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 9/22/2021 content standards and content standards. ways that ensure clear make relevant
content standards instruction. April 2022 connections and connections to standards
relevance to students. during instruction and
extend student learning.

I look at the learning goal

and I figure out what they
needed to have learned
prior and what skills they
need to already have in
order to meet the goal. If
the students are lacking
the necessary skills or
prior knowledge to meet
the goal, we start from
those skills first. April
2022
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.
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
academic language. language. 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
9/22/2021 levels and abilities. Oct matter.
April 2022 2022
Most of my 6th grade I know my students better
students are low in their now than I did last year,
math skills. Knowing that, so I know which students
using our current math need more support and
curriculum is really which students need more
difficult because it enrichment. With that
requires a solid math knowledge in mind, I
foundation. I am having explicitly teach academic
to edit out a lot of the language so that students
curriculum and teaching understand it in terms of
the students through the how it is already applied
notes that they take in their life. Also, I use
instead of the guided my knowledge to talk to
notes the curriculum certain students in a
provides because it just certain voice and
doesn’t make sense to language so that they are
them. more open to accept
instruction Oct 2022
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I also teach math

vocabulary explicitly
because a lot of students
don’t understand what
the instructions are. They
know what the skills are
but don’t know what they
are called nor what the
math skills are used for so
they cannot apply what
they already know to real
life situations. 9/22/2021

At the middle school age,

students should have
enough comprehension
skills to learn and
understand certain
concepts. While not
everyone develops at the
same time, I plan lessons
to reflect their
comprehension levels.
April 2022
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
3.3 Organizing understanding of the lessons to support ensure student across subject matter to organize and adjust
curriculum to subject matter. understanding of subject understanding. extend student instruction.
facilitate student matter. 9/22/2021 understanding. Oct 2022
understanding of the April 2022 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

When teaching new I am able to design
concepts, I tie in the new activities such as
math skills to real-life creating organelle
concepts that middle profiles on Canva
schoolers can relate to because I know the
and would care about. curriculum better and
9/22/2021 know the technological
resources that are
I will go over previously available for students to
learned vocabulary to use. Oct 2022
connect previous
learning; also bridging
the concepts learned in
one chapter to the next
chapter and seeing how
previous learning is a
necessity in learning new
materials is important. I
show students how
previously learned
material shows up in
subsequent learning
material so that students
see the importance in
understanding and
retaining what is being
taught in the moment.
April 2022
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
3.4 Utilizing curriculum. lessons or sequence of student understanding of students’ diverse develop enthusiasm,
instructional lessons to increase academic language learning, to ensure meta-cognitive abilities,
strategies that are student understanding of appropriate to subject student understanding of and support and
appropriate to the academic language matter and that academic language, and challenge the full range of
subject matter appropriate to subject addresses students’ guide student in student towards a deep
matter. diverse learning understanding knowledge of subject
needs.9/22/2021 connections within and matter.
April 2022 across subject matter.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I used the gummy bear
lab to explain further how
data analysis is important
and useful. We initially
did it without any graphs
or real analysis but it is a
work in progress and we
are currently editing it to
write a final draft and in
doing so learning more
about what data analysis
and conclusion is about in
a scientific paper.
9/22/2021

I use graphic organizers

in math as scaffolds
whenever possible, even
if it is very specific to the
concept at hand. That
way students can use the
graphic organizers to
cement understanding
and later cease to use the
graphic organizer when
students become more
fluent in what they are
learning. April 2022
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
technologies, and resources, and resources, and instructional materials, technologies, and resources, technologies,
standards-aligned technologies for specific technologies to make resources, and instructional materials to and standards-aligned
instructional lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
materials including matter accessible to to students. and skill development in needs and make subject extend student
adopted materials, to students. subject matter. Resources matter accessible to understanding and
make subject matter Explores how to make reflect the diversity of the students. critical thinking about
accessible to all Identifies technological technological resources classroom and support subject matter.
students resource needs. available to all students. differentiated learning of Assists student with
subject matter. equitable access to Ensures that student are
materials, resources, and able to obtain equitable
Guides students to use technologies. Seeks access to a wide range of
available print, electronic, outside resources and technologies through
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

and online subject matter support. Oct 2022 ongoing links to outside
resources based on resources and support.
individual needs.
9/22/2021
April 2022
I give digital assignments I constantly seek for
as well as print materials and resources
assignments so that that students may benefit
students can learn to use from. I send out
both. Some students learn information of my
better when they are findings through my
physically writing things weekly newsletter to the
down instead of typing. parents of all my
Also, some students test students or to specific
better on paper than on families that may benefit
the computer because from specific resources.
they think longer and Oct 2022
harder when they are
holding a pencil.

Students have both digital

and print versions of
curriculum. I post the
digital textbook myself so
that students can choose
to leave their print books
at school. 9/22/2021

Students are given digital

projects to utilize the
many applications
students can use to show
understanding. Doing so
gives students options on
how they can assess their
learning. Also, students
who decide that doing a
video is not what they are
comfortable with, they
can opt out and show
their understanding in
another method instead
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

April 2022
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
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
Provides adapted materials development. Creates and implements Develops and adapts Is resourceful and flexible in
learners and student
to help English learners scaffolds to support instruction to provide a wide the design, adjustment, and
with special needs to access content. Attempts to scaffold content standards-based instruction range of scaffolded support elimination of scaffolds
provide equitable using visuals, models, and using literacy strategies, for language and content for based on English learners’
access to the content 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.
9/22/2021
April 2022

I use diagrams and

graphic organizers for
students to organize their
learning. Also, I use
videos in order to draw
more interest and better
explain certain skills. In
addition, we practice the
concepts we learn by
creating opportunities to
talk about it. 9/22/2021

With the CELDT data in

mind, students who are
English learners are
supported through
specific academic
vocabulary instruction
and also receive extra
support through the
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.
Applying
academic coach. April
2022
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.9/22/2021
April 2022
I have IEPs in my
planning book so that I
always have it with me
when planning.
Our resource specialist
acts as a SPED
coordinator and helps
students by giving
services and
communicating with me
and the families in order
to better serve them.
9/22/2021
Students with other
Integrating Innovating
Integrates accommodations, Guides and support the full
adaptations, and extensions range of student with special
to instruction for the full needs to actively engage in
range of students with the assessment and monitor
special needs to ensure their own strengths,
adequate support and learning needs, and
challenge. achievement in accessing
content.
Communicates and
collaborates with colleagues, Communicates and
support staff, and families to collaborates with resource
ensure consistent personnel, para-educators,
instruction. Supports families, leadership, and
families in positive students in creating a
engagement with coordinated program to
school.April 2023 optimize success of the full
range of students with
Initiates and monitors special needs.
referral processes and
follow-up meeting to ensure Takes leadership at the
that students receive site/district and collaborates
support and/or extended with resource personnel to
learning that is integrated ensure the smooth and
into the core curriculum. effective implementations of
referral processes.
TLS Domain 6: Improves
Outreach and
Collaboration with
Families and Community
There are families that
want to help their child
with homework and
studying for math tests
but the parents do not
know how to do middle
school math. For that
reason, I record my notes
and practice problems on
video and send them to
the families so that they
can learn the math and
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

special needs also are help their student. April
provided with academic 2023
coaching and more
written material so that
guardians at home are
able to support learning
at school even just being
aware of what is being
taught at school April
2022