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 of Uses data from multiple Uses comprehensive through data provided by learn about individual formal and informal sources measures to make knowledge of students to the school and/or students. to learn about students and adjustments to instruction make ongoing adjustments assessments. guide selection of and meet individual and accommodations in instructional strategies to identified learning needs. instruction. Some students may engage Students engage in single meet diverse learning 5/5/2018 12/10/18 Using knowledge of in learning using lessons or sequence of needs. 9/27/17 Students take ownership of students to engage instructional strategies lessons that include some Students actively utilize a their learning by choosing them in learning focused on the class as a adjustments based on Student engage in learning variety of instructional from a wide range of whole. assessments. through the use of strategies and technologies methods to further their adjustments in instruction to in learning that ensure learning that are responsive meet their needs 9/27/17 equitable access to the to their learning needs. curriculum. 5/5/201812/10/18 • Using constant informal • Aside from the usual assessments in class, such informal and formal as simply asking them assessments, this year I how they did on an have began to use exit exercise, gives me input tickets to assess growth on whether I need to and to see what the reteach something, teach students are strong and it in a different way, or if I weak in to ignorer to am able to continue with adjust the lesson plans for the curriculum. 9/27/17 the following days. 5/5/201812/10/18 • Based on the students • Students are using the IEPs, I learn what method normal technologies in is best for the students the classroom such as the Evidence needs. I have learned that iPads, videos, music, and chunking my instruction listening activities, along is best for students with with the new interactive special needs, and notebooks. students overall, when 5/5/1812/10/18 learning a new language 9/27/17 Standard 1 CSTP: Engaging and Supporting All Students in Learning Element 1.2 Emerging Exploring Applying Integrating Innovating Develops awareness of Uses gathered information Uses school resources and Integrates broad knowledge Develops and prior knowledge, culture, about students’ prior family contacts to expand of students and their systematically uses backgrounds, life knowledge, cultural understanding of students’ communities to inform extensive information experiences, and interests backgrounds, life prior knowledge, cultural instruction. 4/29/18 regarding students’ cultural Connecting learning represented among students. experiences, and interest to backgrounds, life 12/10/18 backgrounds, prior to students’ prior support student learning. experiences, and interests to knowledge, life knowledge, Some students connect connect to student learning. Students are actively experiences, and interests. backgrounds, life learning activities to their Students participate in 9/27/17 engaged in curriculum, experiences, and own lives. single lessons or sequences Students make connections which relates their prior Students can articulate the interests of lessons related to their between curriculum, and knowledge, experiences, relevance and impact of interests and experiences. their prior knowledge, and interests within and lessons on their lives and backgrounds, life across learning activities society experiences, and interests. 4/29/18 12/10/18 9/27/17 • Based on the students • Using their real life IEPs, I learn what method captures their attention is best for the students and engages them in the needs. I have learned that lesson. For example: in chunking my instruction teaching them about the is best for students with Mexican influence in the special needs, and USA, I will be taking students overall, when them to a museum which learning a new language. focuses on the Mexican 9/27/17 and Mexican American • Students make influence in the US, but connections with more specifically in curriculum through the Souther California and in activities that I create for Los Angeles. 4/29/18 them. I try to make real- 12/10/18 Evidence life scenarios, use them • When practicing the within the examples, and subjunctive, the students have them choose topics must describe what they for projects. 9/27/17 are looking for in the ideal partner. They are allowed to pick a famous celebrity and use them as an inspiration. Students love this assignment, especially since I post their pictures and assignments on the walls. It gives them something nicety look at. 4/29/18 12/10/18 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 from Integrates connections to Engages student in actively during instruction as real-life connections to subject matter to meaningful, real-life making connections to identified to curriculum. subject matter in single meaningful, real-life contexts in planning subject relevant, meaningful, and lessons or sequence of contexts, including those matter instruction and is real-life contexts lessons to support specific to students’ family responsive during throughout subject matter understanding. and community. instruction to engage instruction.12/10/18 Connecting subject students in relating to matter to meaningful, subject matter. 9/27/17 real-life contexts 5/5/18 Students routinely integrate Some students relate Students make use of real- Students utilize real-life Students actively engage in subject matter into their subject matter to real-life life connections provided in connections regularly to making and using real-life own thinking and make single lessons or sequence develop understandings of connections to subject relevant applications of of lessons to support subject matte. matter to extend their subject matter during understanding of subject understanding 9/27/17 learning activities. matter. 5/5/1812/10/18 • Students always want to • I am beginning to know why they are learning implement PBL things? When will the assignments. Spanish 4 has actually use this? I always to find someone or have to find way of making something to have affected the lesson real-life relatable. the Mexicans or Mexican- 9/27 5/5/1812/10/18 Americans in California. • When teaching commands, I 12/10/18 like to use examples of signs or rules in establishments that they actually see. 9/27/17 5/5/18 • I give the students scenarios of situations that they have Evidence lived through and they give me commands or directions that they would give or receive in the situations, applying the commands. 9/27/17 5/5/18 • For the resent progressive, the students act out scenarios in which their friends cancel their plans because they are doing something else, which happens all the time. 9/27/17 5/5/18 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 of strategies, resources, and instructional strategies, strategies including integrates a broad range of an extensive repertoire of technologies as provided by resources, and technologies culturally responsive strategies, resources, and strategies, resources, and school and/or district. in single lessons or pedagogy, resources, and technologies into technologies to meet sequence of lessons to meet technologies during instruction designed to students’ diverse learning students’ diverse learning ongoing instruction to meet meet students’ diverse needs. Using a variety of needs. students’ diverse learning learning needs. 9/27/17 instructional strategies, needs. 5/5/1812/10/18 resources, and technologies to meet Some students participate Students participate in Students participate in Students take students’ diverse in instructional strategies, single lessons or sequence instruction using strategies, Students actively engage in responsibilities for using a learning needs using resources and of lessons related to their resources, and technologies instruction and make use of wide range of strategies, technologies provided. interests and experiences. matched to their learning a variety of targeted resources, and technologies needs. strategies, resources, and that successfully advance technologies to meet their their learning. individual students needs. 9/27/1712/10/18 • I try to use music videos, pictures, dialogues, and skits to help students learn in different ways, especially for all of the different learners to understand.With the interactive notebooks, students can pay more attention to the lesson with these guided note- taking pamphlets. 9/27/17 12/10/18 Evidence • This year, I have introduced the interactive notebook, which have helped students with all learning needs, especially with grammar. 5/5/18 12/10/18 • Students have to create their won dialogues and skits to correctly use the new content within real life settings. 9/27/17 5/5/18 12/10/18 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 single Guide students to think Supports students to initiateFacilitates systematic on factual knowledge and lessons or a sequence of critically through use of critical thinking through opportunities for student to comprehension. lessons that require students questioning strategies, independently developing apply critical thinking by to recall, interpret, and posing/solving problems, questions, posing problems designing structured think critically. and reflection on issues in and reflecting on multiple inquiries into complex Promoting critical content.9/27/17 perspectives. 5/5/18 problems. 12/10/18 thinking though Students respond to varied Students pose and answer a inquiry, problem questions or tasks designed Students respond to Students pose problems and wide-range of complex solving, and reflection Some students respond to to promote comprehension questions and problems construct questions of their questions and problems, questions regarding facts and critical thinking in posed by the teacher and own to support inquiries reflect, and communicate and comprehension single lessons or a sequence begin to pose and solve into content. 5/5/18 understandings based on in of lessons problems of their own depth analysis of content related to the content. learning.12/10/18 9/27/17 • To guide the students to • In Spanish 4, students • I am beginning to make connections with learned about the downfall implement PBL the content and their own of Batista and the uprising of assignments. Spanish 4 has culture, I ask the students Castro, the social changes in to find someone or Cuba, where the US stands something to have affected to reflect on similarities in relation with Cuba, then the Mexicans or Mexican- and differences between and now. They also learned Americans in California. the two and other cultures how to properly use 12/10/18 that they may know of. interrogative pronouns. • Students can chose their These questions will lead Combing the two things topic and method of to a discussion in class. from this lesson, students presentation. They need to 9/27/17 have to create a dialogue, teach the school community • In these discussions, where someone has to about what they have Students are eager to pretend to be a Cuban learned. 12/10/18 Evidence share their own refugee and the other person is asking them questions to experiences. Sometimes know about their experience. they share ideas of 5/5/18 information that I never • With the Cuban refugee knew, and I am sure teach dialogues, students had to their peers as well. make up their own backstory 9/27/17 to the refugees experience and the context of the interview. They have to give historical evidence to support their experience. 5/5/18 Standard 1 CSTP: Engaging and Supporting All Students in Learning Element 1.6 Emerging Exploring Applying Integrating Innovating Implements lessons Seeks to clarify instruction Makes ongoing adjustments Adjusts strategies during Makes adjustments to extend following curriculum and learning activities to to instruction based on instruction based on the learning opportunities and guidelines. support student observation of student ongoing monitoring of provide assistance to students understanding. engagement and regular individual student needs in mastering the concepts Monitoring student checks for understanding. for assistance, support, or flexibly and effectively. learning and adjusting challenge. 9/27/17 5/5/18 12/10/18 instruction while Students successfully Students are able to Students monitor their progress teaching. Some students receive Students receive participate and stay engaged articulate their level of in learning and provide individual assistance assistance individually or in learning activities. understanding and use information to teacher that during instruction. in small groups during teacher guidance to meet informs adjustments in instruction. their needs during instruction. 9/27/17 5/5/18 instruction. 12/10/18 • After we complete a lesson, I ask the students if they understood it, if they need more practice, or if they do poorly on a quiz. If need be, I will adjust the lesson plans for the next day to give other examples or re-teach the lesson in a different manner, which I did for the IOP and DOP. 9/27/17 5/5/18 12/10/18 • I offer tutoring before and after school, as well as during break and lunch.I also answer questions via email Evidence after school when they are stuck on their homework. 9/27/17 5/5/18 12/10/18 • I had students give me a dumbs up or down after reteaching the lesson to see if they better understood the lesson. 9/27/17 5/5/18 12/10/18 • Students feel very comfortable in approaching me for extra help. I receive emails and have had students come and see me outside of the class time for tutoring. 9/27/17 5/5/18 12/10/18