The teacher is at the "Applying" level of Standard 1 by using data from formal and informal assessments to learn about students and guide instructional strategies. The teacher gathers information about students' interests and needs from previous grades, conversations, and initial assessments. Lessons include adjustments and supports like interactive presentations and outlines to meet diverse learning needs. The teacher provides feedback to help students improve their strengths and weaknesses. The goal is for students to utilize various instructional strategies and technologies to ensure equitable access to learning.
The teacher is at the "Applying" level of Standard 1 by using data from formal and informal assessments to learn about students and guide instructional strategies. The teacher gathers information about students' interests and needs from previous grades, conversations, and initial assessments. Lessons include adjustments and supports like interactive presentations and outlines to meet diverse learning needs. The teacher provides feedback to help students improve their strengths and weaknesses. The goal is for students to utilize various instructional strategies and technologies to ensure equitable access to learning.
The teacher is at the "Applying" level of Standard 1 by using data from formal and informal assessments to learn about students and guide instructional strategies. The teacher gathers information about students' interests and needs from previous grades, conversations, and initial assessments. Lessons include adjustments and supports like interactive presentations and outlines to meet diverse learning needs. The teacher provides feedback to help students improve their strengths and weaknesses. The goal is for students to utilize various instructional strategies and technologies to ensure equitable access to learning.
The teacher is at the "Applying" level of Standard 1 by using data from formal and informal assessments to learn about students and guide instructional strategies. The teacher gathers information about students' interests and needs from previous grades, conversations, and initial assessments. Lessons include adjustments and supports like interactive presentations and outlines to meet diverse learning needs. The teacher provides feedback to help students improve their strengths and weaknesses. The goal is for students to utilize various instructional strategies and technologies to ensure equitable access to learning.
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 of Uses data from multiple Uses comprehensive through data provided by the learn about individual formal and informal sources measures to make knowledge of students to school and/or assessments. students. (9/20/21) to learn about students and adjustments to instruction make ongoing adjustments guide selection of and meet individual and accommodations in Some students may engage instructional strategies to identified learning needs. instruction (3/30/2023). in learning using Students engage in single meet diverse learning needs. instructional strategies lessons or sequence of (5/6/2022) Students take ownership of Using focused on the class as a lessons that include some I feel I am still at this level Students actively utilize a their learning by choosing knowledge of whole. (9/20/21) adjustments based on this semester (10/15/2022). variety of instructional from a wide range of methods students to assessments. strategies and to further their learning that engage them in Student engage in learning technologies in learning are responsive to their learning through the use of that ensure equitable learning needs. adjustments in instruction to access to the curriculum meet their needs. (3/30/2023). (5/6/2022) I feel my students are still at this level this semester (10/15/2022). Standard 1 CSTP: Engaging and Supporting All Students in Learning Students: Students are Teacher: I review student Teacher: I continue to review My students are utilizing I am using more technology encouraged and offered information in student information from the visual, audio, and tools to increase accessibility opportunities to engage with school-provided formal students' logs, past classes written resources in live and learning in the classroom materials and activities, but documents and skills demonstrations, lessons, on the teacher this semester. I am constantly not all students participate (IEPs/504/teacher formal documents, and logs website, and in the lesson reviewing and revising the in every activity. Students communication logs). I also (comments and interactions introduction notes much ways I reach out to students must participate in review previous grades for provided by all teachers and more than last year. I see and provide resources to meet discussions and activity students, when available, to school employees who have more student success and the needs of all students in my content in school-provided gauge roughly student skill contact with students). I awareness of the classroom. When I see any curricula that are designed demonstration in previous speak with both students resources I provide to area of needed support, I to meet the understanding English classes. and their caretakers/ enhance equity and make on-the-spot and needs of all students in the Unit 1 assessment is a support team in emails and learning in the classroom behind-the-scenes changes classroom. Many students do “Getting to Know You” phone calls. I use all of this (3/30/2023). and adaptations to better utilize additional supports multimedia PowerPoint. data to build assessments, support student learning and (graphic organizers, Students complete 9 slides supports, resources, and content mastery interactive PowerPoints, and with information discussing documents to meet the (3/30/2023). outlines) that the teacher their glows and grows diverse needs and creates, but this is an area (strengths and areas of preferences of all students in where I am working to growth) in ELA, discuss my class. As the school year engage more students in this their favorite book, and begins, I am continuing this area (9/20/21) select an inspirational quote practice and investing time to show me a little bit more to learn about my students Evidence about themselves. Students and incorporate this have the option to select an understanding into my author from Americal lessons and supports this Colonial literature to semester I am providing complete the Multimedia feedback and notes to project if they want, but they students based on their are encouraged to complete areas of wanted growth this the “Getting to Know You” year and incorporating their option. I also receive data interests and contexts into from students in a lessons and phone calls MessageBoard Scavenger (10/15/2022). Hunt: students located information about the class Students: Teacher provides from the MessageBoard resources before completion (check for understanding of and feedback after tools provided) and submission to emphasize the completed two getting to student's glows and grows. know you questions. Students have the (9/20/21) opportunity to revise and resubmit all written work in my class to apply feedback and demonstrate higher Standard 1 CSTP: Engaging and Supporting All Students in Learning levels of understanding. Adjustments and supports are completed when a need appears so that all students are supported to success and mastery. (5/6/2022) Students are actively volunteering details, understanding, and connections between classes and their personal contexts/understanding in assessment and activity responses. Most students are actively reaching out to review feedback, grow their understanding, and connect their personal experiences to information and content in class (10/15/2022).
Element 1.2 Emerging Exploring Applying Integrating Innovating
Develops awareness of prior Uses gathered information Uses school resources and family Integrates broad Develops and knowledge, culture, about students’ prior contacts to expand knowledge of students systematically uses backgrounds, life knowledge, cultural understanding of students’ prior and their communities to extensive information experiences, and interests backgrounds, life knowledge, cultural inform instruction regarding students’ represented among students. experiences, and interest to backgrounds, life experiences, (3/30/2023). cultural backgrounds, (9/20/21) support student learning. and interests to connect to prior knowledge, life (9/20/21) student learning. (5/6/2022) experiences, and Connecting I feel I am still at this level this interests. learning to semester (10/15/2022). students’ prior Students participate in single knowledge, Some students connect lessons or sequences of Students make connections Students are actively Students can articulate backgrounds, life learning activities to their lessons related to their between curriculum, and their engaged in curriculum, the relevance and impact experiences, and own lives. (9/20/21) interests and experiences. prior knowledge, backgrounds, which relates their prior of lessons on their lives interests life experiences, and interests. knowledge, experiences, and society. (5/6/2022) and interests within and I feel my students are still at this across learning activities. level this semester (10/15/2022). I feel the majority my students are still at this level (3/30/2023). Standard 1 CSTP: Engaging and Supporting All Students in Learning Students sometimes will Teacher: I feel that I am Teacher: I include this category I work hard to build connect subject content to currently a mix between because I do have frequent connections and their own experiences and Emerging and Exploring contact with caretakers for my relationships in my lives with guidance. I rate because I am actively homeroom students (22 of my classroom to increase this here because I have working to include this 124 students). I am currently in engagement and noticed that students tend to information in my lessons. I the process of investigating logs relevance of learning and make these connections am currently working with a and reaching out in inform instruction. Those during discussions and small team of teachers (3 of calls/”getting to know you” who attend live lessons informal writing us in total) to incorporate activities to my ELA only are actively engaged and assignments, but many do students’ prior knowledge, students to gather a greater connect learning to prior not make these connections experiences, and interests to understanding of their knowledge, experiences, in formal writing or engage students in critical background, interests, and prior and interests. Because I individual assignments. discussions and activities. knowledge. (9/20/21) cannot require Some do, and I positively We are currently attendance, some do not reinforce this behavior when implementing a “Getting to I feel I am fully at this level this attend - these students they do in verbal and written Know You” multimedia semester. As the year continued, struggle to make the deep feedback. project that students can do I developed working connections that those Because I teach American as an alternative to the relationships and a better who attend live make; Literature and my students provided assessment understanding of my students’ however, I feel that I are also taking US History, focused on an American patterns, trends, and incorporate relevance, many students will connect Literature author. We are backgrounds. I can easily interests, and their learning and also including Padlets in identify and discuss students understanding of my Evidence understanding between lessons to increase social and connect their understanding students in my lessons these two classes. (9/20/21) interaction between and context to support deep and lesson introduction students and to learn more learning of content. Students notes to increase student about our students’ interests enjoy the second semester more learning (3/30/2023). (the images and gifs they than the first semester. They see select have helped us gain the connections between English informal information). I have and US History more clearly in noticed that students are the second semester and share becoming more comfortable information about context and sharing details on purpose to demonstrate transfer assignments, in class, and by and deep understanding. direct contact after the Students also make connections implementation of the during The Great Gatsby to “getting to know you contemporary events and texts. activities” and Padlets. (5/6/2022) (9/20/21) This semester, I am actively investigating student data from both live lesson and assessment submissions to understand and build relationships with my students from day 1. During Unit Standard 1 CSTP: Engaging and Supporting All Students in Learning 1, I modeled the Getting To Know You alternate multimedia portfolio and provided direct instruction and support for students to understand that they are researching and informing me (the teacher) of who they are as a whole and unique person. Students are providing specific details and reflections in their portfolio work and in lesson activities. (10/15/2022).
Element 1.3 Emerging Exploring Applying Integrating Innovating
Uses real-life connections Explore using additional real-life Integrates connections from Integrates connections to Engages student in during instruction as connections to subject matter in subject matter to meaningful, meaningful, real-life actively making identified to curriculum. single lessons or sequence of real-life contexts, including contexts in planning connections to relevant, lessons to support those specific to students’ subject matter instruction meaningful, and real-life understanding. (9/20/21) family and community and is responsive during contexts throughout (10/15/2022). instruction to engage subject matter Connecting I feel I am still here this I feel I am still at this level students in relating to instruction. subject matter semester. (5/6/2022) (3/30/2023). subject matter. to meaningful, real-life contexts Some students relate Students make use of real-life Students actively engage Students routinely subject matter to real-life. connections provided in single Students utilize real-life in making and using integrate subject matter (9/20/21) lessons or sequence of lessons to connections regularly to real-life connections to into their own thinking support understanding of develop understandings of subject matter to extend and make relevant subject matter. (5/6/2022) subject matter (3/30/2023). their understanding. applications of subject I feel my students are still at this matter during learning level (10/15/2022). activities. Standard 1 CSTP: Engaging and Supporting All Students in Learning Students: I am currently Teacher: I work to include This year, I am engaging in experimenting with polls real-life connections, models, more direct connections and and collecting “getting to and examples during lessons to real-life experiences in know you” data from connect content to students’ lessons (both live and digital). students to employ more lives. Not all connections are I am adding Lesson student-led (or informed) relevant to every student in Introduction Notes this year connections. Some students class, but I do try to include to provide additional support will content to real-life real-life situations and and connection to students contexts in open-ended connections that span the learning and application of questions and discussions. various topics students are real-life experiences they have Some students do this interested in. I have noticed that or will have in future naturally; I am actively certain content speaks more to classrooms. I am also using investigating additional my students. For example, many my knowledge of other strategies to engage students find something to content classes' progression students to make connect to and share when we and lessons to provide meaningful real-life discuss the American Dream and cross-curricular support and connections without otherization in The Great Gatsby, deep understanding in teacher guidance. but they struggle to connect English 11 (10/15/2022). (9/20/21) colonial literature to their lives I feel I am still at this level unless religion is a portion of (3/30/2023). their self-identity (9/20/21) Evidence My students are encouraged Students: While I feel I am still at and more engaged in making the Exploring level, I feel that I more real-world and have created a supportive and cross-curricula connections welcoming environment that this semester. My students prompted students to join me in will volunteer understanding this level. My students are from other classes as we making real-life connections to review literary movements content and learning to and context in lessons. I am demonstrate deep also making direct understanding and support each connections in lessons and other/peer’s understanding of resources to spark American Literature and English connections to English, content and subject matter. personal, and other content (5/6/2022) Students are (3/30/2023). volunteering and scheduling one-on-one and small group appointments to support the development and understanding of lesson content and for summative assessment revisions and development (10/15/2022) 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 strategies Creates, adapts, and Refines the flexible use of strategies, resources, and instructional strategies, including culturally integrates a broad range of an extensive repertoire of technologies as provided by resources, and technologies in responsive pedagogy, strategies, resources, and strategies, resources, and school and/or district. single lessons or sequence of resources, and technologies technologies into technologies to meet Using a variety (9/20/21) lessons to meet students’ during ongoing instruction to instruction designed to meet students’ diverse learning of instructional diverse learning needs. meet students’ diverse students’ diverse learning needs. strategies, (9/20/21) learning needs. (10/16/2022) needs. resources, and I feel I am still here this technologies to semester. (5/6/2022) Students participate in meet students’ instruction using strategies, Students actively engage in Students take diverse learning Some students participate Students participate in single resources, and technologies instruction and make use of responsibilities for using needs in instructional strategies, lessons or sequence of lessons matched to their learning a variety of targeted a wide range of strategies, using resources and related to their interests and needs. (10/16/2022) strategies, resources, and resources, and technologies provided. experiences. (5/6/2022) technologies to meet their technologies that (9/20/21) individual students needs successfully advance their (3/30/2023). learning. Teacher: The majority of my Teacher: Some students elect While my curriculum is I have embedded more curriculum is to attend lessons live where I school-provided, I am adding alternate and relatable school-provided. The incorporate various material more extension activities into authentic creation students that follow the presentation activities and the curriculum in Lesson assignments into my lessons school-provided curriculum resources. I actively seek out Introduction Notes and in live this year. I have seen only do well and understand and create additional lessons to meet the diverse increased understanding the content. There are resources and technologies to community and needs of and engagement with additional resources and incorporate in lessons to students in my classroom. I modifications and alternates strategies available, but not promote students’ deep am incorporating different as I have embedded these all students elect to engage understanding and critical types of activities and additional strategies and with them. These students thinking, reading, and writing. supports in both spaces to resources into the lesson are encouraged to do so and (9/20/21) support all students to introduction pages. These Evidence invited to participate via success and deep additions include various email and one-on-one Students: As the semester understanding in the resources and learning phone calls with the teacher. progressed, students became classroom (10/16/2022). preferences (audio, visual, They are held responsible more willing and written) to increase student for the material and understanding of available Students actively participate learning and meet the information; however, they support. Students also worked in instruction and activities learning needs of all may choose to not engage in to bring relevance and self to this semester. I have seen that students in the class. I also all activities due to the assessment sections. my attendance has increased update and revise resources independent study nature of this year from last year. As throughout this year in my school. (9/20/21) Each portfolio has options for students become comfortable applying the supports that students to select from for with online learning, most best meet the needs of my completion. This increases students are actively engaged students in my study guides willingness to engage with in learning and various and fillable notes Standard 1 CSTP: Engaging and Supporting All Students in Learning additional lessons and activities that increase documents. For example, I assessments. In doing so, I learning utilizing various have seen an increased need supported students to access activities and presentation for sentence frames for learning in both lessons and styles that best support their short answer responses. I resources to increase learning understanding demonstration have created and added based on their interests and (10/16/2022). sentence frames into my style of understanding suggested outlines to demonstration. (5/6/2022) increase student success and learning throughout the year (3/30/2023).
Element 1.5 Emerging Exploring Applying Integrating Innovating
Asks questions that focus on Includes questions in single Guide students to think Supports students to initiate Facilitates systematic factual knowledge and lessons or a sequence of critically through use of critical thinking through opportunities for student comprehension. lessons that require questioning strategies, independently developing to apply critical thinking students to recall, interpret, posing/solving problems, and questions, posing problems and by designing structured and think critically. reflection on issues in reflecting on multiple inquiries into complex (9/20/21) content. (10/16/2022) perspectives. problems. Promoting I still I am still at this level. I feel I am still at this level critical thinking (3/30/2023). Students pose problems and though inquiry, Some students respond to Students respond to varied construct questions of their Students pose and answer problem solving, questions regarding facts questions or tasks designed own to support inquiries into a wide-range of complex and reflection and comprehension to promote comprehension Students respond to content. questions and problems, .(9/20/21) and critical thinking in questions and problems reflect, and communicate single lessons or a sequence posed by the teacher and understandings based on of lessons. (5/6/2022) begin to pose and solve in depth analysis of I feel my students are still problems of their own related content learning. here at this time. to the content (3/30/2023). (10/16/2022) Standard 1 CSTP: Engaging and Supporting All Students in Learning Students: My students can Teacher: Questions and This year, I am beginning choose to come to lessons activities are built and used with a foundation in having live or watch recordings. in lessons that require taught a full year of American Our culture encourages live students to recall, apply Literature. I am actively participation, but it is not a understanding, interpret, reflecting on the learning requirement due to the and think beyond what the activities from last year to unique circumstances and curriculum tells them. I also revise and enhance questions lives of our students. Those incorporate academic and activities to extend that attend lessons live do language in instructions and students' deep content complete varied activities to models. Example: I do, You understanding and reflection promote comprehension do activities are used in of the content and context of and critical thinking, but asynchronous lessons and I the texts (10/16/2022). other students will follow do, We do, You do activities the school-provided are used in synchronous My students are using the curriculum and respond to lessons where the teacher support and guides I provide test and quiz questions models the first questions more this year. I feel that based in facts and and informs students “take connecting with my students comprehension (9/20/21) notes. You will be applying and building meaningful this understanding relationships in the independently in a later classroom has increased activity. Notice how I …” to students' comfortability and engage students in critical engagement in asking Evidence application and thought. questions and authentically (9/20/21) finding solutions / making I feel I am still at this level. connections that support (5/6/2022). their inquiry, problem-solving, and Students: My students enjoy reflection in the classroom and engage with the (3/30/2023). informal and informal questions that I pose in my lessons and resources. While not all students submit every assessment, students do engage with the resources and documents that I have created to support them to succeed in critical thinking and comprehension. (5/6/2022)
I feel that my students are
still here. As this is the beginning of a new school Standard 1 CSTP: Engaging and Supporting All Students in Learning year, students are being exposed to and learning to navigate English 11 questions and lesson activities. As students continue to grow and become familiar with my classroom, I believe they will join me in the Applying level (10/16/2022).
Element 1.6 Emerging Exploring Applying Integrating Innovating
Implements lessons Seeks to clarify instruction Makes ongoing adjustments Adjusts strategies during Makes adjustments to following curriculum and learning activities to to instruction based on instruction based on the extend learning guidelines. support student observation of student ongoing monitoring of opportunities and understanding. (9/20/21) engagement and regular individual student needs for provide assistance to checks for understanding. assistance, support, or challenge students in mastering the Monitoring (5/6/2022) (10/16/2022). concepts flexibly and student learning Some students receive Students receive assistance I feel I am still at this level effectively. and adjusting individual assistance during individually or in small (3/30/2023). instruction while instruction. (9/20/21) groups during instruction. Students successfully Students monitor their teaching. participate and stay engaged Students are able to articulate progress in learning and in learning activities. their level of understanding and provide information to (5/6/2022) use teacher guidance to meet teacher that informs I feel that my students are their needs during instruction adjustments in still at this level (3/30/2023). instruction. (10/16/2022). Standard 1 CSTP: Engaging and Supporting All Students in Learning Students: When a lesson Because we are a completely I worked very hard this I am using the time and utalized breakout rooms, online school, I rely on quick semester to make development I invested last year students receive assistance checks for understanding in connections and engage to begin the school year at this in small groups during every lesson. Students select students in small-group, level. Students engage in instruction. When a lesson reactions to display on their whole-class in attendance in numerous different activities in does not have a breakout screen so I can make live lessons, and one-on-one my classroom and phone calls. I room activity, some adjustments as needed to to increase engagement and am also incorporating more students receive individual better support their monitor student self-assessment and checks for assistance and support understanding. I am understanding. Because understanding into live lessons during instruction (via currently working on and attendance at live lessons to evaluate and make real-time direct message chat or engaged in PLC work to cannot be required, much of adjustments to support all verbal support in response convert some PowerPoints my in-the-moment students to succeed in the to student questions or into NearPod so students adjustments come in phone classroom at the beginning of needed assistance). can interact with a variety of calls. During instructions the school year (10/16/2022). Individual and small-group activities to expand (both in Zoom and in calls), assistance is used in my understanding and meet students receive the phone calls and office hours more learning preferences. I directions and support I feel that I have bolstered my with students, and I am am excited to implement my needed to be successful and students and built strong working to include more first Nearpod-based lesson reach deep understanding relationships to bring them to small group work during next week (9/20/21). and engagement levels. this level with me this semester. instruction to increase the (5/6/2022). My students participate in occurrence of on-the-spot, reflection polls and work during Evidence in-lesson assistance. lessons. After submissions, (9/20/21) Students: The large majority many reach out by phone or of my students engage and email for additional support in participate in some form - meeting their specific learning Zoom live lessons, calls, text goals and addressing areas of messages, and/or emails. I need. The majority of my have successfully connected students come to me with with each of my students on questions and concerns for some level to monitor additional support. My students understanding and check for frequently reach out to me for comprehension of content revision and understanding and directions for activities. support (3/30/2023). (5/6/2022) Students are beginning this year with additional understanding and experience using Nearpod in the classroom. Students are entering the classroom understanding how to log in and participate in the activities which engage them Standard 1 CSTP: Engaging and Supporting All Students in Learning using technology and stay actively participating throughout the lesson (10/16/2022).