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,
language, and academic identify connections concepts, academic content standards, and current issues,
3.1 Demonstrating
content standards. between academic language, and academic academic language in academic language, and
knowledge of subject
content standards and content standards. ways that ensure clear research to make
matter academic
instruction. connections and relevance relevant connections to
content standards
to students. standards during
instruction and extend
7/15/2022 student learning.

World History is a large

topic class in which we
cover a wide variety of
time periods and locations.
I follow the standards
directly as they are
presented and incorporate
real world, current events
to helps students
understand the material in
a more personal manner. I
attempt to show students
that history is current, and
everything they learn in
my classroom can be
applied to their real world
outlook. I use a series of
content specific tools,
primary and secondary
source analysis, and
reflection.

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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 and response to knowledge of range of students knowledge of students
development while implements learning student development and development into to guide all students to
becoming aware of activities in single proficiencies to meet instructional decisions to develop proficiencies,
differences in students’ lessons or sequence of students’ diverse learning ensure student understand subject
understanding of subject lessons that addresses needs. Ensures understanding of the matter including
matter. students’ proficiencies understanding of subject subject matter including related academic
and support matter including related related academic language.
Teaches subject-specific understanding of subject academic language. language.
3.2 Applying vocabulary following matter including related 7/15/2022 Engages student at all
knowledge of curriculum guidelines. academic language. Provides explicit teaching levels of vocabulary,
student development Provides explicit teaching of specific academic academic language, and
and proficiencies to Provides explicit of essential vocabulary, language, text structures, proficiencies in self-
ensure student teaching of essential idioms, key words with grammatical, and stylistic directed goal setting,
understanding of content vocabulary and multiple meanings, and language features to monitoring, and
subject matter associated academic academic language in ways ensure equitable access to improvement. Guides
language in single that engage students in subject matter all students in using
lessons or sequence of accessing subject matter understanding for the analysis strategies that
lessons. Explains text or learning activities. range of student language provides equitable
academic language, levels and abilities access and deep
formats, and vocabulary understanding of
to support student access 7/15/2022. subject matter.
to subject matter when
confusions are identified.

I am aware of student Lessons are presented at

developments in my class
and plan lessons that best
fit the needs of my
students. I try to include as
many skill building
activities into my lessons as
I can, so students can feel
accomplished and effective.
Additionally, independent
work and group work are
used through each unit to
allow for differing levels or
critical thinking,
collaboration, and analysis.
7/15/2022
the beginning of each unit
that specifically goes over
necessary academic
language that students will
come across and needs to
understand. This also
includes proper ways in
which to read and interact
with primary and
secondary sources.
Translations are presented
to EL students as they
need them, as well as use
of heterogenous group
work.
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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
curriculum as provided curriculum and curriculum and student curriculum and resources knowledge of
by site and district to considers adjustments in readiness to organize and to organize and adjust curriculum and related
support student single lessons or adjust the curriculum to instruction within and resources to flexibly
3.3 Organizing understanding of the sequence of lessons to ensure student across subject matter to and effectively organize
curriculum to subject matter. support understanding understanding. extend student and adjust instruction.
facilitate student of subject matter. understanding.
understanding of the Ensures student
subject matter 7/15/2022 comprehension and
facilitates student
articulation about what
they do and do not
understand.
My curriculum is
organized to follow not
only the standards, but the
specific academic levels of
my students. I use a
multitude of academic
tools to ensure my
students are engaged and
able to follow the
curriculum. The use of
technological resources,
such as Nearpod, are used
due to their ability to
easily differentiate lessons
throughout and
incorporate differing
interests of my students.

7/15/2022
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 variety Integrates instructional Uses an extensive
strategies that are additional instructional of instructional strategies strategies appropriate to repertoire of
provided in the strategies in single to ensure student subject matter to meet instructional strategies
3.4 Utilizing curriculum. lessons or sequence of understanding of academic students’ diverse learning, to develop enthusiasm,
instructional lessons to increase language appropriate to to ensure student meta-cognitive
strategies that are student understanding of subject matter and that understanding of abilities, and support
appropriate to the academic language addresses students’ diverse academic language, and and challenge the full
subject matter appropriate to subject learning needs. guide student in range of student
matter. understanding towards a deep
7/15/2022 connections within and knowledge of subject
across subject matter. matter.
I differentiate instructional
strategies throughout each
unit in order to best meet
my students needs. With
the use of multiple
modalities in ed tech tools,
graphic organizers, limited
lecture, and both
cooperative and
independent work,
students can reach learning
goals. I select activities that
are able to diversify in
skills, in order to meet my
students’ individual needs.

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

Element Emerging Exploring Applying Integrating Innovating

technologies for specific technologies to make technologies for concept instructional materials to technologies, and
lessons to make subject subject matter accessible and skill development in meet identified student standards-aligned
matter accessible to to students. subject matter. Resources needs and make subject instructional materials
students. reflect the diversity of the matter accessible to to extend student
Explores how to make classroom and support students. understanding and
standards-aligned
Identifies technological technological resources differentiated learning of critical thinking about
instructional
resource needs. available to all students. subject matter. Assists student with subject matter.
materials including
equitable access to
adopted materials, to
Guides students to use materials, resources, and Ensures that student
make subject matter
available print, electronic, technologies. Seeks are able to obtain
accessible to all
and online subject matter outside resources and equitable access to a
students
resources based on support. wide range of
individual needs. technologies through
7/15/2022 ongoing links to
outside resources and
support.
Since we are a 1-1
technology school, all of
my students have access
to a Chromebook. This
makes it possible for me to
integrate a plethora of
technologies into my
lessons. I never want my
students to be bored, or
stagnant, so I use
differentiating tools to
keep my students engaged.
This is combining Google
Classroom to display
assignments and
announcements for
students to understand
what the expectations are
for each unit. Using tools
like Nearpod, Flocabulary,
EdPuzzle, Blooket and a
number more are ways in
which I am able to use
instructional time to
engage students into the
content. These sites also
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

allow for modifications for
students who may need
them, and differentiate in
learning style, so every
students is best engaged.

7/15/2022
Is aware of students’ Seeks additional Identifies language Integrates knowledge of Engages English learners
primary language and information describing proficiencies and English English language in assessment of their
English language elements of culture and learner strengths in the study development, English progress in English
proficiencies based on language proficiencies in of language and content. learners’ strengths and language development
available assessment data. listening, speaking, reading, Differentiates instruction assessed needs into English and in meeting content
and writing. Uses multiple using one or more components language and content standards. Supports
measures for assessing of English language instruction. students to establish and
3.6 Addressing the English learners’ development to support monitor language and
needs of English performance to identify English learners. content goals.
learners and student gaps in English language
with special needs to Provides adapted materials development. Creates and implements Develops and adapts
provide equitable to help English learners scaffolds to support standards- instruction to provide a wide Is resourceful and flexible
access to the content access content. Attempts to scaffold content based instruction using range of scaffolded support in the design, adjustment,
using visuals, models, and literacy strategies, SDAIE, and for language and content for and elimination of
graphic organizers. content level English language the range of English learners. scaffolds based on English
development in order for learners’ proficiencies,
students to improve language knowledge, and skills in
proficiencies and understand the content.
content.
7/15/2022
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

For my EL students, I work
with out Spanish teachers
in order to best apply
needed supports. I
incorporate scaffolded
materials in order to help
EL students with
vocabulary that will be
used within activities. I also
incorporate specific
classroom placement so
students are able to work
closely with their
heterogenous group
partners to best help in any
ways during activities.
Materials are also adapted
to best suit the specific
needs of my EL students.

7/15/2022

Has an awareness of the full
range of students identified
with special needs through
data provided by the school.
3.6 Addressing the Attends required meeting
needs of English with resource personnel and
learners and student families.
with special needs to
provide equitable
access to the content
Learns about referral
processes for students with
special needs.
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.
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.
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.
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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

My school has a very
hands-on SpEd program
and supports are available
in and outside of the
classroom.
Accommodations are
clearly stated for all
students with an IEP and
are presented in a simple
manner to allow for best
modifications to take place
in the classroom. Students
are presented with
graphic organizers, and
scaffolded lessons to best
help with understanding
of key information and
academic vocabulary.
Extra time on assignments
are also adhered to where
necessary and in class
supports are available.
Any notes are given in fill
in the blank form to better
aid students with special
needs. We have regular
IEP meetings and
meetings with parents to
best support and ensure
our students with special
needs are being fully
supported.

7/15/2022