also able to utilize Google
Classroom, collaborative files, Canva,
Adobe tutorials, Kahoot, etc.
Digital Media students are able to use
iPads as well and check them out to
take home if needed. Some students
also stay after school for extra
help/time to work. 10/9/23
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.5/1/24 regarding students’
represented among backgrounds, life knowledge, cultural cultural backgrounds,
students. experiences, and interest backgrounds, life prior knowledge, life
Connecting learning to support student experiences, and interests experiences, and
to students’ prior learning.7/14/23 to connect to student Students are actively interests.
knowledge, learning.10/9/23 engaged in curriculum,
backgrounds, life which relates their prior
experiences, and Some students connect Students participate in Students make knowledge, experiences, Students can articulate
interests learning activities to their single lessons or connections between and interests within and the relevance and impact
own lives. sequences of lessons curriculum, and their across learning activities. of lessons on their lives
related to their interests prior knowledge, and society.5/1/24
and experiences. backgrounds, life
experiences, and
interests.7/14/2310/9/2
3
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Students are often I chose to have my Students tell each other
My students analyze incorporating their students create whistles during this ceramics unit,
in my ceramics class. They that they can’t give up and
1-2 art pieces a week own spin into their were told that they will be that I am grading them on
(observe, reflect, art. When they have graded on if the whistle persistence. 5/1/24
question, etc.). I try to choice sketchbook works along with some
show them a mix of time they get very other criteria. It is not
current and historical excited and easy to get the whistle to
work. I also told them that
pieces, different draw/create things I wouldn’t help them
mediums and styles, they like, their unless they watched one
and different families, topics that of the videos I posted
cultures. I had a are important to first.
student who was not them, etc. 7/14/23 They have a learned
helplessness that I was
interested in these art trying to combat. I also
pieces and was very One thing I want to am grading them on
vocal. I knew she work on in this area persistence (everyone can
loved a specific show is to find more make a whistle, but not if
and one week connections between they give up the first time
it doesn’t work), because
showed fan art for the content that they want to give up when
that show to try and aren’t as direct and they fail right away.
Evidence reach her specific. I want to At this point, we only have
more.7/14/23 have a lesson that 2 whistles among 50
might teach students students that aren’t
working, but other
I need to make more how to be more students are allowed to
of an effort to learn coordinated wheel help each other. I have
about student’s throwing (pottery) never seen so much
families and contact and be able to know growth and
parents/guardians to they are learning determination and
personal excitement when
build those patience, learning they get it. Even though
relationships more from mistakes, and most of these students
often. I also want to dexterity that can will not do ceramics after
have each student help with their job or this class, they will have
find a few pieces of cooking a certain gained some confidence
and persistence.
art that interest them meal or something 5/1/24
or that they else they can connect
hate/dislike and have without me telling
the whole class them how it
analyze.7/14/23 relates.7/14/23
Standard 1 CSTP: Engaging and Supporting All Students in Learning
A student does not care to
do well in school and
assumes he won’t
graduate and that he will
manage his dad’s record
label. We were doing a
cardboard sculpture
lesson and I helped him
by researching cardboard
sculptures related to
musical instruments.
This was the first
long-term project where
the student fully
participated. He was in
the office for ISS and
asked that someone bring
him the project to work
on and finish. He still did
it knowing he wasn’t on
track to graduating.
10/9/23
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 students in
during instruction as real-life connections to from subject matter to meaningful, real-life actively making
identified to the subject matter in single meaningful, real-life contexts in planning connections to relevant,
curriculum. 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.7/14/23 family and community. instruction to engage subject matter
Connecting subject students in relating to instruction.5/1/24
matter to subject matter.10/9/23
meaningful, real-life
contexts Students make use of Students utilize real-life Students actively engage Students routinely
Some students relate real-life connections connections regularly to in making and using integrate subject matter
subject matter to real-life. provided in single lessons develop understandings real-life connections to into their own thinking
or sequence of lessons to of subject matter. subject matter to extend and make relevant
support understanding of their applications of subject
subject matter.7/14/23 understanding.10/9/23 matter during learning
activities.5/1/24
I try to connect My digital media arts The ceramic whistles are
students to current students and I had a large another example of this. I
discussion about the tell the students the skills
events by having writers and actors strikes I want them to learn, they
them explore works happening over the are able to reiterate that,
of art about or summer and into the but then in their
representing school year. We talked reflections (verbal and
something happening about updates, what it written) they talk about
means for California’s being proud, confident,
in the world or that economy, and more. We they didn’t think they
has happened. An are going to be doing a could do it, glad they
example of this is lesson on how to utilize didn’t give up, relieved to
when I have students AI morally when creating be done, etc. After every
Evidence analyze this photo art. I don’t tell them the project I have, students
right and wrongs, but I have reflections and they
before I tell them want them to come up have to answer what non
what it is about with their own opinions art specific skills they
where they try to and ideas on this topic. practiced and explain
connect and guess Students have brought up how they practiced/grew
the meaning using questions about this and those skills and how that
started their own will help in the future.
context clues, conversations. AI isn’t 5/1/24
knowledge about the going anywhere, so
world and events, students are challenged
and personal to use it in meaningful
perspective and ways, being able to apply
skills with it to other life
experiences. The
Standard 1 CSTP: Engaging and Supporting All Students in Learning
photo is from a contexts. 10/9/23
Syrian artist
Tammam
Azzam.7/14/23

I have been trying to

teach empathy to
students by showing
them more intense,
meaningful, or
emotional art pieces,
but the apathy is very
hard to fight against.
I need to find more
ways to work on this
with students.7/14/23

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.10/9/23
Using a variety of diverse learning needs. meet students’ diverse learning needs.7/14/23 5/1/24
instructional learning needs.
strategies, resources,
and technologies to Some students participate Students participate in Students participate in Students actively engage Students take
meet students’ in instructional strategies, single lessons or instruction using in instruction and make responsibilities for using
diverse learning using resources and sequence of lessons strategies, resources, and use of a variety of a wide range of strategies,
needs technologies provided. related to their interests technologies matched to targeted strategies, resources, and
and experiences.7/14/23 their learning resources, and technologies that
needs.10/9/23 technologies to meet their successfully advance their
individual students needs. learning.5/1/24
7/14/23
(SPECIFICALLY ART II
FOR THIS ONE)
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I think that the I have noticed a lot more We have class I have a wide range of
majority of my so far in the semester, discussions about art resources and types of
that students aren’t as learning in my classroom.
students fall here willing to find their own
when we analyze it. I incorporate technology,
because I have a large resources. I can provide a They first get to games, projects, writing,
number of freshmen helpful video from observe and respond history, math, etc. There
coming into art 1 YouTube on Google on paper before we are many visual aids and I
with the idea that Classroom, but they don’t discuss as a class. have begun to screen
always watch it. They share and record for
they are bad at art don’t want to find
My art II students get demos as well. 10/9/23
and hate all art. I tutorials on YouTube for to see a demo or two
need to find more their own interests. I have introducing a new Students have started to
ways right away at been working on teaching media, technique, or look up more resources
the beginning of the them to look things up subject matter. They for themselves, especially
and ask their friends. I in ceramics. Students
year to completely showed them how to find
then get the whole share videos with me that
change what they step-by-step lessons for week to play and they find that are helpful.
think art is and start specific art techniques, experiment. Then 5/1/24
to help with their but they sometimes act they reflect and
confidence. I have like it is the first time they refine the skill and
Evidence are interacting with
had students say computers. 10/9/23
create their own
“Can’t I just write a project. They get the
paper or do multiple most choice and
choice tests?” not freedom out of all my
because that is their classes, but I would
strength, but because love to incorporate
they hate art that some level of this
much. 7/14/23 with all of my classes.
I grade my students
on the artistic
process and skills
gained like
persistence,
stretching and
exploring, creativity,
problem-solving,
reflecting, etc. 7/14/23

Element 1.5 Emerging Exploring Applying Integrating Innovating

Standard 1 CSTP: Engaging and Supporting All Students in Learning
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
comprehension. sequence of lessons that questioning strategies, through independently students to apply critical
require students to recall, posing/solving problems, developing questions, thinking by designing
interpret, and think and reflection on issues in posing problems and structured inquiries into
critically. content.7/14/23 reflecting on multiple complex
Promoting critical
perspectives.10/9/23 problems.5/1/24
thinking through
inquiry, problem
Some students respond to Students respond to Students respond to Students pose problems
solving, and
questions regarding facts varied questions or tasks questions and problems and construct questions Students pose and answer
reflection
and comprehension. designed to promote posed by the teacher and of their own to support a wide-range of complex
comprehension and begin to pose and solve inquiries into questions and problems,
critical thinking in single problems of their own content.10/9/23 reflect, and communicate
lessons or a sequence of related to the content. understandings based on
lessons.7/14/23 in depth analysis of
content learning.5/1/24
Problem solving and For technical skills, I have I have more projects that
thinking critically are students do “Scavenger focus on the artistic
Hunts” to learn certain process and critical
natural parts of the techniques and find their thinking. My digital media
artistic process, so I way around new class is making board
feel like I really do try applications. They are games and they have to
to push students in able to start asking “how create the board, the
this area. I do try to do I” questions. rules, the mechanics, etc.
An example of a student They had to play board
answer their using critical thinking, games and analyze them
questions with inquiry, and problem and are working on their
questions or ask solving is when learning own. In their groups, they
what they think Adobe Photoshop. They test played and were able
before I offer up an had to do one of the to analyze what was
Evidence scavenger hunts like working and what wasn’t.
answer or above and then create 5/1/24
explanation. 7/14/23 their own
superhero/villain
I think that many of character. They are able
my students are not to ask questions and then
solve them on their own.
confident or that they My favorite is when they
don’t care enough to ask me and then say “oh
challenge themselves, wait nevermind! I can find
think critically, and it!” 10/9/23
even be curious. A lot
of the younger
students act helpless
Standard 1 CSTP: Engaging and Supporting All Students in Learning
and say they can’t do
it and need me to do
it for them. I have
started the “ask 3
then me” in my
classroom and it
actually seems to
work well.
One of the questions
when we analyze art
is “What questions
does this art bring up
or what questions
might you have for
the artist?” and it is
the most difficult one
to get kids to answer.
7/14/23

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
Monitoring student checks for challenge.10/9/23 concepts flexibly and
learning and understanding.7/14/23 effectively. 5/1/24
adjusting instruction
while teaching. Some students receive Students receive Students are able to Students monitor their
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.7/14/23 engaged in learning teacher guidance to meet teacher that informs
activities. their needs during adjustments in
instruction.10/9/23 instruction.5/1/24
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Honestly, with this I am constantly I was teaching Art I the I hold tutoring twice a
one, I think it goes trying new things to basic drawing skills and week for anyone but also
then wanted their final will stay specifically for
back to them feeling see what works. My project to be portraits, students who need more
helpless and wanting students are very but at this point, they time with the concepts. I
me to do everything vocal about disliking were all so bored and also have some students
for them. Many something, but it is checked out. Instead of that have more behavior
students can work very hard for me to having them do the issues in general but are
portraits, we did a few great artists and stay after
without assistance see if there is a “material play days'' school working on side
but say they can’t. I difference in what where students were able projects. It is helping their
know this because I they dislike, what to play around, learning overall.5/1/24
have been able to ask they are struggling experiencing the
them their question with, what they are materials and/or creating Students have been able
what they wanted. Since to articulate what they
back to them and too afraid to try at, or then, the class has been need from me especially
they can usually what they just don’t more engaged and are in their post project
answer (“how do I do care about.7/14/23 practicing more artistic reflections but also
this? Am I supposed behavior. Students during longer projects.
Evidence intrinsic motivation is 5/1/24
to do it this way?”) I
more likely to have them
think they often just ask questions and for
need the validation help. They know I will
that they are doing it adapt if things aren’t
right. However, I try working out, so they feel
to validate their comfortable telling me
when they are struggling,
mistakes and are bored, or have new
growths and ideas. 10/9/23
curiosities. I want
them to fail forward
and I have started to
learn and use more
strategies for not
giving them all the
answers because it is
very tempting.7/14/23