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 adjust knowledge of students to
the school and/or students. sources to learn about instruction and meet make ongoing
assessments. students and guide individual identified adjustments and
selection of instructional learning needs.12/23 accommodations in
strategies to meet diverse instruction.
Using knowledge of learning needs.
students to engage Students engage in single Students actively utilize a
them in learning Some students may lessons or sequence of Students engage in variety of instructional Students take ownership
engage in learning using lessons that include some learning through the use strategies and of their learning by
instructional strategies adjustments based on of adjustments in technologies in learning choosing from a wide
focused on the class as a assessments. instruction to meet their that ensure equitable range of methods to
whole. 9/19/22 needs. access to the further their learning that
curriculum.12/23 are responsive to their
learning needs.
Due to my large class size, I gather student data I use data from Nearpod Students participate in
my instructional through various ways: Reports, Gradebook, our independent study
strategies are focused on Conducting CBA calls student contact to guide program. Students
the class as a whole. I do (content-based me and plan next steps actively engage with
use the data gathered assessment), welcome for instruction and curriculum through the
from students to provide calls, progress monitoring support. online learning platform
one-on-one support, and meetings, and as well as access
small group support. communication from the During lesson I make resources through our
9/23/22 homeroom teachers and modifications based on Art 6 message board
case managers (IEP & 504 student participation in (Lesson recordings,
plan). class activities. 12/23 portfolio directions, Self-
Paced Nearpods). 4/24
Using this information, I’ll Students utilize a variety
Evidence make modifications such of instructional strategies
as dropping unessential during Live Lessons on
lessons and assignments. Nearpod. As well as the
As well as provide Pearson online classroom
students resources on my and Message Board.
message board such as 4/26/23
alternative portfolio
options, guided
worksheet, and guided
notes.
9/23/22
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.12/23 regarding students’
represented among backgrounds, life knowledge, cultural cultural backgrounds,
students. experiences, and interest backgrounds, life 4/26 prior knowledge, life
Connecting learning
to support student experiences, and interests experiences, and
to students’ prior
learning. 9/19/22 to connect to student interests.
knowledge,
learning.
backgrounds, life
Students are actively
experiences, and
Some students connect Students make engaged in curriculum, Students can articulate
interests
learning activities to their Students participate in connections between which relates their prior the relevance and impact
own lives. single lessons or curriculum, and their knowledge, experiences, of lessons on their lives
sequences of lessons prior knowledge, and interests within and and society.
related to their interests backgrounds, life across learning activities.
and experiences. . experiences, and
9/19/22 interests.
I try to make connection I use data provided in the I use other ways to Students participate
to students’ prior My Student Page, ST log, learn about my on lesson activities
knowledge, experiences, and gathered through the
and interests during CBA calls. I make
students, interest, on Nearpod that in
LiveLessons. connections to students’ and communities. which they share how
prior knowledge, Some of these include our lessons have an
Some examples include experiences, and interests the “about me” form impact on this lives
relating observational during Live Lessons. that students fail at 4/24
drawing techniques, to
playing video games. Students respond to
the beginning of the
questions on Nearpod and school year. I also
Drawing superheroes to during CBA a call in which incorporate sharing
Evidence learn break down human that make connection to activities on padlet
anatomy for drawing. prior knowledge, life and polls 12/23
9/23/22 experiences, and their 4/24
interest.
12/23
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. family and community. instruction to engage subject matter
Connecting subject 9/19/22 4/26/23 students in relating to instruction4/24
matter to subject matter. 12/23
meaningful, real-life Students routinely
contexts Some students relate Students make use of Students utilize real-life Students actively engage integrate subject matter
subject matter to real-life. real-life connections connections regularly to in making and using real- into their own thinking
provided in single lessons develop understandings life connections to subject and make relevant
or sequence of lessons to of subject matter. matter to extend their applications of subject
support understanding of 4/26/23 understanding. matter during learning
subject matter. 9/19/22 activities.

I try to make connections During my art lessons I I plan and share real
between our content and will share about personal world application of art Through collaboration
real life. I will introduce experiences (when concepts and techniques. boards, open ended
students to real life artist appropriate to the I use my own artistic questions, and drawing
and art careers. As well as lessons) to relate to the experience as an example. activities students engage
share examples from the students. in making connections
community. and real life context
Students are asked Through collaboration during our art
Sometimes I will have questions in which they boards students engage instruction. Some lesson
students share where can relate their real life in sharing their personal examples include Art
they have seen a experiences to the experiences. Students conservation/art
particular form of art in content of the lessons. can read others museum roles,
Evidence their community. The 4/26/23 responses. Though Community Art, Cultural
content in our Pearson compliant students are Art. 4/24
online classroom able to connect with
platform, facilitates these other students and
connections as well. provide their input.
9/23/22 12/23
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
Using a variety of lessons to meet students’ ongoing instruction to meet students’ diverse needs.
instructional diverse learning needs. meet students’ diverse learning needs.
strategies, resources, 9/19/22 learning needs.
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. 9/19/22 4/26/23 technologies to meet their successfully advance their
12/23 individual students learning.
needs.
Evidence I currently use a My presentation slides When I create my lessons, I utilize an extensive
combination of strategies are created on Nearpod. I integrate a broad range repetoire of strategies
and resources that have Nearpod allows me to of strategies, resources to during my art lessons. I
been provided by my enhance my presentation meet students diverse include various activities
school and have learned by adding interactive learning needs. Some available on Nearpod for
from colleagues. slides for students to examples include using students to engage with.
engage with my lesson. open-ended questions to Our art 6 message board
Some examples include Tools used include “Draw give students time to holds a wide range of
using Nearpod to present It” tool, collaborative think of the response resources for students to
PowerPoint lessons. I use boards, open ended then proceed with a class access 24/7.
Nearpod activities to questions, video, drag and discussion. I use
increase student drop, and more. scaffolding, and I level Students take
participation, some questions to engage responsibility for utilizing
include open-ended During Lessons students students in critical all resources that have
questions, quiz/poll for complete interactive thinking. Collaboration been provided to them
checks for understanding, activities on their boards for class/group through our curriculum
collaboration, and computer. Students are activities. 12/23 (OLS) and message board.
drawing boards. provided Self-pace to 4/24
review the lesson at their
On Zoom students will own pace and when
also use raise hand tool, needed.
reactions, and chat. 12/23

This school year I have

students who are hard of
Standard 1 CSTP: Engaging and Supporting All Students in Learning
hearing, so I use closed
captioning for lessons
and recordings. I
download copies of
captions to webmail to
students. 9/23/22

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
critically. 9/19/22 content. reflecting on multiple problems.
Promoting critical
perspectives.
thinking though
inquiry, problem
Some students respond to Students respond to Students respond to Students pose problems Students pose and
solving, and
questions regarding facts varied questions or tasks questions and problems and construct questions answer a wide-range of
reflection
and comprehension. designed to promote posed by the teacher and of their own to support complex questions and
comprehension and begin to pose and solve inquiries into content. problems, reflect, and
critical thinking in single problems of their own 4/26 communicate
lessons or a sequence of related to the content. understandings based on
lessons. 9/19/22 4/26/23 in depth analysis of
12/23 content learning.
Currently as we are In portfolio assignments In my lessons, I try to
starting the year, In my students are asked to provide plenty of
lessons I will often reflect on their art opportunities to help
include questions where making process by students engage in critical
the students are recalling providing their steps, thinking. I plan, high-level
information. As we dive critiquing their work, and questions, and provide
deeper into our content how they can improve scaffolding. I use
this semester students their work. 4/26/23 resources such as Costa’s
will have questions where level of questioning to
Evidence they are asked to Throughout the lesson help me develop
interpret artwork (Look students engage in questions that will engage
for meaning or message), critical, thinking by students in critical
judge and artworks participating in multiple thinking.
success, as well as activities on Nearpod. 4/26
suggest how an artwork 12/23
can be improved Through nearpod
(critique). activities, such as
collaborate boards, open,
Currently students ended questions, and the
Standard 1 CSTP: Engaging and Supporting All Students in Learning
respond to questions classroom chat. Students
through class discussion, pose problems, and
and Nearpod activities. questions regarding
9/24/22 portfolios or lesson
content. Students support
each other through
problem solving. 4/24

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
9/19/22 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. 9/19/22 activities. 4/26/23 teacher guidance to meet teacher that informs
their needs during adjustments in
instruction. instruction. 4/24
I respond to student I use teacher view on During the lesson use Students monitor their
questions either made on Nearpod to monitor my Nearpod on teacher view, progress in class their
the microphone or in student’s participation this allows me to see responses to Nearpod
chat. I try to clarify and engagement. I can student responses as they activities, like “Time to
information within my redirect the students who engage in learning Climb” that has a visual
lesson as well as or off task and guide the activities during the representation students
instruction found in the student who may need lesson. I use student use when study for
online content. Students mor support. 4/26/23 responses as a guide and quizzes. ST make
usually receive assistance adjust throughout my adjustments as they
individually during one- lesson. I provide students, participate.
Evidence on-one individual and group
appointment/calls, or if assistance when needed. I use student results to
they are called into small make adjustments during
groups. 9/24/22 Throughout the lesson the lesson. 4/24
students share their level
of understanding through
the chat, Nearpod,
activities, or on the
microphone. Students
will ask for help or
Standard 1 CSTP: Engaging and Supporting All Students in Learning
support when needed.
Students who do not
attend, live lessons and
will often book one on
one appointment for
support. 12/3