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
7/21/19 12/2/19 extend student learning.
4/23/20

I include information TEACHER MAKES

from current issues and CONNECTIONS
use that information to BETWEEN
design tasks for students. MATHEMATICS AND
These tasks are typically RELEVANT FIELDS OF
in a word problem format STUDY THAT PERTAIN
and are pulled from TO THE STUDENTS AND
science or social science CURRENT EVENTS.
in most cases. Students 4/23/20
are taught to annotate a
text in order to determine
what they are being
asked to accomplish,
track key details, and
formulate a mathematical
equation in order to
arrive at a solution and
then to present that
solution. 7/21/19

While still at the

integrating stage, I feel
that I am moving closer to
innovating by using
classroom openers that
include actual images that
I pull from the NY Times
“What is going on in this
picture?” and I ask
students to write down
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

what they notice, what
they wonder, and what
they can ask/answer
using mathematics. This
practice allows students
to make connections with
mathematics and the real
world. It is a great
exercise because students
are able to establish these
connections for
themselves through
images. 12/2/19
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 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
7/21/19 levels and abilities. matter. 4/23/20
12/2/19
I plan an entry level Academic language is Students are encouraged
assessment to utilize incorporated in the class to further develop a
before teaching a new through sentence frames, growth mindset through
skill. Activities are word walls, and Frayer self-reflection activities
connected to prior models. after taking an
lessons and tasks are 12/2/19 assessment. Academic
related to topics of language is used in the
interest for my students. classroom with the help
7/21/19 of sentence frames and
guided notes that
incorporate Frayer
models. 4/23/20
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
understanding of the lessons to support ensure student across subject matter to organize and adjust
3.3 Organizing
subject matter. understanding of subject understanding. extend student instruction.
curriculum to
matter. understanding.
facilitate student
Ensures student
understanding of the
comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand. 7/21/19
12/2/194/23/20
I begin each class with an
image from something
that is currently going on
in the world and ask
“what do you notice, what
do you wonder, what can
you solve using
mathematics?”. I then go
on to have a discussion
with students about how
this may connect to us. I
also like to include where
math topics originated
and share some of the
background for those
topics. Lastly, I like to
create task that include
the sciences and social
sciences. 7/21/19

I have maintained as
innovating in this area.
12/2/194/23/20
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
7/21/19 connections within and matter. 4/23/20
across subject matter.
12/2/19

I encourage math talk in Incorporated educational

the classroom and create Performance tasks are hooks and progress
tasks for students to incorporated into the monitoring questions
complete in pairs or classroom that are throughout class periods
groups of four so that related to other subjects to encourage student
math talk is utilized. like Social Studies and engagement and in turn
7/21/19 Science. Students are participation. 4/23/20
introduced to appropriate
language prior to tasks.
12/2/19
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. 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. 7/21/19 ongoing links to outside
resources based on resources and support.
individual needs. 4/23/20
I regularly use Frayer AS A RESULT OF THE
models when introducing MOVE TO DISTANCE
new vocabulary, I ask that LEARNING, MATERIALS
students create their own HAVE HAD TO BE
example questions and ADAPTED TO BE
swap with a partner ACCESSIBLE ON A
when practicing new DIGITAL PLATFORM.
skills, and I utilize THIS SHIFT HAS
desmos.com usually CHALLENGED TEACHERS
when learning about new AND STUDENTS ALIKE
functions and TO FURTHER UTILIZE
determining key features. TECHNOLOGY AS A PART
7/21/19 OF THE CLASSROOM.
4/23/20
Students are able to
develop their own means
of collecting data to make
it both more relevant and
in turn engaging. One
example is Google forms
that are created by
student groups to analyze
the relationship between
social media and mental
health. 12/2/19
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.
needs of English performance to identify gaps support English learners.
in English language
learners and student
Provides adapted materials development. Creates and implements Develops and adapts Is resourceful and flexible in
with special needs to to help English learners scaffolds to support instruction to provide a wide the design, adjustment, and
provide equitable access content. Attempts to scaffold content standards-based instruction range of scaffolded support elimination of scaffolds
access to the content 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. and skills in the content.
development in order for 12/2/19
students to improve
language proficiencies and
understand content.
7/21/19
Sentence starters and
I include many low floor- sentence frames,
high ceiling activities so demonstrating
that all students are able relationships through
to participate and feel Frayer models, and
confident about their guided notes are
abilities. 7/21/19 incorporated to ensure
that students are able to
appropriately access the
academic language.
12/2/194/23/20
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.
Integrating Innovating
Integrates accommodations, Guides and support the full
adaptations, and extensions range of student with special
to instruction for the full needs to actively engage in
range of students with the assessment and monitor
special needs to ensure their own strengths,
adequate support and learning needs, and
challenge. achievement in accessing
content.
Communicates and
collaborates with colleagues, Communicates and
support staff, and families to collaborates with resource
ensure consistent personnel, para-educators,
instruction. Supports families, leadership, and
families in positive students in creating a
engagement with school. coordinated program to
optimize success of the full
Initiates and monitors range of students with
referral processes and special needs.
follow-up meeting to ensure
that students receive Takes leadership at the
support and/or extended site/district and collaborates
learning that is integrated with resource personnel to
into the core curriculum. ensure the smooth and
7/21/19 effective implementations of
12/2/19 referral processes.
I make sure to review any
learner needs before
courses commence to
make appropriate
accommodations before
the start of class. I am
also sure to meet with
our EL Specialist to
discuss the support that
each student will need. I
follow up with the EL
specialist regularly
throughout the year
regarding student
progress and include the
parents, Student
Counselor, AP, or SPED
teacher(if needed) as
needed. 7/21/19
CSTP 3: Understanding and Organizing Subject Matter for Student Learning