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
3.1 Demonstrating language, and academic identify connections concepts, academic content standards, and issues, academic
knowledge of subject content standards. between academic language, and academic academic language in language, and research to
matter academic content standards and content standards. ways that ensure clear make relevant
content standards instruction. connections and connections to standards
relevance to students. during instruction and
extend student learning.

I have foundational I am a content lead for my

understanding of the Algebra Foundations 2
subject matter and the course. I help with
standards to create creating benchmarks,
lessons. I use the district assignments, and
standards to create my analyzing data. All the
lesson objectives that are things we make are based
what my students need to on the mathematics
learn. I incorporate common core standards. I
content vocabulary as advise the other Algebra
well as academic Foundations 2 teachers
vocabulary daily in and we make joint
lessons. 9/30, decisions on major areas
of focus in our classes.
I explain to students the 05/06/2020
connection between the
learning goals we have in
class to the standards and
topics that need to be
learned for that subject.
4/28

I explain what we are

learning, why we are
learning it, and how
students will know they
have learned it. I provide
students with a learning
goal sheet that helps
them keep track of what
they have mastered and
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

what they still need to
improve on. On the sheet
students can see the
components, the things
they need to know, to
solve each type of
problem. This way
students are able to
pinpoint the skills they
need help on.
12/13/2019
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.
Since students are
working at their own
pace, students’
proficiencies and
understanding of the
subject matter is
addressed daily in class.
Students are able to ask
for help or receive help
on the concept they are
on. 9/30
I have improved in
adapting my instruction
to meet the needs of my
students. I think I need to
improve on meeting
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
learning activities. range of student language deep understanding of
levels and abilities. subject matter.
One way that I provide
explicit teaching of
essential vocabulary is by
assigning Edpuzzle
videos that cover
necessary vocabulary to
start a unit. I assign
students the videos
before a new lesson or
topic. I recently assigned
one before Topic 10:
Circles which is about the
Parts of a Circle. I also
incorporate fun
Flocabulary songs when
applicable. These songs
get stuck in students’
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

more of their needs and heads which helps them
in a better way. retain content.
Currently, I adjust for the 05/06/2020
whole class and provides
individual work to help
students improve in the
areas they need. 4/28

Every unit students have

a list of vocabulary they
will learn, and they make
some sort of flashcards
the way they want. I
teach students the
vocabulary and
continuously remind
them of the meaning or
have a student explain
the meaning. 9/30

I explicitly teach
vocabulary and provide
students with guided
notes or foldables that
help students learn and
reinforce the vocabulary.
I also use Quizlet to have
students practice
vocabulary and another
math concepts. 4/28

I scaffold my notes and

lessons based on what I
know students will
struggle with. I provide
students with fill in the
blanks for the things they
need to be looking for. I
do this so that students
learn the expectations so
that later they can
answer the problem
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

without me providing the
things they need to be
looking for. I explicitly
teach vocabulary and
provides students with
charts and Quizlet sets.

ISTE Standard 5c: I assign

videos for students to
watch before we start a
new unit. Mathematics is
a language so there are
many new words and
ideas that students need
to be exposed to. One
way I do this is by
providing videos for
students to watch to front
load the information.
While students are
watching these videos,
they are asked to provide
1-2 examples and
summarize the video in at
least 3 sentences. This
way students are hearing
and writing words they
will be using in the unit
as one form of
practice. The closed
captioning helps students
write the words they do
not know. This is an
example of a video on the
vocabulary of graphs of
Quadratics. In the video,
the teacher explains
up/down, vertex, axis of
symmetry, x-intercepts,
and max/min of
quadratics.
12/13/2019
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.
understanding of the Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand.
The district provided a I have adjusted the order
suggestion of order for of the curriculum to help
the topics, but I have my students learn. For
adjusted what comes example, I had students
before or after topics in learn to substitute and
order to strengthen my evaluate functions before
students understanding. teaching students to
For example, exponential graph quadratics using
graphs are usually tables. I change the order
mentioned after learning so that students are
about quadratics, but I receiving continuous
will incorporate it after practice and support in
learning about developing skills they
exponents. 9/30 need for the next topic.
4/28

I follow the Pearson

guide in general for most
lessons for the order and
the content. The book is
based on the common
core standards. I adjust
the order of the content
in our textbook for some
lessons. For example, I
had students learn the
general equation of an
exponential function with
the asymptote included
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

to prevent future
confusions. The original
lessons did not include
different asymptotes
until the end. I also
combine sections in the
textbook that can be
taught together to keep a
good lesson flow.
12/13/2019

Whenever I am going to
teach a section that
requires previous skills, I
take a day to assess prior
knowledge and to
provide scaffolding and
front loading to students.
Before I teach solving
systems of quadratic-
linear equations, I first
revisit how to graph a
line, how to graph a
system of linear
equations, and how to
determine how many
solutions a system has. I
created a 4-1: Solving
Systems of Equations by
Graphing video for
distance learning to help
students review these
ideas before continuing
into teaching graphing
quadratic-linear systems.
Students will follow the
same process when
solving a quadratic-linear
system, so this helps to
ensure students are
prepared to go further
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

into learning about
systems. 05/06/2020

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
3.4 Utilizing curriculum. lessons or sequence of student understanding of students’ diverse develop enthusiasm,
instructional lessons to increase academic language learning, to ensure meta-cognitive abilities,
strategies that are student understanding of appropriate to subject student understanding of and support and
appropriate to the academic language matter and that academic language, and challenge the full range of
subject matter appropriate to subject addresses students’ guide student in student towards a deep
matter. diverse learning needs. understanding knowledge of subject
connections within and matter.
across subject matter.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
I think I am exploring
because I do not solely
use strategies provided in
the curriculum. I look for
ways to adjust my
instruction depending on
the needs of my students
daily and ongoing in a
lesson. If I notice my
students are struggling
with academic language
in class, I look for ways to
help my students
remember it. For
example, for undefined
slope. I tell students think
about you climbing a
mountain with undefined
slope. You can’t do it with
equipment. Only
Spiderman could. I have
seen this help some
students. 9/30
I use a variety of
instructional strategies
such as Choice Boards,
videos, online platforms,
guided notes, foldables,
and a variety of other
things to support student
learning. Through these
strategies, students are
exposed to the academic
vocabulary of
mathematics. 4/28
I continue to use a variety
of instructional
strategies. I currently am
trying to improve my use
of Pear Deck, Go
Applying Integrating Innovating
One way that I meet the
needs of providing
student with resources
that help them retain and
practice academic
language/skills is by
creating foldables with
students. I often use a
foldable called Solving
Quadratics Foldable
which was created by my
colleague, Paul Sexton.
We use this foldable at
the end of Topic 9:
Solving Quadratics when
students need to be able
to identify which method
is the best way to solve a
specific quadratic
equation. The foldable
includes a definition of
each method and an
example. This is a really
helpful study tool and
students use it on
assignments throughout
the course after making
it. 05/06/2020
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Formative, and Desmos. I
use GoFormative to ask
questions that go beyond
multiple choice or fill in
the blank. I have students
categorize concepts such
as different types of
polynomials based on
degree and term. I also
ask students to draw in
responses. Through
GoFormative students
are able to receive
immediate feedback and I
can give students specific
feedback that students
can read on their end.

ISTE Standard 4b:

Students and I tried out
GimKit which is like
Quizlet live where
students can work in
groups to answer
questions except they
earn points to buy
upgrades and can lose
points as well. We did an
activity where students
factor quadratics.
Students played the game
individually and as
teams. Students were
more engaged in this
practice because they are
able to win points to buy
items that will help them
win the game or to
decrease the chances of
others winning. Students
and I worked together to
figure out how to use the
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

items to their benefit and
how to best play this
game. 12/13/2019

Uses available Explores additional Selects, adapts, and Integrates a wide range Engages students in
instructional materials, instructional materials, utilizes appropriate of 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. ongoing links to outside
resources based on resources and support.
individual needs.
I like to use a variety of I make sure students are
websites and resources able to complete the
to help my students activities online if they
access the subject matter. cannot do it home. I print
Students have a choice in or suggest they stay after
what they do through the school in the library for
Math Menu. 9/30 tutoring which is open
Monday-Thursday from
3-6 pm where there are
tutors that can help them
as well. They can also do
their work during tutorial
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

at school which is built in
time. 9/30

I provide students with a

variety of instructional
materials and resources
to learn the subject
matter. I do this through
Choice Boards. Students
have many choices
between printed
assignments and online
assignments. I suggest
students do certain
activities based on their
needs. 4/28

Most of the lessons I do

focus on students doing
the work over me talking.
I like to minimize the
amount of time I talk and
that I am showing
students examples sot
that students are given
the opportunity to
practice the content with
each other.
I continue to provide
students with a variety of
instructional materials
and resources through
choice boards. The choice
board includes videos,
Quizlet, Quizizz, ALEKS,
Pearson assignments, and
a variety of paper
assignments. The choice
board is provided all
online. Students that
need to print assignments
are encouraged to print
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

themselves at the
library.12/13/2019

I use Desmos activities in

my class to connect
abstract ideas with
graphs. Domain and
Range is a difficult
concept to grasp because
when students write the
intervals for input and
output values, students
need to be able to identify
that the x-values are the
domain and the y-values
are the range. Desmos
activities have interactive
features. One activity
called Explore Domain
and Range desmos
activity has colored
interval sliders
embedded into the
graphs that students can
use to shade the intervals.
This shading tool helps
students see the
difference between
domain and range to help
them better write the
correct intervals. Once
students have been
exposed to the sliders,
students mimic the
sliders by using a
pencil/pen and sliding it
vertically and
horizontally along the
graph to determine the
intervals. 05/06/2020
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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. instruction using one or English language and standards. Supports
Uses multiple measures more components of content instruction. students to establish and
for assessing English English language monitor language and
3.6 Addressing the learners’ performance to development to support content goals.
needs of English identify gaps in English English learners.
learners and student language development. Develops and adapts
with special needs to Provides adapted Creates and implements instruction to provide a Is resourceful and flexible
provide equitable materials to help English Attempts to scaffold scaffolds to support wide range of scaffolded in the design, adjustment,
access to the content learners access content. content using visuals, standards-based support for language and and elimination of
models, and graphic instruction using literacy content for the range of scaffolds based on
organizers. strategies, SDAIE, and English learners. English learners’
content level English proficiencies, knowledge,
language development in and skills in the content.
order for students to
improve language
proficiencies and
understand content.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I am aware of my The majority of my
students’ proficiencies English language
and adjust for it in my learners' first language is
lessons. I have not Spanish. For my emerging
created different ELs and some of my
measures to assess my expanding ELs, I provide
students’ development in their math homework in
English so that is why I Spanish through Math XL
consider myself which is a digital
emerging. 9/30 assignment. The
Students that are English questions are the exact
learners have access to same questions other
the content in their first students see. For my
language. 9/30 other students, I use
Google translate to help
I continue to provide my with translations or
English learners with Naver Korean Dictionary
adapted materials and for my Korean speaking
scaffolds to help develop students.
their English language. 05/06/2020
4/28

I create notes for Spanish

speakers and provide
digital notes for students
that speak other languages
to easily translate. I include
charts and easy to read
images to help students
learn the content. I also
look for an provide online
resources in Spanish and
other languages to help
students learn and translate
content. 12/13/2019
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
with resource personnel and
3.6 Addressing the families.
needs of English
learners and student
with special needs to
provide equitable
access to the content
Learns about referral
processes for students with
special needs.
I have attended required
meetings with personnel.
I have learned about the
referral process, but I
have not suggested one.
9/30
I am still learning about
the referral process and
how to go about referring
students. 4/28
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.
I have asked other
teachers for information
about my students with
special needs in their
class. I have asked the
special education
specialist for help with
specific students. I have
tried similar things other
teachers are doing to
help my students be
successful in my class.
9/30
I continue to seek
additional information
from students through
themselves, parents, and
other teachers. I look for
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.
In order to better help my
ELLs, I talk to the EL
TOSA. I ask for resources
and things that I can do to
make the content more
accessible. For my SPED
students, I consistently
communicate with their
case carriers and other
teachers to determine
better strategies to better
help students. I am
involved in IEP meetings
and I helping create new
IEP goals or extend goals.
I also talk with students
to determine what they
need from me and to ask
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.
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.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

ways other teacher are for feedback to specific
helping students and teaching strategies or
trying to replicate that in activities we do in
my class. I continue to class.05/06/2020
work with resource
personnel to help
students. 4/28

I read my students
IEPs/504 plans and
adjust my teaching and
lessons to incorporate
their needs in my lessons.
I talk to their case carrier,
parents, and other
teachers to provide
special education
students with supports in
my class. I attend
meetings and provide
input and seek ways to
better my teaching and
help for my students. I
also talk with students to
determine if there are
adjustments, they notice I
can do to help them
better learn. I also talk to
them about options that
may help improve their
success on assessments.
12/13/2019