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.
Using knowledge of learning needs. 9/26/17
students to engage
them in learning Some students may Students engage in single Student engage in Students actively utilize a Students take ownership
engage in learning using lessons or sequence of learning through the use variety of instructional of their learning by
instructional strategies lessons that include some of adjustments in strategies and choosing from a wide
focused on the class as a adjustments based on instruction to meet their technologies in learning range of methods to
whole. assessments. 9/26/17 needs. that ensure equitable further their learning that
access to the curriculum. are responsive to their
9/3/18 learning needs.
I have tables in my room Teachers sit down with I will continue to meet
that seat four. I tend to the case carriers of with the case carriers of
make my seating charts students with IEP or 504 students with IEP or 504
throughout the year plans each year at my plans the following year
based on grades, mastery school to see which areas at my school to see which
of the concepts, and EL we need to accommodate areas we need to
learners. I group one for them. We can also accommodate for them.
advanced student with utilize AERIES to review We can also utilize
two decent students and their profiles. 9/26/17 Aeries.com to review
one struggler or EL their profiles.
learner. This seating
modification has worked I will continue to have
well especially when tables in my room that
students work on seat four. I tend to make
Evidence
classroom activities. my seating charts
9/26/17 throughout the year
based on grades, mastery
of the concepts, and EL
learners. I group one
advanced student with
two decent students and
one struggler or EL
learner. This seating
modification has worked
well especially when
students work on
classroom activities.
(Evidence provided in my
Standard 1 CSTP: Engaging and Supporting All Students in Learning
portfolio) 9/3/18

The evidence provided is

a “Facebook” template
that I have utilized in the
past on the first day of
school. The best way to
get to know the
community in which I
teach is to get to know my
students who comprise
this community. 8/13/18
(Evidence provided in my
portfolio)
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. 9/26/17
Connecting learning
to students’ prior
knowledge,
backgrounds, life
experiences, and
Some students connect
interests
learning activities to their
own lives.
Evidence
Exploring
Uses gathered
information about
students’ prior
knowledge, cultural
backgrounds, life
experiences, and interest
to support student
learning. 9/26/17
Students participate in
single lessons or
sequences of lessons
related to their interests
and experiences.
I look at their tests from
the previous year after I
have short meetings with
their former teachers.
This helps me understand
their strengths and
weaknesses in math and
where I can begin so
every student has an
equal opportunity to be
successful. I also try to get
to know students quickly
(ie. favorite musician or
sports team based on a
shirt they wear) so as to
build context in my
classroom. 9/26/17
Applying Integrating Innovating
Uses school resources and Integrates broad Develops and
family contacts to expand knowledge of students systematically uses
understanding of and their communities to extensive information
students’ prior inform instruction. regarding students’
knowledge, cultural cultural backgrounds,
backgrounds, life prior knowledge, life
experiences, and interests experiences, and
to connect to student interests.
learning.
Students make Students are actively Students can articulate
connections between engaged in curriculum, the relevance and impact
curriculum, and their which relates their prior of lessons on their lives
prior knowledge, knowledge, experiences, and society.
backgrounds, life and interests within and
experiences, and across learning activities.
interests. 9/26/17 8/13/18
The first few weeks A questionnaire is
consist of much review administered through
from the previous year. Google Classroom at the
We will continue to spend beginning of the school
time the following year year asking students what
brushing up on prior their favorite subject is,
concepts that will be what their favorite
useful for the new hobbies are, etc. Some
material. This helps simple math questions
students make are also included to see
connections to what they how much the students
have learned previously. recall from the previous
This also helps them see year. These answers, plus
that math is truly a assessment data from
subject that builds upon their past math classes
itself. are used to inform
instruction.
I will continue to look at
their tests from the Students feel welcomed
previous year after I have and included in the class
short meetings with their by filling out the
former teachers. This questionnaire and sharing
helps me understand something about
their strengths and themselves. Their basic
weaknesses in math and math skills are also a
where I can begin so great indicator as to how
Standard 1 CSTP: Engaging and Supporting All Students in Learning
every student has an
equal opportunity to be
successful. I also try to get
to know students quickly
(ie. favorite musician or
sports team based on a
shirt they wear) so as to
build context in my
classroom. 9/30/17
(Evidence provided in my
portfolio)
much mathematics they
recall from previous
years. I will continue to
look at their tests from
the previous year after I
have short meetings with
their former teachers.
This is something I have
continued to do. 8/13/18
(Evidence provided in my
portfolio)
The evidence provided
are specific examples of
word problems that I go
more into detail in the
evidence for 1.3. 1/23/19
(Evidence provided in my
portfolio)
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging
Uses real-life connections
during instruction as
identified to curriculum.
9/26/17
Connecting subject
matter to
meaningful, real-life
contexts
Some students relate
subject matter to real-life.
I try and make as many
real-life connections
before or during lessons,
but some concepts are
too abstract for the
students to see and make
connections. Most of the
real-life connections
occur when we spend
time going over word
problems. This is an area
where I can learn more
and implement better as I
Evidence grow as an educator.
9/26/17
Exploring Applying
Explore using additional Integrates connections
real-life connections to from subject matter to
subject matter in single meaningful, real-life
lessons or sequence of contexts, including those
lessons to support specific to students’
understanding. family and community.
Students make use of Students utilize real-life
real-life connections connections regularly to
provided in single lessons develop understandings
or sequence of lessons to of subject matter. 9/3/18
support understanding of
subject matter. 9/26/17
There have been I will continue to make as
instances when I have many real-life
successfully made real- connections before or
life connections before during lessons next year.
starting a lesson. For Some concepts may be
example, I began our too abstract for the
functions unit talking students to see and make
about a soda machine. If connections, but I will
we press a button (input) make it a priority to tie in
and it gets us a drink these lessons with every
(output), for the machine day life. Most of the real-
to be functioning life connections occur
properly, each input when we spend time
(button) must give going over word
exactly one output problems or work on pre-
(drink). This is an area made activities using
where I can learn more Desmos. Many of the
and implement better as I activities we work on are
grow as an educator. real-world applications to
9/26/17 many topics in math, for
example shooting a
basketball into a hoop
(parabolas). I will
continue incorporating
these online lessons
throughout the school
Integrating Innovating
Integrates connections to Engages student in
meaningful, real-life actively making
contexts in planning connections to relevant,
subject matter instruction meaningful, and real-life
and is responsive during contexts throughout
instruction to engage subject matter
students in relating to instruction.
subject matter.
Students actively engage Students routinely
in making and using real- integrate subject matter
life connections to subject into their own thinking
matter to extend their and make relevant
understanding. 1/23/19 applications of subject
matter during learning
activities.
The evidence provided
are specific examples of
word problems I have
gone over with students
in both of the courses I
teach (Geometry/Algebra
Foundations 2). The best
way to connect prior
knowledge or life
experiences with student
learning is to talk about
places or events they
have visited or
experienced. For
example, we talked about
seismographs in our locus
section and free-fall
amusement park
attractions in our vertical
motion section. Definitely
topics Southern California
students have
experienced. Making
connections between
students’ experiences and
interests with the math
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’
diverse learning Some students participate
needs in instructional strategies,
using resources and
technologies provided.
year. being taught will help
give meaning to the
There have been subject matter. Students
instances when I have should know why they
successfully made real- are learning what is being
life connections before taught. 1/23/19
starting a lesson. For (Evidence provided in my
example, I began our portfolio)
functions unit talking
about a soda machine. If
we press a button (input)
and it gets us a drink
(output), for the machine
to be functioning
properly, each input
(button) must give
exactly one output
(drink). See the
basketball (parabola)
online lesson explanation
above). This is an area
where I can learn more
and implement better as I
grow as an educator.
(Evidence provided in my
portfolio) 9/3/18
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 an extensive repertoire of
resources, and culturally responsive of strategies, resources, strategies, resources, and
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.
diverse learning needs. meet students’ diverse learning needs.
9/26/17 learning needs.
Students participate in Students actively engage Students take
Students participate in instruction using in instruction and make responsibilities for using
single lessons or strategies, resources, and use of a variety of a wide range of strategies,
sequence of lessons technologies matched to targeted strategies, resources, and
related to their interests their learning needs. resources, and technologies that
and experiences. 9/30/17 technologies to meet their successfully advance their
Standard 1 CSTP: Engaging and Supporting All Students in Learning
individual students’ learning.
needs. 8/20/18
We are currently piloting Students have responded Every student learns at
two textbooks this year better to assignments on their own pace. This is
that are rich with Chromebooks as opposed especially true in my
additional resources for to traditional paper Algebra Foundations 2
students to use. We have assignments. I have classes. There are
also gone one-to-one with noticed that many more mathematically strong
Chromebooks and I have of them seem engaged students, low-level
started utilizing this as and eager to participate students, EL learners,
another tool to review when technology is IEP/504 plan students,
material. There are many applied. We live in a etc. This is why I like to
fun and educational world where their incorporate Aleks into my
websites that help the generation is immensely lessons. Aleks is a web-
diverse learning needs of technologically savvy, so based educational
students. 9/26/17 it makes sense that they program that creates a
appreciate it as it is unique educational plan
applied to their filled with review
education. problems for each
student to complete at
We are currently piloting their own pace. This is the
two textbooks this year second year I use this
that are rich with program, and the
Evidence additional resources for students continue to be
students to use. We have receptive.
also gone one-to-one with
Chromebooks and I have Aleks creates an
started utilizing this as individualized learning
another tool to review plan for every student.
material. There are many They then work on this
fun and educational plan and practice
websites that help the different mathematical
diverse learning needs of concepts until they
students. 9/30/17 “master” them. This
(Evidence provided in my program is a huge
portfolio) support for all students,
but particularly for
students who are
struggling in math.
8/20/18

The evidence provided

are “popsicle sticks” with
my students’ name on
them. I began using this
Standard 1 CSTP: Engaging and Supporting All Students in Learning
simple, yet effective idea
a few months ago to
increase student
participation. Picking a
popsicle at random and
calling on a student keeps
them alert and allows
their voice to be heard. It
is also an excellent way to
monitor student
understanding and
growth. 2/17/19
(Evidence provided in my
portfolio)

Element 1.5 Emerging Exploring Applying Integrating Innovating

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. 9/26/17
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.
Guide students to think
critically through use of
questioning strategies,
posing/solving problems,
and reflection on issues in
content.
Students respond to
questions and problems
posed by the teacher and
begin to pose and solve
problems of their own
related to the content.
9/30/17
Supports students to
initiate critical thinking
through independently
developing questions,
posing problems and
reflecting on multiple
perspectives.
Students pose problems
and construct questions
of their own to support
inquiries into content.
11/27/18
Facilitates systematic
opportunities for student
to apply critical thinking
by designing structured
inquiries into complex
problems.
Students pose and
answer a wide-range of
complex questions and
problems, reflect, and
communicate
understandings based on
in depth analysis of
content learning.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I tend to start each day
with a warm-up activity
that forces students to
recall and interpret the
ideas and concepts
learned the previous
days. I use this as a
transition to the lesson
that day. They use critical
thinking skills to make
this connection. This
reiterates to them what I
had mentioned
previously that math is a
subject that builds upon
itself. 9/26/17
Evidence
I will continue having my
Algebra Foundation
students work on online
activities using their
Chromebook. These
activities use their prior
knowledge on system of
linear equations (or other
topics we cover) and have
them explain their
thought process as they
answer questions. Not
only are they working on
the “what”, but they are
also working on the
“why” by explaining their
thought process.
I tend to start each day
with a warm-up activity
that forces students to
recall and interpret the
ideas and concepts
learned the previous
days. I use this as a
transition to the lesson
that day. They use critical
thinking skills to make
this connection. This
reiterates to them what I
had mentioned
previously that math is a
subject that builds upon
itself. I will continue
using this technique in
the future. 9/30/17
(Evidence provided in my
portfolio)
Students have continued
to work on online
activities using their
Chromebooks. These
activities are mainly
utilizing Desmos and has
the students answer
questions and explain
their though process
along the way. Like I said
before, the “why” is just
as important as the
“how”.
I have been holding class
discussions more
frequently this school
year, so sometimes
students construct
questions of their own to
ask their peers or to ask
for clarification from me.
Whatever the reason
these questions are
asked, they give the
students an opportunity
for discussion. 11/27/18
The evidence provided is
a performance task
packet we completed
earlier in the semester to
practice for an exam my
juniors would be taking in
April. This performance
task forced students to
think critically through
inquiry and problem
solving. I had students sit
in small groups (3 per
group) to work on and
discuss the questions
they were presented.
1/21/19 (Evidence
provided in my portfolio)
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.6 Emerging Exploring
Implements lessons Seeks to clarify
following curriculum instruction and learning
guidelines. activities to support
student understanding.
Monitoring student
learning and
adjusting instruction
while teaching. Some students receive Students receive
individual assistance assistance individually or
during instruction. in small groups during
instruction. 9/26/17
I’d like to reiterate that I
have tables in my class
that seat four. Every
activity is a group activity
(except tests/quizzes
which are independent
assessments). I generally
walk around the
classroom overhearing
conversations and
discussions between
them and occasionally
remind some students to
Evidence get back to work. I tend to
visit those struggling
students more often to
see how they are doing
during the activities.
9/26/17
Applying
Makes ongoing
adjustments to
instruction based on
observation of student
engagement and regular
checks for understanding.
Students successfully
participate and stay
engaged in learning
activities. 10/1/17
I will continue to
implement several types
of group/partner
activities throughout the
following years.
Naturally, some have
been more successful and
useful for students. I will
continue to adjust the
proper activities
according to my
observations on student
engagement and
understanding. It is
imperative that these
activities are doable but
at the same time
challenge students.
I’d like to reiterate that I
have tables in my class
that seat four. Every
activity is a group activity
(except tests/quizzes
which are independent
assessments). I generally
walk around the
Integrating
Adjusts strategies during
instruction based on the
ongoing monitoring of
individual student needs
for assistance, support, or
challenge.
Students are able to
articulate their level of
understanding and use
teacher guidance to meet
their needs during
instruction. 11/27/18
Aside from small
group/partner activities, I
can measure student
progress on Aleks based
on all the data it gives
when students complete
an assignment or
continue to work on their
individualized learning
plan. If I notice that some
students are having
difficulty with the
material, I know that I
should adjust my
instruction and perhaps
utilize a review day to
practice the material
some more.
Students seem more
confident with their
mathematical skills after
working on Aleks. The
constant exposure to
these fundamental
concepts helps them
comprehend subsequent
Innovating
Makes adjustments to
extend learning
opportunities and
provide assistance to
students in mastering the
concepts flexibly and
effectively.
Students monitor their
progress in learning and
provide information to
teacher that informs
adjustments in
instruction.
The evidence provided is
a competition we had in
my classes the day before
we went on Spring Break.
The competition was
“Math Jeopardy”, which I
found online. Students
were placed in groups of
three and asked
questions on the board
regarding quadratics
(Algebra Foundations 2)
or Proportions
(Geometry). This
competitive assignment
allowed the students to
demonstrate how much
they understood the
material we were
reviewing. Each group
had a manipulative tool
for the competition.
(personal whiteboard and
marker). 3/23/19
(Evidence provided in my
portfolio)
Standard 1 CSTP: Engaging and Supporting All Students in Learning
classroom overhearing topics that we study. I
conversations and mention to them that
discussions between math is a subject which
them and occasionally builds upon itself, so it is
remind some students to important that they
get back to work. I tend to practice the foundational
visit those struggling topics in order to
students more often to understand future ideas.
see how they are doing 11/27/18
during the activities. I will
continue to show support
to my students this way
for future years. 10/1/17
(Evidence provided in my
portfolio)