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. 4/23/23. instruction.
learning needs. 9/17/22 11/7/23
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. 9/17/22 needs. technologies in learning further their learning that
that ensure equitable are responsive to their
access to the curriculum learning needs. 11/7/23
4/23/23.
Based on student I use data from our I use data from multiple My students take
assessment data from school-wide platform, measures, such as SIS ownership of their
informal, formal, and Pathways Student (Student Information learning by having
school-wide assessments, Information System System), PPEP (Pathways multiple choices for
I provide adjustments in (PSIS), to access student Personalized Educational projects, assessments,
instructional strategies demographic Program), Illuminate, and modalities of
and curriculum to meet information, statewide NWEA, PFT (Physical learning. In particular, my
my students’ individual assessments, and special Fitness) testing, ELPAC use of choice boards with
needs. I have the freedom programs information. I testing, formative and my students allows them
to adjust the school-wide also use information from summative assessments to take ownership,
curriculum based on my our Pathways to make targeted provides them with
students’ assessment data Personalized Educational adjustments to autonomy, and allows for
to make target changes to Program (PPEP) meetings instruction. These data more differentiation to be
Evidence
individual lessons or with the school Learning sources allow me to incorporated. 11/7/23
sequences of lessons. Lead (administrator) and determine what areas I
9/17/22 our school counselor to need to support each
determine target student in. 4/23/23
instructional strategies to
meet students’ diverse I provide my students
needs. 9/17/22 with a robust education
that utilizes a variety of
instructional strategies
and technologies, such as
our online curriculum,
Desmos, Achieve 3000,
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Clever, Moby Max, Z-
Space, 3D printer, and
other online platforms
that ensure student
equitable access to the
curriculum. Providing my
students with a wide
variety of technological
applications ensures my
students are developing
21st century skills.
4/23/23

I continue to use data

from multiple different
measures, such as SIS
(Student Information
System), PPEP (Pathways
Personalized Educational
Program), Illuminate,
NWEA, PFT (Physical
Fitness) testing, ELPAC
testing, formative and
summative assessments
to make targeted
adjustments to
instruction. I have also
been accessing data
through Achieve 3000,
BrainPop, and summative
SBA assessments. These
data sources allow me to
determine what areas I
need to support each
student in. 11/7/23
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.2 Emerging Exploring Applying Integrating Innovating
Develops awareness of Uses gathered Uses school resources and Integrates broad Develops and
prior knowledge, culture, information about family contacts to expand knowledge of students systematically uses
backgrounds, life students’ prior understanding of and their communities to extensive information
experiences, and interests knowledge, cultural students’ prior inform instruction. regarding students’
represented among backgrounds, life knowledge, cultural 11/7/23 cultural backgrounds,
students. experiences, and interest backgrounds, life prior knowledge, life
Connecting learning to support student experiences, and interests experiences, and
to students’ prior learning. to connect to student interests.
knowledge, learning. 9/17/22 ;
backgrounds, life 4/23/23
experiences, and Some students connect Students participate in Students can articulate
interests learning activities to their single lessons or Students make Students are actively the relevance and impact
own lives. sequences of lessons connections between engaged in curriculum, of lessons on their lives
related to their interests curriculum, and their which relates their prior and society.
and experiences. 9/17/22 prior knowledge, knowledge, experiences,
backgrounds, life and interests within and
experiences, and across learning activities.
interests. 4/23/23 11/7/23
I make targeted I use our school’s I have been tapping into
adjustments to our PSIS platform, special my students’ community
knowledge and
school curriculum to programs data, IEP experiences in our service
help my students case managers, and learning courses. As
relate more to their counselors to further students engage in service
learning by providing understand my learning, I have been able
options, choices, and students’ unique to gather information
about the cultural and
encouraging student backgrounds to help social makeup of the
voice. Many writing inform instruction. I community. This has
topics can be also frequently allowed me to provide
Evidence
adjusted to directly communicate with more culturally relevant
relate to my students’ families during the and sensitive examples in
my instruction to allow all
interests and enrollment process students to connect to the
experiences. 9/17/22 and throughout the content. 11/7/23
program to learn how
I can best suite their
student’s needs. My students are actively
engaged in the curriculum
9/17/22
because I always help
students make
I have continued to use a
Standard 1 CSTP: Engaging and Supporting All Students in Learning
variety of sources and connections between
contacts to help make content and their
learning more connected personal lives, to help
and meaningful for my with engagement. For
students. I have started to essays, I allow students to
better use our Naviance choose any topic that
surveys to learn more connects to their prior
about my students’ knowledge, experiences,
unique backgrounds to and interests. 11/7/23
better connect them to
the content. 4/23/23

I have also begun to help

my students make these
connections between
themselves and the
content through specific
assignments that require
students to reflect, apply,
and critically think about
how the content relates to
them and the real world. I
have found success
implementing these
learning activities in both
social science and science
courses. 4/23/23
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.3 Emerging Exploring Applying Integrating Innovating
Uses real-life connections Explore using additional Integrates connections Integrates connections to Engages student in
during instruction as real-life connections to from subject matter to meaningful, real-life actively making
identified to curriculum. 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. 9/17/22 ; family and community. instruction to engage subject matter
4/23/23 11/7/23 students in relating to instruction.
Connecting subject
subject matter.
matter to
meaningful, real-life
Some students relate Students actively engage Students routinely
contexts
subject matter to real-life. Students make use of Students utilize real-life in making and using real- integrate subject matter
real-life connections connections regularly to life connections to subject into their own thinking
provided in single lessons develop understandings matter to extend their and make relevant
or sequence of lessons to of subject matter. understanding. applications of subject
support understanding of 11/7/23 matter during learning
subject matter. 9/17/22 ; activities.
4/23/23
In addition to our
curricular focus on I do a strong job of
individuality, I seek integrating real-world
contexts into the
additional curriculum, in particular
opportunities for my for math. I help my
students to integrate students see how math
their personal lives content can be connected
into their learning. to their personal lives and
real-world situations,
Conversations with increasing
students regarding comprehension and
Evidence their real-life engagement. 11/7/23
connections help to
increase student My students are required
to complete reflections
voice in their and summaries about
learning as they how the content connects
apply these to the real world. My
experiences to their students are able to
learning. 9/17/22 identify how their
learning is applied to the
real world, deepening
I have continued to help
content connections in
Standard 1 CSTP: Engaging and Supporting All Students in Learning
my students make real- math and history in
life connections in subject particular. My students
matter through reflection have mentioned that
assignments, essays, and these connections help
mini projects that require increase their
students to apply their comprehension and
new learning to real- interests. 11/7/23
world contexts. I have
found this particularly
helpful in math courses,
where students complete
performance tasks that
relate to the real-world
and the content. 4/23/23

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. 11/7/23
strategies, resources, 9/17/22 learning needs. 4/23/23
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. 9/17/22 4/23/23 technologies to meet their successfully advance their
individual students learning.
needs. 11/7/23
My targeted I have improved in my
adjustments to the ability to inform I have increased my skills
instruction through a in integrating technology
curriculum include critical lens that into the classroom to
Evidence providing additional incorporates culturally meet students’ needs. In
supports and responsive pedagogy and particular, I have been
resources, resources. In particular, using the 3D printer, the
individualized each course has some Z-space, VR headsets, and
element in which NearPod with my
Standard 1 CSTP: Engaging and Supporting All Students in Learning
approaches, and students are required to students to help engage
different look at different them and demonstrate
perspectives, provide learning in a different
technologies to meet counterarguments, and manner. 11/7/23
students’ needs. I research different
value students’ input cultures. My students My students effectively
in what they feel they seem to participate well engage with technology
need to be successful with these activities as resources to meet their
there are a plethora of individual learning needs.
to make personal resources and tools that I provide my students
connections to their guide students through with choices in their
learning. 9/17/22 this process. 4/23/23 technological tools, based
on their interests and
strengths. 11/7/23

Element 1.5 Emerging Exploring Applying Integrating Innovating

Asks questions that focus Includes questions in Guide students to think Supports students to Facilitates systematic
on factual knowledge and single lessons or a critically through use of initiate critical thinking opportunities for student
comprehension. sequence of lessons that questioning strategies, through independently to apply critical thinking
require students to recall, posing/solving problems, developing questions, by designing structured
interpret, and think and reflection on issues in posing problems and inquiries into complex
Promoting critical critically. content. 9/17/22 reflecting on multiple problems.
thinking though perspectives. 4/23/23;
inquiry, problem 11/7/23
solving, and Some students respond to Students respond to Students respond to Students pose and answer
reflection questions regarding facts varied questions or tasks questions and problems Students pose problems a wide-range of complex
and comprehension. designed to promote posed by the teacher and and construct questions questions and problems,
comprehension and begin to pose and solve of their own to support reflect, and communicate
critical thinking in single problems of their own inquiries into content. understandings based on
lessons or a sequence of related to the content. 4/23/23; 11/7/23 in depth analysis of
lessons. 9/17/22 content learning.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Our curriculum is In each course, students
designed to provide are required to develop
questions, pose problems,
stimulating and reflect on
questions, solve real- perspectives. In
world problems particular, our social
through project- science and science
based learning courses involve students
in multiple projects in
opportunities, and which they have to
reflect constantly conduct research and
throughout all create a product. Students
processes and are required to formulate
products. My their own questions and
responses based on this
adjustment of these content, while
questions and representing their
problems help to learning through creative
Evidence
direct students products. 4/23/23
toward posing their
I continue to provide my
own questions and
students with
hypotheses. 9/17/22 opportunities to pose
questions and problems,
look at multiple
perspectives, and
construct inquiry into
their learning. In our
science and history
classes, students are
required to create
hypotheses, collect data,
analyze data, create
arguments, and solve
real-world issues.
11/7/23

Element 1.6 Emerging Exploring Applying Integrating Innovating

Monitoring student Implements lessons Seeks to clarify Makes ongoing Adjusts strategies during Makes adjustments to
learning and following curriculum instruction and learning adjustments to instruction based on the extend learning
adjusting instruction guidelines. activities to support instruction based on ongoing monitoring of opportunities and provide
while teaching. student understanding. observation of student individual student needs assistance to students in
Standard 1 CSTP: Engaging and Supporting All Students in Learning
engagement and regular for assistance, support, or mastering the concepts
checks for understanding. challenge. 4/23/23 flexibly and effectively.
9/17/22 11/7/23

Some students receive Students receive Students are able to Students monitor their
individual assistance assistance individually or Students successfully articulate their level of progress in learning and
during instruction. in small groups during participate and stay understanding and use provide information to
instruction. 9/17/22 engaged in learning teacher guidance to meet teacher that informs
activities. their needs during adjustments in
instruction. instruction. 4/23/23;
11/7/23
Evidence The nature of our Based on student I have made dramatic I have begun having my
school supports both participation and improvement in making students engage in self-
on-going adjustments in reflection and self-
small group and formative instruction to provide assessment of their
individualized assessment data, I students with the learning each day through
instruction. I hold make in-the-moment necessary supports that exit ticket slips and
small group tutoring targeted adjustments they require. For frequent check-ins. My
sessions in a hybrid to instruction to meet example, I have been students’ responses
improving on having a provide me with
format to meet my my students’ needs. I repertoire of strategies information as to how I
students’ needs. I frequently engage my available at my disposal can effectively adjust
also instruction students in checks to make immediate instruction to help
students individually for understanding to adjustments to students achieve their
in-person and determine what instruction if necessary. goals. 4/23/23
4/23/23
virtually to provide adjustments to either
guidance and instruction or My students can extend
learning opportunities in
assistance. 9/17/22 motivational all projects by completing
approaches need to the extension activities
be made. 9/17/22 and the above standard
activities that makeup our
honors courses. My
students can choose how
they want to extend their
learning through choice
boards, increasing
engagement and
motivation. 11/7/23.

I continue to provide my
students with
opportunities to engage
Standard 1 CSTP: Engaging and Supporting All Students in Learning
in self-reflection through
Google Forms, exit tickets,
Menti, and other tools. My
students have found it
useful to be able to self-
assess their progress to
influence their daily and
weekly goals. 11/7/23.