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 sources
the school and/or students. to learn about students and
assessments. guide selection of
instructional strategies to
Some students may engage Students engage in single meet diverse learning
Using knowledge of in learning using lessons or sequence of needs. 9/27/17
students to engage instructional strategies lessons that include some
them in learning focused on the class as a adjustments based on Student engage in learning
whole. assessments. through the use of
adjustments in instruction to in learning that ensure
meet their needs 9/27/17
• Using constant informal
assessments in class, such
as simply asking them
how they did on an
exercise, gives me input
on whether I need to
reteach something, teach
it in a different way, or if I
am able to continue with
the curriculum. 9/27/17
• Based on the students
IEPs, I learn what method
is best for the students
Evidence needs. I have learned that
chunking my instruction
is best for students with
special needs, and
students overall, when
learning a new language
9/27/17
Integrating Innovating
Uses data from multiple Uses comprehensive
measures to make knowledge of students to
adjustments to instruction make ongoing adjustments
and meet individual and accommodations in
identified learning needs. instruction 4/14/19
5/5/2018 12/10/18
Students take ownership of
Students actively utilize a their learning by choosing
variety of instructional from a wide range of
strategies and technologies methods to further their
learning that are responsive
equitable access to the to their learning needs.
curriculum.
5/5/201812/10/184/14/19
• Aside from the usual • By utilizing formal and
informal and formal informal assessments, my
assessments, this year I lesson plans are constantly
have began to use exit evolving and ever
tickets to assess growth changing to accommodate
and to see what the the students’ needs.
students are strong and 4/14/19
weak in to ignorer to
adjust the lesson plans for
the following days.
5/5/201812/10/18
• Students are using the
normal technologies in
the classroom such as the
iPads, videos, music, and
listening activities, along
with the new interactive
notebooks.
5/5/1812/10/184/14/19
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
Connecting learning represented among students.
to students’ prior
knowledge, Some students connect
backgrounds, life learning activities to their
experiences, and own lives.
interests
Evidence
Exploring
Uses gathered information
about students’ prior
knowledge, cultural
backgrounds, life
experiences, and interest to
support student learning.
Students participate in
single lessons or sequences
of lessons related to their
interests and experiences.
Applying
Uses school resources and
family contacts to expand
understanding of students’
prior knowledge, cultural
backgrounds, life
experiences, and interests to
connect to student learning.
9/27/17
Students make connections
between curriculum, and
their prior knowledge,
backgrounds, life
experiences, and interests.
9/27/17
• Based on the students
IEPs, I learn what method
is best for the students
needs. I have learned that
chunking my instruction
is best for students with
special needs, and
students overall, when
learning a new language.
9/27/17
• Students make
connections with
curriculum through the
activities that I create for
them. I try to make real-
life scenarios, use them
within the examples, and
have them choose topics
for projects. 9/27/17
Integrating Innovating
Integrates broad knowledge Develops and
of students and their systematically uses
communities to inform extensive information
instruction. 4/29/18 regarding students’ cultural
12/10/18 5/3/19 backgrounds, prior
knowledge, life
Students are actively experiences, and interests.
engaged in curriculum,
which relates their prior Students can articulate the
knowledge, experiences, relevance and impact of
and interests within and lessons on their lives and
across learning activities society
4/29/18 12/10/18 5/3/19
• Using their real life
captures their attention
and engages them in the
lesson. For example: in
teaching them about the
Mexican influence in the
USA, I will be taking
them to a museum which
focuses on the Mexican
and Mexican American
influence in the US, but
more specifically in
Souther California and in
Los Angeles. 4/29/18
12/10/18 5/3/19
• When practicing the
subjunctive, the students
must describe what they
are looking for in the
ideal partner. They are
allowed to pick a famous
celebrity and use them as
an inspiration. Students
love this assignment,
especially since I post
their pictures and
assignments on the walls.
It gives them something
nicety look at. 4/29/18
12/10/18 5/3/19
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
Evidence
Exploring
Explore using additional
real-life connections to
subject matter in single
lessons or sequence of
lessons to support
understanding.
Students make use of real-
life connections provided in
single lessons or sequence
of lessons to support
understanding of subject
matter.
Applying
Integrates connections from
subject matter to
meaningful, real-life
contexts, including those
specific to students’ family
and community.
Students utilize real-life
connections regularly to
develop understandings of
subject matte.
Integrating Innovating
Integrates connections to Engages student in actively
meaningful, real-life making connections to
contexts in planning subject relevant, meaningful, and
matter instruction and is real-life contexts
responsive during throughout subject matter
instruction to engage instruction.12/10/18 5/3/19
students in relating to
subject matter. 9/27/17
5/5/18 Students routinely integrate
Students actively engage in subject matter into their
making and using real-life own thinking and make
connections to subject relevant applications of
matter to extend their subject matter during
understanding 9/27/17 learning activities.5/3/19
5/5/1812/10/18
• Students always want to • I am beginning to
know why they are learning implement PBL
things? When will the assignments. Spanish 4 has
actually use this? I always to find someone or
have to find way of making something to have affected
the lesson real-life relatable. the Mexicans or Mexican-
9/27 5/5/1812/10/18 Americans in California.
• When teaching commands, I 12/10/18 5/3/19
like to use examples of signs • With some activities,
or rules in establishments students have to respond on
that they actually see. the spot, so they have to
9/27/17 5/5/18 create and apply the new
• I give the students scenarios content. 5/3/19
of situations that they have
lived through and they give
me commands or directions
that they would give or
receive in the situations,
applying the commands.
9/27/17 5/5/18
• For the resent progressive,
the students act out
scenarios in which their
friends cancel their plans
because they are doing
something else, which
happens all the time. 9/27/17
5/5/18
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 Some students participate
students’ diverse in instructional strategies,
learning needs using resources and
technologies provided.
Evidence
Exploring
Explores additional
instructional strategies,
resources, and technologies
in single lessons or
sequence of lessons to meet
students’ diverse learning
needs.
Students participate in
single lessons or sequence
of lessons related to their
interests and experiences.
Applying
Utilizes a variety of
strategies including
culturally responsive
pedagogy, resources, and
technologies during
ongoing instruction to meet
students’ diverse learning
needs.
Students participate in
instruction using strategies,
resources, and technologies
matched to their learning
needs.
Integrating Innovating
Creates, adapts, and Refines the flexible use of
integrates a broad range of an extensive repertoire of
strategies, resources, and strategies, resources, and
technologies into technologies to meet
instruction designed to students’ diverse learning
meet students’ diverse needs. 5/7/19
learning needs. 9/27/17
5/5/1812/10/18
Students take
Students actively engage in responsibilities for using a
instruction and make use of wide range of strategies,
a variety of targeted resources, and technologies
strategies, resources, and that successfully advance
technologies to meet their their learning. 5/7/19
individual students needs.
9/27/1712/10/18
• I try to use music videos, • I have adjusted the PBL
pictures, dialogues, and project in my Spanish 4
skits to help students class to include a menu of
learn in different ways, presentational options.
especially for all of the Last year the students
different learners to presented by creating a
understand.With the website. 5/7/19
interactive notebooks, • With this project, students
students can pay more take it upon themselves to
attention to the lesson pick the most appropriate
with these guided note- method to teach their
taking pamphlets. 9/27/17 peers about their
12/10/18 individually chosen topic.
• This year, I have 5/7/19
introduced the interactive
notebook, which have
helped students with all
learning needs, especially
with grammar. 5/5/18
12/10/18
• Students have to create
their won dialogues and
skits to correctly use the
new content within real
life settings. 9/27/17
5/5/18 12/10/18
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.5 Emerging Exploring Applying
Asks questions that focus Includes questions in single Guide students to think
on factual knowledge and lessons or a sequence of critically through use of
comprehension. lessons that require students questioning strategies,
to recall, interpret, and posing/solving problems,
think critically. and reflection on issues in
Promoting critical content.9/27/17
thinking though Students respond to varied
inquiry, problem questions or tasks designed Students respond to
solving, and reflection Some students respond to to promote comprehension questions and problems
questions regarding facts and critical thinking in posed by the teacher and
and comprehension single lessons or a sequence begin to pose and solve
of lessons problems of their own
related to the content.
9/27/17
• To guide the students to
make connections with
the content and their own
culture, I ask the students
to reflect on similarities
and differences between
the two and other cultures
that they may know of.
These questions will lead
to a discussion in class.
9/27/17
• In these discussions,
Students are eager to
Evidence share their own
experiences. Sometimes
they share ideas of
information that I never
knew, and I am sure teach
their peers as well.
9/27/17
Integrating Innovating
Supports students to initiateFacilitates systematic
critical thinking through opportunities for student to
independently developing apply critical thinking by
questions, posing problems designing structured
and reflecting on multiple inquiries into complex
perspectives. 5/5/18 problems. 12/10/18 5/7/19
Students pose and answer a
Students pose problems and wide-range of complex
construct questions of their questions and problems,
own to support inquiries reflect, and communicate
into content. 5/5/18 understandings based on in
depth analysis of content
learning.12/10/18 5/7/19
• In Spanish 4, students • I am beginning to
learned about the downfall implement PBL
of Batista and the uprising of assignments. Spanish 4 has
Castro, the social changes in to find someone or
Cuba, where the US stands something to have affected
in relation with Cuba, then the Mexicans or Mexican-
and now. They also learned Americans in California.
how to properly use 12/10/18 5/7/19
interrogative pronouns. • Students can chose their
Combing the two things topic and method of
from this lesson, students presentation. They need to
have to create a dialogue, teach the school community
where someone has to about what they have
pretend to be a Cuban learned. 12/10/18 5/7/19
refugee and the other person
is asking them questions to
know about their experience.
5/5/18
• With the Cuban refugee
dialogues, students had to
make up their own backstory
to the refugees experience
and the context of the
interview. They have to give
historical evidence to
support their experience.
5/5/18
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.6 Emerging Exploring Applying Integrating Innovating
Implements lessons Seeks to clarify instruction Makes ongoing adjustments Adjusts strategies during Makes adjustments to extend
following curriculum and learning activities to to instruction based on instruction based on the learning opportunities and
guidelines. support student observation of student ongoing monitoring of provide assistance to students
understanding. engagement and regular individual student needs in mastering the concepts
Monitoring student checks for understanding. for assistance, support, or flexibly and effectively.
learning and adjusting challenge. 9/27/17 5/5/18 12/10/18 5/7/19
instruction while Students successfully Students are able to Students monitor their progress
teaching. Some students receive Students receive participate and stay engaged articulate their level of in learning and provide
individual assistance assistance individually or in learning activities. understanding and use information to teacher that
during instruction. in small groups during teacher guidance to meet informs adjustments in
instruction. their needs during instruction. 9/27/17 5/5/18
instruction. 12/10/18 5/7/19
Standard 1 CSTP: Engaging and Supporting All Students in Learning
• After we complete a lesson, I
ask the students if they
understood it, if they need
more practice, or if they do
poorly on a quiz. If need be, I
will adjust the lesson plans
for the next day to give other
examples or re-teach the
lesson in a different manner,
which I did for the IOP and
DOP. 9/27/17 5/5/18
12/10/18 5/7/19
• I offer tutoring before and
after school, as well as
during break and lunch.I also
answer questions via email
after school when they are
Evidence stuck on their homework.
9/27/17 5/5/18 12/10/18
5/7/19
• I had students give me a
dumbs up or down after
reteaching the lesson to see if
they better understood the
lesson. 9/27/17 5/5/18
12/10/18 5/7/19
• Students feel very
comfortable in approaching
me for extra help. I receive
emails and have had students
come and see me outside of
the class time for tutoring.
9/27/17 5/5/18 12/10/18
5/7/19