CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has a foundational Examines concepts in Understands and explains Uses broad knowledge of Uses extensive knowledge
knowledge of subject subject matter and the relationship between inter-relationships of of subject matter
matter, related academic academic language to essential subject matter concepts, academic concepts, current issues,
3.1 Demonstrating
language, and academic identify connections concepts, academic content standards, and academic language, and
knowledge of subject
content standards. between academic language, and academic academic language in research to make relevant
matter academic
content standards and content standards. ways that ensure clear connections to standards
content standards
instruction. connections and during instruction and
relevance to students. extend student learning.
9/22/2017 5/1/2018, 12/7/2018
Because my school is Teaching AP Government
structured around a set and government allows
curriculum students me to bring current
access as independent issues/affairs into the
practioners, my lessons course and make
are always centered connections to students
around that curriculum. I and content standards.
do however supplement 5/1/2018, 12/7/2018
with additional resources
and my own content
mastery. I find that this
depth actually creates
more interest for
students. 9/22/2017
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Has basic knowledge of Expands knowledge of
student stages of student development and
development while implements learning
becoming aware of activities in single lessons
differences in students’ or sequence of lessons
understanding of subject that addresses students’
matter. proficiencies and support
understanding of subject
Teaches subject-specific matter including related
3.2 Applying vocabulary following academic language.
knowledge of student curriculum guidelines.
development and Provides explicit teaching
proficiencies to of essential content
ensure student vocabulary and
understanding of associated academic
subject matter language in single lessons
or sequence of lessons.
Explains academic
language, formats, and
vocabulary to support
student access to subject
matter when confusions
are identified.
Applying Integrating Innovating
Adapts instruction in Integrates knowledge of Utilizes comprehensive
response to knowledge of range of students knowledge of students to
student development and development into guide all students to
proficiencies to meet instructional decisions to develop proficiencies,
students’ diverse learning ensure student understand subject
needs. Ensures understanding of the matter including related
understanding of subject subject matter including academic language.
matter including related related academic
academic language. language. Engages student at all
levels of vocabulary,
Provides explicit teaching Provides explicit teaching academic language, and
of essential vocabulary, of specific academic proficiencies in self-
idioms, key words with language, text structures, directed goal setting,
multiple meanings, and grammatical, and stylistic monitoring, and
academic language in language features to improvement. Guides all
ways that engage ensure equitable access students in using analysis
students in accessing to subject matter strategies that provides
subject matter text or understanding for the equitable access and deep
learning activities. range of student language understanding of subject
9/22/2017 levels and abilities. matter.
5/1/2018, 12/7/2018
Key terms and vocabulary Because I teach an AP
unique to one’s subject course, vocabulary is
matter are one of the core extremely important
concepts students are because it is necessary to
expected to master. I do well on the AP exam
make this information and earn AP credit for
accessible by always college. Vocabulary is
bolding vocabulary terms emphasized based on the
dating back to the first comments already
unit as a reminder that mentioned in 3.2, but I
this term was once also utilize said
important and is still vocabulary in “scenarios”
relevant. I also make so that they better
these terms more understood in their true
accessible by including context. 5/1/2018,
images, jokes, or 12/7/2018
mnemonics. 9/22/2017
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Follows organization of Examines organization of Uses knowledge of Integrates knowledge of Uses extensive knowledge
curriculum as provided curriculum and considers curriculum and student curriculum and resources of curriculum and related
by site and district to adjustments in single readiness to organize and to organize and adjust resources to flexibly and
support student lessons or sequence of adjust the curriculum to instruction within and effectively organize and
3.3 Organizing
understanding of the lessons to support ensure student across subject matter to adjust instruction.
curriculum to
subject matter. understanding of subject understanding. extend student
facilitate student
matter. understanding. Ensures student
understanding of the
9/22/2017 & 5/1/2018, comprehension and
subject matter
12/7/2018 facilitates student
articulation about what
they do and do not
understand.
Although my school
structure has a set
curriculum. The teacher
has the authority to
modify and adjust
curriculum as deemed fit.
In my case I reorganized
an overview chapter to
before depth and analysis
chapters. I also moved
civil rights and civil
liberties chapters to the
end of the course as they
require more content
mastery and leave ample
time for additional
discussion and relevant
tangents. This is content
students traditionally are
more interested in as
well. 9/22/2017 &
5/1/2018, 12/7/2018
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Uses instructional Gathers and uses Selects and adapts a Integrates instructional Uses an extensive
strategies that are additional instructional variety of instructional strategies appropriate to repertoire of instructional
provided in the strategies in single strategies to ensure subject matter to meet strategies to develop
curriculum. lessons or sequence of student understanding of students’ diverse enthusiasm, meta-
3.4 Utilizing
lessons to increase academic language learning, to ensure cognitive abilities, and
instructional
student understanding of appropriate to subject student understanding of support and challenge the
strategies that are
academic language matter and that addresses academic language, and full range of student
appropriate to the
appropriate to subject students’ diverse learning guide student in towards a deep
subject matter
matter. needs. 9/22/2017 understanding knowledge of subject
connections within and matter.
across subject matter.
5/1/2018, 12/7/2018
The informal assessments I help different groups of
I use regularly during DI students understand the
allow me to ensure academic language by
student understanding of utilizing it in various
academic language. forms such as, during
9/22/2017 class, during informal
assessment, assignments,
and through the use of
study guides. 5/1/2018,
12/7/2018
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Uses available Explores additional Selects, adapts, and Integrates a wide range of Engages students in
instructional materials, instructional materials, utilizes appropriate adapted resources, identifying and adapting
resources, and resources, and instructional materials, technologies, and resources, technologies,
technologies for specific technologies to make resources, and instructional materials to and standards-aligned
3.5 Using and lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
adapting resources, matter accessible to to students. and skill development in needs and make subject extend student
technologies, and students. subject matter. Resources matter accessible to understanding and
standards-aligned Explores how to make reflect the diversity of the students. critical thinking about
instructional Identifies technological technological resources classroom and support subject matter.
materials including resource needs. available to all students. differentiated learning of Assists student with
adopted materials, to subject matter. equitable access to Ensures that student are
make subject matter materials, resources, and able to obtain equitable
accessible to all Guides students to use technologies. Seeks access to a wide range of
students available print, electronic, outside resources and technologies through
and online subject matter support. 5/1/2018, ongoing links to outside
resources based on 12/7/2018 resources and support.
individual needs.
9/22/2017
I extend and deepen the I teach on a virtual
learning of my students platform and one of my
by supplementing beyond classes utilizes video
the textbook. One of my tutorials. Unfortunately
major resources is many of the videos do not
another textbook from a have transcriptions and I
previous year that is have a student with an
vastly different and IEP/504 that requires
provides different accommodations. I
perspectives and depth. escalated to the correct
9/22/2017 parties and am currently
having a third party
transcription service
provide resources to the
student. 5/1/2018,
12/7/2018
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of students’ Seeks additional information Identifies language
primary language and describing elements of proficiencies and English
English language culture and language learner strengths in the
proficiencies based on proficiencies in listening, study of language and
available assessment data. speaking, reading, and content. Differentiates
writing. Uses multiple instruction using one or
measures for assessing more components of English
3.6 Addressing the English learners’ language development to
needs of English performance to identify gaps support English learners.
in English language
learners and student
Provides adapted materials development. Creates and implements
with special needs to to help English learners scaffolds to support
provide equitable access content. Attempts to scaffold content standards-based instruction
access to the content using visuals, models, and using literacy strategies,
graphic organizers. SDAIE, and content level
English language
development in order for
students to improve
language proficiencies and
understand content.
9/22/2017
I scaffold my direct
instruction lessons
consistently to cater to
my ELLs and IEPs. The
course curriculum, test
duration, test retakes, and
extension deadlines are
all adjusted based on each
student’s needs reflective
of their IEP. 9/22/2017
Integrates knowledge of Engages English learners in
English language assessment of their progress
development, English in English language
learners’ strengths and development and in meeting
assessed needs into English content standards. Supports
language and content students to establish and
instruction. monitor language and
content goals.
Develops and adapts Is resourceful and flexible in
instruction to provide a wide the design, adjustment, and
range of scaffolded support elimination of scaffolds
for language and content for based on English learners’
the range of English proficiencies, knowledge,
learners. 5/1/2018, and skills in the content.
12/7/2018
I scaffold my direct
instruction lessons
consistently to cater to
my ELLs and IEPs. The
course curriculum, test
duration, test retakes, and
extension deadlines are
all adjusted based on
each student’s needs
reflective of their IEP.
5/1/2018, 12/7/2018
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Has an awareness of the full
range of students identified
with special needs through
data provided by the school.
Attends required meeting
3.6 Addressing the with resource personnel and
needs of English families.
learners and student
with special needs to
provide equitable
access to the content
Learns about referral
processes for students with
special needs.
Exploring
Seeks additional information
on the full range of students
identified with special needs
to address challenges or
supports in single lessons or
sequence of lessons.
Cooperates with resource
personnel, para-educators,
and families during meetings
and activities in support of
learning plans and goals.
Seeks additional information
on struggling learners and
advanced learners to
determine appropriateness
for referral.
Applying
Utilizes information on the
full range of students
identified with special needs
to assess strengths and
competencies to provide
appropriate challenge and
accommodations in
instruction.
Communicates regularly
with resource personnel,
para-educators, and families
to ensure that student
services are provided and
progress is made in
accessing appropriate
content.
Refers students as needed in
a timely and appropriate
manner supported with
documented data over time,
including interventions tried
previous to referral.
9/22/2017
When speaking to the
parents of my students I
make sure they are fully
aware of the protections
and rights that an IEP
entails. I communicate
regularly with the rest of
my school’s student
intervention team so that
we are all on the same
page when
communicating with our
families. This is ideal to
maintain a professional
image as well. When
interventions are
required at the GE level I
always keep in mind that
any actions related to
Integrating
Integrates accommodations,
adaptations, and extensions
to instruction for the full
range of students with
special needs to ensure
adequate support and
challenge.
Communicates and
collaborates with colleagues,
support staff, and families to
ensure consistent
instruction. Supports
families in positive
engagement with school.
Initiates and monitors
referral processes and
follow-up meeting to ensure
that students receive
support and/or extended
learning that is integrated
into the core curriculum.
5/1/2018, 12/7/2018
I integrate
accommodations,
adaptions, and extensions
before students even
request them since I
provided with IEPs ahead
of time. I communicate
with the respective
groups of staff who are
involved with each
particular IEP student.
5/1/2018, 12/7/2018
Innovating
Guides and support the full
range of student with special
needs to actively engage in
the assessment and monitor
their own strengths, learning
needs, and achievement in
accessing content.
Communicates and
collaborates with resource
personnel, para-educators,
families, leadership, and
students in creating a
coordinated program to
optimize success of the full
range of students with
special needs.
Takes leadership at the
site/district and collaborates
with resource personnel to
ensure the smooth and
effective implementations of
referral processes.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

SPED are tiered
escalations. 9/22/2017