Standard 1 CSTP: Engaging and Supporting All Students in Learning

Inte
Element 1.1 Emerging Exploring Applying Integrating Innovating
Learns about students Gathers additional data Uses data from a variety Uses data from multiple Uses comprehensive
through data provided by to 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. 9/26/17
learning needs. 9/26/17 11/12/18
Using knowledge of
students to engage
Some students may Students engage in single Student engage in Students take ownership
them in learning
engage in learning using lessons or sequence of learning through the use Students actively utilize a of their learning by
instructional strategies lessons that include some of adjustments in variety of instructional choosing from a wide
focused on the class as a adjustments based on instruction to meet their strategies and range of methods to
whole. assessments. 9/26/17 needs. 9/26/17 technologies in learning further their learning that
that ensure equitable are responsive to their
access to the curriculum. learning needs.
11/12/18
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Some modifications that I use data from the Students complete a Through knowledge of
I’ve implemented in my previous year to help aid worksheet to fill out their students needs from the
classes are an adjusted in my instruction to half-mile run time, and to previous year, I
seating chart. Also I students. I also have see the improvement or effectively incorporate
include different types of lessons in which I can lack of improvement by differentiated instruction,
equipment for students learn more about tracking their progress as well as produce a more
who are not as skilled as student’s interests and trying to obtain their effective seating chart so
other students in certain outside of school to goal that they set for students will be more
areas (bean bags vs. incorporate into lessons. themselves on the first engaged and less
scarves for example) 9/26/17 day of the unit. distracted when sitting
9/26/17 11/12/18 by friends. 9/26/17
Students fill out peer
assessment worksheets
Evidence as well as self-assessment Students watch a video
worksheets to help about how our hearts
provide data and monitor work in an effort to make
their progress. a connection to what our
4/16/18 hearts are doing while
they are running their
I provide differentiated half-miles.
instruction for students 11/12/18
such as visual aids in
order for students to
visually see a skill, or
topic. 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. 9/27/17
I incorporate lessons and
activities where I can get
a sense of student’s life
experiences and interests
and tailor my lessons
with this information.
9/27/17
Students are often asked
to think, pair share with
Evidence other students on how
Physical Education topics
are related to outside
activities. 9/26/17
Exploring Applying Integrating Innovating
Uses gathered Uses school resources Integrates broad Develops and
information about and family contacts to knowledge of students systematically uses
students’ prior expand 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. to connect to student interests.
4/16/18 learning. 9/26/17
Students make Students are actively Students can articulate
Students participate in connections between engaged in curriculum, the relevance and impact
single lessons or curriculum, and their which relates their prior of lessons on their lives
sequences of lessons prior knowledge, knowledge, experiences, and society.
related to their interests backgrounds, life and interests within and
and experiences. experiences, and across learning activities.
4/16/18 interests.
11/12/18
I use data collected from I stay in communication
informal and formal with parents through
assessments to deliver email, and
appropriate lessons and communication on
monitor progress campus as it helps me
4/16/18 relate activities and
lessons to student’s
interests, cultures, and
Students take part in a prior knowledge.
non-traditional sport unit 9/26/17
that is very similar to a
sport that many students
play. 4/15/18 Students watch a video on
how the heart works and
fill out a corresponding
worksheet. Students
make a connection
between what their
hearts are doing while
they run their half-mile.
11/13/18
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging
Uses real-life connections
during instruction as
identified to curriculum.
9/27/17
Connecting subject
matter to
meaningful, real-life
contexts
Some students relate
subject matter to real-life.
I use real-life connections
such as physical activities
where we use specific
muscles during
instruction in order for
students to gain a further
understanding of
curriculum. 9/26/17
Evidence
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 meaningful, and real-life
lessons to support specific to students’ instruction and is contexts throughout
understanding. family and community. responsive during subject matter
4/16/18 instruction to engage instruction.
students in relating to
subject matter.
Students make use of Students utilize real-life 11/12/18 Students routinely
real-life connections connections regularly to integrate subject matter
provided in single lessons develop understandings Students actively engage into their own thinking
or sequence of lessons to of subject matter. in making and using real- and make relevant
support understanding of 4/16/18 life connections to applications of subject
subject matter. 9/27/17 subject matter to extend matter during learning
their understanding. activities.
11/12/18
By connecting real life Integrated character I incorporated the half-
activities such as building/teamwork/and mile goal setting lessons
swimming, hiking, leadership into our before our big 5k/1k run
jogging, etc. to lessons, everyday classroom event on Thanksgiving
students are able to setting to compare how morning. Students see
further grasp the sports and competition the benefits of running
importance of the subject prepare you for real-life. and being healthy and
matter taught. 9/27/17 4/16/18 this is emphasized when
they arrive to the 5k run
Collaborated with STEAM and see how special the
teacher to discuss and do event is and how many
lesson on impact force, people get out and run!
and how forces are 11/25/18
everywhere.
4/16/18
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
lessons to meet students’ ongoing instruction to meet students’ diverse needs.
Using a variety of diverse learning needs. meet students’ diverse learning needs.
instructional 9/27/17 learning needs. 11/12/18
strategies, resources, 4/16/18
and technologies to Some students Students take
meet students’ participate in Students participate in Students participate in Students actively engage responsibilities for using
diverse learning instructional strategies, single lessons or instruction using in instruction and make a wide range of
needs using resources and sequence of lessons strategies, resources, and use of a variety of strategies, resources, and
technologies provided. related to their interests technologies matched to targeted strategies, technologies that
and experiences. their learning needs. resources, and successfully advance
technologies to meet their learning.
their individual students
needs.
11/12/18
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Incorporating different
teaching strategies as
well as a wide range of
equipment, I am able to
give students the chance
to be successful in a
specific skill. 9/27/17
Evidence
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. 9/27/17
Promoting critical
thinking though
inquiry, problem Some students respond Students respond to
solving, and to questions regarding varied questions or tasks
reflection facts and comprehension. designed to promote
comprehension and
critical thinking in single
lessons or a sequence of
lessons.
Utilized multiple Students create their own
strategies to give goal that is specific to
students best chance of them. We learned about
obtaining the learning what our heart does
goals. Used multiple during exercise, went out
resources such as visual to exercise to make a
aids to meet students’ connection, and utilized a
diverse needs. timer so students can
4/16/18 track their time by lap
and in total.
11/12/18
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 posing problems and inquiries into complex
in content. reflecting on multiple problems.
4/16/18 perspectives.
11/12/18
Students pose problems Students pose and
and construct questions answer a wide-range of
Students respond to of their own to support complex questions and
questions and problems inquiries into content. problems, reflect, and
posed by the teacher and communicate
begin to pose and solve understandings based on
problems of their own in depth analysis of
related to the content. content learning.
9/27/17
Standard 1 CSTP: Engaging and Supporting All Students in Learning
11/12/18
Asking questions to my I encourage students to
students in Physical think critically and
Education that relate to problem solve during
previous lessons shows different activities in
me where students are at which they need to devise
in a specific unit and their own strategy.
gives them the chance to 9/27/17
connect material
discussed. 9/27/17 Guided students through
acquisition of learning
objectives by posing
critical thinking
questions in which they
would have to solve a
problem. 4/16/18
Evidence
Each time students chart
their time after the
completion of the half-
mile, they write down a
reflection on what things
they have done/haven’t
done that contributed to
a better time or worse
time (eating a healthy
breakfast, getting good
sleep, breathing
techniques, running
techniques, etc.)
11/12/18

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
Monitoring student student understanding. observation of student individual student needs provide assistance to
learning and engagement and regular for assistance, support, or students in mastering the
adjusting instruction checks for understanding. challenge. concepts flexibly and
while teaching. 9/27/17 4/16/18 effectively.
11/12/18
Some students receive Students receive
individual assistance assistance individually or Students successfully Students are able to Students monitor their
Standard 1 CSTP: Engaging and Supporting All Students in Learning
during instruction. in small groups during participate and stay articulate their level of progress in learning and
instruction. 9/27/17 engaged in learning understanding and use provide information to
activities. teacher guidance to meet teacher that informs
their needs during adjustments in
instruction. instruction.
4/16/18 11/12/18
I walk around the class to By adjusting instruction I was able to adjust my Throughout the unit,
see which students need based on my instruction by having the students complete their
assistance, and often put observations and use of an aid. I would assessments on the same
students in small groups checking regularly for have my aid spend time paper, which allows me
to discuss content. Some understanding allows me with certain students to see if they are
students also have aids to come up with more who I know needed more improving, stagnant, or
who are able to assist effective lessons in which attention to acquire the decreasing their level of
these students in students will be engaged learning goals. I would fitness. I am able to tailor
obtaining the learning in material. 9/27/17 also provide extra my feedback to specific
goal. 9/27/17 challenges to students students based on their
who were advanced responses from their
learners. previous reflection.
4/16/18 11/12/18
Evidence
Through assessments and Students monitor their
informal cues, students progress on their half-
were able to articulate mile runs. Each time they
their level of complete the run they
understanding towards a write a reflection on how
skill. the run went, and what
4/16/18 contributed to their run
time. Students try to
reach their goal time set
out by themselves at the
beginning of the unit.
11/12/18