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. connections and during instruction and
relevance to students. extend student learning.

I try to integrate lessons

form other subjects in
order to create the sense
of usefulness in what we
do in class. I will work
with other teachers in
order to provide cross-
discipline support. For
example, if world history
is working on Meso-
American cultures, I will
use a map of the
Teotihuacan to do a
lesson on proportions so
there is some consistency
between classes and so
that students can relate to
the subject.-9/28/2019

I continue to try and

bridge different subjects
to show my students that
all knowledge is
interconnected. For
example, students in my
3D printing class printed
out model figures for a
diorama they made for
the Battle of Bunker Hill
in History class.-5/5/20
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I continue to bring
together applications of
mathematics in different
fields. For example, I did
a project for how growth
patterns of flowers show
the sequence of Fibonacci
numbers and we have
explored exponential
increases and s-curves by
looking at how a virus
would spread through a
community with and
without intervention.
12/11/20
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
3.2 Applying Teaches subject-specific matter including related
knowledge of vocabulary following academic language.
student development curriculum guidelines.
and proficiencies to Provides explicit teaching
ensure student of essential content
understanding of vocabulary and
subject matter associated academic
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.
I build upon what
students are proficient at
in order to give them a
support for what they
need to learn. We always
review what we know
that is relevant to the
lesson.-9/28/19
Applying
Adapts instruction in
response to knowledge of
student development and
proficiencies to meet
students’ diverse learning
needs. Ensures
understanding of subject
matter including related
academic language.
Provides explicit teaching
of essential vocabulary,
idioms, key words with
multiple meanings, and
academic language in
ways that engage
students in accessing
subject matter text or
learning activities.
I am an advocate of
academic language and will
review the word origins,
grammar and syntax of all
the mathematical terms I
teach. I find that this helps
students create a stronger
connection to the material.
For example, I go over the
origins of the square root
symbol and its resemblance
to a stretched out r.-
9/28/19
Integrating Innovating
Integrates knowledge of Utilizes comprehensive
range of students knowledge of students to
development into guide all students to
instructional decisions to develop proficiencies,
ensure student understand subject
understanding of the matter including related
subject matter including academic language.
related academic
language. Engages student at all
levels of vocabulary,
Provides explicit teaching academic language, and
of specific academic proficiencies in self-
language, text structures, directed goal setting,
grammatical, and stylistic monitoring, and
language features to improvement. Guides all
ensure equitable access students in using analysis
to subject matter strategies that provides
understanding for the equitable access and deep
range of student language understanding of subject
levels and abilities. matter.
Going over vocabulary is
a specific part of all
lesson plans. Since
proper terminology is
important in math, nearly
all vocabulary is present
at the beginning of the
lesson.-5/5/20
I continue to reinforce
language as part of my
class. I focus on quizlet as
a means to understand
vocabulary and
encourage my students to
make their own quizzes.
12/11/20
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. understanding. Ensures student
understanding of the
comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand.
I am unafraid to mix and I regularly substitute
match lessons so that the lessons for lower
lessons flow smoother performing tracks that
and match what I think deal with the same
that students should be subject but in a different,
learning. For example, I easier to understand way.
have changed the order of For example, I teach
lessons in my Pre-Algebra Vertical Motion Models to
class so that linear all my algebra classes so
equations come just after they all understand but I
the section on solving use considerably easier
equations instead of equations for my slower
much later. I find that class so they don’t feel
this creates a smoother overwhelmed.-5/5/9
transition and the
students have an easier
time transitioning the
more complex section.-
9/28/19
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
connections within and matter.
across subject matter.
I try to incorporate as My faster classes are
many different activities focused more on lecture
from art projects to and presentation of
computer activities into information. I find that
my lessons as I can so they are more
that my students can appreciative of a direct
approach the subject in a approach. My slower
way that speaks to them. classes focus more on
I realize that not all of activity and my lecture
them learn the same way sessions are at a
and I always stress to my minimum for those
students that there are classes.-5/5/20
multiple ways of solving a I am switching to trying
problem.-9/28/19 to squeeze in multiple
activities in one class
period as our school
switched to a block
schedule this year, which
allows for this. I am
trying to incorporate a
couple of different
smaller activities in a
class session rather than
one long one as I think
students have a better
time digesting multiple
smaller bits of
information. -11/5/2020
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
Uses available Explores additional Selects, adapts, and
instructional materials, instructional materials, utilizes appropriate
resources, and resources, and instructional materials,
technologies for specific technologies to make resources, and
3.5 Using and
lessons to make subject subject matter accessible technologies for concept
adapting resources,
matter accessible to to students. and skill development in
technologies, and
students. subject matter. Resources
standards-aligned
Explores how to make reflect the diversity of the
instructional
Identifies technological technological resources classroom and support
materials including
resource needs. available to all students. differentiated learning of
adopted materials, to
subject matter.
make subject matter
accessible to all
Guides students to use
students
available print, electronic,
and online subject matter
resources based on
individual needs.
I use Desmos lesson
builders to reinforce
lessons that I teach. I will
also use Excel for algebra
students to show the
various ways that
algebraic equations can
be solved as well as using
it for my geometry
students in order to do
preliminary lessons that
relate to calculus.
Students respond well to
these lessons and look
forward to learning in a
manner that reflects their
daily usage of
technology.-9/28/19
Integrating Innovating
Integrates a wide range of Engages students in
adapted resources, identifying and adapting
technologies, and resources, technologies,
instructional materials to and standards-aligned
meet identified student instructional materials to
needs and make subject extend student
matter accessible to understanding and
students. critical thinking about
subject matter.
Assists student with
equitable access to Ensures that student are
materials, resources, and able to obtain equitable
technologies. Seeks access to a wide range of
outside resources and technologies through
support. ongoing links to outside
resources and support.
I use a wide variety of
resources and have been
better about
incorporating technology
based activities of
variouos difficulties in
class. Faster classes use
more complicated
technologies while slower
classes are using apps
that are more
foundational in nature.-
5/5/20
I continue to use
technology in smaller
chunks to create a variety
of activities, which I feel
increases overall
attention. For example, I
have used the following
short activity from
Desmos as a closing
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

activity in lessons:
https://teacher.desmos.c
om/activitybuilder/custo
m/5b11a0c8cc6e605a22
6fe41d -11/5/20

I continue to use Desmos

as a way of reinforcing
lessons as well as a fun
way of providing a place
for students to express
what they know.
Marbleslides is a favorite
of students of all levels.
Faster students enjoy
helping others get
through the puzzles and
the puzzles are not so
hard that check and guess
is not a viable method.
Students can proceed at
their own pace.
https://
teacher.desmos.com/
activitybuilder/custom/
566b31734e38e1e21a10
aac8 - 4/23/21
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 in
primary language and information describing proficiencies and English English language assessment of their progress
English language elements of culture and learner strengths in the development, English in English language
proficiencies based on language proficiencies in study of language and learners’ strengths and development and in meeting
available assessment data. listening, speaking, reading, content. Differentiates assessed needs into English content standards. Supports
and 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.
needs of English performance to identify support English learners.
learners and student gaps in English language
with special needs to Provides adapted materials development. Creates and implements Develops and adapts Is resourceful and flexible in
provide equitable to help English learners scaffolds to support instruction to provide a wide the design, adjustment, and
access to the content access content. Attempts to scaffold content standards-based instruction range of scaffolded support elimination of scaffolds
using visuals, models, and using literacy strategies, for language and content for based on English learners’
graphic organizers. SDAIE, and content level the range of English proficiencies, knowledge,
English language learners. and skills in the content.
development in order for
students to improve
language proficiencies and
understand content.
English learners are few I am using guided notes
and far in between at my and math vocab sections
school as a majority of at the beginning of each
students are highly lesson for my ELL
proficient at English. students. Students also
However, I am aware that have access to me during
not every student has the off hours if they have
same vocabulary skills questions.-5/5/20
and I try to introduce new I have encouraged my
terms with appropriate students to look up
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
background information
to help students retain
information.-9/28/18
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.
Students with special
needs are given whatever
accommodations are
necessary. I work with
the special needs
counselor to ensure that I
Exploring
vocabulary lists using
quizlet, which helps not
only ELL students but all
students who are having
trouble with
vocabulary.11/5/20
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 work with our special
needs coordinator and
parents to make sure
appropriate
modifications and
accommodations are
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.
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

am following plans laid made for students that
out with individual need them. I will make
student counselors and multiple versions of
parents in order to ensure assessments and change
the students are getting learning goals in
proper support. I attend response.-5/5/20
meetings with other
teachers and parents in We continue to work
order to make sure that with our special needs
we are consistent with counselors and try to
accommodations.- make things easier for
9/28/19 our special needs
students. For example,
my special needs
students get documents
in a special font
whenever possible called
“Dyslexie” which is
supposed to help
students with visual
processing issues.
12/11/20