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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
strategies to meet diverse learning needs. instruction. 12/3/18 and
learning needs. 9/25/17 5/6/18 5/6/19
Using knowledge of
students to engage
Some students may Students engage in single Student engage in Students actively utilize a
them in learning
engage in learning using lessons or sequence of learning through the use variety of instructional Students take ownership
instructional strategies lessons that include some of adjustments in strategies and of their learning by
focused on the class as a adjustments based on instruction to meet their technologies in learning choosing from a wide
whole. assessments. needs.9/25/17 that ensure equitable range of methods to
access to the curriculum. further their learning that
5/6/2018 and 12/3/18 are responsive to their
learning needs. 5/6/19
I use my school’s student I use data from I use various sources to
database to learn about cumulative folders, help me gain knowledge
students’ academic needs school’s online database about my students
and progress. With this and informal learning needs. At the
data, I review reading observations to analyze beginning of the year, I
levels and ELL levels to students’ academic needs gave students a survey
guide my instruction. I and progress. asking them questions
modify lessons by about their learning
speaking slower for ELL In all my lessons, I styles. I also use data
students and students provide visuals aids from our school wide
with hearing disabilities. I (videos and anchor database and IEP goals to
provide visuals such as charts), sentence frames attain more information.
anchor charts and videos and speak slower for my In having this knowledge,
Evidence to help students engage ELL students and I am able to make
with the content. students with hearing ongoing accommodations
9/25/17 disabilities. throughout my lessons
depending on the needs
I also use informal Other modifications, I of my students. 12/3/18
observations to guide my have implemented this and 5/6/19
teaching and improve my year for students with
level of engagement. I dyslexia is I began using
assign seating and group google voice and dragon Students take ownership
students based on needs, dictate in order for them of their learning by using
personalities and learning to be able to complete various tools and
preferences. My written assignments. I strategies to support
groupings tend to be also began using online their learning needs. For
homogenous while my programs such as Rosetta example, my students
Standard 1 CSTP: Engaging and Supporting All Students in Learning
seating arrangements are stone for my newcomers with dyslexia know how
heterogeneous, providing and Khan Academy for to use audio books to
different means for my advance access grade level texts.
students to support each mathematicians. During math, students are
other. 9/25/17 5/6/18 and 12/3/18 encouraged to use
different math strategies
that work best for their
learning. 5/6/19
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 prior knowledge, life
Connecting learning
to support student experiences, and interests experiences, and
to students’ prior
learning. 9/25/17 and to connect to student interests. 5/6/19
knowledge,
5/6/18 learning. 12/3/18
backgrounds, life
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
sequences of lessons prior knowledge, knowledge, experiences, and society. 5/6/19
related to their interests backgrounds, life and interests within and
and experiences. 9/25/17 experiences, and across learning activities.
interests. 5/6/18 12/3/18
Doing morning meeting In order to connect my This year, I began to use For my argument unit, I
and individually students’ prior knowledge students’ personal created a series of social
conferencing with to the curriculum, I use a interests into the justice lessons that
students has allowed me information provided by curriculum I plan for connected to students’ life
to gather information the school and parent math. For our math units, experiences and
about their personal letters. At the beginning students engage in backgrounds. The lessons
interests and experiences. of the year, I had parents investigative math were about topics on
9/25/17 write me a letter about problems that have to do recycling, immigration,
5/6/18 their child’s home life and with sports, cooking education and poverty in
interests. Through these recipes, slime and urban areas. 5/6/19
Before teaching my letters, I have learned so Pokémon. Students spend
lessons, I always try to much about my students’ 3 weeks on the From these lessons,
Evidence activate students’ prior lives. 12/3/18 investigation problems students learned about
knowledge by asking and present their findings how these topics have had
students questions about Students are constantly during our math forums. an impact on their lives.
culture, home and making connections to 12/3/18
personal experiences that their learning. They rely Students were able to
are related to the topic. on their background articulate their opinions
Students first knowledge to better on these topics and began
think/pair/share with access content in both to take action in their
each other and then share reading and math. communities. 5/6/19
with the whole class. Students use sentence
9/25/17 frame “a connection I
5/6/18 have to this is…”
5/6/18
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. 9/25/17 family and community. instruction to engage subject matter
Connecting subject 5/6/18 and 12/3/18 students in relating to instruction.
matter to subject matter. 5/6/19
meaningful, real-life Some students relate
contexts subject matter to real-life. Students make use of Students actively engage Students routinely
real-life connections Students utilize real-life in making and using real- integrate subject matter
provided in single lessons connections regularly to life connections to subject into their own thinking
or sequence of lessons to develop understandings matter to extend their and make relevant
support understanding of of subject matter. 5/6/18 understanding. 12/3/18 applications of subject
subject matter. 9/25/17 and 5/6/19 matter during learning
activities.
In my curriculum lessons, In my lessons, I Students engage in
I use the “connection” emphasize the solving real-life problems
part to connect the lesson importance of making in mathematics. By using
to students’ prior real world connections. I math to solve real-life
knowledge. In many encourage students to use problems students are
situations, I have to a post it note and write able to make deeper
modify the “connection” down their connections in connections with
part of the lessons their learning. Students concepts and understand
because the real-life use sentence frame “a the importance of math in
connections provided by connection I have is…” our society. 12/3/18 and
the curriculum are not 5/6/18 and 12/3/18 5/6/19
culturally relevant for my
students. This becomes Students make
Evidence an opportunity for me to connections to books, self,
use students’ current and the world, which
interests and background sparks whole group
information to engage discussions in both
students in the lesson. reading and math.
9/25/17 5/6/18

When math concepts


become abstract, I explain
to students how these
concepts are applicable in
a real-life context. I also
Standard 1 CSTP: Engaging and Supporting All Students in Learning
create investigation
problems in math where
they use the skills and
concepts from the lesson
to help them solve real-
life situations. 9/25/17

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.12/3/18
strategies, resources,
9/25/17 learning needs. 5/6/18 and 5/6/19
and technologies to
meet students’
Some students participate Students participate in Students take
diverse learning
in instructional strategies, Students participate in instruction using Students actively engage responsibilities for using
needs
using resources and single lessons or strategies, resources, and in instruction and make a wide range of strategies,
technologies provided. sequence of lessons technologies matched to use of a variety of resources, and
related to their interests their learning needs. targeted strategies, technologies that
and experiences.9/25/17 resources, and successfully advance their
technologies to meet their learning. 5/6/19
Standard 1 CSTP: Engaging and Supporting All Students in Learning
individual students’
needs. 5/6/18 and
12/3/18

The strategies that I use In my lessons, I make Teaching students with Students have
to meet students’ diverse sure to provide students diverse learning needs demonstrated to be
learning needs include with various strategies has pushed me to advocates of their own
using visuals, TPR (Total they can use to help innovate my teaching. In learning by taking
Physical Response), support their learning. all my lessons, I am learning into their own
color-coding and Brain These strategies include constantly providing hands. Throughout the
POP videos. 9/25/17 visual aids (pictures and modifications and year, students have been
anchor charts), TPR and accommodations in order taught to how to use
videos from the internet. I for students to access various strategies and
In every lesson, I make sure to give my curriculum. Based on tools that support their
explicitly teach a strategy students options that way informal and formal learning. Without teacher
and explain how the if a strategy does not observations, I create support students on their
strategy aids their work for them they have charts, manipulatives and take responsibility of
understanding. Students other options. 5/6/18 use online digital tools their learning. 5/6/19
then try the strategy such as Khan Academy,
throughout the lesson. Raz-kids, Rosetta Stone,
9/25/17 Padlet, and Bridges digital
models. 12/3/18 and
5/6/19

Evidence

Students feel empowered


to choose the strategy
that works best for them
during math instruction.
By having, various
strategies to meet their
learning needs, students
are sharing with each
other their unique
approaches to
mathematical problems.
As a result, the level of
engagement has gone up
and more students are
taking ownership of their
own learning.
5/6/18 and 12/3/18
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. 9/25/17 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
perspectives. 5/6/18
thinking though
12/3/18 and 5/6/19
inquiry, problem
Some students respond to Students respond to Students respond to Students pose and
solving, and
questions regarding facts varied questions or tasks questions and problems Students pose problems answer a wide-range of
reflection
and comprehension. designed to promote posed by the teacher and and construct questions complex questions and
9/25/17 comprehension and begin to pose and solve of their own to support problems, reflect, and
critical thinking in single problems of their own inquiries into content. communicate
lessons or a sequence of related to the content. 5/6/18, 12/3/18 and understandings based on
lessons. 5/6/19 in depth analysis of
content learning.
Throughout the lessons, I This school year, I
constantly ask students decided to focus on
questions to check their promoting critical
understanding and make thinking through
sure they are paying questioning. In my lesson
attention. Often, the plans, I make sure to
questions are very literal include questions that
and do not focus on push my students
promoting critical thinking. Many of these
thinking. questions are How and
9/25/17 Why questions.
5/6/18, 12/3/18 and
Evidence Students respond to these 5/6/19
questions by doing a turn
and talk or think pair Listening to me ask many
share, or I use equity critical thinking questions
sticks. This allows for all has now influenced
students to participate students to ask questions
and answer questions to each other. During
related to the subject math instruction,
matter. 9/25/17 students will ask each
other questions like “how
did you get that?” and
“why is the zero
important?” 5/6/18
Standard 1 CSTP: Engaging and Supporting All Students in Learning
12/3/18 and 5/6/19

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 understanding. challenge. 12/3/18 concepts flexibly and
learning and 9/25/17 effectively. 5/6/19
adjusting instruction Students receive 5/6/18
while teaching. Some students receive assistance individually or Students are able to Students monitor their
individual assistance in small groups during articulate their level of progress in learning and
during instruction. instruction. Students successfully understanding and use provide information to
9/25/17 participate and stay teacher guidance to meet teacher that informs
5/6/18 engaged in learning their needs during adjustments in
activities. instruction. 12/3/18 instruction. 5/6/19
Standard 1 CSTP: Engaging and Supporting All Students in Learning
For reading and math, I When I see that students I use aggressive I make adjustments and
pull out homogenous do not understand the monitoring to collect in provide assistance to
groups. In these groups, I material, I have an the moment data. Using students by using
adjust instruction by re- advanced student explain this technique, I can point aggressive monitoring.
teaching strategies and the content to the class. I out my students’ Aggressive monitoring
teaching skills that they also immediately pull out misunderstandings in has allowed me to
lack. For writing, I do small groups and/or give reading and math. In capture in the moment
individual student exit tickets. The exit using this technique, I can student data and provide
conferencing where tickets allow me to adjust instruction and students with quality
students share their understand what address their needs in feedback. 5/6/19
writing, and we discuss students know and do not that moment. 12/3/18
grows and glows. know. Using the data
9/25/17 from the exit ticket, I Students monitor their
5/6/18 reteach the material the During our math talks, learning by using the
Evidence next day. 9/25/17 students are able to feedback coding system I
5/6/18 effectively articulate their created. The coding
needs. At the beginning of system provides students
the year, I did lessons on with information about
being assertive and their progress. Using the
advocating for feedback system,
themselves. Students use students can go back to
sentence frames to ask correct their
for help and/or get misunderstandings.
clarifications. 5/6/19
“Ms. Macias, I need help.”
“I didn’t understand,
could you explain this
again?” 12/3/18