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
language, and academic identify connections concepts, academic content standards, and issues, academic
3.1 Demonstrating
content standards. between academic language, and academic academic language in language, and research to
knowledge of subject
content standards and content standards. ways that ensure clear make relevant
matter academic
instruction. 9/26/20 connections and connections to standards
content standards
relevance to students. during instruction and
extend student learning.
4/29/21 4/9/22

When teaching or I often find the context in

recording a lesson, I start the curriculum not very
off with reading the relevant to my students.
lesson objectives and the Therefore, I consistently
academic language of the add examples of current
lesson. I then connect the issues and cross content
subject matter to the examples to extend
instructional focus. I also student learning. For
define and expand on example, I used
both academic and presidential election
nonacademic language voting percentage to help
especially in my classes students understand
with a high number of EL percent concepts.
students. I focus on 4/29/214/9/22
connecting every day
real-life examples to
support student
understanding of the
material. 9/26/20
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
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. 9/26/20
Besides teaching
vocabulary associated
with academic language, I
also expand on other
vocabulary words in the
lesson. I achieve this by
asking students to define
the words or give
examples. If they aren’t
familiar with the word,
then I would explain it.
9/26/20
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.
9/26/20
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 modify instruction to fit
the need of my students
based on their level of
understanding and their
learning needs. I adapt
these changes based on
IEP’s and the number of
EL students in my class.
9/26/20
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 4/9/22
language. 4/29/21
11/3/21 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. 4/9/22
4/29/21 11/3/21
The more I got to know I addition to reading each
my students this year and of my student’s IEP and
the more they were 504 plans, I make an
engaged, I was able to extensive effort to work
develop a deep with every single student
understanding of where to determine their
each student stands when academic proficiencies
it comes to academic and areas of
language. I am now improvements. I have my
applying UDL concepts students seated in small
where for example I groups which facilitates
pause to define and give this process. 4/9/22
examples of new
vocabulary word that I Besides demonstrating
know some students do the vocabulary suggested
not understand yet. in the curriculum, I
4/29/21 11/3/21 regularly define
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

additional words by
I heavily emphasize how asking students for the
to translate content meaning and asking them
language into to repeat the word out
mathematical term as I loud. I also have students
see many students read problems out loud
struggle making sense out so they can become more
of a word problem. For proficient readers.
example, I share with 4/9/22
students that the word
“is” means “equal” in
math. If one says “the
sum of two and three is
five,” then the
mathematical
equivalence is “2 + 3 = 5.”
This has helped students
understand what a word
problem is asking them to
do. 4/29/21.

I heavily emphasize how

to translate content
language into
mathematical term as I
see many students
struggle making sense out
of a word problem. For
example, while learning
how to write decimals in
word form, I emphasized
how the decimal point
means “and” in word
form. 11/3/21

3.3 Organizing Follows organization of Examines organization of Uses knowledge of Integrates knowledge of Uses extensive
curriculum to curriculum as provided curriculum and considers curriculum and student curriculum and resources knowledge of curriculum
facilitate student by site and district to adjustments in single readiness to organize and to organize and adjust and related resources to
understanding of the support student lessons or sequence of adjust the curriculum to instruction within and flexibly and effectively
subject matter understanding of the lessons to support ensure student across subject matter to organize and adjust
subject matter. understanding of subject understanding. 09/26/20 extend student instruction.
matter. understanding. 4/29/21
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

11/3/21 4/9/22 Ensures student
comprehension and
facilitates student
articulation about what
they do and do not
understand.
The math department at This year, I am doing a
my school encourages much better job planning
teachers to adapt the lessons and looking
pacing guide to the needs ahead so I can adjust
of their students. Thus, I lessons to build upon one
feel very comfortable to another. Pre-recording
adjust the curriculum so lessons that I will teach
that my students live helps me find areas of
understand the subject opportunity to extend
matter before moving on student understanding of
to the next lesson. the subject matter.
9/26/20 4/29/21 4/9/22

Now that I am in my 3rd

year teaching Math
Essentials, I am able to
use data to address gaps
that students displayed in
the previous 2 years. As
the content lead at my
site, I met with other
content leads in my
district over the summer
where we developed a
custom curriculum for
the 2021-2022 school
year for Math Essentials
where we chose specific
lessons and activities to
address the identified
learning gaps. I outlined
the scope and sequence
for the year and
developed all the
assessments for the
district. 11/3/21 4/9/22
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
provided in the strategies in single strategies to ensure subject matter to meet instructional strategies to
curriculum. lessons or sequence of student understanding of students’ diverse develop enthusiasm,
3.4 Utilizing
lessons to increase academic language learning, to ensure meta-cognitive abilities,
instructional
student understanding of appropriate to subject student understanding of and support and
strategies that are
academic language matter and that academic language, and challenge the full range of
appropriate to the
appropriate to subject addresses students’ guide student in student towards a deep
subject matter
matter. 9/26/20 diverse learning needs. understanding knowledge of subject
connections within and matter. 4/9/22
across subject matter.
4/29/21
I provide additional Through technology I am I am naturally very
scaffolding when I able to do a much better enthusiastic when
recognize students job of Progress teaching others, any
having difficulties Monitoring so I can subject, but especially
comprehending the strategically help math. I employ many
material. I also provide students at specific steps strategies to help
additional videos or in solving a problem. I students develop a deep
worksheets to reteach for can see which student is understanding of the
understanding. 9/26/20 having a hard time material. An example is
getting started, who is the use of a clothesline
stuck at which step, and activity to order whole
which student finished numbers, fractions, and
early. 4/29/21 decimals all on one line.
4/9/22

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
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

resources, and resources, and
technologies for specific technologies to make
lessons to make subject subject matter accessible
matter accessible to to students. 9/26/20
technologies, and students.
standards-aligned Explores how to make
instructional Identifies technological technological resources
materials including resource needs. available to all students.
adopted materials, to
make subject matter
accessible to all
students
I constantly explore new
technologies provided by
the district and/or school,
then have my students try
these new resources on a
low stakes assignment. I
gather their feedback and
observe any challenges in
navigating the new
platforms. 9/26/20
instructional materials,
resources, and
technologies for concept
and skill development in
subject matter. Resources
reflect the diversity of the
classroom and support
differentiated learning of
subject matter.
Guides students to use
available print, electronic,
and online subject matter
resources based on
individual needs.
9/26/20
Once I select a new
resource, I train students
using “I do, you do”
methods to help them get
comfortable and
confident in it. I show
them how to access these
resources so assignments
can be completed.
9/26/20
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. 4/29/21 critical thinking about
11/3/21 subject matter.
Assists student with Ensures that student are
equitable access to able to obtain equitable
materials, resources, and access to a wide range of
technologies. Seeks technologies through
outside resources and ongoing links to outside
support. 4/29/21 resources and support.
11/3/21 4/9/22
As previously mentioned,
I am utilizing many
technological resources
to address the needs of
different students and to
ensure accessibility. The
challenges of distance
learning have forced me
to be more creative so
that students can have
access to the material at
any time. I use Edpuzzle,
GoGuardian,
GoFormative, PearDeck,
and Desmos. I like to
provide consistency, but I
do change it up a bit to
avoid boredom. 4/29/21
4/9/22

I utilize many
technological resources
to address the need of
different students and to
ensure accessibility. For
example, as evident in
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

this week’s agenda, I use
PearDeck for lesson
delivery; however, on
Thursday I was out of the
classroom, so I used
Edpuzzle. I also use
ALEKS to assign
additional practice, and
Formative for the quiz.
11/3/21 4/9/22
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
9/26/20 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
English learners’ language development to content goals.
3.6 Addressing the performance to identify gaps support English learners.
needs of English in English language 4/29/21 4/9/22
learners and student development. Develops and adapts Is resourceful and flexible in
with special needs to Provides adapted materials Creates and implements instruction to provide a wide the design, adjustment, and
provide equitable to help English learners Attempts to scaffold content scaffolds to support range of scaffolded support elimination of scaffolds
access content. 9/26/20 using visuals, models, and standards-based instruction for language and content for based on English learners’
access to the content
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.
4/29/21 4/9/22
I know who my English Through Aeries and ELD
Learners are, and which reports, I am able to
language they speak. I extrapolate information
am still working on way on my English Learners in
to identify their ELD order to adjust the
levels besides the data lessons accordingly and
from Aeries. 9/26/20 ensue accessibility. I
have identified 2 non-
When available, I provide English speaking students
adapted worksheets, in 2 different periods. I
glossaries, and then worked with one of
assignments in a the students’ counselor to
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

student’s native language move her to the same
to help them access period as the other
content. 9/26/20 student where I was able
to pair them up with a
bilingual student who
was willing to help and
seems to understand the
math very well. 4/29/21
4/9/22

I also provide content in

3.6 Addressing the Has an awareness of the full
needs of English range of students identified
learners and student with special needs through
data provided by the school.
with special needs to
9/26/20
provide equitable
access to the content
Attends required meeting
with resource personnel and
families.
Learns about referral
processes for students with
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. 9/26/20
Seeks additional information
on struggling learners and
Spanish as well as
Spanish subtitles in my
videos to further ensure
understanding. I also
showed my Els how to
use Google to translate all
the content on a page in
the online software of the
curriculum. Lastly, I
provide scaffolding via
the bilingual student
who’s helping the two Els.
4/29/21 4/9/22
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. 4/29/21
4/9/22
Communicates regularly
with resource personnel,
para-educators, and families
to ensure that student
services are provided and
progress is made in
accessing appropriate
content. 4/29/21 4/9/22
Refers students as needed in
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
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
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

special needs. 9/26/20 advanced learners to a timely and appropriate support and/or extended site/district and collaborates
determine appropriateness manner supported with learning that is integrated with resource personnel to
for referral. documented data over time, into the core curriculum. ensure the smooth and
including interventions tried effective implementations of
previous to referral. referral processes.
4/29/21 4/9/22
I receive a list of all my During meetings, I work One of my classes is a
IEP and 504 students, and with families, admin, and collaboration class where
I read through their special ed teachers to 11 of the 27 students
needs and appropriate determine the proper have special needs. I am
accommodations so I can support for a student. able to utilize the
ensure access to content During distance learning, collected information as
and provide the it has been a bit of a well as my co-teacher to
resources to succeed. challenge to attend these better address the needs
9/26/20 meetings since I teach all of these students.
6 periods and most 4/29/21 4/9/22
I need to work on this. meetings are scheduled
Currently, I’m not sure of during school hours. Although teaching 6
the process besides 9/26/20. periods has presented
communicating with a some challenges with
student’s case carrier. attending some of the
9/26/20 meetings, I make the
effort to attend every
meeting, or at least
provide case carriers
appropriate information
on each student. I then
follow up by reading the
new reports so I can
make adjustments in my
class. 4/29/21 4/9/22

I keep an open line of

communication with case
carriers and counselors in
order to provide update
and accurate information
on special needs students
in order to ensure
maximum support
4/29/21 4/9/22