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
them in learning Some students may Students engage in single
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.
As students complete
assessments, their scores
are stored in a special
system our school uses
called the AOPR
(Assessment Objective
Performance Report).
These scores show a
student and their family
how they are performing
based on Essential Skills
and Standards.
Evidence Based on students scores,
I identify areas of need to
better suit my
differentiation with one-
on-one calls (these can be
either a single lesson via a
curriculum-based
assessment, or over a
series of calls to monitor
improvement based on
adjusted assessments).
(9/25/18)
Applying Integrating Innovating
Uses data from a variety Uses data from multiple Uses comprehensive
of formal and informal measures to make knowledge of students to
sources to learn about adjustments to make ongoing
students and guide instruction and meet adjustments and
selection of instructional individual identified accommodations in
strategies to meet diverse learning needs. instruction.
learning needs.
Student engage in Students actively utilize a Students take ownership
learning through the use variety of instructional of their learning by
of adjustments in strategies and choosing from a wide
instruction to meet their technologies in learning range of methods to
needs. that ensure equitable further their learning that
access to the curriculum. are responsive to their
learning needs.
I spent more time While we had a bit later
individually and with my start to the schoolyear
PLC using data (quick and have not had as many
checks, exit slips, opportunities for growth
curriculum-based since the end of last
assessment calls, etc.) to semester, my PLC started
modify assignments as the schoolyear reviewing
we went on with our data from last year
lessons. Most notably, we (overall class averages,
used updated data individual unit/portfolio
averages from a portfolio score averages) to help us
assignment to alter one of develop our team-taught
our workshop classes. lessons in a way that
identify problem areas
(5/5/19) sooner and allow us to
have more meaningful 1:1
curriculum-based
assessments with our
students.
(10/20/19)
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.
Connecting learning
to students’ prior
knowledge,
backgrounds, life
experiences, and
Some students connect
interests
learning activities to their
own lives.
Evidence
Exploring Applying
Uses gathered Uses school resources and
information about family contacts to expand
students’ prior understanding of
knowledge, cultural students’ prior
backgrounds, life knowledge, cultural
experiences, and interest backgrounds, life
to support student experiences, and interests
learning. to connect to student
learning.
Students participate in Students make
single lessons or connections between
sequences of lessons curriculum, and their
related to their interests prior knowledge,
and experiences. backgrounds, life
experiences, and
interests.
Students are still working
on making connections
between the curriculum
and their prior
knowledge/interests. For
our current unit I
encouraged them to focus
their research paper on
topics they enjoy
(anything if it is school-
appropriate), but they still
struggle a bit to see the
connections between
academia and “real life.”
Some students don’t want
to analyze their
interests/experiences
from a scholarly
perspective.
(5/5/19)
I try to review the
available records of my
students either before the
start of the school year, or
Integrating Innovating
Integrates broad Develops and
knowledge of students systematically uses
and their communities to extensive information
inform instruction. regarding students’
cultural backgrounds,
prior knowledge, life
experiences, and interests.
Students can articulate
Students are actively the relevance and impact
engaged in curriculum, of lessons on their lives
which relates their prior and society.
knowledge, experiences,
and interests within and
across learning activities.
At the beginning of the
schoolyear we
implemented a “get to
know you” family
narrative to give students
an opportunity to share a
bit more about
themselves and
encouraged them to let us
know what is important
to them and where they
want to be by the time
they graduate.
I refer back to these
portfolio assignments as I
conduct curriculum-based
assessment calls and use
the information students
have provided to try and
help them make
connections between the
course material and their
interests.
(10/20/19)
Standard 1 CSTP: Engaging and Supporting All Students in Learning
as soon as I can after they
are sectioned into my
class. I review notes from
previous teachers (if
available), and
information provided by
the family during
enrollment.

I strive to engage
students’ interests by
staying current with
trends, popular media,
and issues affecting youth.
I use popular media
(video games, movies,
young adult fiction) to
make content more
relatable.

(9/25/18)
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. family and community. instruction to engage subject matter
Connecting subject students in relating to instruction.
matter to subject matter.
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 understanding. applications of subject
subject matter. matter during learning
activities.
Evidence Many of our stories and I ran into an issue with
poems covered deal with sometimes students were
very real issues—racism, having difficulties
sexism, and the identifying literary
difficulties of growing up devices (foil, stock
in a world that can be character, allusion,
unkind to those who are imagery, etc.) within the
different. These are all works we were reading. I
challenges students face found that practicing with
in some form or another. movies/TV shows/books
that are popular (Marvel
While reading these movies, Harry Potter,
works, I ask for students SpongeBob, etc.) was
to think of real-life great way to demonstrate
examples (themselves or to students that their
a loved one), and ask favorite pieces of media
them to draw similarities can be analyzed from a
between the issues that literary perspective.
the characters we read Practice with well-
about face and those we known/beloved stories
see in our community (ex. better prepared them to
“My Forbidden Face” and identify literary devices in
sexism/extremism) the literature we cover in
class.
9/25/18
(5/5/19)
Standard 1 CSTP: Engaging and Supporting All Students in Learning
Element 1.4 Emerging
Uses instructional
strategies, resources, and
technologies as provided
by school and/or district.
Using a variety of
instructional
strategies, resources,
and technologies to
meet students’
Some students participate
diverse learning
in instructional strategies,
needs
using resources and
technologies provided.
I haven’t had quite as
many opportunities for
growth in this area yet. I
am still working hard on
encouraging students to
use their pop culture
knowledge/interests to
try and better understand
difficult literary concepts.
This is a work in
progress!
(10/20/19)
Exploring Applying Integrating Innovating
Explores additional Utilizes a variety of Creates, adapts, and Refines the flexible use of
instructional strategies, strategies including integrates a broad range an extensive repertoire of
resources, and culturally responsive of strategies, resources, strategies, resources, and
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.
learning needs.
Students participate in Students participate in Students actively engage Students take
single lessons or instruction using in instruction and make responsibilities for using
sequence of lessons strategies, resources, and use of a variety of a wide range of strategies,
related to their interests technologies matched to targeted strategies, resources, and
and experiences. their learning needs. resources, and technologies that
technologies to meet their successfully advance their
individual students needs. learning.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
With our online
environment, students
are required to use a
computer to access our
online learning program
(Connexus) in order to
participate in virtual
lessons (Live Lessons) for
their classes.
Using the resources in the
Live Lesson program, I
Evidence have students answer poll
questions anonymously
(so they don’t have to
worry about their peers
seeing their answers), as
well as participate in one-
on-one sessions
concurrently with whole-
class instruction to help
struggling students
understand difficult
concepts. (9/25/18)
Element 1.5 Emerging Exploring
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
Promoting critical critically.
thinking though
inquiry, problem
solving, and Some students respond to Students respond to
reflection questions regarding facts varied questions or tasks
and comprehension. designed to promote
comprehension and
critical thinking in single
lessons or a sequence of
lessons.
As I became more
comfortable with the
programs and
applications within our
Adobe LiveLesson
program, I found
opportunities to allow
students to engage more
on an individual and
whole-class basis, sich as
a virtual whiteboard,
screenshot, and poll pods.
Based on the engagement
dashboard (measures
student engagement in
the virtual room),
engagement went up
from an average of about
50-60% to around 75%.
This reflects that the
more opportunities I was
able to provide with the
engagement apps, the
more students were
willing to participate.
Applying
Guide students to think
critically through use of
questioning strategies,
posing/solving problems,
and reflection on issues in
content.
Students respond to
questions and problems
posed by the teacher and
begin to pose and solve
problems of their own
related to the content.
Instead of developing
lessons/workshops based
solely on assessment
scores I am actively
engaging students and
have sent surveys asking
them what specific topics
they are interested in
learning more
about/want to spend
additional time on this.
For example, students
voted on an MLA-focused
LiveLesson where I can
demonstration setting up
a paper in proper MLA
format via screenshare in
Adobe Connect.
(10/20/19)
Integrating Innovating
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.
perspectives.
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
understandings based on
in depth analysis of
content learning.
Standard 1 CSTP: Engaging and Supporting All Students in Learning
I begin my Live Lesson
sessions with an opening
question to get them
“warmed up” for the
lesson. The question is
based on a them or
concept they encountered
in the past week’s
reading, and we finish by
addressing what we
learned about it.
Students are asked to
respond and make
connections between our
current readings and
their personal
experiences (to their level
of comfort). These
thematic questions are
Evidence revisited at the end of the
unit.
(9/25/2018)
Element 1.6 Emerging Exploring
Monitoring student Implements lessons Seeks to clarify
I have held special study
session and writing
workshops in which I dig
deeper into the unit and
ask higher-order
questions in a low-risk
environment (small-
groups with anonymous
submissions, think-pair-
share, etc.). Students are
also asked to write
reflective journal
responses.
(5/5/2019)
It is still early in the
schoolyear, and I have not
been able to develop this
as much as I would like.
Teaching 9th grade English
provides some unique
challenges, as they are
still shy and hesitant to
engage in higher-order
thinking questions based
on their reflections and
questions. The students
are typically okay with
answering questions I ask
but are not as willing to
pose questions to each
other. This is a work in
progress, and as the trust
builds throughout the
year this will grow as
well.
(10/20/19)
Applying Integrating Innovating
Makes ongoing Adjusts strategies during Makes adjustments to
Standard 1 CSTP: Engaging and Supporting All Students in Learning
following curriculum instruction and learning
guidelines. activities to support
student understanding.
learning and
adjusting instruction
while teaching. Some students receive Students receive
individual assistance assistance individually or
during instruction. in small groups during
instruction.
Evidence Due to the online and
independent study
natures of our program, it
can be challenging to
address all questions in a
single LL session. I
remain afterward to help
students who need
additional instruction and
make myself available
during the week via office
hours. Students are
encouraged to
call/WebMail with
specific questions.
Students can also send
me private chat messages
during a lesson. I then
either address it for the
whole class or set up a
time to work with the
student one-on-one.
(9/25/18)
Still working on being
able to change/adjust as I
go. The curriculum
provided by our program
is fairly rigid, so deviating
adjustments to instruction based on the extend learning
instruction based on ongoing monitoring of opportunities and provide
observation of student individual student needs assistance to students in
engagement and regular for assistance, support, or mastering the concepts
checks for understanding. challenge. flexibly and effectively.
Students monitor their
Students successfully Students are able to progress in learning and
participate and stay articulate their level of provide information to
engaged in learning understanding and use teacher that informs
activities. teacher guidance to meet adjustments in
their needs during instruction.
instruction.
As I am now in my second
full year at my school, I
am feeling more confident
utilizing various tools
with in my Adobe
Connect LiveLesson
classroom to keep
students engaged during
our lessons. The poll
pods, white board, and
screenshare apps allow
me to get students more
involved than strictly a
PowerPoint-based lecture
would.
(10/20/19)
Standard 1 CSTP: Engaging and Supporting All Students in Learning
too much from it can
cause challenges. I
collaborate with my PLC
regularly whenever I need
clarification on an
assignment or lesson and
communicate those
changes to my students.

(5/5/2019)