Standard 1 CSTP: Engaging and Supporting All Students in Learning

Element 1.1 Emerging Exploring Applying Integrating Innovating

Learns about students Gathers additional Uses data from a Uses data from multiple Uses comprehensive knowledge of
through data data to learn about variety of formal and measures to make students to make ongoing adjustments
provided by the individual students. informal sources to adjustments to instruction and accommodations in instruction.
school and/or learn about students and meet individual
assessments. and guide selection of identified learning needs.
Using knowledge instructional strategies Students take ownership of their
of students to to meet diverse learning by choosing from a wide range
engage them in learning needs. Students actively utilize a of methods to further their learning
learning Students engage in variety of instructional that are responsive to their learning
Some students may single lessons or Students engage in strategies and needs. 3/10/24
engage in learning sequence of lessons learning through the technologies in learning
using instructional that include some use of adjustments in that ensure equitable
strategies focused on adjustments based on instruction to meet access to the curriculum.
the class as a whole. assessments their needs.9/16/23
Evidence Before the first day of Welcome calls are made before the first
school, I meet with day of school and parents are invited to
every family over attend a one-on-one zoom meeting with
Zoom. This is just a ‘get the teacher. A beginning of the year
to know you” time google form is sent out to get to better
where I am able to know students and their families. Data
actively learn about the collections are done 3 times a year in
student and their various forms: synchronous and
family. asynchronous assessment methods,
Data is collected 3 parent/student survey interest forms
times a year; beginning, for program
middle, and end engagement. Student observations from
through both daily live class sessions, and formative
synchronous and assessments are used to adjust and
asynchronous support accommodations in instruction
assessment methods. as well as weekly drop-in time for
Our school standards students or their parents to meet and
are use of i-Ready for support learning needs. 3/10/24
reading and math, and
Raz plus through
Reading A-Z. Based on
the data that is collect
from these assessments
I will then individually
assess students who fall
1 or more grade levels
behind in math and/or
reading. This is through
running records, and a
Standard 1 CSTP: Engaging and Supporting All Students in Learning
school standard math
assessment.
Additionally, I send a
Google form out to
determine students
learning strengths,
weaknesses, hobbies,
and learning
styles/preferences to
help cater lessons
specifically to their
needs. 9/16/23
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 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.9/16/23
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.7/16/23 backgrounds, life and interests within and
experiences, and across learning activities.
interests.9/16/23 3/10/24
Evidence I use a google form at the Various methods are
beginning of the year for used for student
families to fill out to help engagement that follow
me understand cultural Capturing Kids Hearts
backgrounds, life principals such as "tell me
experiences, and something good", class
interests. This same form contracts, sharing, and
helps me to understand teacher time before and
attitudes towards after class. All of this data
education and previous is documented for future
school experience. Then I use to activate prior
spend 15-20 minutes knowledge and build
after class daily talking lessons that make
with students about meaningful connections
“them”. This helps me to the content such as a
drive connections to Minecraft lesson on area
content to help inform and perimeter where
instruction. The first few students were able to use
minutes of class is also their favorite character
used whole group for from the game.
Capturing Kids Hearts, Additionally, building
this is an opportunity for community and common
students to share in turn interest by allowing
giving me an opportunity students to share
to activate prior usernames. 3/10/24
knowledge within our
Standard 1 CSTP: Engaging and Supporting All Students in Learning
lessons. 9/16/23
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.7/16/23 family and community. instruction to engage subject matter
Connecting subject students in relating to instruction. 3/10-/24
matter to subject matter. 9/16/23
meaningful, real-life
contexts Some students relate Students make use of Students utilize real-life Students actively engage Students routinely
subject matter to real-life. real-life connections connections regularly to in making and using real- integrate subject matter
provided in single lessons develop understandings life connections to subject into their own thinking
or sequence of lessons to of subject matter. matter to extend their and make relevant
support understanding of 9/16/23 understanding 3/10/24. applications of subject
subject matter.7/16/23 matter during learning
activities.
I believe that while we My students come from Project based
are in the moment of a very diverse backgrounds learning has given
lesson/instruction due to the nature of our students an
students are able to make online learning opportunity to make real
real world connections to environment. I try and world, everyday
content and they are able connect every lesson to a connections to our lesson
to apply ideas to family meaningful real-world content. Students are
and community. experience and how they actively engaging in this
However, when left to would actively need or form of learning and due
Evidence work independently I find use skills they are it its naturally
that they struggle to acquiring. We spend time differentiated format it
utilize and apply these apply math skills to leads to a learning
concepts. 9/16/23 cooking, shopping, and extension at all levels of
budgeting for the home. need.
Career exploration and 3/10/24
opportunities to build
and apply individualized
talents. 9/16/23
3/10/24

Element 1.4 Emerging Exploring Applying Integrating Innovating

Using a variety of Uses instructional Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of
instructional strategies, resources, and instructional strategies, strategies including integrates a broad range an extensive repertoire of
strategies, resources, technologies as provided resources, and culturally responsive of strategies, resources, strategies, resources, and
Standard 1 CSTP: Engaging and Supporting All Students in Learning
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.
diverse learning needs. meet students’ diverse learning needs.
7/16/23 learning needs.
and technologies to
meet students’ Some students participate Students participate in Students participate in Students actively engage Students take
diverse learning in instructional strategies, single lessons or instruction using in instruction and make responsibilities for using
needs using resources and sequence of lessons strategies, resources, and use of a variety of a wide range of strategies,
technologies provided. related to their interests technologies matched to targeted strategies, resources, and
and experiences. their learning needs. resources, and technologies that
9/16/23 technologies to meet their successfully advance their
individual students learning.
needs. 3/10/24
Our school is 100 percent Due to the nature of a 100
online. Due to the unique percent online school
nature of our school I instructional strategies
have learned to be are vast. To keep students
creative with engaged I use Classkick,
instructional strategies. I Blooket, Mentimeter,
use a combination of Kahoot, Liive Class for
whole group lecture Zoom, Google platforms,
discussion, partner and and break out rooms
small groups in breakout within Live Class. One if
rooms within zoom. not all of these can be
Groupings are strategic. I seen in a daily lesson.
also make use of Students have a class
Evidence technology tools and website filled with
games to support varying supports, such as
individual need. When it portfolio explanations,
comes to more traditional Padlet resources, choice
brick and mortar tools, I boards, graphic
send students links to organizers, and reading
print and add documents logs all designed to
to google slides to help support every students
students further unique need. 3/10/24
understanding for
example a graphic
organizer and reading
logs. 9/16/23

Element 1.5 Emerging Exploring Applying Integrating Innovating

Promoting critical Asks questions that focus Includes questions in Guide students to think Supports students to Facilitates systematic
Standard 1 CSTP: Engaging and Supporting All Students in Learning
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. 9/16/23 content. reflecting on multiple problems.
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 3/10/24 communicate
lessons or a sequence of related to the content. understandings based on
lessons. 9/16/23 in depth analysis of
content learning.
This is an area that I need STEAM, Passion Projects,
to improve on. Our Live English Language Arts,
Class structure allows for and Math all follow an
very limited time. I find inquiry cycle. Students
that I am more focused on are presented with lesson
delivering meaningful content in a way that
content that driving initiates critical thinking
critical thinking. I will ask and reflection. Students
1 or 2 questions per are then tasked with
lesson but I know due to questioning strategies to
time constraints I do not initiate conversations to
allow for enough wait support further inquiry.
Evidence time and reflection. 3/10/24
Rubrics are used and
feedback is given but I
could improve on high
level questioning
strategies. 9/16/23

Element 1.6 Emerging Exploring Applying Integrating Innovating

Monitoring student Implements lessons Seeks to clarify Makes ongoing Adjusts strategies during Makes adjustments to
Standard 1 CSTP: Engaging and Supporting All Students in Learning
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
9/16/23 engagement and regular for assistance, support, or students in mastering the
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.9/16/23 activities. teacher guidance to meet teacher that informs
their needs during adjustments in
instruction. 3/10/24 instruction.
I build on my lessons to Differentiated
expand understanding. intervention groups,
Due to the limited time spiral review, number
available for lessons I find talks, project-based
that I do rush through learning, inquiry cycles,
wait times. Every day Socratic seminars, exit
starts with a spiral review tickets, choice boards,
to check for digital games, and
understanding and the literature circles are all
end of every lesson has components used to
some form of exit ticket monitor and adjust
or check for student learning at
Evidence understanding. These various levels of need
assessments drive overall within the classroom.
instruction. I have to be These
very careful with the formative assessments
student who need allow for constant
additional support in our monitoring, flexibility,
zoom calls as it can and give the students the
highlight specific need. ability to demonstrate
For these students I reach mastery in a format that
out independently for best suits individual
tailored supports. needs.
9/16/23 3/10/24