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. 9/26/18 5/1/19 connections and during instruction and
relevance to students extend student learning.
12/12/19. 4/1/20

I will look at the Before each unit in Social I understand what Math I use cross curricular
upcoming social studies Studies, I have students needs to be mastered, connections including
chapter assessment and fill out a “standards before the students are teaching reading
determine what elements paper”. In this ready to move onto the informational text
need to be mastered assignment students next lesson. For example, thought science and social
before starting the new identify any academic I know that mastering studies standards.
concept. This helps to language that will be Math Facts are needed to I use technology
ensure my students are found in their upcoming move onto long division. based learning by
prepared to learn this readings. 5/3/19 12/12/19 integrating visual
new material. 9/26/18
representations
which
are connected
to content
standards.  4/1/20
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. 9/26/18
Before each social studies
chapter, my students’ use
Cornel notes to pull out
explicit vocabulary terms
and phrases that they
need to know in order to
successfully understand
the reading. 9/28/18
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
5/1/19 levels and abilities matter. 4/1/20
12/12/19.
Students highlight Academic vocabulary is
vocabulary terms before explicitly taught during
reading each science vocabulary lessons. GATE
lesson. They are asked to notes are taken with
locate the word, define it academic vocabulary
and then use it in a written in closed note
sentence relevant to the style. Students are taught
text. 5/3/19 how to research words
that they do not
understand. Reading Logs
include researching
words with unknown
meanings. Interactive
Notebooks are utilized to
teach and keep new
information for ongoing
reference. 4/1/20
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 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. 9/26/18 extend student
facilitate student matter. understanding. 5/1/19 Ensures student
understanding of the comprehension and
subject matter facilitates student
articulation about what
they do and do not
understand. 12/12/19

I review previously I organize lessons in Curriculum is structured

taught Math concepts accordance to the state and based around science
such as fractions and standards in order for my and social studies
decimals and then have students to gain the most content, with reading and
students apply them to out of their school year. writing connected to the
current instruction like For example in Math: I content. The structure of
Ratios and Proportions. will look at both the teaching is very strategic
9/26/18 grade before and the to the learning process.
grade above mine to 12/7/19
make sure that I am
bridging any gaps that my
students might have.
5/3/19

3.4 Utilizing Uses instructional Gathers and uses Selects and adapts a Integrates instructional Uses an extensive
instructional strategies that are additional instructional variety of instructional strategies appropriate to repertoire of instructional
strategies that are provided in the strategies in single strategies to ensure subject matter to meet strategies to develop
appropriate to the curriculum. lessons or sequence of student understanding of students’ diverse enthusiasm, meta-
subject matter lessons to increase academic language learning, to ensure cognitive abilities, and
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

student understanding of appropriate to subject student understanding of
academic language matter and that academic language, and
appropriate to subject addresses students’ guide student in
matter. diverse learning needs. understanding
9/26/18 connections within and
across subject matter.
5/1/199/26/18
I use informational text to
teach about different
social studies topics. This
helps my students
practice reading
informational text and
learn about the Roman
Empire at the same time.
9/26/18
I make sure that my
students use academic
vocabulary throughout
their writing in Social
Studies and Science to
ensure they are making
connections across
subject matter. 5/3/19
support and challenge the
full range of student
towards a deep
knowledge of subject
matter. 12/12/19
Instructional strategies
are used based on student
Multiple Intelligences and
GATE icons are used to
enhance student learning
including mind maps,
individualized learning
plans and specialized
instruction, through.
12/12/19

3.5 Using and Uses available Explores additional Selects, adapts, and Integrates a wide range of Engages students in
adapting resources, instructional materials, instructional materials, utilizes appropriate adapted resources, identifying and adapting
technologies, and resources, and resources, and instructional materials, technologies, and resources, technologies,
standards-aligned technologies for specific technologies to make resources, and instructional materials to and standards-aligned
instructional lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
materials including matter accessible to to students. and skill development in needs and make subject extend student
adopted materials, to students. subject matter. Resources matter accessible to understanding and
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Explores how to make reflect the diversity of the
Identifies technological technological resources classroom and support
resource needs. available to all students. differentiated learning of
subject matter. 9/26/18
make subject matter
accessible to all Guides students to use
students available print, electronic,
and online subject matter
resources based on
individual needs.
9/26/18
I use Discovery Education
as a supplement to my
Science lessons. I use
their interactive labs and
videos to engage my
students and to support
the standards they need
to master. 9/26/18
Students use primary and
secondary sources on the
computer to learn about
ancient Rome. 9/26/18
students. 5/1/19
Assists student with
equitable access to
materials, resources, and
technologies. Seeks
outside resources and
support. 5/1/19
My students use Chrome
books to type and edit
their writing. They use a
program that lets them
peer-edit each others
work without knowing
whose paper they are
reading. 5/3/19
I use outside resources
from our SPED team to
help support my students
in writing. Ex: graphic
organizers, writing
templates, sentence
frames. 5/3/19
critical thinking about
subject matter.
Ensures that student are
able to obtain equitable
access to a wide range of
technologies through
ongoing links to outside
resources and support.
12/12/19
Students are provided
with several
opportunities throughout
the year to engage in
explorative learning,
while I provide them with
several different sources
and materials they are
able to choose from to
develop their
understanding
12/12/19.

3.6 Addressing the Is aware of students’ Seeks additional information Identifies language Integrates knowledge of Engages English learners in
needs of English primary language and describing elements of proficiencies and English English language assessment of their progress
learners and student 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
with special needs to
available assessment data. speaking, reading, and content. Differentiates assessed needs into English content standards. Supports
provide equitable writing. Uses multiple instruction using one or language and content students to establish and
access to the content measures for assessing more components of English instruction. monitor language and
English learners’ language development to content goals 4/1/20.
performance to identify gaps support English learners.
in English language
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Provides adapted materials
to help English learners
access content.
Has an awareness of the full
range of students identified
3.6 Addressing the with special needs through
needs of English data provided by the school.
learners and student
with special needs to
provide equitable
access to the content Attends required meeting
with resource personnel and
Exploring
development. 9/26/18
Attempts to scaffold content
using visuals, models, and
graphic organizers 9/26/18.
English Learning students
are strategically seated
for optimal view of the
board and other useful
visuals around the
classroom. 9/26/18
Students are given
graphic organizers before
taking social studies and
science notes. They are
also given the option to
preview videos ahead of
time. 9/26/18
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,
Applying Integrating Innovating
5/1/19 Develops and adapts Is resourceful and flexible in
instruction to provide a wide the design, adjustment, and
Creates and implements range of scaffolded support elimination of scaffolds
scaffolds to support for language and content for based on English learners’
standards-based instruction the range of English proficiencies, knowledge,
using literacy strategies, learners. and skills in the content.
SDAIE, and content level
English language
development in order for
students to improve
language proficiencies and
understand content.
5/1/19
I have identified my EL students are provided
English Learners and with daily small group
have created instruction based on their
differentiated work for proficiency level. 4/1/20
them across all subject
matters. Some of these
components include
scaffolds such as visuals,
sentence frames and
organizer binders.
5/3/19
I use outside resources
from our SPED team to
help support my students
in writing. Ex: graphic
organizers, writing
templates, sentence
frames. 5/3/19
Utilizes information on the Integrates accommodations, Guides and support the full
full range of students adaptations, and extensions range of student with special
identified with special needs to instruction for the full needs to actively engage in
to assess strengths and range of students with the assessment and monitor
competencies to provide special needs to ensure their own strengths, learning
appropriate challenge and adequate support and needs, and achievement in
accommodations in challenge. 5/1/19 accessing content.
instruction. 9/26/18
Communicates and
Communicates and
Communicates regularly collaborates with colleagues, collaborates with resource
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
families. and families during
meetings and activities in
support of learning plans
and goals.
Learns about referral
processes for students with Seeks additional information
special needs. on struggling learners and
advanced learners to
determine appropriateness
for referral.
Applying
with resource personnel,
para-educators, and families
to ensure that student
services are provided and
progress is made in
accessing appropriate
content. 9/26/18
Refers students as needed in
a timely and appropriate
manner supported with
documented data over time,
including interventions tried
previous to referral. 5/1/19
I have a weekly check-in
meeting scheduled with
our school resource team
to keep an update on my
special needs students
and their weekly
progress. 9/26/18
I have a student would
was in need of a councilor
to talk with. I provided
appropriate
documentation and gave
it to our resource team at
school. 5/3/19
Integrating
support staff, and families to
ensure consistent
instruction. Supports
families in positive
engagement with school.
9/26/18
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.
I use a messengering
system called Class Dojo
to keep parents and
families informed of
school events, to schedule
meetings and send
reminders about
upcoming tests and
projects that are due.
9/26/18
I have 2 students on a
504 Plan and as a team,
we have created
accommodations for
extended time on work
along with other
accommodation to help
make this student
successful. 5/3/19
Innovating
personnel, para-educators,
families, leadership, and
students in creating a
coordinated program to
optimize success of the full
range of students with
special needs 12/12/19
Takes leadership at the
site/district and collaborates
with resource personnel to
ensure the smooth and
effective implementations of
referral processes.
I pride myself on being very
knowledgeable about all of
my students with special
needs and their IEPs. I
provide one on one
classroom support,
communicate the needs of
students that are not being
addressed, and am an
advocate for my students
with special needs in my
classroom. I have open lines
of communication with
parents, admin and resource
personnel. I meet regularly
with our special needs
coordinator to check the
progress of my students and
address any needs that
might need to be addressed.
12/12/19