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  • CSTP 3 April 9.22.20 3.6 SN

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    Kaitlyn April
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    The document outlines the levels of understanding and application of subject matter for addressing the needs of students with special needs from emerging to innovating. At the emerging level, the educator is aware of student data and attends required meetings. At the exploring level, the educator seeks additional information to address challenges and cooperates with support staff. At the applying level, the educator utilizes student information to assess strengths and provide appropriate instruction, accommodations, and refers students as needed. At the integrating level, the educator ensures consistent support and collaborates with colleagues. At the innovating level, the educator guides all students with special needs and takes a leadership role to optimize success.

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    CSTP_3_April_9.22.20_3.6_SN

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    The document outlines the levels of understanding and application of subject matter for addressing the needs of students with special needs from emerging to innovating. At the emerging level, the educator is aware of student data and attends required meetings. At the exploring level, the educator seeks additional information to address challenges and cooperates with support staff. At the applying level, the educator utilizes student information to assess strengths and provide appropriate instruction, accommodations, and refers students as needed. At the integrating level, the educator ensures consistent support and collaborates with colleagues. At the innovating level, the educator guides all students with special needs and takes a leadership role to optimize success.

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    © All Rights Reserved
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    22 views1 page

    CSTP 3 April 9.22.20 3.6 SN

    Uploaded by

    Kaitlyn April
    The document outlines the levels of understanding and application of subject matter for addressing the needs of students with special needs from emerging to innovating. At the emerging level, the educator is aware of student data and attends required meetings. At the exploring level, the educator seeks additional information to address challenges and cooperates with support staff. At the applying level, the educator utilizes student information to assess strengths and provide appropriate instruction, accommodations, and refers students as needed. At the integrating level, the educator ensures consistent support and collaborates with colleagues. At the innovating level, the educator guides all students with special needs and takes a leadership role to optimize success.

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    © All Rights Reserved
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    CSTP 3: Understanding and Organizing Subject Matter for Student Learning

    Element Emerging Exploring Applying Integrating Innovating


    Has an awareness of the full Seeks additional information Utilizes information on the Integrates accommodations, Guides and support the full
    range of students identified on the full range of students full range of students adaptations, and extensions range of student with special
    with special needs through identified with special needs identified with special needs to instruction for the full needs to actively engage in
    data provided by the school. to address challenges or to assess strengths and range of students with the assessment and monitor
    supports in single lessons or competencies to provide special needs to ensure their own strengths,
    sequence of lessons. appropriate challenge and adequate support and learning needs, and
    accommodations in challenge. achievement in accessing
    instruction. (9/22/20) content.
    Attends required meeting Cooperates with resource Communicates and
    3.6 Addressing the with resource personnel and personnel, para-educators, Communicates regularly collaborates with colleagues, Communicates and
    needs of English families. and families during with resource personnel, support staff, and families to collaborates with resource
    meetings and activities in para-educators, and families ensure consistent personnel, para-educators,
    learners and student
    support of learning plans to ensure that student instruction. Supports families, leadership, and
    with special needs to and goals. families in positive students in creating a
    services are provided and
    provide equitable progress is made in engagement with school. coordinated program to
    access to the content accessing appropriate optimize success of the full
    content. Initiates and monitors range of students with
    Learns about referral referral processes and special needs.
    processes for students with Seeks additional information Refers students as needed in follow-up meeting to ensure
    special needs. on struggling learners and a timely and appropriate that students receive Takes leadership at the
    advanced learners to manner supported with support and/or extended site/district and collaborates
    determine appropriateness documented data over time, learning that is integrated with resource personnel to
    for referral. including interventions tried into the core curriculum. ensure the smooth and
    previous to referral. effective implementations of
    referral processes.
    I have viewed my
    students C.U.M and have
    looked at their profile on
    Aeries to help me identify
    what their special need is
    and how to assess for
    strengths and provide
    appropriate challenges
    and make
    accommodations during
    instruction. (9/22/20)

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