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
3.1 Demonstrating language, and academic identify connections concepts, academic content standards, and issues, academic
knowledge of subject content standards. between academic language, and academic academic language in language, and research to
matter academic 9/23/21 content standards and content standards. ways that ensure clear make relevant
content standards instruction. 3/29/23 connections and connections to standards
3/19/22 relevance to students. during instruction and
11/06/22 extend student learning.

9/23/21 - Having been a 3/19/22 – I have 3/29/23 – Every day

math major and getting implemented lessons that students are presented
the chance to teach incorporate more with learning objectives
Algebra 2 over the understanding of key for the lesson at hand.
summers, I have a very terms and their Vocabulary are
solid understanding of relationship between introduced at the very
the material, academic other academic terms and start too so students can
language, and the the standards. This is implement academic
standards that students done through exit ticket language in answers and
should know. At our assessments and new lesson curriculum.
school Algebra 2 is taken classroom problems and
before Pre-Calculus. By discussion.
getting to teach Pre-
Calculus Honors this year
I know what level my
Algebra 2 students need
to be at along with
standards my Pre-
Calculus Honors students
should know.
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
vocabulary following academic language.
3.2 Applying
curriculum guidelines. 9/23/21
knowledge of
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.
9/23/21
9/23/21 - I provide note
templates for students to
fill in that includes the
objectives and vocabulary
terms we will be covering
in the section taught that
day. I also provide the
information as to what
students should already
know in order to build
upon this knowledge.
Applying Integrating Innovating
Adapts instruction in Integrates knowledge of Utilizes comprehensive
response to knowledge of range of students 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 3/29/23
academic language. language.
3/19/22 11/06/22 Engages student at all
levels of vocabulary,
Provides explicit teaching Provides explicit teaching academic language, and
of essential vocabulary, of specific academic proficiencies in self-
idioms, key words with language, text structures, directed goal setting,
multiple meanings, and grammatical, and stylistic monitoring, and
academic language in language features to improvement. Guides all
ways that engage ensure equitable access students in using analysis
students in accessing to subject matter strategies that provides
subject matter text or understanding for the equitable access and deep
learning activities. range of student language understanding of subject
3/19/22 levels and abilities. matter.
11/06/22 3/29/23
3/19/22 – Instruction is 11/06/22 – Lessons 3/29/23 – I implemented
adapted by going slower, include mild to high more quizzes or check
incorporating catch up/ challenge problems to points so students can
review days, and extra target various students’ understand their level of
practice time before an levels of understanding. understanding.
assessment. Some Problems are labeled by Vocabulary is assessed
students require extra level of “spice” in top for all students at all
individualized practice, right-hand corner. levels and are in groups
others need a chance to with various levels to
verbalize their assist each other.
understanding all which
is provided by this
practice. Notes still
contain necessary
vocabulary terms.
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 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 9/23/21 matter. 3/19/22 understanding. 3/29/23
facilitate student 11/06/22
understanding of the Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand.
3/29/23
9/23/21 - I am working 3/19/22 – I have enabled 3/29/23 – Students are
with veteran teachers the schedule to include asked to check in with
who have taught the extra days where we as a groupmates to share
courses many times class can take an extra what they do and do not
before myself and follow day to review and learn feel strongly about. They
their order of sections to material. Curriculum is are to help each other if
cover. I also have never adjusted when realizing they feel confident in
taught one of the courses that students are not something their peers do
I am teaching and am ready for challenge and not. Curriculum can be
following the lead of application problems. adjusted if students need
another teacher with her more practice as schedule
experiences. allows for extra days.

3.4 Utilizing Uses instructional Gathers and uses Selects and adapts a Integrates instructional Uses an extensive
instructional strategies that are additional instructional variety of instructional strategies appropriate to repertoire of
strategies that are provided in the strategies in single strategies to ensure subject matter to meet instructional strategies to
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
curriculum. lessons or sequence of
lessons to increase
student understanding of
academic language
appropriate to the
appropriate to subject
subject matter
matter.
9/23/21
9/23/21 - Shared within
an online google math
drive are blank notes
templates that students
can use to fill in as I
lecture. I fill in the notes
templates as I lecture too.
They consist of
objectives, vocabulary,
and example problems.
Additionally, I have
produced review sheets,
extra problems, and
various applications that
are available to all
students in order to have
better understanding. In
examples done in class, I
give or ask for multiple
ways to solve particular
problems.
3.5 Using and Uses available Explores additional
adapting resources, instructional materials, instructional materials,
technologies, and resources, and resources, and
standards-aligned technologies for specific technologies to make
instructional lessons to make subject subject matter accessible
Applying Integrating Innovating
student understanding of students’ diverse develop enthusiasm,
academic language learning, to ensure meta-cognitive abilities,
appropriate to subject student understanding of and support and
matter and that academic language, and challenge the full range of
addresses students’ guide student in student towards a deep
diverse learning needs. understanding knowledge of subject
3/19/22 connections within and matter.
across subject matter. 3/29/23
11/06/22
3/19/22 – Key terms are 11/06/22 – Students are 3/29/23 – My energy and
highlighted at the given a Chapter review positivity maintain
beginning of the notes with questions from all enthusiasm for the
and students are given sections. Students can material at hand.
extra time if needed to anticipate the types of Students can provide
continue working on problems and vocab feedback about what
problems that include terms to study. They can problems to choose to do
these new terms. practice their studying and what problems to
Additionally, flash cards time as well. further study. Students
act as a cheat sheet to gain strong knowledge of
also help with learning subject matter
needs. Activities to help
strengthen writing and
spelling skills are
implemented through
learning checks and
conceptual questions.
Selects, adapts, and Integrates a wide range of Engages students in
utilizes appropriate adapted resources, identifying and adapting
instructional materials, technologies, and resources, technologies,
resources, and instructional materials to and standards-aligned
technologies for concept meet identified student instructional materials to
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

matter accessible to to students. and skill development in needs and make subject extend student
students. 3/19/22 subject matter. Resources matter accessible to understanding and
9/23/21 reflect the diversity of the students. critical thinking about
Explores how to make classroom and support 3/29/23 subject matter.
Identifies technological technological resources differentiated learning of Assists student with
materials including resource needs. available to all students. subject matter. equitable access to Ensures that student are
adopted materials, to 9/23/21 3/19/22 11/06/22 materials, resources, and able to obtain equitable
make subject matter technologies. Seeks access to a wide range of
accessible to all Guides students to use outside resources and technologies through
students available print, electronic, support. ongoing links to outside
and online subject matter 3/29/23 resources and support.
resources based on
individual needs.
11/06/22

9/23/21 - At our school 3/19/22 – In the case 11/06/22 – Lessons 3/29/23 – Assessments
we provide 1:1 iPad ratio students do not bring include usage of including end of the year
for students where they necessary materials and technology and printed final implements a wide
can take notes on. They resources, I provide extra worksheets to discover range of adapted
have access to online pencils, paper, transformations and technology. Students can
calculators and textbooks. calculators, textbooks, terminology. Students complete project with
I have not explored much and chargers in my room. design conjectures on ample amount of time in
with the SMART-Board, I find applications for their own with all class and at home.
calculator simulator, or students to use at home resources provided to be
other applications that that do not always successful.
can be used other than require the internet so
the one’s provided by our students can complete
school. their homework.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Is aware of students’
primary language and
English language
proficiencies based on
available assessment data
9/23/21.
3.6 Addressing the
needs of English
learners and student
with special needs to Provides adapted materials
provide equitable to help English learners
access to the content access content
9/23/21.
9/23/21- If students
need assistance with the
vocabulary taught in
class, I will repeat myself
or address the definition
more than once. I will try
to relate the terms to
something in their lives.
Exploring
Seeks additional information
describing elements of
culture and language
proficiencies in listening,
speaking, reading, and
writing. Uses multiple
measures for assessing
English learners’
performance to identify gaps
in English language
development.
3/19/22
11/06/22
Attempts to scaffold content
using visuals, models, and
graphic organizers.
3/19/22
11/06/22
3/19/22 – Through exit
tickets, classroom
discussion, and
conceptual questions, I
can assess English
language development
and provide extra
practice or assistance
with gaps. Similarly,
scaffolding the ability to
explain understanding
and solving is a great way
to learn the material and
has been used.
Applying Integrating Innovating
Identifies language Integrates knowledge of Engages English learners in
proficiencies and English English language assessment of their progress
learner strengths in the development, English in English language
study of language and learners’ strengths and development and in meeting
content. Differentiates assessed needs into English content standards. Supports
instruction using one or language and content students to establish and
more components of English instruction. monitor language and
language development to content goals.
support English learners.
3/29/23
Develops and adapts Is resourceful and flexible in
Creates and implements
scaffolds to support instruction to provide a wide the design, adjustment, and
standards-based instruction range of scaffolded support elimination of scaffolds
using literacy strategies, for language and content for based on English learners’
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.
3/29/23
3/29/23 – Lectures are
recorded and keys are
provided so students can
access material if missed
during lecture. If students
are more audio learners,
the recording can come in
handy with words
written out on screen
simultaneously.
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.
9/26/21
3.6 Addressing the Attends required meeting
needs of English with resource personnel and
families.
learners and student
9/26/21
with special needs to
provide equitable
access to the content
Learns about referral
processes for students with
special needs.
9/26/21
9/26/21 - I am aware of
the fact that we have
diverse levels of learning
and understanding at our
school from
conversations with
learning specialists. We
have specific meetings to
attend regarding how to
support all students at
the beginning and
throughout the year. As
the year progresses, I
have and can refer
students to classes if I
believe there needs to be
a change for the next
semester term.
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.
3/19/22
Cooperates with resource
personnel, para-educators,
and families during
meetings and activities in
support of learning plans
and goals.
3/19/22
Seeks additional information
on struggling learners and
advanced learners to
determine appropriateness
for referral.
3/19/22
3/19/22 – When given an
accommodation plan, I
make sure to be in
contact with our special
needs faculty to provide
students the necessary
support for in class
assignments and
assessments. I work with
families by notifying them
when there may needs to
be a change as well as
counselors when seeking
additional support.
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.
11/06/22
Communicates regularly
with resource personnel,
para-educators, and families
to ensure that student
services are provided and
progress is made in
accessing appropriate
content.
Refers students as needed in
a timely and appropriate
manner supported with
documented data over time,
including interventions tried
previous to referral.
11/06/22
11/06/22 –
Accommodation plan is
used to create further
understanding of student.
Communication between
me and parents are done
over email as check ins
about the student and
progress.
Integrating
Integrates accommodations,
adaptations, and extensions
to instruction for the full
range of students with
special needs to ensure
adequate support and
challenge.
3/29/23
Communicates and
collaborates with colleagues,
support staff, and families to
ensure consistent
instruction. Supports
families in positive
engagement with school.
3/29/23
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.
3/29/23
3/29/23 – Student
accommodations are met
and implemented with all
classroom lectures and
assessments. I meet
students before school
should they need extra
time so as to not impact
their other class periods. I
work with our specialists
and counselors to seek
solutions that may work
for our students too.
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.