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 of subject subject matter and the relationship between inter-relationships of knowledge of subject
matter, related academic academic language to essential subject matter concepts, academic matter concepts, current
language, and academic identify connections concepts, academic content standards, and issues, academic
3.1 Demonstrating
content standards. between academic language, and academic academic language in language, and research to
knowledge of subject
content standards and content standards. ways that ensure clear make relevant
matter academic
instruction. connections and connections to standards
content standards
relevance to students. during instruction and
extend student learning
5/4/19

I use the state and district

standards as curricular
guideposts to align
curriculum. Assessment
results also provide the
structure for instruction.
Additionally I scaffold
instruction so that early
skills are foundational
and requisite for later for
more complex skill and
knowledge. I bring is
relevant articles that can
be connected to the
content or topics we
cover in class. News
events and the use of
different media resources
also used and are
connected to the
standards during
instruction. 5/4/19
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 curriculum guidelines.
student development Provides explicit teaching
and 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
Adapts instruction in
response to knowledge of
student development and
proficiencies to meet
students’ diverse learning
needs. Ensures
understanding of subject
matter including related
academic
language.9/25/17
Provides explicit teaching
of essential vocabulary,
idioms, key words with
multiple meanings, and
academic language in
ways that engage
students in accessing
subject matter text or
learning activities.
Student who require
extended deadlines or
any other adaption to
their academics are given
with the consent of their
counselors. An effort is
made to make vocabulary
accessible to all students,
along with any
assignments beforehand.
9/25/17
Integrating Innovating
Integrates knowledge of Utilizes comprehensive
range of students knowledge of students to
development into guide all students to
instructional decisions to develop proficiencies,
ensure student understand subject
understanding of the matter including related
subject matter including academic language.
related academic
language. 5/13/18 Engages student at all
levels of vocabulary,
Provides explicit teaching academic language, and
of specific academic proficiencies in self-
language, text structures, directed goal setting,
grammatical, and stylistic monitoring, and
language features to improvement. Guides all
ensure equitable access students in using analysis
to subject matter strategies that provides
understanding for the equitable access and deep
range of student language understanding of subject
levels and abilities. matter. 5/4/19
I am aware and Results from the SBAC
understand individual and Iready help develop
cognitive, social and my lessons based on how
physical development of students are performing
students. I scaffold and expectations. In class
Instruction accordingly to writing assessments also
address achievement help me better
gaps for the full of understand student
learners. While content is prophecies. Not only do
connected to students we use a vocab word but
prior knowledge and also take the time to
their experiences. I also review academic
make an effort to vocabulary. 5/4/19
implement strategies to
match students’ learning
needs. 5/13/18
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
curriculum as provided curriculum and considers curriculum and student curriculum and resources knowledge of curriculum
by site and district to adjustments in single readiness to organize and to organize and adjust and related resources to
support student lessons or sequence of adjust the curriculum to instruction within and flexibly and effectively
3.3 Organizing understanding of the lessons to support ensure student across subject matter to organize and adjust
curriculum to subject matter. understanding of subject understanding. extend student instruction.
facilitate student matter. understanding. 9/25/17
understanding of the Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand. 5/4/19

I regularly meet with I make an effort to

other teachers to see understand how the
what they are doing in content in best learned by
the classroom. I like to students and take that
hear feedback and see information to guide my
what seems to working instruction and planning.
and what strides I need to Additionally I organize
make to increase student and implement lessons
understanding. 9/25/17 allowing for adequate
time for student
comprehension or
support. I make
adjustments to my
instruction within and
across subject matter to
ensure student are
reaching the learning
goals. 5/4/19
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
provided in the strategies in single strategies to ensure subject matter to meet instructional strategies to
curriculum. lessons or sequence of student understanding of students’ diverse develop enthusiasm,
3.4 Utilizing lessons to increase academic language learning, to ensure meta-cognitive abilities,
instructional student understanding of appropriate to subject student understanding of and support and
strategies that are academic language matter and that academic language, and challenge the full range of
appropriate to the appropriate to subject addresses students’ guide student in student towards a deep
subject matter matter. diverse learning needs. understanding knowledge of subject
connections within and matter. 5/4/19
across subject
matter.9/25/17

I introduce different I utilize a variety of

materials and media into instructional strategies
the classroom to promote like think pair share,
student understanding. collaborative group
Visuals are used regularly activities to support
for guidance and to make student diverse learning
connections with the needs. When going over
content. I also conference content I like to build
with other teachers that from students life
teach the same grade experience prior
level to share or knowledge, and interests
collaborate on ideas for to make the subject
lesson activities. 9/25/17 matter more relevant to
students. More
importantly I ensure
academic language is
used by students to
illustrate their
understanding. 5/4/19
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. 9/25/17 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. 5/13/18 ongoing links to outside
resources based on resources and support.
individual needs. 5/4/19

I like to bring materials I provide opportunities to I refer students to videos

that I find on the internet use various forms of or other resources on top
into the classroom. resources including of what is already
Resources like videos, laptop, iPad and phones supplemented by the
activities and project to extend their critical course. I like to adapt
ideas to assist me in thinking. Additional activities and resources
making the content more sources used in the to work for students
relevant and accessible classroom are websites proficiencies.
for students 9/25/17. and videos to enhance
understanding. I model I make sure that all
the use of this resources students have access to
for student and any resource or activity
demonstrate their value that we do, including the
to the subject matter use of internet. I do this
5/13/18 by extending deadlines
and making myself
available for students to
work after school. 5/4/19
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 Integrates knowledge of Engages English learners in
primary language and describing elements of proficiencies and English English language assessment of their progress
English language culture and language learner strengths in the development, English in English language
proficiencies based on proficiencies in listening, study of language and learners’ strengths and development and in meeting
available assessment data. speaking, reading, and content. Differentiates assessed needs into English content standards. Supports
writing. Uses multiple instruction using one or language and content students to establish and
measures for assessing more components of English instruction. monitor language and
3.6 Addressing the English learners’ language development to content goals. 5/4/19
needs of English performance to identify gaps support English learners.
learners and student in English language
with special needs to Provides adapted materials development. Creates and implements Develops and adapts Is resourceful and flexible in
provide equitable to help English learners scaffolds to support instruction to provide a wide the design, adjustment, and
access to the content access content. 9/25/17 Attempts to scaffold content standards-based instruction range of scaffolded support elimination of scaffolds
using visuals, models, and using literacy strategies, for language and content for based on English learners’
graphic organizers. SDAIE, and content level the range of English proficiencies, knowledge,
English language learners. 5/13/18 and skills in the content.
development in order for 5/4/19
students to improve
language proficiencies and
understand content.

I provide students with I use available I’m consistently checking

textbooks/worksheets assessment data from my
that are translated into site to help me deliver
their native language. instruct ion matter.
Most of the resources Additionally, I engage
available come in Spanish English learners in
language. 9/25/17 assessing their own
progress. Learning
objectives are written
clearly and explained for
students. Instruction is
scaffolded to help support
a wide range of learners.
5/13/18
for understanding and
conferencing to see if
student needs
clarification. I adapt
lessons based on students
abilities. Additionally, I
make myself available to
tutor and to conference if
need be.5/4/19
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. 9/25/17
Refers students as needed in
a timely and appropriate
manner supported with
documented data over time,
including interventions tried
previous to referral.
My classroom is visited
frequently by resource
personal to communicate
on student progress. The
other way I stay in
contact with both para-
educators and family
members through email
because it’s done more
frequent and efficiently.
Phone calls are also made
and even conferences
9/25/17
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.
5/13/18
I speak regularly to
resource personal and
share value assessment
information. With the
help from assessment
data, accommodations
and adaptations are made
based on
recommendations.
Extending deadlines and
printing out notes is just
some accommodations
that are made. Progress is
communicated with
family members as well.
5/13/18
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. 5/4/19
I’m regularly
communicating feedback
to resource teachers and
other teachers to get a
better sense on how the
student is performing. I
also look at past
assessments to get a
better sense on how the
students abilities.
Additionally, I follow the
recommended
adaptations and
implement as I see where
the student could be
successful.5/4/19