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. 9/20/21 connections and connections to standards
content standards
5/3/22 relevance to students. during instruction and
10/29/2022 extend student learning.
3/30/23

I look at the standards By analyzing the By pulling back the

being taught in the standards and how they curtain and showing kids
lessons and make sure all work together to build exactly what the
that the students a bigger concept I have standards are saying and
understand what they are tweaked my lessons, my why they matter I have
supposed to be learning. I resources, and my been able to make more
found out that if students expectations to better relevant connections
truly understand the meet the needs of the from my lessons to real
bigger picture, they are students. 10/29/2022 world situations, both in
supposed to be learning the live lessons and the
that they have more buy 1:1 support calls.
in for the lessons. 3/30/23
9/20/21

I have not done too much

to change this but I have
started looking at the
standards and contents
differently. I am now
communicating those to
the students on the
lessons. For example I am
telling the students what
really want them to gain
from the lessons and how
the standards are going to
help them after high
school. 5/3/22
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. 9/20/21
The lessons that the
students move through
contain a list of
vocabulary words and
test them on the
knowledge of these
words. These words are
essential to the lesson
and appear in our study
guides that we make to
prepare students for the
test. 9/20/21
Applying Integrating Innovating
Adapts instruction in Integrates knowledge of Utilizes comprehensive
response to knowledge of range of student’s knowledge of students to
student development and development into guide all students to
proficiencies to meet instructional decisions to develop proficiencies,
students’ diverse learning ensure student understand subject
needs. Ensures understanding of the matter including related
understanding of subject subject matter including academic language.
matter including related related academic
academic language. language. Engages student at all
5/1/22 levels of vocabulary,
Provides explicit teaching academic language, and
Provides explicit teaching of specific academic proficiencies in self-
of essential vocabulary, language, text structures, directed goal setting,
idioms, key words with grammatical, and stylistic monitoring, and
multiple meanings, and language features to improvement. Guides all
academic language in ensure equitable access students in using analysis
ways that engage to subject matter strategies that provides
students in accessing understanding for the equitable access and deep
subject matter text or range of student language understanding of subject
learning activities. levels and abilities. matter.
10/29/2022 3/30/23
For vocabulary most of it PLC has discussions and
is still included in the divides out which lessons
lessons on the website, need to be more centered
however I have now around grammar, or
included the vocabulary literature, etc. As a PLC
practice in Kahoot games we decided our last Live
at the end of my lessons. Lesson needed to be
These games make centered around Chat
learning the vocabulary GPT and the poor
fun and engaging. accuracy of its text
I also make sure that generators.
these games can still be 3/30/23
played after the lesson is
completed.
5/1/22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I have begun making
guided notes with my PLC
that utilizes many
different key terms. I
have been using the
guided notes in our 1:1
discussion. We have also
been using the formal
assessment to see how
the are scoring on a
vocabulary side.
10/29/22
Follows organization of Examines organization of Uses knowledge of Integrates knowledge of Uses extensive
curriculum as provided curriculum and considers curriculum and student curriculum and resources knowledge of curriculum
by site and district to adjustments in single readiness to organize and to organize and adjust and related resources to
support student lessons or sequence of adjust the curriculum to instruction within and flexibly and effectively
understanding of the lessons to support ensure student across subject matter to organize and adjust
3.3 Organizing
subject matter. understanding of subject understanding. extend student instruction.
curriculum to
matter. 9/20/21 5/1/22 understanding. 3/30/23
facilitate student
10/29/2022
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

Since all of our I have now begun to
curriculum is premade by make videos covering
Pearson there is little what certain lessons go
adjustments, we can over. These videos are
make. However, with the short and go over the
standards and context of specific topics. With these
the students in mind, we new videos I have been
adjust the writing able to drop certain
assignments and some of lessons and give the
the free response students the videos as a
questions of test to more replacement.
accurately test our My PLC and I are also
students. 9/20/21 working on guided notes
that help the students to
better follow along with
the lessons 5/1/22
Every lesson I provide to
my students now I am
trying to reorganize the
information every time so
that every lesson of my is
not the same as the last. I
think that by keeping the
information delivery
different it can help with
the retention.
10/29/2022
Something that I have
implemented this year
was that any student can
change the prompt of
their essay as long as they
have a phone call with me
and
persuade/negotiate/sell
me on their new prompt
idea. I have only had a
couple of students take
me up on the offer but the
engagement I saw was
great. Those students
really understood exactly
what the standards were
and why they were
important to their life
outside of high school.
3/30/23

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. 9/20/21 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. diverse learning needs. understanding knowledge of subject
9/20/21 connections within and matter.
5/3/22 across subject matter.
10/29/2022
3/30/23
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

The school provides I have created resources
video recordings and and provided 1:1
animated shorts to strategies to ensure the
provide students with a student is understanding
variety of strategies the academic language.
appropriate to the subject Text based evidence
matter. 9/20/21 questions, options for
essay assignments, and
emphasizing analysis and
interpretation of the texts
read. 9/20/21
Every lesson I provide to
my students now I am
trying to reorganize the
information every time so
that every lesson of my is
not the same as the last. I
think that by keeping the
information delivery
different it can help with
the retention.
10/29/2022

One of the new strategies This element has

I am implementing are remained the same since
more discussions with last semester. 3/30/23
probing questions,
getting kids to think
critically about the topics
involved.
5/3/22

Uses available Explores additional Selects, adapts, and utilizes Integrates a wide range of Engages students in
instructional materials, instructional materials, appropriate instructional adapted resources, identifying and adapting
resources, and resources, and materials, resources, and technologies, and resources, technologies, and
technologies for concept and instructional materials to standards-aligned
3.5 Using and technologies for specific technologies to make
skill development in subject meet identified student instructional materials to
adapting resources, lessons to make subject subject matter accessible matter. Resources reflect the needs and make subject extend student
technologies, and matter accessible to to students. diversity of the classroom matter accessible to understanding and critical
standards-aligned students. and support differentiated students. thinking about subject
instructional Explores how to make learning of subject matter. matter.
materials including Identifies technological technological resources Assists student with 3/30/23
adopted materials, to resource needs. available to all students. Guides students to use equitable access to
make subject matter available print, electronic, materials, resources, and Ensures that student are
and online subject matter technologies. Seeks outside able to obtain equitable
accessible to all
resources based on resources and support. access to a wide range of
students individual needs. technologies through
9/20/21
5/3/22 ongoing links to outside
resources and support.
10/29/2022
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Helpful resources, links, During our weekly phone
websites, and teacher calls I make sure that my
created materials are students are solid in their
obtained and published understanding of the
on our English 10 material but also with
website. Students are everything else they have
given access to the site questions about. I think of
and encouraged to look myself more than just an
through these resources. English teacher and I
9/20/21 want to support my
students in all facets of
We have recently their lives
upgraded our message 10/29/2022
boards to an actual
website. Which has given I am now modifying other
us more tools and resources and sending
resources to provide out tech tools for my
clear materials to the students to better serve
students. them. Students that
5/3/22 struggle with starting
essays, we use Chat GPT
to generate an
introduction paragraph
and then we analyze it for
errors and recreate it by
hand. Students that
struggle with getting their
thoughts on to paper I
utilize speech to text
programs to assist
them.3/30/23
3.6 Addressing the Is aware of students’ Seeks additional information Identifies language Integrates knowledge of Engages English learners in
needs of English primary language and describing elements of proficiencies and English English language assessment of their progress
learners and student 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
with special needs to
available assessment data. speaking, reading, and content. Differentiates assessed needs into English content standards. Supports
provide equitable writing. Uses multiple instruction using one or language and content students to establish and
access to the content measures for assessing more components of English instruction. monitor language and
English learners’ language development to 10/29/2022 content goals.
performance to identify gaps support English learners. 3/30/23
in English language 5/3/22
Provides adapted materials development. Is resourceful and flexible in
to help English learners Creates and implements the design, adjustment, and
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

access content. Attempts to scaffold content
using visuals, models, and
graphic organizers.
scaffolds to support
standards-based instruction
using literacy strategies,
SDAIE, and content level
English language
development in order for
students to improve
language proficiencies and
understand content.
9/20/21
With the online nature of
our school there are less
ELs that enroll, also those
that do are put in specific
EL teacher classrooms.
However, for the few
higher level ELs that I
have taught I made
accommodations and
adjusted the curriculum
in order to scaffold from
where the student was at.
I also would take the
standard as a singular
unit and pivoted the
lesson to solely support
the standard. Once
mastery or competency
was shown we moved on.
9/20/21
Our school still separates
the ELs with specific
teachers so that they can
get extra support without
trying to accommodate
not ELs. So my work with
ELs is still limited but,
both EL teachers are in
my PLC so I work closely
with them to make sure
my lessons are up to par.
5/3/22
Develops and adapts elimination of scaffolds
instruction to provide a wide based on English learners’
range of scaffolded support proficiencies, knowledge,
for language and content for and skills in the content.
the range of English
learners.
I have been working close
with the EL department
and plan on joining the
team next year. I have
had 2 EL students in my
class before they were
identified and worked
with them individually. I
utilized the caretaker to
get a better
understanding of where
the student is coming
from and where they
needed to go and be.
10/29/22
I still do not have EL
students in my class but
will be joining the EL
team next year and look
forward to implement
what I learned 3/30/23
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
with resource personnel and
3.6 Addressing the families.
needs of English
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.
With the online nature of
our school there are less ELs
that enroll, also those that
do are put in specific EL
teacher classrooms.
However, for the few higher
level ELs that I have taught I
made accommodations and
adjusted the curriculum in
order to scaffold from where
the student was at. I also
would take the standard as a
singular unit and pivoted the
lesson to solely support the
standard. Once mastery or
competency was shown we
moved on. 9/20/21
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.
5/1/22
With the help and
interactions of the case
managers, I have been
better at including
strategies to help
students with special
needs.
Every now and then I will
show the case managers
my lesson and see if they
have any insight or
feedback for me. Usually
she has no feedback and
prefers to use my lessons
to create her own. 5/1/22
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.
10/29/22
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.
Since our school is more
comfortable with families
with students with
special needs I have
worked with many
families and collaborating
with the SPED teacher. I
talk with SPED teachers
about our specific
students and make sure
that their
accommodations are
being met.
10/29/22
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.
3/30/23
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.
I can happily say that I
have grown so much in
my support of special
needs students. I have
implemented new
strategies and been more
involved with the SPED
teachers and the
caretakers of the
students.
One of the new supports
that has been working
wonders is the Zoom 1:1
tutoring session where
students book a call with
me that usually last 30
minutes (an hour if they
are willing to be flexible
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

with my schedule) and
we just work together on
the assignments. I treat it
as if I was sitting with
them in the room helping
them. I have seen great
leaps in progress since
implementing this with
some of my most
troubled students.
3/30/23