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. 9/24/20) 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.
students to engage
them in learning Some students may Students engage in single Students 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. needs. (9/24/20) that ensure equitable further their learning that
access to the curriculum. are responsive to their
learning needs.
Evidence Although I am assigning I look through the
formative assessments to students’ engagement
target their learning trackers and folders,
skills, school has only which are updated on a
been in session for one weekly basis by the 7th
month. I am still in the grade team. I also had and
process of implementing currently still have
a variety of formative weekly parent meetings
assessments such as exit for one month. This is
tickets, short quizzes, and time for them to share
discussions to grasp their any important learning
day-to-day curves that would benefit
comprehension level the student. Additionally,
about persuasive writing prior to the beginning of
or The Outsiders. the school year, I had a
Additionally, I am in the Zoom conference with the
process of effectively 6th grade ELA teacher to
placing them in the discuss a meeting called
appropriate breakout “transfer of knowledge,”
rooms to help them which allows them to
progress in a comfortable impart any advice,
learning environment. comments, and warnings
(9/24/20) about every student
currently in 7th grade. I
am able to modify my
lessons based on their
current needs and
accommodations.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
(9/24/20)
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 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. (9/24/20)
backgrounds, life
experiences, and
Some students connect Students participate in Students make Students are actively Students can articulate
interests
learning activities to their single lessons or connections between engaged in curriculum, the relevance and impact
own lives. sequences of lessons curriculum, and their which relates their prior of lessons on their lives
related to their interests prior knowledge, knowledge, experiences, and society.
and experiences. backgrounds, life and interests within and
experiences, and across learning activities.
interests. (9/24/20)

By utilizing the students’

cumulative files, speaking
with teachers from the
previous year, and
meeting with the
education specialist on a
weekly basis, I am able to
connect their learning by
transitioning from
previous lessons from 6th
grade. For example, while
Evidence I teach a lesson in
persuasive writing,
students excitedly state,
“We learned something
like this in Ms. Jill’s class
last year!,” which brings
joy to my heart. This
shows that students are
making the necessary
connections and accessing
their prior knowledge.
(9/24/20)
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 (9/24/20) (9/24/20) students in relating to instruction.
matter to subject matter.
meaningful, real-life
contexts Some students relate Students actively engage Students routinely
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 matter during learning
subject matter. (9/24/20) activities.
In addition to the I am able to learn how the
assignments at hand, I am students feel about 2020
still exploring ways to because of everything
effectively connect the that is currently going on
students’ reading to real- such as the fires, racial
life situations. I have events, and COVID-19.
started to do so through They reach out to speak
the character of Ponyboy to someone on a personal
from The Outsiders and level and I am able to find
ask the students to relate materials such as poems
to personally relate to the or writing prompts that
character. Ponyboy is a helps the students to
Evidence character who questions connect the lessons to
the world he lives in, and real-life events. When it
students are doing the comes to the novel we are
same in 2020. (9/24/20) reading in class, students
are able to connect
lessons to their lives with
themes such as
“stereotypes” and
“equality”. (9/24/20)
Standard 1 CSTP: Engaging and Supporting All Students in Learning
requested The Outsiders comes to comprehension,
(had to find an online reading, and writing.
copy) because it relates to They are able to connect
the students more today. the lessons to their
The school also provides current experiences.
Evidence materials through Lucy Example: Ponyboy’s
Calkins, which I have not feeling of loneliness with
started to use yet. I am how they are feeling with
making it a goal to the quarantine.
implement the lessons by (9/24/20)
October. (9/24/20)
Standard 1 CSTP: Engaging and Supporting All Students in Learning
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. (9/24/20) reflecting on multiple problems.
thinking though perspectives.
inquiry, problem
solving, and Some students respond to Students respond to Students respond to Students pose problems Students pose and answer
reflection questions regarding facts varied questions or tasks questions and problems and construct questions a wide-range of complex
and comprehension. designed to promote posed by the teacher and of their own to support questions and problems,
comprehension and begin to pose and solve inquiries into content. reflect, and communicate
critical thinking in single problems of their own understandings based on
lessons or a sequence of related to the content. in depth analysis of
lessons. (9/24/20) content learning.
Students are
progressively able to
question and respond to
the current scene in the
novel. They are able to
respond to reading
comprehension questions
and prolong a discussion.
It may be about an
eventful chapter or the
development of one
character. The
Evidence discussions at times go on
for too long, which I love,
but I do have to reel them
back in to make sure that
I balance my instructional
time. I am able to find
evidence that the
students understood the
lesson at hand through
exit tickets. (9/24/20)
Standard 1 CSTP: Engaging and Supporting All Students in Learning
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. (9/24/20) activities. teacher guidance to meet teacher that informs
their needs during adjustments in
instruction. instruction.
I am able to clarify my
instructions at the end of
every period, but
sometimes students log
out of Zoom due to Wi-Fi
or technical issues. I am
exploring different ways
to somewhat “reteach”
the lesson, but my office
hours are only 30
minutes on Wednesdays.
Therefore, I have started
Evidence to record my Zoom
lessons and post the
instructional videos into
Google Classroom.
(9/24/20)