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 content standards and content standards. ways that ensure clear make relevant
content standards instruction. connections and connections to standards
relevance to students. during instruction and
extend student learning.

Before each lesson, I go I have expanded the I review the new NGSS
over the standards and standards and objectives crosscutting concepts
objective for the day. that I post at the when creating lessons
Students later reflect on beginning of each lesson. and create lessons in
objectives at the end of I post the standard, which students learn how
the lesson. 9/26/21 lesson objective, and how the content is connected
the objective aligns to engineering practices
within each unit of the and other cross curricular
curriculum. Students real life concepts to solve
have a better problems. 4/23/23
understanding of the
overall subject matter of
the curriculum based on
these objectives. 5/2/22

Vocabulary:  For
each unit I create a
list of academic and
vocabulary terms for
each student to
reflect and define
using their own
words 10/20/22.
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.
During lessons I go over
objectives as well as unit
vocabulary. Students also
review vocabulary terms
and support in their unit
study guides. I often ask
students to clarify and
use vocabulary to explain
different ideas and
content related
discussions. 9/26/21
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
levels and abilities. matter.
I look at student data and I create lessons and
access previous logs of activities that promote
student data to adapt academic language, the
instruction. I often will curriculum has
modify assignments to vocabulary terms
make instructions clear in embedded in the lessons
a way students to support students with
understand while still equitable access to
covering and using concepts. I create
academic language. Topic activities with sentence
cover vocabulary and frames and language
language prompts that prompt activities to
student’s use and support language
feedback is used to show learners. 4/23/23
what language topics and
terms are needed for
student answers. 5/2/22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

  For the gas laws

unit I provide an
online quiz in
students access prior
knowledge and I
assess students
understanding
before moving
forward in the unit
10/20/22
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
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. understanding.
understanding of the Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand.
Because of the format of I collaborate with the
the online learning curriculum team to help
model, student lessons development curriculum
are usually not adapted for the year by providing
or modified but are feedback and learning all
strategically placed based standards needed for the
on standards covered. All year. 4/23/23
online lessons and
recording are aligned to
the standards used within
the student’s calendar.
9/26/21

The curriculum is
embedded within the
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

schools framework and
students access the
lessons online. I create
supplemental videos and
alternative assignments
that are aligned to the
content and standards
that are being covered
within the curriculum
5/2/22

I create a worksheet
that crosses
curriculum to include
the applied
mathematical
portion of the unit
into the chemistry
portion by having
students relate
mathematical
concepts to the
chemical reactions.
10/20/22
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 needs. understanding knowledge of subject
connections within and matter.
across subject matter.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
Several instructional
strategies are used in the
virtual classroom as well as
their online lessons. These
include text, videos, online
simulations, further
exploration ideas, home
based lab inquiries, written
assignments, quizzes and
test assessments. 9/26/21
I specifically use pHet
simulations that students
use to simulate lab
experiments that align to
the science being taught.
I create lab assignments
that have sentence
frames and prompts
where students will find
definitions to concepts.
In the virtual classroom I
have presented on the
main page certain topics
aligning with the unit that
describes topics and
using academic language
where students can see
and access/download the
pages at any time.
5/2/22
3.5 Using and Uses available Explores additional Selects, adapts, and
adapting resources, instructional materials, instructional materials, utilizes appropriate
technologies, and resources, and resources, and instructional materials,
standards-aligned technologies for specific technologies to make resources, and
instructional lessons to make subject subject matter accessible technologies for concept
materials including matter accessible to to students. and skill development in
adopted materials, to students. subject matter. Resources
make subject matter Explores how to make reflect the diversity of the
accessible to all Identifies technological technological resources classroom and support
students resource needs. available to all students. differentiated learning of
subject matter.
Integrating Innovating
Students complete
instructional activities
such as labs and inquiry
based project in which
students participate in a
groups. I also use
interactive PowerPoints
in which students use
embedded videos and
check for understanding
questions within each
lesson to help students be
active in their learning
and engaged. 10/20/22
I continue to create
lesson and activities that
are differentiated to
improve student
engagement. The
activities employ multiple
strategies for language
prompts that connect the
subject matter
specifically in sample
work activities where
students perform
language activities at the
beginning of each lesson.
4/23/23
Integrates a wide range of Engages students in
adapted resources, identifying and adapting
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. critical thinking about
subject matter.
Assists student with
equitable access to Ensures that student are
materials, resources, and able to obtain equitable
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Provides video recording
and resources online for
all students to access
through the online school.
Recording are never
taken down and students
may review recorded
lessons at their own pace
to ensure all material is
accessible to all students.
9/26/21
3.6 Addressing the Is aware of students’ Seeks additional information
needs of English primary language and describing elements of
learners and student English language culture and language
proficiencies based on proficiencies in listening,
with special needs to
available assessment data. speaking, reading, and
provide equitable writing. Uses multiple
access to the content measures for assessing
English learners’
performance to identify gaps
in English language
Provides adapted materials development.
to help English learners
access content. Attempts to scaffold content
using visuals, models, and
Applying
Guides students to use
available print, electronic,
and online subject matter
resources based on
individual needs.
I often use scientific
articles and video
resources through third
party educational video
platforms that students
can access throughout the
units. These videos I
choose clearly explain
and cover material in a
variety of ways for
differentiation. 5/2/22
Within each lesson are
the lesson guides in
which students can see
where ideas and content
being presented is found
within the curriculum
and in their online
lessons. These help
students review, study
and understand where
material is found in their
curriculum. 10/20/22
Identifies language
proficiencies and English
learner strengths in the
study of language and
content. Differentiates
instruction using one or
more components of English
language development to
support English learners.
Creates and implements
scaffolds to support
standards-based instruction
using literacy strategies,
Integrating Innovating
technologies. Seeks access to a wide range of
outside resources and technologies through
support. ongoing links to outside
resources and support.
I provide resources and
technological tools that
are imbedded in each
activity and lesson
because of the virtual
learning environment
that is at our school. All
students have access to
technology and
technological resources
to complete online
activity lessons. 4/23/23
Integrates knowledge of Engages English learners in
English language assessment of their progress
development, English in English language
learners’ strengths and development and in meeting
assessed needs into English content standards. Supports
language and content students to establish and
instruction. monitor language and
content goals.
Develops and adapts Is resourceful and flexible in
instruction to provide a wide the design, adjustment, and
range of scaffolded support elimination of scaffolds
for language and content for based on English learners’
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
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
provide equitable
access to the content
Attends required meeting
with resource personnel and
families.
Exploring
graphic organizers.
I cooperate with IEP and 504
coordinators to insure
accommodations are met.
Also ensure students and
families that are English
learner receive all resources
available to them through
the school including
translators English/Spanish
assignments and modified
assignments with language
accommodations. . 9/26/21
I create alternative
assignments for ELL
students that focus on
language and vocabulary of
the content. I present the
material often with sentence
frames and matching subject
matter to vocabulary and
language. 5/2/22
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.
Applying Integrating Innovating
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.
I incorporate academic
vocabulary and resources
within each sample work
for each unit. These
include vocabulary terms
as well as sentence
frames to help ELL
students complete
sentences and use
language in answers.
10/20/22
I continue to use language
prompts embedded in
learning activities and
provide time within
lessons for students to
explore concepts of the
subject and language
connections of those
concepts. 4/23/23
Utilizes information on the Integrates accommodations, Guides and support the full
full range of students adaptations, and extensions range of student with special
identified with special needs to instruction for the full needs to actively engage in
to assess strengths and range of students with the assessment and monitor
competencies to provide special needs to ensure their own strengths,
appropriate challenge and adequate support and learning needs, and
accommodations in challenge. achievement in accessing
instruction. content.
Communicates and
Communicates regularly collaborates with colleagues, Communicates and
with resource personnel, support staff, and families to collaborates with resource
para-educators, and families ensure consistent personnel, para-educators,
to ensure that student instruction. Supports families, leadership, and
services are provided and families in positive students in creating a
progress is made in engagement with school. coordinated program to
accessing appropriate optimize success of the full
content. Initiates and monitors range of students with
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Learns about referral
processes for students with
special needs.
Seeks additional information
on struggling learners and
advanced learners to
determine appropriateness
for referral.
I cooperate with IEP and
504 coordinators to
insure accommodations
are met. Also ensure
students and families that
are English learner
receive all resources
available to them through
the school including
translators
English/Spanish
assignments and
modified assignments
with language
accommodations.
9/26/21
referral processes and special needs.
Refers students as needed in follow-up meeting to ensure
a timely and appropriate that students receive Takes leadership at the
manner supported with support and/or extended site/district and collaborates
documented data over time, learning that is integrated with resource personnel to
including interventions tried into the core curriculum. ensure the smooth and
previous to referral. effective implementations of
referral processes.
I collaborated with the
SPED department to
create a document that
has all alternative
assignments with special
language
accommodations and
tests with
accommodations in which
other teachers could
access to help support
students who need extra
support. 4/23/23

I access documents and

logged contact of IEP
coordinators and
counselors to understand
student accommodations
and modify instruction
based on their needs.
5/2/22

I continue to work with

paraprofessionals and
ELL/504/IEP
coordinators to review
accommodations and
communicate students
needs in a timely
manner. 10/22/22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning