CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has a foundational
knowledge of subject
matter, related academic
3.1 Demonstrating
language, and academic
knowledge of subject
content standards.
matter academic
(9/24/20)
content standards
Examines concepts in Understands and explains Uses broad knowledge of Uses extensive knowledge
subject matter and the relationship between inter-relationships of of subject matter
academic language to essential subject matter concepts, academic concepts, current issues,
identify connections concepts, academic content standards, and academic language, and
between academic language, and academic academic language in research to make relevant
content standards and content standards. ways that ensure clear connections to standards
instruction. connections and during instruction and
relevance to students. extend student learning.

I am able to examine
subject matter concepts
and connect it with
content standards at
times, but I still struggle
to keep the standards in
my mind while I teach.
My goal at times is to get
through the lesson before
the period ends.
However, when I reflect
back on the lesson, I
realize I need to remind
myself of the standard I
want to connect this
lesson to in order to truly
engage the students. The
foundation may be there,
but the connection is not
always present.
(9/24/20)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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. (9/24/20)
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
levels and abilities. matter.

Before the students

started The Outsiders,
they had to complete an
assignment about the
slang words/phrases
within the novel such as
“fuzz” and “broad.”
Through this assignment
and a Kahoot! review,
students were able to
comprehend these terms
in Chapters 1 and 2,
which positively
contributed to their
reading comprehension.
(9/24/20)
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. extend student
facilitate student
matter. (9/24/20) understanding. Ensures student
understanding of the
comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand.
Before the semester
started, I discussed a last-
minute change in the
curriculum with the
principal to ensure
student understanding.
The novel that the school
has in storage is a novel
that students are not able
to connect with in 2020.
Therefore, I did my
research and
differentiated lesson
planning to adjust the
curriculum to help
students to truly connect
with the novel. The
principal approved of the
book change and now, I
am able to hear the
excitement in our class
discussions. Students are
able to connect with
current events through
this novel’s historical
time period (Civil Rights
Movement, Martin Luther
King, and the 1960s).
(9/24/20)
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 instructional
provided in the strategies in single strategies to ensure subject matter to meet strategies to develop
3.4 Utilizing curriculum. lessons or sequence of student understanding of students’ diverse enthusiasm, meta-
instructional lessons to increase academic language learning, to ensure cognitive abilities, and
strategies that are student understanding of appropriate to subject student understanding of support and challenge the
appropriate to the academic language matter and that academic language, and full range of student
subject matter appropriate to subject addresses students’ guide student in towards a deep
matter. diverse learning needs. understanding knowledge of subject
(9/24/20) connections within and matter.
across subject matter.
7th grade has the most
IEP/504 students this
year. Therefore, a variety
of instructional strategies
is imperative to their
learning. Therefore, when
it comes to class
discussions, all students
have the option of voicing
their opinions/thoughts
through the Pear Deck
platform or private chat
the teacher via Zoom,
which are safe ways of
contributing to our
classroom discussions. I
also try my best to put the
students in breakout
rooms that they would be
comfortable in.
(9/24/20)

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,
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

technologies for specific technologies to make resources, and instructional materials to and standards-aligned
lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
matter accessible to to students. and skill development in needs and make subject extend student
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. (9/24/20) ongoing links to outside
resources based on resources and support.
individual needs.
On top of the materials
the school provides, I was
able to find a free PDF
copy of the necessary
reading materials.
Additionally, I was able to
create an online Digital
Reading Tracker along
with an online Digital
Journal for the students
who were not able to
shop for their supplies
due to the current
situation. Everything was
accessible online and
through Google
Classroom. (9/24/20)
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.
performance to identify gaps support English learners.
needs of English
in English language (9/24/20)
learners and student Provides adapted materials development. Develops and adapts Is resourceful and flexible in
with special needs to to help English learners Creates and implements instruction to provide a wide the design, adjustment, and
provide equitable access content. Attempts to scaffold content scaffolds to support range of scaffolded support elimination of scaffolds
access to the content using visuals, models, and standards-based instruction for language and content for based on English learners’
graphic organizers. using literacy strategies, the range of English proficiencies, knowledge,
SDAIE, and content level learners. and skills in the content.
English language
development in order for
students to improve
language proficiencies and
understand content.
For this school year, I
only have a few ELL
students in my classes
this year, and one student
just moved from
Mongolia. She does not
speak English. I have
already met with both the
family and ELD
coordinator and
discussed how to modify
all of our lessons and
assignments to help
support her learning.
Scaffolding is
implemented in the
worksheets. (9/24/20)
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. (9/24/20)
Communicates regularly
with resource personnel,
para-educators, and families
to ensure that student
services are provided and
progress is made in
accessing appropriate
content. (9/24/20)
Refers students as needed in
a timely and appropriate
manner supported with
documented data over time,
including interventions tried
previous to referral.
The 7th grade team and I
update our weekly
folders to track how our
students with special
needs are doing in remote
learning. We collaborate
and reach out to parents
every Friday. I speak with
the school’s education
specialist and the 7th
grade para-educator at
least three times a week.
They are also co-teachers
in my Google Classroom.
(9/24/20)
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.