CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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

I connect content to real- Having completed a

world applications by
incorporating current
events/research and making
connections to my own
authentic research
experience. I begin lessons
by connecting current
content to prior knowledge
and I introduce them to how
the material will be relevant
in future classes and in the
real world. I constantly
adjust my teaching practices
so they align with
current/research-based
practices. 7/16/2020
master’s program in
education last year, I
have had the opportunity
to evaluate a plethora of
current, credible
research to refine my
teaching practices. I use
this and my own
authentic science
research experience to
make relevant
connections to content
we cover in class.
4/2021
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has basic knowledge of Expands knowledge of Adapts instruction in Integrates knowledge of Utilizes comprehensive
student stages of student development response to knowledge range of students knowledge of students to
development while and implements learning of student development development into guide all students to
becoming aware of activities in single and proficiencies to meet instructional decisions to develop proficiencies,
differences in students’ lessons or sequence of students’ diverse ensure student understand subject
understanding of subject lessons that addresses learning needs. Ensures understanding of the subject matter including related
matter. students’ proficiencies understanding of subject matter including related academic language.
and support matter including related academic language.
Teaches subject-specific understanding of subject academic language. Engages student at all
3.2 Applying vocabulary following matter including related Provides explicit teaching of levels of vocabulary,
knowledge of curriculum guidelines. academic language. Provides explicit specific academic language, academic language, and
student teaching of essential text structures, grammatical, proficiencies in self-
development and Provides explicit vocabulary, idioms, key and stylistic language directed goal setting,
proficiencies to teaching of essential words with multiple features to ensure equitable monitoring, and
ensure student content vocabulary and meanings, and academic access to subject matter improvement. Guides all
understanding of associated academic language in ways that understanding for the range students in using
subject matter language in single engage students in of student language levels analysis strategies that
lessons or sequence of accessing subject matter and abilities. provides equitable
lessons. Explains text or learning access and deep
academic language, activities. understanding of subject
formats, and vocabulary matter.
to support student
access to subject matter
when confusions are
identified.

I often use Frayer I meet in a PLC weekly to

Models to introduce new share experiences with my
vocabulary and provide colleagues and make needed
my students with adjustment to the
sentence frames on curriculum. By meeting with
various activities. others that teach the same
Students can access their courses as me, I can quickly
Frayer Models identify common
throughout the unit as misconceptions/weaknesses
they become more and make needed
familiar with certain adjustments. 7/16/2020
academic language.
7/16/2020 I often provide my
students with word banks
and sentence frames to
help them accurately use
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

academic language in
writing. For example, I
assign my biology
students an activity that
involves examination of a
specific experiment that
took place in Biosphere 2.
To help students with the
academic language, I
provide the following
sentence frames: "The low
oxygen levels and
increasing carbon dioxide
levels were caused by
____________" and "I would
solve the issue by
________________.” (Fall, 2020)

Follows organization of Examines organization Uses knowledge of Integrates knowledge of Uses extensive
curriculum as provided of curriculum and curriculum and student curriculum and resources to knowledge of curriculum
by site and district to considers adjustments in readiness to organize organize and adjust and related resources to
support student single lessons or and adjust the instruction within and flexibly and effectively
3.3 Organizing understanding of the sequence of lessons to curriculum to ensure across subject matter to organize and adjust
curriculum to subject matter. support understanding student understanding. extend student instruction.
facilitate student of subject matter. understanding.
understanding of the Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

In weekly PLC meetings, I often use entry tickets to By constantly
my colleagues and I gauge prior knowledge incorporating formative
discuss student progress and identify assessments throughout
and make suggestions misconceptions before lessons, I am able to
for how the curriculum beginning a unit. See quickly identify and
can be adjusted. We use this student work address common
data from both formative sample for an example of misconceptions and
and summative an entry ticket I give my make needed
assessments to guide our students. (Fall, 2020) adjustments to
decision-making when curriculum. 4/2021
adjusting curriculum.
7/16/2020

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
3.4 Utilizing
curriculum. lessons or sequence of student understanding students’ diverse learning, to develop enthusiasm,
instructional
lessons to increase of academic language to ensure student meta-cognitive abilities,
strategies that are
student understanding appropriate to subject understanding of academic and support and
appropriate to the
of academic language matter and that language, and guide student challenge the full range
subject matter
appropriate to subject addresses students’ in understanding of student towards a
matter. diverse learning needs. connections within and deep knowledge of
across subject matter. subject matter.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I follow the Universal Design
for Learning to
accommodate all learning
styles and constantly
incorporate formative
assessments to monitor
student progress. I
encourage students to make
connections between course
content and personal
experiences through open-
ended assignments.
7/16/2020

I assign open-ended
assignments that offer
students many different
choices for how they may
present information in a
way that allows them to
make connections
between content and
current, real-world
issues.  See this example of
a project I assigned my
chemistry students. This
project also allows
students to make
connections between
biology and chemistry
content, reiterating the
idea that chemistry is
considered the central
science. (Fall, 2020)

Uses available Explores additional Selects, adapts, and Integrates a wide range of Engages students in
3.5 Using and
instructional materials, instructional materials, utilizes appropriate adapted resources, identifying and adapting
adapting resources,
resources, and resources, and instructional materials, technologies, and resources, technologies,
technologies, and
technologies for specific technologies to make resources, and instructional materials to and standards-aligned
standards-aligned
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

lessons to make subject subject matter accessible technologies for concept meet identified student
matter accessible to to students. and skill development in needs and make subject
students. subject matter. matter accessible to
Explores how to make Resources reflect the students.
Identifies technological technological resources diversity of the
instructional
resource needs. available to all students. classroom and support Assists student with
materials including
differentiated learning of equitable access to
adopted materials,
subject matter. materials, resources, and
to make subject
technologies. Seeks outside
matter accessible to
Guides students to use resources and support.
all students
available print,
electronic, and online
subject matter resources
based on individual
needs.
I create lecture videos to
supplement live lectures so
students may go back and
rewatch segments of the
lecture. I vary my instruction
strategies so my teaching
practices appeal to all learning
styles. I reach out to counselors
and parents to learn more
about how I can better support
a student. 7/16/2020
I use my experience working at
Humboldt State’s Student
Disability Resource Center to
offer resources and supports to
students. Every student has an
iPad, and I avoid assigning
homework in case a students
does not have a suitable
environment to complete
homework or utilize technology
at home. 7/16/2020
instructional materials to
extend student
understanding and
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.
Having worked for the
Student Disability
Resource Center in
various roles, I have
gained valuable skills in
addressing the diverse
learning needs of
students, and I have
utilized these skills when
working with my
colleagues to share with
them how they may be
able to strengthen
teaching practices. My
role as a Peer
Technology Support
Advisor has prepared me
to work with
my colleagues on
adapting to the use of
new technological tools
4/2021.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of students’ Seeks additional
primary language and information describing
English language elements of culture and
proficiencies based on language proficiencies in
available assessment data. listening, speaking, reading,
and writing. Uses multiple
measures for assessing
English learners’
3.6 Addressing the performance to identify
needs of English gaps in English language
learners and student Provides adapted materials development.
with special needs to to help English learners
provide equitable access content. Attempts to scaffold
access to the content content using visuals,
models, and graphic
organizers.
Identifies language Integrates knowledge of Engages English learners in
proficiencies and English English language development, assessment of their
learner strengths in the English learners’ strengths and progress in English
study of language and assessed needs into English language development and
content. Differentiates language and content in meeting content
instruction using one or instruction. standards. Supports
more components of students to establish and
English language monitor language and
development to support content goals.
English learners. Develops and adapts
instruction to provide a wide
Creates and implements range of scaffolded support for Is resourceful and flexible
scaffolds to support language and content for the in the design, adjustment,
standards-based range of English learners. and elimination of scaffolds
instruction using literacy based on English learners’
strategies, SDAIE, and proficiencies, knowledge,
content level English and skills in the content.
language development in
order for students to
improve language
proficiencies and
understand content.
I provide ELLs with I work closely with the ELD
sentence frames and specialist on campus to
word banks on many identify possible
assignments. I also use modifications and supports
preferential seating to for my ELLs. I also practice
group ELLs with at least culturally responsive
one other student that teaching so my ELLs have
has the same primary opportunities to build on
language (when their unique experiences
possible) so they may and prior knowledge.
consult each other in 7/16/2020
their primary language
when needed. By collaborating with my
7/16/2020 colleagues and the
specialists on campus, as
well as the families of
students, I am able to
determine how to best
support individual English
language learners and keep
track of their progress.
4/2021
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
needs of English and 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.
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.
I work closely with
counselors on campus to
effectively differentiate
instruction for students
with special needs. I also
take time to get to know
students on a more
personal level so I can
gain insight into their
interests and learning
style. 7/16/2020
I keep clear an concise
notes on student
progress and document
all interactions with
parents, counselors, and
administration.
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.
I routinely reach out to
parents, counselors, and
fellow teachers to learn
more about individual
students and necessary
accommodations and
modifications. I always
involve parents in
developing proper supports.
7/16/2020
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.
For my Teacher Leader
Project, I identified
strategies for how to
best support students
during distance learning.
I presented these
findings to other
teachers in my
department. 4/2021
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

7/16/2020