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. 9/26/17 connections and connections to standards
content standards
relevance to students. during instruction and
11/1/17 extend student learning.
12/14/18

Math is a subject rich in Math is a subject rich in Students in my Algebra

vocabulary terms. Some vocabulary terms. Some Foundations 2 class know
might even say might even say we have a set classroom
mathematics is a mathematics is a format every week.
language itself. I place language itself. I place Monday and Tuesday are
emphasis on how my emphasis on how my our lessons, Wednesday
students communicate in students communicate in is a small group learning
class by telling them the class by telling them the activity, Thursday is
importance of “talking importance of “talking when we utilize the Aleks
math”. I connect the math”. I connect the web-based learning
previous lessons with the previous lessons with the system to practice what
current one to show how current one to show how we have learned that
it all is related. The it all is related. The week, and Friday is our
vocabulary terms are the vocabulary terms are the weekly assessment.
building blocks and the building blocks and the Students complete an
way we use them shape way we use them shape assignment using Aleks to
our understanding of our understanding of demonstrate knowledge
each lesson so we can each lesson so we can of the subject matter
continue to make continue to make before they complete the
connections in class. connections in class. The assessment. This is an
9/26/17 document shown as effective way to measure
evidence is the beginning their progress and
of our Quadratics unit. understanding before the
Students were given assessment. 12/14/18
skeleton notes to pill out
with definitions and other The evidence provided is
important information. the connection between
11/1/17 (Evidence as some of the lessons I
seen on my portfolio) teach and their inclusion
on other
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

disciplines/subjects at
my school site. For
example, while I call it
polynomials
multiplication, a biology
teacher calls it a Punnett
square. I understand that
my students are seeing
and learning about these
two ideas simultaneously,
so I make the connection
between the two evident
so they can understand
the concepts better. It is
very helpful when math
ideas are present within
other subjects. 12/16/18
(Evidence provided in my
portfolio)
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. 9/26/17
After I teach a lesson, I
like to have an activity
where students get to
practice the concept
taught. An activity where
their knowledge can
expand and they can
make connections to
previous lessons. These
activities can be
individual or small-group
based. I then monitor and
document their progress.
9/26/17
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
10/1/17 levels and abilities. matter.
11/20/18
After I teach a lesson, I Certain topics in
like to have an activity Geometry classes require
where students get to us to spend multiple days
practice the concept practicing their concepts.
taught. An activity where One activity I find
their knowledge can beneficial for my students
expand and they can is having them work on a
make connections to critical thinking group
previous lessons. These activity where they are to
activities can be problem solve utilizing
individual or small-group ideas from the lesson. The
based. I then monitor and dialogue I overhear
document their progress. during these activities is
The online activity I am astounding because
showing as evidence is students tend to use the
one we used in Algebra 1. vocabulary from the
It is an activity found section to get their point
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

online using Desmos across. I make it a
website. The online requirement for them to
activity deals with include vocabulary from
systems of linear the section on written
equations and is very rich portions of the activity as
in vocabulary terms. This well. These activities can
online activity will help be found on the Desmos
the students comprehend website. The latest one
the vocabulary terms and we worked on dealt with
practice how to solve classifying triangles
these types of problems. based on their angles and
10/1/17 (Evidence as sides. 11/20/18
seen on my portfolio)
The evidence provided is
the new textbook we will
be implementing next
year. Our new textbook
utilizes envision by
Pearson, and is a fully
online product with new
sets of questions and
assignments. It is
important to let my
students develop and
understanding of the new
tools to be implemented
next year. Many of my
students are still used to
the traditional way to
learn math, but we must
now incorporate
technology in our
everyday lessons.
8/13/19 (Evidence
provided in my portfolio)
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. 12/14/18 extend student instruction.
facilitate student matter. 9/26/17 understanding. 8/13/18
understanding of the Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand.
I work alongside the I work alongside the The evidence provided is
other Algebra 1 teacher at other Algebra 1 teacher at the analysis gathered
my school site to create a my school site to create a from the previous
fluid sequence of lessons fluid sequence of lessons assessments to help guide
to support understanding to support understanding future lesson planning.
of subject matter. We of subject matter. We Teachers must find
know which lessons will know which lessons will effective lessons and
require multiple days to require multiple days to practice problems to
teach and which lessons teach and which lessons share with the classroom
are important for the are important for the in order to guarantee the
cohesiveness of the unit. cohesiveness of the unit. majority of students to
We also plan when we We also plan when we understand the material.
should assign should assign This is done by collecting
group/partner activities group/partner activities data on assessments and
or when we should give or when we should give finding the most missed
an assessment to see how an assessment to see how questions and practicing
well our students are well our students are them. 8/13/18 (Evidence
understanding the understanding the provided in my portfolio)
material. 9/26/17 material. The schedule
included as evidence is
our Unit 6 schedule for
Algebra 1. We had
partner work the
upcoming week and an
assessment as well.
(Evidence as seen on my
portfolio)

I must admit that I am

CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

still learning when it
comes to this sub-
element. It wasn’t until
recently that I learned
about Choiceboards and
playlists, and the impact
they have on student
learning. It is such a
useful tool to help
organize curriculum and
it helps to facilitate
student understanding of
the subject matter. I will
continue to explore this
tool to help me transition
to “integrating”.
12/14/18

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. 9/26/17 diverse learning needs. understanding knowledge of subject
12/12/18 connections within and matter.
across subject matter.
8/13/18
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

K-W-L (know/want to
know/learned) charts
work well with my
Algebra Foundations
students. This activity is a
form of self-monitoring
which allows them to see
how well they
understand a topic. This
also allows me to see if
we need additional time
before an assessment is
given. 9/26/17
K-W-L (know/want to
know/learned) charts
work well with my
Algebra Foundations
students. This activity is a
form of self-monitoring
which allows them to see
how well they understand
a topic. This also allows
me to see if we need
additional time before an
assessment is given. The
evidence provided is a
sample KWL chart we
used for our exponent
lesson. (Evidence as seen
on my profile)
The evidence provided is
the usage of the ALEKS
assessment and learning
system to utilize it as an
instructional strategy
appropriate for the
subject matter. I present a
lesson and my students
practice it using ALEKS
program to further
strengthen their
understanding. 8/13/18
(Evidence provided in my
portfolio)

To piggy-back from the

above evidence I wrote
last year, I have begun to
require students to
complete a K-W-L chart
on their Chromebook to
share with me through
Google Classroom. I then
compile a list of different
items that I feel the
majority of students
either know, would like
to know, or have learned.
This is a useful tool to
organize this data in one
sole place and to measure
the level of
understanding of my
students. 12/12/18
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 9/26/17 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. 12/14/18 ongoing links to outside
resources based on resources and support.
individual needs.
9/30/17
The textbooks we are The textbooks we are I have made it a habit to
piloting come equipped piloting come equipped share useful links,
with an online textbook. with an online textbook. resources, additional
Students now have access Students now have access homework assignments,
to the homework to the homework and my guided notes, on
problems without having problems without having my Google Classroom
to carry around a heavy to carry around a heavy pages. I do this so
book. I also set up my book. I also set up my instructional material and
Google Classroom where Google Classroom where adopted material make
students can find students can find subject matter accessible
previous homework previous homework to all of my students. One
assignments or notes in assignments or notes in of the links I have shared
case they were absent. case they were absent. that has gotten a lot of
This technological This technological praise from my students
resource allows students resource allows students is Khan Academy. This
to keep up with the to keep up with the website is filled with
material. Handouts are material. Handouts are video lessons, additional
always accessible to always accessible to practice problems, and
students 9/26/17 students. The evidence helpful hints on a
provided is a picture of multitude of concepts.
the two textbooks we Students simply visit the
piloted this year. 9/30/17 page, type what they are
(Evidence as seen on my studying on the search
portfolio) bar, and get access to tons
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

of resource materials. I
have found this website
to be an extremely
beneficial tool. 12/14/18

The evidence provided

echoes that of the 3.4 sub-
standard. I have been
assigned to implement
ALEKS into my lessons,
and in doing so I have
become a teacher leader
on the subject. This is
actually the topic of my
Teacher Leader Project
which I have shared with
my colleagues. The data
found is astonishing.
Clearly, there are great
benefits in incorporating
ALEKS into your lessons.
8/13/18 (Evidence
provided in my portfolio)
Is aware of students’ Seeks additional Identifies language Integrates knowledge of Engages English learners
primary language and information describing proficiencies and English English language in assessment of their
English language elements of culture and learner strengths in the development, English progress in English
proficiencies based on language proficiencies in study of language and learners’ strengths and language development
available assessment listening, speaking, content. Differentiates assessed needs into and in meeting content
data. reading, and writing. Uses instruction using one or English language and standards. Supports
multiple measures for more components of content instruction. students to establish and
3.6 Addressing the
assessing English English language monitor language and
needs of English
learners’ performance to development to support content goals.
learners and student
identify gaps in English English learners.
with special needs to
language development. Develops and adapts
provide equitable
Provides adapted Creates and implements instruction to provide a Is resourceful and flexible
access to the content
materials to help English Attempts to scaffold scaffolds to support wide range of scaffolded in the design, adjustment,
learners access content. content using visuals, standards-based support for language and and elimination of
9/26/17 models, and graphic instruction using literacy content for the range of scaffolds based on
organizers. 9/30/17 strategies, SDAIE, and English learners. 9/12/18 English learners’
content level English proficiencies, knowledge,
language development in and skills in the content.
order for students to
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

improve language
proficiencies and
understand content.
11/27/18

I work alongside the case I work alongside the case Many of my English The evidence provided is
carriers of my students carriers of my students learners and students being observed by the
with IEP or 504 plans. with IEP or 504 plans. with special needs have a administrators at my
They have mentioned They have mentioned difficult time memorizing school site and debriefing
what type of what type of their vocabulary terms. If with them afterwards.
accommodations each of accommodations each of they don’t understand the Some of the areas of
these students require. I these students require. I vocabulary, then they will strength they shared with
have implemented these have implemented these struggle with the me were that I guide my
accommodations in the accommodations in the concepts as well. To avoid students through the
lessons to the best of my lessons to the best of my such a disastrous domino lessons with thought-
ability. I provide clear ability. I provide clear effect, I have begun to use provoking questions
and concise definitions to and concise definitions to the Math Words website, posed to them. The
vocabulary terms for my vocabulary terms for my which defines a multitude variety of questioning
EL students as well. This EL students as well. This of mathematical techniques is based on
way, they understand way, they understand vocabulary. My students cognitive development
what a word means and what a word means and type in the website on and are implemented to
can use it while can use it while their Chromebook and check for understanding.
collaborating with other collaborating with other write down the 9/12/18 (Evidence
students. 9/26/17 students. 9/30/17 definitions of the terms at provided in my portfolio)
hand. This was an activity
I included on my
Choiceboard. It has been
an effective tool to help
my special needs
students have an
equitable access to the
content provided.
11/27/18
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has an awareness of the Seeks additional Utilizes information on Integrates Guides and support the
full range of students information on the full the full range of students accommodations, full range of student with
identified with special range of students identified with special adaptations, and special needs to actively
needs through data identified with special needs to assess strengths extensions to instruction engage in the assessment
provided by the school. needs to address and competencies to for the full range of and monitor their own
challenges or supports in provide appropriate students with special strengths, learning needs,
single lessons or challenge and needs to ensure adequate and achievement in
sequence of lessons. accommodations in support and challenge. accessing content.
instruction.
Attends required meeting Communicates and Communicates and
with resource personnel Cooperates with resource Communicates regularly collaborates with collaborates with
3.6 Addressing the and families. personnel, para- with resource personnel, colleagues, support staff, resource personnel, para-
needs of English educators, and families para-educators, and and families to ensure educators, families,
learners and student during meetings and families to ensure that consistent instruction. leadership, and students
with special needs to activities in support of student services are Supports families in in creating a coordinated
provide equitable learning plans and goals. provided and progress is positive engagement with program to optimize
access to the content made in accessing school. success of the full range
appropriate content. of students with special
Learns about referral Initiates and monitors needs.
processes for students Refers students as needed referral processes and
with special needs. Seeks additional in a timely and follow-up meeting to Takes leadership at the
information on struggling appropriate manner ensure that students site/district and
learners and advanced supported with receive support and/or collaborates with
learners to determine documented data over extended learning that is resource personnel to
appropriateness for time, including integrated into the core ensure the smooth and
referral. 9/26/17 interventions tried curriculum. 9/10/18 effective implementations
previous to referral. of referral processes.
9/30/17
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

As mentioned above, I As mentioned above, I As mentioned above, I
have sat down with case have sat down with case have continued to sit
carriers of my students carriers of my students down with the case
with IEP and 504 plans. with IEP and 504 plans. carriers of my students
We have discussed what We have discussed what with IEP and 504 plans.
accommodations they accommodations they We have discussed what
need in the classroom. I need in the classroom. I accommodations they
had a meeting with the had a meeting with the need in the classroom. I
parents of one of my parents of one of my have meetings with the
special needs students as special needs students as parents about once every
well as the school well as the school two weeks. This is helpful
psychologist and his case psychologist and his case because we are able to
carrier. We discussed his carrier. We discussed his maintain the
progress and how to progress and how to accommodations up to
continue meeting his continue meeting his date for all of the
needs for the future. needs for the future. The students. I feel more
9/26/17 evidence provided prepared and organized
depicts skeleton notes for these meetings
accommodated for my because it is the third
IEP/504 students and my consecutive year I have
ESL students. In been involved with them.
particular, the ESL The meetings flow a lot
student speaks Spanish at more smoothly and
home and benefits from students are better
the accommodated lesson supported in the
so he understands the classroom. 9/10/18
material. 9/30/17
(Evidence as seen on my
portfolio)