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 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.
9/30/17 (Evidence
Standard 1 CSTP: Engaging and Supporting All Students in Learning
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
The first few weeks
consist of much review
from the previous year.
We will continue to spend
time the following year
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.
I will continue to 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
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)
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 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 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. This is an area
(drink). This is an area where I can learn more
where I can learn more and implement better as I
and implement better as I grow as an educator.
grow as an educator.
9/26/17 There have been
instances when I have
successfully made real-
life connections before
starting a lesson. For
example, I began our
functions unit talking
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’
Some students participate
diverse learning
in instructional strategies,
needs
using resources and
technologies provided.
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.
9/30/17 (Evidence
provided in my portfolio)
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
individual students learning.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
We are currently piloting
two textbooks this year
that are rich with
additional resources for
students to use. We have
also gone one-to-one with
Chromebooks and I have
started utilizing this as
another tool to review
material. There are many
fun and educational
websites that help the
diverse learning needs of
students. 9/26/17
Evidence
Element 1.5 Emerging Exploring
Asks questions that focus Includes questions in
Promoting critical
on factual knowledge and single lessons or a
thinking though
comprehension. sequence of lessons that
inquiry, problem
require students to recall,
solving, and
interpret, and think
reflection
critically. 9/26/17
needs.
Students have responded
better to assignments on
Chromebooks as opposed
to traditional paper
assignments. I have
noticed that many more
of them seem engaged
and eager to participate
when technology is
applied. We live in a
world where their
generation is immensely
technologically savvy, so
it makes sense that they
appreciate it as it is
applied to their
education.
We are currently piloting
two textbooks this year
that are rich with
additional resources for
students to use. We have
also gone one-to-one with
Chromebooks and I have
started utilizing this as
another tool to review
material. There are many
fun and educational
websites that help the
diverse learning needs of
students. 9/30/17
(Evidence provided in my
portfolio)
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.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Some students respond to Students respond to
questions regarding facts varied questions or tasks
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
had mentioned
previously that math is a
subject that builds upon
itself. 9/26/17
Evidence
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
9/30/17 in depth analysis of
content learning.
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
Standard 1 CSTP: Engaging and Supporting All Students in Learning
the future. 9/30/17
(Evidence provided in my
portfolio)

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. concepts flexibly and
learning and effectively.
adjusting instruction
while teaching. Some students receive Students receive Students successfully Students are able to Students monitor their
individual assistance assistance individually or participate and stay articulate their level of progress in learning and
during instruction. in small groups during engaged in learning understanding and use provide information to
instruction. 9/26/17 activities. 10/1/17 teacher guidance to meet teacher that informs
their needs during adjustments in
instruction. instruction.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
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
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
Evidence
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
classroom overhearing
conversations and
discussions between
them and occasionally
remind some students to
get back to work. I tend to
visit those struggling
students more often to
see how they are doing
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)