Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.1 Emerging Exploring
Learns about students Gathers additional data to
through data provided by learn about individual
the school and/or students.
assessments.
Using knowledge of
students to engage
Some students may Students engage in single
them in learning
engage in learning using lessons or sequence of
instructional strategies lessons that include some
focused on the class as a adjustments based on
whole. assessments.9/28/17
I conducted the
project-based activities to
guide and help students in
exploring their logic
thinking and critical
thinking. It was engaging
while working on those
project-based activities
based on the feedback
(exit tickets) I collected
daily before the end of the
class. 9/28/17
Evidence
Applying
Uses data from a variety of
formal and informal
sources to learn about
students and guide
selection of instructional
strategies to meet diverse
learning needs.9/28/17
Student engage in learning
through the use of
adjustments in instruction
to meet their
needs.5/6/18
I asked three questions every
day in the end of the class on
my Google Form. 1. What
have you learned today? 2.
What’s something positive
about today’s lesson 3. What
do you want to know more on
the next lesson. And I review
their feedback daily to adjust
my future lessons to best
address all students’ needs in
learning. 9/28/17
Based on the feedback and
the reflections from the
students during the exit ticket
or mid-term/ final
self-reflection paper, students
were able to relate more to
the content and understood
the application with the
hands-on project-based
learning activities we did in
class. 5.6.18
Integrating
Uses data from multiple
measures to make
adjustments to instruction
and meet individual
identified learning
needs.5/6/18
Students actively utilize a
variety of instructional
strategies and
technologies in learning
that ensure equitable
access to the curriculum.
I implemented the
feedback from exit tickets
to plan my future lessons.
Also, I apply multisensory
tools in my lesson
planning to best assist
students with all types of
learning styles. 5.6.18
Innovating
Uses comprehensive
knowledge of students to
make ongoing
adjustments and
accommodations in
instruction.10/26/18
4/20/19
Students take ownership
of their learning by
choosing from a wide
range of methods to
further their learning that
are responsive to their
learning needs.
Our math department
uses group emails in
communicating to utilize
group processes to help
colleagues work
collaboratively to solve
problems, make decisions,
manage conflict, and
promote meaningful
change. 4/20/19 
I use visual patterns to
create learning
opportunities that
challenge students to use
a design process and
computational thinking to
innovate and solve
problems.10/26/18
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.2 Emerging
Develops awareness of
prior knowledge, culture,
backgrounds, life
experiences, and interests
represented among
students.10/26/18
Connecting learning
to students’ prior
knowledge,
backgrounds, life
experiences, and
Some students connect
interests
learning activities to their
own lives.
I use Google Calendar
Appointment Center to
create, adapt and
personalize learning
experiences that foster
independent learning and
accommodate learner
differences and needs.
10/26/18
Evidence
Exploring
Uses gathered
information about
students’ prior
knowledge, cultural
backgrounds, life
experiences, and interest
to support student
learning.9/28/17 ​5/6/18
Students participate in
single lessons or
sequences of lessons
related to their interests
and experiences.9/28/17
On the first day of the class, I
always conducted an activity
in knowing each other. It
goes like this. Students need
to draw anything they want
in reflecting what’s their
relationship between “Math
and I.” Later they need to
share with each other and
present their drawing with
explanations with others. As
a result, I gained knowledge
in students’ background and
their prior relationship with
math. 9/28/17
I collected students’ goals on
the first day and try to group
them accordingly. Also, I
tried to bring up some
applicable information to
match with each student’s
goal and try to make it
relative to the lessons we
learn in class. 5/6/18
Applying Integrating Innovating
Uses school resources and Integrates broad Develops and
family contacts to expand knowledge of students systematically uses
understanding of and their communities to extensive information
students’ prior inform instruction. regarding students’
knowledge, cultural cultural backgrounds,
backgrounds, life prior knowledge, life
experiences, and interests experiences, and
to connect to student interests.
learning.4/20/19
Students make Students are actively Students can articulate
connections between engaged in curriculum, the relevance and impact
curriculum, and their which relates their prior of lessons on their lives
prior knowledge, knowledge, experiences, and society.
backgrounds, life and interests within and
experiences, and across learning activities.
interests. 5/6/18
As NBPTS Proposition 1
described: Teachers are
committed to students and
their learning, we have
department meetings
regularly to discuss and
better our teaching practices
in collaborating and
communicating with each
other, the most recent one
just happened in April 2019
TAS ABE/ASE Department
Meeting (Math)​ 4/20/19 
During the debrief phase of
each lesson, usually it’s
toward the closure of the
lesson, I make connections to
the current, past lessons and
the activities that we did in
class and try to add on the
rationale to connect to the
concept’s prior knowledge
and background information.
5/6/18
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.10/26/18 family and community. instruction to engage subject matter
Connecting subject 9/28/17 students in relating to instruction.
matter to subject matter. 5/6/18
meaningful, real-life 4/20/19
contexts Some students relate Students make use of Students routinely
subject matter to real-life. real-life connections Students utilize real-life Students actively engage integrate subject matter
provided in single lessons connections regularly to in making and using into their own thinking
or sequence of lessons to develop understandings real-life connections to and make relevant
support understanding of of subject matter. subject matter to extend applications of subject
subject matter. 9/28/17 their understanding. matter during learning
5/6/18 activities.
I use Google Slides and The project-based I attended and learn from
students’ presentations as activities including step 2014-2017 STEAM​ and
collaborative tools to counting and pattern 2016-2019 CUE​ conference
to facilitates the analysis of
expand students' finding or even origami
student learning data,
authentic, real-world was designed as real-life collaborative interpretation
learning experiences by related problems. Based of results, and application of
engaging virtually with on what students’ work in findings to improve teaching
experts, teams and a collaborated way, I saw and learning. 4/20/19
students, locally and students’ growth in The new activities such as
globally. 10/26/18 applying their prior the visual pattern and tile
problems are all
knowledge in those
project-based activities that
activities. And because allow students work on a
Evidence their relaxed stress level I series of content enriched
observed during the tasks and be able to connect
activities, I concluded that from solid concept to
students started to enjoy abstract. As a result,
working on the activities I students are actively
engaged to the project-based
put together. Finally, I
activities and are exposed to
debriefed the meaning of the connections to the
the activities in the end. real-life applications and
9/28/17 prior knowledge. 5/6/18
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 o​f an
strategies, resources, and instructional strategies, strategies including integrates a broad range of extensive repertoire of
technologies as provided resources, and culturally responsive strategies, resources, and strategies, resources, and
technologies into instruction technologies to meet
by school and/or district. technologies in single pedagogy, resources, and
designed to meet students’ students’ diverse learning
Using a variety of lessons or sequence of technologies during diverse learning needs. needs.5/6/18​4/20/19
instructional lessons to meet students’ ongoing instruction to 9/28/17
strategies, resources, diverse learning meet students’ diverse
and technologies to needs.10/26/18 learning needs.
meet students’ Students actively engage in Students take
diverse learning Some students participate Students participate in instruction and make use of responsibilities for using a
a variety of targeted wide range of strategies,
needs in instructional strategies, Students participate in instruction using
strategies, resources, and resources, and technologies
using resources and single lessons or strategies, resources, and technologies to meet their that successfully advance
technologies provided. sequence of lessons technologies matched to individual students needs. their learning.5/6/18
related to their interests their learning needs. 9/28/17
and experiences.
I use Google Calendar I applied technology in I attended and learn from
Appointment Center to my lessons. For example, I 2014-2017 STEAM​ and
2016-2019 CUE​ conference to
create, adapt and embedded Kahoot and facilitates the analysis of student
personalize learning Quizizz’s activities in my learning data, collaborative
experiences that foster lessons in approaching to interpretation of results, and
independent learning and multisensory learning application of findings to
improve teaching and learning.
accommodate learner styles that my students 4/20/19
differences and needs. possess. In addition, I use I combine and refine my
10/26/18 web based EdReady activities all the time, and I have
application from NROC developed a sequence of
activities that align with the
association to best help
content learning objectives
each students progress in which would help students
their own individual make perfect sense in its
Evidence learning pathway. In the connections.
meantime, I am the For example, I start the linear
equation unit lessons with a
facilitator and the hands-on visual pattern and
guidance to assist all then use the Desmos polygraph
students in the process of logic training game to help
completing their EdReady students describe its logic in
words, and then I go back to the
assignments in reaching visual pattern and ask students
for the goal I assigned in to continue creating a general
the class. 9/28/17 “rule” and then graph on the
grid paper. Finally, I bring
students back to Desmos
graphing calculator and ask
students to experience and
summarize the changes and the
results of the linear equations.
5/6/18
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
on factual knowledge and single lessons or a
comprehension. sequence of lessons that
require students to recall,
interpret, and think
critically.
Promoting critical
thinking through
inquiry, problem
Some students respond to Students respond to
solving, and
questions regarding facts varied questions or tasks
reflection
and comprehension. designed to promote
comprehension and
critical thinking in single
lessons or a sequence of
lessons.
Evidence
Guide students to think
critically through use of
questioning strategies,
posing/solving problems,
and reflection on issues in
content.9/28/17
10/26/18
Students respond to
questions and problems
posed by the teacher and
begin to pose and solve
problems of their own
related to the
content.9/28/17
I design module packets on
Google Doc that align with
content area standards and align
with its digital tools and
resources on NROC to maximize
active, deep learning.10/26/18
I was fortunate enough to have a
block schedule, which means
that I have 3.5 hrs of
instructional time every class.
As a result, I oftentimes conduct
project-based activities in
hoping to train and develop
students’ critical thinking and
problem-solving skills. I
purposely gave students TIME
to work on the problem
collaboratively in wishing they
could pick up the knowledge
from each other and start to
promote their independent
thinking. Also, I ended each
activity with the debrief that I
wish the objectives students
could take away from these
activities. 9/28/17
Supports students to Facilitates systematic
initiate critical thinking opportunities for student
through independently to apply critical thinking
developing questions, by designing structured
posing problems and inquiries into complex
reflecting on multiple problems.4/20/19
perspectives. 5/6/18
Students pose problems Students pose and answer
and construct questions a wide-range of complex
of their own to support questions and problems,
inquiries into content. reflect, and communicate
5/6/18 understandings based on
in depth analysis of
content learning.
Help students initiate I promoting professional
questioning the problem learning for continuous
has always been my improvement by
teaching goal and been in participating ​2019 CCAE
my mind when I design to learn and Uses
my lessons and post my information about adult
problems in front of the learning to respond to the
classroom. Luckily diverse learning needs of
students start to question colleagues by identifying,
and analyze the problems promoting, and
by using critical thinking facilitating varied and
skills they’ve trained differentiated
throughout the series of professional learning.
project-based activities 4/20/19
training such as visual
pattern and
scenario-based problem
solving activities. 5/6/18
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.6 Emerging Exploring
Implements lessons Seeks to clarify
following curriculum instruction and learning
guidelines. activities to support
student understanding.
9/28/17
Monitoring student
learning and
adjusting instruction
while teaching. Some students receive
individual assistance Students receive
during instruction. assistance individually or
in small groups during
instruction. 9/28/17
I had the instruction
written on the
worksheets for most of
the subject mattered
activities I did in my class.
And on the worksheet,
there are the main ideas
and key questions
students should answer. I
usually group students
into groups and
encourage them to work
Evidence together collaboratively.
And I oftentimes walk
around the classroom to
monitor students’
progress and guide them
to find the “answers”
independently if they
asked me questions.
9/28/17
Applying
Makes ongoing
adjustments to
instruction based on
observation of student
engagement and regular
checks for understanding.
5/6/18​ 10/26/18
Students successfully
participate and stay
engaged in learning
activities. 5/6/18
I use Google Forms to design
and implement a variety of
data analysis platform that
accommodate learner needs,
provide timely feedback to
students and inform
instruction. 10/26/18
Based on students’ facial
reaction and the general
body language when they
respond to my questions, I
could now tell whether they
are engaged or not. And
based on the instant
feedback, I modify and
adjust the lesson plan on the
flight as needed to promote
best learning outcomes.
Sometimes I would throw in
some random activities and
competitions to intrigue
students team spirit and
desire to go above and
beyond. 5/6/18
Integrating Innovating
Adjusts strategies during Makes adjustments to
instruction based on the extend learning
ongoing monitoring of opportunities and
individual student needs provide assistance to
for assistance, support, or students in mastering the
challenge. 4/20/19 concepts flexibly and
effectively.
Students are able to Students monitor their
articulate their level of progress in learning and
understanding and use provide information to
teacher guidance to meet teacher that informs
their needs during adjustments in
instruction. instruction.
I Accessing and Using
Research to Improve
Practice and Student
Learning by being a part
of ​2018 CB21 @
Sacramento​ to discuss
and assist Teaches and
supports colleagues to
collect, analyze, and
communicate data from
their classrooms to
improve
teaching and learning.
4/20/19