Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.1 Emerging Exploring Applying
Learns about students Gathers additional data to Uses data from a variety of
through data provided by learn about individual formal and informal
the school and/or students. sources to learn about
assessments. students and guide
selection of instructional
strategies to meet diverse
Using knowledge of learning needs. 7/17/19
students to engage
them in learning Some students may Students engage in single Student engage in learning
engage in learning using lessons or sequence of through the use of
instructional strategies lessons that include some adjustments in instruction
focused on the class as a adjustments based on to meet their needs.
whole. assessments. 7/17/19
Before I meet a student,
and periodically through
the semester, I review
their MindPrint, the
beginning notes from my
administrators’
interactions with them
during registration. When
meeting them, I have
conversations and may
have them write a letter,
which teaches me about
their interests and their
Evidence writing level. In every
class, there is a variety of
formal and informal
assessments to help me
better understand the
student’s needs. As far as I
am able, I adapt my
instructional strategies to
what I’ve learned about
the student, but I know I
still have much to learn
about strategies that help
students with diverse
needs. 7/17/19
Integrating
Uses data from multiple
measures to make
adjustments to instruction
and meet individual
identified learning needs.
Students actively utilize a
variety of instructional
strategies and
technologies in learning
that ensure equitable
access to the curriculum.
Innovating
Uses comprehensive
knowledge of students to
make ongoing
adjustments and
accommodations in
instruction.
Students take ownership
of their learning by
choosing from a wide
range of methods to
further their learning that
are responsive to their
learning needs.10/23/19
I review students’
MindPrints, intake notes,
and student goals, in
addition to talking with
their prior teachers,
engaging students in
conversations about their
needs, and using
information gathered
from formal and informal
assessments to
continually adjust and
accomodate them in
instruction. I have created
a Drama Menu for my
English 10 students and a
Semester Playlist for my
English 11 students to
involve them in taking
ownership of their
learning. Students
regularly make choices
involving ownership of
their learning, such as
choosing which
note-taking method best
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.
Connecting learning
to students’ prior
knowledge,
backgrounds, life
experiences, and
Some students connect
interests
learning activities to their
own lives.
meets their needs.
Most students use the 10/23/19
adjustments I provide for
them, such as dyslexic
students using audiobooks
for reading. Sometimes
students don’t take
advantage of these
adjustments to instruction,
but much of the time it is
built into the course.
7/17/19
Exploring Applying Integrating Innovating
Uses gathered Uses school resources and Integrates broad Develops and
information about family contacts to expand knowledge of students systematically uses
students’ prior understanding of and their communities to extensive information
knowledge, cultural students’ prior inform instruction. regarding students’
backgrounds, life knowledge, cultural cultural backgrounds,
experiences, and interest backgrounds, life prior knowledge, life
to support student experiences, and interests experiences, and
learning.7/17/19 to connect to student interests.
learning.
Students participate in Students make Students are actively Students can articulate
single lessons or connections between engaged in curriculum, the relevance and impact
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. 4/12/20
and experiences. backgrounds, life and interests within and
experiences, and across learning
interests. 7/17/19 activities.10/24/19
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I have conversations I have students In addition to what I Knowing my
with my students, journal and answer previously did, I am student’s background
read their intake oral questions to communicating more and interests, I design
notes, have them connect the content with parents this projects specifically
write me letters, and with their prior year, through for them and work to
conduct formative knowledge and meeting more of systematically help
assessments to gain background. They them at Back to them grow, as when I
insight into their compare concepts we School night, sending recommended
prior knowledge and learn to the sports mid-semester emails, writing tutoring to
background. I use they play and the and reaching out to give a student who
that prior knowledge shows they watch. them with questions struggles with
to determine where 7/17/19 concerning their writing-related
to support the students. I am using anxiety more
student more and what I know of confidence in her
where to skim over students to inform ability to use the
things they already instruction, such as steps she has created.
know. I use what I by creating a My seniors, who are
learn about their video-making creating their own
Evidence background and assessment for a blogs and managing
interests as examples student with low their own reading
and to create motivation who schedules this
assignments for enjoys making semester, can
them. ​7/17/19 videos. I am also articulate how these
giving students more assignments relate to
freedom in choosing each of their personal
their topics to learn goals for their future.
about. My seniors, 4/12/20
who are creating
researched-based
TedTalks, are an
example of this: They
are choosing topics
related to their
experiences and
interests and are
actively engaged in
their learning. One
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging
Uses real-life connections
during instruction as
identified to curriculum.
Connecting subject
matter to
meaningful, real-life
contexts Some students relate
subject matter to real-life.
told me that he had a
lot of fun in the
research process.
10-23-19
Exploring Applying Integrating Innovating
Explore using additional Integrates connections Integrates connections to Engages student in
real-life connections to from subject matter to meaningful, real-life actively making
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
students in relating to instruction.
subject matter.7/17/19
Students make use of Students utilize real-life Students actively engage Students routinely
real-life connections connections regularly to in making and using integrate subject matter
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 understanding. applications of subject
subject matter. 7/17/19 matter during learning
activities. 10/24/19
Standard 1 CSTP: Engaging and Supporting All Students in Learning
As far as possible, I In addition to what I
create assignments previously described,
that reflect real-life I am having students
contexts. As an create even more
example, instead of real-life assignments
book reports and such as editorials,
essays, I have TedTalks,
students write book screencasts, and
reviews and articles more. Students
and encourage them engage in more
to publish these via self-reflection,
Goodreads or our considering the
school newspaper. assignments they
Evidence 7/17/19 have done and
expanding that out to
Students look at real a broader context.
examples of writing Students and I
and brainstorm the engage in
conventions of that conversation about
writing genre. how historical
Students in my thinking relates to
history classes make their experience with
connections between social media and the
the units we’re news. 10/24/19
studying and the
current world.
7/17/19

Element 1.4 Emerging Exploring Applying Integrating Innovating

Uses instructional Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of
Using a variety of
strategies, resources, and instructional strategies, strategies including integrates a broad range an extensive repertoire of
instructional
technologies as provided resources, and culturally responsive of strategies, resources, strategies, resources, and
strategies, resources,
by school and/or district. technologies in single pedagogy, resources, and and technologies into technologies to meet
and technologies to
lessons or sequence of technologies during instruction designed to students’ diverse learning
meet students’
lessons to meet students’ ongoing instruction to meet students’ diverse needs. 10-24-19
diverse learning
diverse learning needs. meet students’ diverse learning needs. 7/17/19
needs
learning needs.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Some students participate
in instructional strategies,
using resources and
technologies provided.
Evidence
Students participate in Students participate in Students actively engage Students take
single lessons or instruction using in instruction and make responsibilities for using
sequence of lessons strategies, resources, and use of a variety of a wide range of strategies,
related to their interests technologies matched to targeted strategies, resources, and
and experiences. their learning needs. resources, and technologies that
7/17/19 technologies to meet their successfully advance their
individual students needs. learning.
10/25/19
Some of my students I use print, PDF, and I am refining the way
need promptings to audiobooks to meet I use the previously
use the strategies, the reading needs of mentioned resources,
resources, and my students and strategies, etc. For
technologies that adapt a large variety example, with a
would benefit them of assessments, such student who has
based on their as summaries, story challenges staying
learning needs, but component charts, focused in class, I’m
almost all participate dialectical journals, structuring our class
in this. My student and discussions to to contain 3-4
high on the autism assess student different activities in
spectrum actively comprehension of each 50-minute
participated in class their reading session, including the
and, over the course homework. I often use of multimedia
of the year, learned collaborate with the such as a dramatic
how to ask himself other teachers to overview of the war
the question, “Where learn and implement to capture his
does it say this,” to different strategies interest at the start of
check his answers in and resources to our WWI unit. I’m
reading meet my students’ also adapting the
comprehension needs. I’m starting to layout of my
questions rather than create websites for worksheets to be
guessing. A student my units, where it more accessible for a
with dyslexia will be easier for my student with a visual
continually used the students to access impairment.10-25-19
audiobook I provided the materials for our
to read the novel. My class on their own.
student with OCD 7/17/19
who struggles with
Standard 1 CSTP: Engaging and Supporting All Students in Learning
taking notes has
found that he can
take pictures of the
board and our class
materials instead.
7/17/19
In addition to
previous evidence,
students actively
decide whether
handwritten or typed
notes would be more
beneficial for them. A
student with OCD
who struggled to
read because of
thought spirals has
initiated use of an
audiobook and
continued using it as
a helpful tool for
himself. Every month,
students reflect on
their personal
learning goals and
decide what they
want to change to
better be equipped to
meet their own goals.
10-25-19

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
Promoting critical
require students to recall, posing/solving problems, developing questions, by designing structured
thinking though
interpret, and think and reflection on issues in posing problems and inquiries into complex
inquiry, problem
critically. content. 7/17/19 reflecting on multiple problems.
solving, and
perspectives.
reflection
Students respond to Students respond to Students pose problems Students pose and answer
varied questions or tasks questions and problems and construct questions a wide-range of complex
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Some students respond to designed to promote posed by the teacher and of their own to support questions and problems,
questions regarding facts comprehension and begin to pose and solve inquiries into content. reflect, and communicate
and comprehension. critical thinking in single problems of their own 10-25-19 understandings based on
lessons or a sequence of related to the content. in depth analysis of
lessons. 7/17/19 content learning.
In history and I regularly use a
English classes, I use 3-2-1 thought routine
Blooms Taxonomy to support students
and a similar tool to in thinking about
create questions and what they know,
plan lessons for what they’re
moving students confused by, and
from comprehension what they’re curious
to analysis and about related to our
higher levels of content. In the
thinking. In writing, I revision stage of
guide students writing in English, I
through support students in
self-reflection on the reflecting on their
Evidence
strengths and areas drafts and posing
for growth in their problems in their
drafts.​ 7/17/19 drafts, then on
exploring different
My students respond to ways to fix those
my questions. Several ask
their own questions,
problems. During
including questions about research projects,
the reason behind students take time to
different conventions of self-assess what they
English and reasons have learned and to
behind certain historical
perspectives. 7/17/19
pose new questions
about gaps in their
information.
10-25-19

Element 1.6 Emerging Exploring Applying Integrating Innovating

Monitoring student Implements lessons Seeks to clarify Makes ongoing Adjusts strategies during Makes adjustments to
learning and following curriculum instruction and learning adjustments to instruction based on the extend learning
Standard 1 CSTP: Engaging and Supporting All Students in Learning
adjusting instruction guidelines. activities to support instruction based on ongoing monitoring of
while teaching. student understanding. observation of student individual student needs
engagement and regular for assistance, support, or
checks for understanding. challenge.
Some students receive Students receive Students successfully Students are able to
individual assistance assistance individually or participate and stay articulate their level of
during instruction. in small groups during engaged in learning understanding and use
instruction. activities. teacher guidance to meet
their needs during
instruction. 7/17/19
I create a rhythm of
formative assessment
in my classes,
frequently asking a
variety of questions
to check for
comprehension and
prompt higher levels
of thinking. When a
student isn't
understanding or
needs more clarity, I
immediately adjust
Evidence my strategy. During a
writing project, for
example, a student
with dyslexia told me
that she struggles
with notes because
she doesn't know
how to organize her
thoughts and
expressed that color
helps her. I
immediately pulled
up one of my note
taking templates for
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. 10-25-19
In addition to what I
was previously doing,
I am becoming more
flexible in adjusting
to further student
learning. When a
student told me he
already knew a lot
about WWI and
shared his knowledge
of how the war
started, I shifted our
unit to focus instead
on things that were
new to him,
extending his
learning. When I
recognized
significant
map-reading skills
gaps in one of my US
history students, I
immediately
communicated with
his family to arrange
tutoring so that he
can move toward
Standard 1 CSTP: Engaging and Supporting All Students in Learning
her and color-coded mastery. Every
the boxes to meet her month, my students
needs. Here is the reflect on their
resultant template. personal learning
My students are goals and on what
comfortable they need to change
articulating their in order to meet
level of those goals, and I use
understanding, as that information in
they feel no need to planning their
compete with peers classes. Students also
in our one-to-one monitor their
classrooms. When I progress as writers
ask, "What questions and readers, using
do you have?" they rubrics and multiple
reflect for several rounds of revision to
seconds before notice their areas for
answering, often growth and regular
asking questions. For posing questions
reading homework, about what they’re
often I give students reading to recognize
a text and tell them to their areas of
annotate it and bring confusion. I use this
at least three information to plan
questions. When lessons geared at
engaging in projects, their individual
students self-assess needs, and I provide
using the assignment guidance when
rubric and then use needed to help them
my feedback to revise recognize different
their work. areas of strength and
areas for growth.
10.25.19