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 ways that ensure clear connections to standards
content standards instruction. standards.9/21/18 connections and during instruction and
relevance to students. extend student learning.
5/7/2019 4.8.2020
11/4/2019
In my lessons I like I have spent more time This school year I have
sharing and explaining focusing on the worked to include more
the academic language in relationship between current events and real-
a multitude of ways to vocabulary terms and world phenomena into
reach all students. I do how they are use in my Earth Science and
this by using academic context. For example, I Astronomy Curriculum. I
terms in a different have brought in passages have noticed a pattern of
context, comparing it to from the test or other students being more
similar words, and asking pieces of text that my engaged when the
students to develop their students read and we curriculum is “rooted” in
own definitions. I choose break the passage down. I a real-world example. As
these academic terms to do this to make sure high school students, I
focus on by carefully students know how what think it’s important to
examining our curriculum these terms mean in show them real world
and the assessments that context. It also allows issues happening right
students will be taking students to see my now, they really engage
and selecting terms that thought process and how with this type of lesson
may be unfamiliar to they can learn to break because they want to be a
students. I know that down complex passages part of a positive change.
students need to be as well. We also talk In addition, I have been
familiar with these terms about how the concepts making more cross
to be successful on our they are learning relate to curricular connections
labs and assessments. their own lives and I have worked to
9/21/18 frequently. 5/7/2019 extend students beyond
what is in the lessons.
I always strive to 4.8.2020
incorporate
multidisciplinary
concepts and to do my
best to represent the
scientific content in a way
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
that is both accurate and
free of bias. 11.5.2019
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
9/21/18 levels and abilities. matter.
5/7/2019
11/4/2019
4.8.2020
Most of my students are
9th grade high school
students and many of my
decisions are made based
on their development
both academically and
socially. Students who are
new into high school as a
9th grade student need
more help organizing
their work, completing
multi-step projects and
staying motivated. In my
lessons I make sure to
provide ample time for
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

going over instructions
for labs and for how
teaching study strategies.

Vocabulary building is
also a key focus in many
of lessons because I know
that learning science is
like learning a new
language, especially high
school level science. In
addition to science
related academic words, I
also focus on tier 2 words
that may be difficult for
many students such as
“applying” for
“examining”. 9/21/18

Most of this element has

stayed the same for me.
We still spend time in
each lesson talking about
vocabulary words and
how they relate to the
content. We also compare
words that have two
meanings, for example
“organic” in a chemistry
setting is different than
“organic” food. 5/7/2019

Vocabulary remains an
important facet of my
teaching. I try to not
assume students
understand new
vocabulary terms and
instead I teach all
students. Additionally,
teaching it in an engaging
manner helps students
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

learn too, for example
using YouTube videos
that use the vocabulary is
something they enjoy.
11.5.2019
When appropriate, I have
dedicated time for
learning vocabulary and
teaching skills to my
students to help them
decode new terms. This is
especially relevant when
we prepare to take tests. I
also focus on including
Tier 2 terms like analyze,
describe as those
frequently show up on
tests and can be barriers
for students showing
their knowledge of the
content. 4.8.2020

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. 9/21/18 5/7/2019 understanding. Ensures student
understanding of the
11/4/2019 comprehension and
subject matter
4.8.2020 facilitates student
articulation about what
they do and do not
understand.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Despite our curriculum
being fixed in our online
system, I can choose to
skip or drop certain
lessons if I do not think it
would be a good a match
for a student. I do this
frequently for students
who enroll in our school
late or students with
accommodations. In my
own LiveLessons that I
create weekly to support
our curriculum, I organize
material in a manner that
allows topics to flow and
build upon one another.
We also begin with a poll
pod question to start the
lesson right away with
engagement from
students. One of my
favorite ways to connect
the material to my
students is to show them
our topics in the media. I
bring in news articles or
historical events to show
them that what we are
learning is being
discussed beyond our
class. We also incorporate
writing, math skills, and
history to show how
inter-disciplinary science
can be.
9/21/18
Applying Integrating Innovating
I have been incorporating
more “re-teaching”
lessons to help students
who need more support.
Being an independent
study program, my
students are often at
different points in their
lessons so I also set up 1
on 1 sessions with my
students so I can really
customize the content to
their readiness level.
Working 1 on 1 with
students is something I
really enjoy getting to do.
5/7/2019
While our curriculum is
already pre-made, I plan
all extra supports and
interventions that we use
to support our students.
Recently, we have been
doing this more
collaboratively as a PLC.
Every PLC meeting we
dedicate time to
discussing what is or isn’t
working for our students
then making changes
from there. 11.5.2019
This semester I have been
making changes more
often to my curriculum
based on the needs and
readiness of my students.
I was hearing that my
students were feeling
overwhelmed with the
amount of work so as a
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
PLC we decided to drop a
quiz to help our students
feel better. With our
curriculum being pre-
made, I have to be more
creative with what I can
change and rearrange.
4.8.2020
Uses instructional Gathers and uses Selects and adapts a
strategies that are additional instructional variety of instructional
provided in the strategies in single strategies to ensure
curriculum. lessons or sequence of student understanding of
3.4 Utilizing lessons to increase academic language
instructional student understanding of appropriate to subject
strategies that are academic language matter and that
appropriate to the appropriate to subject addresses students’
subject matter matter. 9/21/18 diverse learning needs.
9/21/18
I employ a wide variety of
instructional activities
that support students in
reaching our lesson goals
and promote
engagement. Some
examples are using poll
pods to collect student
responses, playing
jeopardy and Kahoot to
review material,
matching terms to
images, creating class
lists of vocab definitions,
watching video clips,
analyzing quotes and
reading news articles. All
of these activities are
multi-disciplinary and
promote students’ having
fun while learning.
Integrating Innovating
Integrates instructional Uses an extensive
strategies appropriate to repertoire of instructional
subject matter to meet strategies to develop
students’ diverse enthusiasm, meta-
learning, to ensure cognitive abilities, and
student understanding of support and challenge the
academic language, and full range of student
guide student in towards a deep
understanding knowledge of subject
connections within and matter.
across subject matter. 4.8.2020
5/7/2019
11/4/2019
I still use most of the This semester, I have
same strategies that I worked to make sure my
listed previously but I students are engaged in
believe I improved in this the content and part of
element because I have that comes from me
started to explicitly generating enthusiasm
incorporate more cross- for the content. I do this
curricular activities. by connecting the content
Writing is an important to local news stories,
skill in any class so we celebrity stories, and
have spent more time world issues. Students
using sentence starters, have responded really
talking about how to well to me including these
write complete responses kinds of items to the
to essay questions and course. Students have
other writing strategies been challenged this
(Claim, Evidence, semester with more
Reasoning) to support my questions being open
students. I have been ended discussion board
trying to teach my assignments and
students about more requiring students to use
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Several strategies I use
while facilitating these
activities are providing
ample wait time,
modeling clear and
concise language, creating
a safe and equitable
classroom and other
strategies that encourage
participation from all
students.
9/21/18
Uses available Explores additional Selects, adapts, and
instructional materials, instructional materials, utilizes appropriate
resources, and resources, and instructional materials,
technologies for specific technologies to make resources, and
lessons to make subject subject matter accessible technologies for concept
3.5 Using and
matter accessible to to students. and skill development in
adapting resources,
students. subject matter. Resources
technologies, and
Explores how to make reflect the diversity of the
standards-aligned
Identifies technological technological resources classroom and support
instructional
resource needs. available to all students. differentiated learning of
materials including
subject matter. 9/21/18
adopted materials, to
5/7/2019
make subject matter
accessible to all
Guides students to use
students
available print, electronic,
and online subject matter
resources based on
individual needs.
5/7/2019
skills that benefit them in critical thinking skills.
any class (Note taking, 4.8.2020
organization, Time
management). 5/7/2019
During my 1 hour
LiveLesson time, I am still
using a lot of the same
strategies but I think I am
implementing them with
more ease and nuance.
For example, I use a lot
more formative
assessments to gauge
how my students are
progressing throughout
the lesson and also asking
more probing questions
to help my students
deepen their connections
to the lessons. 11.5.2019
Integrates a wide range of Engages students in
adapted resources, identifying and adapting
technologies, and resources, technologies,
instructional materials to and standards-aligned
meet identified student instructional materials to
needs and make subject extend student
matter accessible to understanding and
students. critical thinking about
11/4/2019 subject matter.
4.8.2020
Ensures that student are
Assists student with able to obtain equitable
equitable access to access to a wide range of
materials, resources, and technologies through
technologies. Seeks ongoing links to outside
outside resources and resources and support.
support.
11/4/2019
4.8.2020
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Whenever possible, I As an online educator, I
make modifications to the have a lot of time where I
curriculum to better fit can focus on supporting
my students and their students who need extra
learning needs. This help. This might include
includes remaking making them an extra
worksheets to increase resource, like a sentence
accessibility and ease of starter worksheet or even
use. The main goal when meeting with them
creating my class lab weekly to give them 1 on
worksheet is to have the 1 help.
instructions clear and
concise using as few Additionally, I am asking
words as possible but to all families I talk with if
still convey what students they have access to
need to accomplish. I also computers, internet and
consider fonts, size and other necessary
colors when creating materials. I do not
resources. All of my assume this for any
resources are readily families in our program.
available on my class From there, I can then
message board for my help them get a school
students to access laptop or even get them
whenever they need set up with our internet
them. I have even created subsidy program. I really
materials for students on like helping families in
a one on one basis in this way because it is a
order to meet their big weight off their
specific learning needs. shoulders. 11.5.2019

I am also always looking Ensuring my curriculum

for new ways to is accessible to all of my
incorporate technology is students is very
my virtual classroom. I important to me. This can
would like to use Padlet be difficult though
as a way to have students working for an online
collaborate with one school. I work very hard
another. We also use to communicate with my
Kahoot as a fun way to families to make sure
review and interact with they have what they need
one another despite being and to see if they need
in different locations. any additional resources
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

9/21/18 or supports. I work with
my students 1 on 1 to
At this point in the year, give them extra support
my students have grown whenever needed.
to be fairly independent 4.8.2020
learners. They know how
to access resources on the
message board, how to
use their planners and
other resources that we
have in our online school.
I still create worksheets
and other resources like
discussion outlines or
graphing guides to
support my all of my very
diverse students.
5/7/2019
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
9/21/18 writing. Uses multiple instruction using one or language and content students to establish and
5/7/2019 measures for assessing more components of English instruction. monitor language and
3.6 Addressing the English learners’ language development to content goals.
11/4/2019
needs of English performance to identify gaps support English learners.
4.8.2020
learners and student in English language
with special needs to development. Creates and implements Develops and adapts Is resourceful and flexible in
provide equitable scaffolds to support instruction to provide a wide the design, adjustment, and
access to the content 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’
Provides adapted materials
graphic organizers. SDAIE, and content level the range of English proficiencies, knowledge,
to help English learners
9/21/18 English language learners. and skills in the content.
access content.
5/7/2019 development in order for
11/4/2019 students to improve
language proficiencies and
4.8.2020
understand content.
I currently don’t access I have created many
our data about our scaffolded worksheets
English Language Learner and graphic organizers
students in depth. Each for my students to use.
student with special This includes lab
needs is flagged with a portfolio worksheets, unit
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
“triangle” as we call it and
it provides details about
that students needs. I can
see if a student is
classified as an English
language learner,
reclassified English
learner or if they have
504 plan or IEP. This
information is fairly
surface level and I know
that I could better use the
data available to use to
support our English
Language Learner
students. 9/21/18
This is still an area where
I would like to increase
my awareness. I have
students in ELD courses,
and they have teachers to
support them so I would
like to work more with
them to build a deeper
understanding of my ELL
students’ needs.
5/7/2019
I have access to
information about a
students language
proficiencies but it is not
something I frequently
access. I would like to do
this more but would need
more training and
support from my school.
Each student in this
category also has a ELD
teacher, so they let me
know if a student needs
Exploring Applying Integrating Innovating
test study guides, daily
habit trackers and more.
These resources are used
by all students but were
created with my English
Language Learners and
students with special
needs in mind. This
follows the Universal
Design for Learning
philosophy, it benefits all
students but is
particularly important for
these groups of students.
9/21/18
I still frequently provide
my students with useful
resources like sentence
starters, discussion
outlines and scaffolded
worksheets. These
resources are available to
everyone but are created
to support students
struggling with
understanding the
content. 5/7/2019
All of my students have
access to a wide range of
resources and ways to
demonstrate their
mastery. Staying in
communication with the
ELD teachers has also
helped me understand
how I can better support
my students. 11.5.2019
I have created various
graphic organizers and
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
more support. 11.5.2019
This is an area I have not
grown much in, I would
love to find more
resources and strategies
to support these students.
Most supports come from
their ELD teacher, but
more teacher training for
GenEd teachers would be
appreciated. 4.8.2020
Has an awareness of the full
range of students identified
with special needs through
data provided by the school.
Attends required meeting
with resource personnel and
families.
3.6 Addressing the
needs of English
learners and student
with special needs to Learns about referral
provide equitable processes for students with
access to the content special needs.
Exploring
sentence frame
worksheets to support
my students. I also
intentionally create all
resources to be accessible
by all students, our school
encourages us to follow
Universal design for
learning and this helps
inform my supports.
4.8.2020
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
Integrates accommodations,
adaptations, and extensions
to instruction for the full
range of students with
special needs to ensure
adequate support and
challenge. 9/21/18
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.
9/21/18
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.
5/7/2019
11/4/2019
4.8.2020
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.
9/21/18
5/7/20194.8.2020
Takes leadership at the
site/district and collaborates
with resource personnel to
ensure the smooth and
effective implementations of
referral processes.
5/7/2019
11/4/2019
4.8.2020
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating
I believe this is an area
where myself and my
school excel. I can make
changes for students
easily within our online
system. Additionally, we
have a system called
Issue Aware where
teachers and admin can
share important
information and
collaborate for students
with special needs. This is
also how we identify
students who may need
additional supports or
need referrals. I also
schedule progress
monitoring meetings for
students who are under
performing academically.
9/21/18
Innovating
Communication is
constant between
parents, admin and
teachers to support
students with special
needs. We use a variety of
means including phone
calls, emails, texts
messages and LiveLesson
meetings. 9/21/18
Our school has a great
student support service
team and they work
closely with us to make
sure our students are
receiving appropriate
accommodations. Our
Admin also gives us full
permission to make
changes as needed to
provide modifications for
students. We also have
several professional
development sessions a
year that focus on the
Child Find process, how
to implement
accommodations and also
how to communicate with
families who need
supports. Now that I am
on the science
department leadership, I
have been taking a more
active role in supporting
our teachers and families.
5/7/2019
Our school has an
extensive Student
Services Team and they
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

do a lot to ensure these
students are receiving
proper supports and
accommodations. I
frequently attend and
participate in IEP/504
meetings as well. Lastly,
our school does a good
job in training us about
the certain processes and
supports that these
students should be
receiving as we have a
higher than average
population of students
receiving student
services. 11.5.2019

Communication with
these families, case
managers, teachers and
admin is very important.
We have school
procedures we follow to
ensure communication
and our admin
encourages us to work
together to support
students who need the
extra guidance. As a
member of leadership, I
have given trainings on
working with students in
special populations and I
model the strategies I
suggest to other teachers
as well. 4.8.2020