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
learning needs.
I have tables in my room Teachers sit down with
that seat four. I tend to the case carriers of
make my seating charts students with IEP or 504
throughout the year plans each year at my
based on grades, mastery school to see which areas
of the concepts, and EL we need to accommodate
learners. I group one for them. We can also
advanced student with utilize AERIES to review
two decent students and their profiles. 9/26/17
one struggler or EL
learner. This seating
modification has worked
well especially when
Evidence students work on
classroom activities.
9/26/17
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
The first few weeks
consist of much review
from the previous year.
We spend time brushing
up on prior concepts that
will be useful for the new
material. This helps
students make
connections to what they
have learned previously.
This also helps them see
that math is truly a
subject that builds upon
itself. 9/26/17
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
Evidence and implement better as I
grow as an educator.
9/26/17
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.
Students make use of Students utilize real-life Students actively engage Students routinely
real-life connections connections regularly to in making and using real- integrate subject matter
provided in single lessons develop understandings life connections to subject into their own thinking
or sequence of lessons to of subject matter. matter to extend their and make relevant
support understanding of understanding. applications of subject
subject matter. 9/26/17 matter during learning
activities.
There have been
instances when I have
successfully made real-
life connections before
starting a lesson. For
example, I began our
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). This is an area
where I can learn more
and implement better as I
grow as an educator.
9/26/17
Standard 1 CSTP: Engaging and Supporting All Students in Learning
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.
strategies, resources, 9/26/17 learning needs.
and technologies to
meet students Some students participate Students participate in Students actively engage Students take
diverse learning in instructional strategies, Students participate in instruction using in instruction and make responsibilities for using
needs using resources and single lessons or strategies, resources, and use of a variety of a wide range of strategies,
technologies provided. sequence of lessons technologies matched to targeted strategies, resources, and
related to their interests their learning needs. resources, and technologies that
and experiences. 9/26/17 technologies to meet their successfully advance their
individual students learning.
needs.
We are currently piloting Students have responded
two textbooks this year better to assignments on
that are rich with Chromebooks as opposed
additional resources for to traditional paper
students to use. We have assignments. I have
also gone one-to-one with noticed that many more
Chromebooks and I have of them seem engaged
started utilizing this as and eager to participate
another tool to review when technology is
material. There are many applied. We live in a
fun and educational world where their
websites that help the generation is immensely
Evidence diverse learning needs of technologically savvy, so
students. 9/26/17 it makes sense that they
appreciate it as it is
applied to their
education. 9/26/17
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.5 Emerging Exploring
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.
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
Evidence had mentioned
previously that math is a
subject that builds upon
itself. 9/26/17
Applying Integrating Innovating
Guide students to think Supports students to Facilitates systematic
critically through use of initiate critical thinking opportunities for student
questioning strategies, through independently to apply critical thinking
posing/solving problems, developing questions, by designing structured
and reflection on issues in posing problems and inquiries into complex
content. reflecting on multiple problems.
perspectives.
Students respond to Students pose problems Students pose and
questions and problems and construct questions answer a wide-range of
posed by the teacher and of their own to support complex questions and
begin to pose and solve inquiries into content. problems, reflect, and
problems of their own communicate
related to the content. understandings based on
9/26/17 in depth analysis of
content learning.
Just today, I had my
Algebra Foundation
students work on an
online activity using their
Chromebook. This
activity used their prior
knowledge on system of
linear equations and had
them explain their
thought process as they
answered questions. Not
only are they working on
the what, but they are
also working on the
why by explaining their
thought process. 9/26/17
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
Id 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 Integrating Innovating
Makes ongoing Adjusts strategies during Makes adjustments to
adjustments to instruction based on the extend learning
instruction based on ongoing monitoring of opportunities and
observation of student individual student needs provide assistance to
engagement and regular for assistance, support, or students in mastering the
checks for understanding. challenge. concepts flexibly and
9/26/17 effectively.
Students are able to Students monitor their
Students successfully articulate their level of progress in learning and
participate and stay understanding and use provide information to
engaged in learning teacher guidance to meet teacher that informs
activities. their needs during adjustments in
instruction. instruction.
I have implemented
several types of
group/partner activities
throughout the years.
Naturally, some have
been more successful and
useful for students. I have
continued 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.
9/26/17