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. 9/19/21 connections and connections to standards
relevance to students. during instruction and
5/3/2023 extend student learning.

In history, we focus on After teaching history

history-specific concepts with my current
such as cause and effect, curriculum for so long,
perspective analysis, I’m able to identify key
change over time, pattern concepts that are
recognition, and transferable between
synthesis. For example, world and US history. The
one standard I cover in most prominent
the year is: 7.9 Students connection being
analyze the historical Enlightenment Era
developments of the thinkers and our
Reformation. When we Constitution. Students in
cover this standard, my world history class
students are given are currently being
primary source introduced to the
documents in which we elements of the
think as historians in Constitution in order to
order to understand what prepare them for the
were the causes of the following year. When
Reformation and how did teaching about separation
it effect Europe. We of powers, I have
examine how previous students play rock paper
views would influence the scissors with each other.
later views during the Afterwards, I ask them to
Reformation and why write down which is
those views were stronger and why. Every
becoming popular. student will say that they
Through the use of are both equal, aside from
primary source those students who want
documents and higher to be funny. From there, I
order level thinking can draw the connection
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

questions, students can to separation of powers
then think like a historian because all branches of
while covering content government are equal.
standards. 9/19/21 Through gamification can
present a difficult concept
As stated previously, in in a familiar easy to digest
history, we focus on format. 5/3/2023
history-specific concepts
such as cause and effect,
perspective analysis,
change over time, pattern
recognition, and
synthesis. All of my
lessons incorporate at
least one of those skills in
some capacity whether
it’s the cause and effect of
the Industrial Revolution
or comparing and
contrasting European
views of Christianity
during The Reformation.
4/14/2022

As stated previously, we
focus on history-specific
concepts such as cause
and effect, perspective
analysis, change over
time, pattern recognition,
and synthesis. All of my
lessons incorporate at
least one of those skills in
some capacity. In some
graphic organizers, key
vocabulary terms are
highlighted and
referenced in the lesson,
especially with primary
source documents.
12/3/2022
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Has basic knowledge of
student stages of
development while
becoming aware of
differences in students’
understanding of subject
matter. 9/19/21
Teaches subject-specific
3.2 Applying vocabulary following
knowledge of curriculum guidelines.
student development
and proficiencies to
ensure student
understanding of
subject matter
Lecture take up to fifteen
minutes the most due to
complete due to the
difficulty students face in
taking notes for such a
long period of time.
9/19/2021
Exploring
Expands knowledge of
student development and
implements learning
activities in single lessons
or sequence of lessons
that addresses students’
proficiencies and support
understanding of subject
matter including related
academic language.
4/14/2022
Provides explicit teaching
of essential content
vocabulary and
associated academic
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. 9/19/21
Vocabulary and key terms
are always highlighted in
red in presentations and
students are aware of it.
For homework, students
are required to define
those vocabulary in key
terms as well as add a
picture of something that
best represents it.
9/19/2021
Based upon the
assessments I give
students; I can modify
and adapt my lesson in
order to implement
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
12/3/2022 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.
12/3/2022
In order to determine if I
am meeting the learning
needs of students, I use
Google Forms to act as a
formative assessment.
Using Google Forms, I can
determine an ensure if I
am meeting the learning
needs. I also use Google
Forms as a check for key
vocabulary terms.
12/3/2022
Based on primary source
documents, students
become acclimated to
academic language and
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
learning activities that
will benefit them. I
started to space out my
lessons so that one day
we have notes, then the
following day we have an
activity such as a game or
a primary source. This
ensures students do not
become burned out from
constant notes.
4/12/2022
As stated previously,
vocabulary and key terms
are always highlighted in
red in presentations and
students are aware of it.
For homework, students
are required to define
those vocabulary in key
terms as well as add a
picture of something that
best represents it. On
certain readings, I add a
vocabulary bank in order
to help students more
easily assess the material.
4/12/2022
Applying Integrating Innovating
key words. Primary
sources are scaffolded
and allows for students to
build upon prior
knowledge from previous
lessons. 12/3/2022
As stated previously, I use
Google Forms to act as a
formative assessment.
Using Google Forms, I can
determine an ensure if I
am meeting the learning
needs. I also use Google
Forms as a check for key
vocabulary terms. There
is a computer program I
used called GoGuardian
that allows me to monitor
their Chromebooks and
through this, I can quickly
view student answers
and responses as a check
for understanding.
5/3/2023
As stated previously, I use
primary source
documents to acclimate
students to history and to
have them read
familiarize themselves
with the concepts we are
learning in our chapters.
Primary sources are
scaffolded and allows for
students to build upon
prior knowledge from
previous lessons.
Students are also given
graphic organizers to
help organize their
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Follows organization of Examines organization of
curriculum as provided curriculum and considers
by site and district to adjustments in single
support student lessons or sequence of
3.3 Organizing understanding of the lessons to support
curriculum to subject matter. understanding of subject
facilitate student matter. 9/19/21
understanding of the
subject matter
The organization of the
curriculum is designed so
that content flows in a
logical matter. In terms of
history, the curriculum
flows in a chronological
order that connects to the
previous lesson. For
example, we discuss
Mesopotamia first
because of their use of
bronze, written language,
their settling near rivers,
etc. We connect the next
three chapters by
expanding upon the
significance of rivers and
their ability to support
large civilizations.
9/19/2021
Applying Integrating Innovating
thoughts. 5/3/2023
Uses knowledge of Integrates knowledge of Uses extensive
curriculum and student curriculum and resources knowledge of curriculum
readiness to organize and to organize and adjust and related resources to
adjust the curriculum to instruction within and flexibly and effectively
ensure student across subject matter to organize and adjust
understanding. extend student instruction.
4/12/2022 understanding.
Ensures student
comprehension and
facilitates student
articulation about what
they do and do not
understand.
The organization of the
curriculum is designed so
that content flows in a
logical matter. In terms of
history, the curriculum
flows in a chronological
order that connects to the
previous lesson. Now, I
discovered that parts of
the curriculum need more
time and as a result, it
needs to be adjusted to
ensure students are
achieving learning goals.
When we got near the
end of the year, I
discovered that units
would need extra time
such as Medieval Europe
because of how it
connects to the
Reformation and
Enlightenment. This
resulted in a longer unit
but, presented me with
more opportunities to
determine if students are
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

reaching their learning
goals. 4/12/2022

As previously stated, the

organization of the
curriculum is designed so
that content flows in a
logical matter. In terms of
history, the curriculum
flows in a chronological
order that connects to the
previous lesson. Now, I
discovered that parts of
the curriculum need more
time and as a result, it
needs to be adjusted to
ensure students are
achieving learning goals.
When we got near the
end of the year, I
discovered that units
would need extra time
such as Medieval Europe
because of how it
connects to the
Reformation and
Enlightenment. This
resulted in a longer unit
but, presented me with
more opportunities to
determine if students are
reaching their learning
goals. Currently, I am
using Google Forms as a
tool to help determine if
my lessons need to be
adjusted to ensure that
students are meeting
learning goals.
12/3/2022

As previously stated, the

CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

organization of the
curriculum is designed so
that content flows in a
logical matter. In terms of
history, the curriculum
flows in a chronological
order that connects to the
previous lesson. Now, I
discovered that parts of
the curriculum need more
time and as a result, it
needs to be adjusted to
ensure students are
achieving learning goals.
When we got near the
end of the year, I
discovered that units
would need extra time
such as Medieval Europe
because of how it
connects to the
Reformation and
Enlightenment. This
resulted in a longer unit
but, presented me with
more opportunities to
determine if students are
reaching their learning
goals. Currently, I am
using Google Forms as a
tool to help determine if
my lessons need to be
adjusted to ensure that
students are meeting
learning goals. When the
end of the year hits, I plan
on reflecting on how I
implemented my
curriculum and what else
I can include in it.
5/3/2023
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 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. 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. 9/19/21 diverse learning needs. understanding knowledge of subject
4/12/2022 connections within and matter.
across subject matter.
5/3/2023
Students are given a Students are given a As stated previously,
variety of instructional variety of instructional students are given a
strategies to ensure their strategies to ensure their variety of instructional
diverse learning needs diverse learning needs strategies to ensure their
are meet. Student journal are meet. More recently, I diverse learning needs
in the beginning of class began using the are meet. More recently, I
on a specific concept or gamification of began using the
idea that relates to the assignments in order to gamification of
day’s lesson. Depending encourage student assignments in order to
on the journal entry, investment as well as encourage student
students may pair-share meet their learning investment as well as
what they wrote with needs. Students are meet their learning
their neighbor wrote. taught a lesson a day needs. Students are
Simulations are used such before to ensure they taught a lesson a day
as an early-humans have the prior knowledge before to ensure they
simulation in which to successfully engage have the prior knowledge
students simulate the with the material. I found to successfully engage
difficulty of hunter- that students are more with the material. I found
gatherers. For primary willing to collaborate and that students are more
source documents, share ideas when they are willing to collaborate and
students are taught how in a competitive share ideas when they are
to annotate a document. environment. 4/12/2022 in a competitive
Based on how they environment. The use of
annotated their As stated previously, simulations and
document, I can students are given a gamifications has also
determine their levels of variety of instructional improved my lessons by
understanding. strategies to ensure their providing students with
9/19/2021. diverse learning needs novel lessons. Recently, I
are meet. More recently, I began to include playlists
began using the for my assignments
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

gamification of because they grant
assignments in order to students the freedom to
encourage student choose which
investment as well as assignments they want to
meet their learning do. Moreover, it allows
needs. Students are students to focus on their
taught a lesson a day strengths as students.
before to ensure they 5/3/2023
have the prior knowledge
to successfully engage
with the material. I found
that students are more
willing to collaborate and
share ideas when they are
in a competitive
environment. The use of
simulations and
gamifications has also
improved my lessons by
providing students with
novel lessons. 12/3/2022
Uses available Explores additional Selects, adapts, and Integrates a wide range of Engages students in
instructional materials, instructional materials, utilizes appropriate adapted resources, identifying and adapting
resources, and resources, and instructional materials, technologies, and resources, technologies,
technologies for specific technologies to make resources, and instructional materials to and standards-aligned
lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
3.5 Using and
matter accessible to to students. and skill development in needs and make subject extend student
adapting resources,
students. subject matter. Resources matter accessible to understanding and
technologies, and
Explores how to make reflect the diversity of the students. 5/3/2023 critical thinking about
standards-aligned
Identifies technological technological resources classroom and support subject matter.
instructional
resource needs. available to all students. differentiated learning of Assists student with
materials including
subject matter. equitable access to Ensures that student are
adopted materials, to
4/12/2022 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 resources and support.
resources based on
individual needs.
9/19/21
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Websites such as Newsela Students are given As stated previously, I
allows me to increase or Chromebooks in which adapt material in order to
decrease the lexile score they can take home. On make it more accessible
for students depending their Chromebooks, they to students. For some
on their abilities. On have access to a help desk primary sources, I may
select primary sources, I page that lists all the need to add a vocabulary
provide a list of pre- resources and websites bank in order to have
defined words for they would need for all students better access the
students so they can their classes such as a material. For other
more easily understand link to the online primary sources, I may
the text. 9/19/2021 textbook, a link to Google chunk it into smaller
Classroom, as well as portions so it doesn’t
links to other various seem so intimidating. The
websites. Primary and sources I do incorporate
secondary sources are come from a variety of
used throughout the class people from different
in order to ensure genders and ethnicities.
students are subjective to In order to improve to the
various subject matter next level, I believe I have
content. 9/19/2021 to find more diverse
primary sources from a
Based on student variety of backgrounds.
assessments and their There is a curriculum
learning needs, I will website I began to utilize
adapt material in order to called CurriculumTrak in
make it more accessible which he provides a list of
to students. For some lessons plans that are
primary sources, I may shared among different
need to add a vocabulary Lutheran schools. I have
bank in order to have viewed other lesson plans
students better access the to see how other teachers
material. For other are teaching lessons.
primary sources, I may Seeing what they are, I
chunk it into smaller can then adapt and see
portions so it doesn’t what resources I can use.
seem so intimidating. The 5/3/2023
sources I do incorporate
come from a variety of
people from different
genders and ethnicities.
4/12/2022
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

As stated previously,
Students are given
Chromebooks in which
they can take home. On
their Chromebooks, they
have access to a help desk
page that lists all the
resources and websites
they would need for all
their classes such as a
link to the online
textbook, a link to Google
Classroom, as well as
links to other various
websites. Primary and
secondary sources are
used throughout the class
in order to ensure
students are subjective to
various subject matter
content. Students are
well acclimated to the use
of Chromebooks and it
provides us with an
opportunity to present
students with different
kinds of material.
4/14/2022

Based on student
assessments and their
learning needs, I will
adapt material in order to
make it more accessible
to students. For some
primary sources, I may
need to add a vocabulary
bank in order to have
students better access the
material. For other
primary sources, I may
chunk it into smaller
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

portions so it doesn’t
seem so intimidating. The
sources I do incorporate
come from a variety of
people from different
genders and ethnicities.
In order to improve to the
next level, I believe I have
to find more diverse
primary sources from a
variety of backgrounds.
12/3/2022

As stated previously,
Students are given
Chromebooks in which
they can take home. On
their Chromebooks, they
have access to a help desk
page that lists all the
resources and websites
they would need for all
their classes such as a
link to the online
textbook, a link to Google
Classroom, as well as
links to other various
websites. Primary and
secondary sources are
used throughout the class
in order to ensure
students are subjective to
various subject matter
content. Students are
well acclimated to the use
of Chromebooks and it
provides us with an
opportunity to present
students with different
kinds of material. In order
to improve to this next
level, I should ask my
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

colleagues about what
resources they use to
help students better use
online media and print.
12/3/2022

As stated previously,
Students are given
Chromebooks in which
they can take home. On
their Chromebooks, they
have access to a help desk
page that lists all the
resources and websites
they would need for all
their classes such as a
link to the online
textbook, a link to Google
Classroom, as well as
links to other various
websites. Primary and
secondary sources are
used throughout the class
in order to ensure
students are subjective to
various subject matter
content. Students are
well acclimated to the use
of Chromebooks and it
provides us with an
opportunity to present
students with different
kinds of material. In order
to improve to this next
level, I should ask my
colleagues about what
resources they use to
help students better use
online media and print. I
also plan to reflect during
the summer and look for
other resources to see
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

how I can better serve my
students. 5/3/2023
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
3.6 Addressing the English learners’ language development to content goals.
needs of English performance to identify gaps support English learners.
learners and student in English language
with special needs to Provides adapted materials development. 9/19/21 Creates and implements Develops and adapts Is resourceful and flexible in
provide equitable to help English learners scaffolds to support instruction to provide a wide the design, adjustment, and
access to the content access content. Attempts to scaffold content standards-based instruction range of scaffolded support elimination of scaffolds
using visuals, models, and using literacy strategies, for language and content for based on English learners’
graphic organizers. SDAIE, and content level the range of English proficiencies, knowledge,
9/19/21 English language learners. and skills in the content.
development in order for
students to improve
language proficiencies and
understand content.
I use multiple kinds of
assessments for EL
students that include oral
exams that are either pre-
recorded or done live. EL
students are paired with
other students who speak
the same language on
group projects. Written
assessments are modified
so that EL students focus
on content-specific
vocabulary and concepts.
9/19/2021.

EL students are given

various graphic
organizers to help
organize their thoughts
including Venn diagrams.
They are also given
graphic organizers in
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

order to help chunk a
primary source document
into more manageable
portions. Those primary
and secondary source
documents are modified
so the reading level is
closer to their own. For
Newsela, I can discreetly
change the lexile score so
none of the students
know except for the EL
student. 9/19/21

I use multiple kinds of

assessments for EL
students that include oral
exams that are either pre-
recorded or done live. EL
students are paired with
other students who speak
the same language on
group projects. Written
assessments are modified
so that EL students focus
on content-specific
vocabulary and concepts.
Currently, I have no EL
students and have been
unable to refine my forms
of assessment aside from
reading journal articles
and YouTube videos
about the topic.
4/12/2022

EL students are given

various graphic
organizers to help
organize their thoughts
including Venn diagrams.
They are also given
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

graphic organizers in
order to help chunk a
primary source document
into more manageable
portions. Those primary
and secondary source
documents are modified
so the reading level is
closer to their own. For
Newsela, I can discreetly
change the lexile score so
none of the students
know except for the EL
student. Currently, I have
no EL students and have
been unable to refine my
forms of assessment
aside from reading
journal articles and
YouTube videos about the
topic.

As stated previously, I use

multiple kinds of
assessments for EL
students that include oral
exams that are either pre-
recorded or done live. EL
students are paired with
other students who speak
the same language on
group projects. Written
assessments are modified
so that EL students focus
on content-specific
vocabulary and concepts.
Currently, I have no EL
students and have been
unable to refine my forms
of assessment aside from
reading journal articles
and YouTube videos
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

about the topic. In order
to improve to the next
level, I should ask our
school resource
specialists what
strategies and tools do
they use and how I could
apply them to my class.
12/3/2022

EL students are given

various graphic
organizers to help
organize their thoughts
including Venn diagrams.
They are also given
graphic organizers in
order to help chunk a
primary source document
into more manageable
portions. Those primary
and secondary source
documents are modified
so the reading level is
closer to their own. For
Newsela, I can discreetly
change the Lexile score so
none of the students
know except for the EL
student. Currently, I have
no EL students and have
been unable to refine my
forms of assessment
aside from reading
journal articles and
YouTube videos about the
topic. In order to improve
to the next level, I should
ask our school resource
specialists what
strategies and tools do
they use and how I could
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.
Learns about referral
processes for students with
special needs.
Exploring Applying Integrating Innovating
apply them to my class.
12/3/2022
The most significant
reason for my inability to
improve over the
semester is due to the
lack of English learners. I
have one English learner
who has already
acclimated to the
language. She meets with
our resource teacher and
works during the
weekend on her English. I
do provide scaffolding for
her and resources. I plan
to use my summer break
to look for more
resources and strategies I
can use to help better any
other English learners I
may have in the future.
Seeks additional information Utilizes information on the Integrates accommodations, Guides and support the full
on the full range of students full range of students adaptations, and extensions range of student with special
identified with special needs identified with special needs to instruction for the full needs to actively engage in
to address challenges or to assess strengths and range of students with the assessment and monitor
supports in single lessons or competencies to provide special needs to ensure their own strengths,
appropriate challenge and adequate support and learning needs, and
sequence of lessons.
accommodations in challenge. achievement in accessing
9/19/21
instruction. 5/3/2023 content.
Communicates and
Cooperates with resource Communicates regularly collaborates with colleagues, Communicates and
personnel, para-educators, with resource personnel, support staff, and families to collaborates with resource
and families during para-educators, and families ensure consistent personnel, para-educators,
meetings and activities in to ensure that student instruction. Supports families, leadership, and
support of learning plans services are provided and families in positive students in creating a
and goals. 9/19/21 progress is made in engagement with school. coordinated program to
accessing appropriate optimize success of the full
content. 5/3/2023 Initiates and monitors range of students with
referral processes and special needs.
Refers students as needed in follow-up meeting to ensure
Seeks additional information a timely and appropriate that students receive Takes leadership at the
on struggling learners and manner supported with support and/or extended site/district and collaborates
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
advanced learners to
determine appropriateness
for referral. 9/19/21
At the beginning of the
school year, I am given a
list of students with IEPs
and 504s along with their
modifications. I review
their IEPs and 504s and
in order to prepare lesson
plans and to ensure those
documents are being
followed. Some students
require preferential
seating so my seating
charts are modified in
order to accommodate
them. I’ll talk to their
previous teachers and ask
what strategies work and
other recommendations.
I’ll attend meetings with
the education specialist
teachers and discuss any
changes to their IEPs or
504s. 9/19/21
I notify parents as well as
the education specialists
at my school if I notice a
trend among a student
such as a sudden change
in their quality of work or
if they are not submitting
their homework. If
necessary, I’ll arrange a
meeting with the parents
or guardians and discuss
how we can better serve
the student. 9/19/2021
Applying Integrating Innovating
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
5/3/2023 referral processes.
At the beginning of the
school year, I am given a
list of students with IEPs
and 504s along with their
modifications. I review
their IEPs and 504s and
in order to prepare lesson
plans and to ensure those
documents are being
followed. Some students
require preferential
seating so my seating
charts are modified in
order to accommodate
them. I’ll talk to their
previous teachers and ask
what strategies work and
other recommendations.
I’ll attend meetings with
the education specialist
teachers and discuss any
changes to their IEPs or
504s. By the end of year, I
meet with the resource
teachers in order to
discuss our new incoming
students and how we can
best serve them
according to their 504/
IEP. I have attended some
IEP meetings throughout
the year and saw what
strategies were suggested
and where we should
implement them in the
student’s IEP. I plan on
reflecting during the
summer to see how I may
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
For struggling learners, I
talk to their previous
teacher to determine if
they were struggling the
previous year. I’ll also
talk to the student
privately to determine
what is causing the
change in their quality of
work or lack thereof.
Generally, I’m told its due
to lack of sleep cause of
social media or video
games. Sometimes they’ll
tell me they’re stressed or
overburdened with
extracurricular activities.
Depending on the
circumstance I can
accommodate them by
allowing them an extra
day to complete an
assignment or discussing
the importance of going
to bed early. If they are
continuing to struggle, I’ll
arrange a meeting with
the parents or guardians
to determine how we can
best serve them and
ensure their success.
9/19/2021
At the beginning of the
school year, I am given a
list of students with IEPs
and 504s along with their
modifications. I review
their IEPs and 504s and
in order to prepare lesson
plans and to ensure those
documents are being
Applying Integrating Innovating
improve for the following
school year. 5/3/2023
I notify parents as well as
the education specialists
at my school if I notice a
trend among a student
such as a sudden change
in their quality of work or
if they are not submitting
their homework. If
necessary, I’ll arrange a
meeting with the parents
or guardians and discuss
how we can better serve
the student. After school
during office hours, I
work with those students
privately to discuss what
we can do to ensure they
will be successful in my
class. I also talk with the
resource specialists at the
school and discuss which
strategies I should use
and what else I could do
in class to help better
accommodate students
with IEPs and 504s. I plan
on reflecting during the
summer to see how I may
improve for the following
school year. 5/3/2023
For struggling learners, I
talk to their previous
teacher to determine if
they were struggling the
previous year. I’ll also
talk to the student
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
followed. Some students
require preferential
seating so my seating
charts are modified in
order to accommodate
them. I’ll talk to their
previous teachers and ask
what strategies work and
other recommendations.
I’ll attend meetings with
the education specialist
teachers and discuss any
changes to their IEPs or
504s. By the end of year, I
meet with the resource
teachers in order to
discuss our new incoming
students and how we can
best serve them
according to their 504/
IEP. 4/12/2022
I notify parents as well as
the education specialists
at my school if I notice a
trend among a student
such as a sudden change
in their quality of work or
if they are not submitting
their homework. If
necessary, I’ll arrange a
meeting with the parents
or guardians and discuss
how we can better serve
the student. After school
during office hours, I
work with those students
privately to discuss what
we can do to ensure they
will be successful in my
class. 4/12/2022
Applying Integrating Innovating
privately to determine
what is causing the
change in their quality of
work or lack thereof.
Generally, I’m told its due
to lack of sleep cause of
social media or video
games. Sometimes they’ll
tell me they’re stressed or
overburdened with
extracurricular activities.
Depending on the
circumstance I can
accommodate them by
allowing them an extra
day to complete an
assignment or discussing
the importance of going
to bed early. If they are
continuing to struggle, I’ll
arrange a meeting with
the parents or guardians
to determine how we can
best serve them and
ensure their success.
After school during office
hours, I work with those
students privately to
discuss what we can do to
ensure they will be
successful in my class.
When necessary, the
middle school team will
meet with the parents or
guardians in order to
create an academic
contract with various
stipulations such as loss
of privileges and more
dedicated time toward
academics. I plan on
reflecting during the
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

For struggling learners, I summer to see how I may
talk to their previous improve for the following
teacher to determine if school year. 5/3/2023
they were struggling the
previous year. I’ll also
talk to the student
privately to determine
what is causing the
change in their quality of
work or lack thereof.
Generally, I’m told its due
to lack of sleep cause of
social media or video
games. Sometimes they’ll
tell me they’re stressed or
overburdened with
extracurricular activities.
Depending on the
circumstance I can
accommodate them by
allowing them an extra
day to complete an
assignment or discussing
the importance of going
to bed early. If they are
continuing to struggle, I’ll
arrange a meeting with
the parents or guardians
to determine how we can
best serve them and
ensure their success.
After school during office
hours, I work with those
students privately to
discuss what we can do to
ensure they will be
successful in my class.
4/12/2022

At the beginning of the

school year, I am given a
list of students with IEPs
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

and 504s along with their
modifications. I review
their IEPs and 504s and
in order to prepare lesson
plans and to ensure those
documents are being
followed. Some students
require preferential
seating so my seating
charts are modified in
order to accommodate
them. I’ll talk to their
previous teachers and ask
what strategies work and
other recommendations.
I’ll attend meetings with
the education specialist
teachers and discuss any
changes to their IEPs or
504s. By the end of year, I
meet with the resource
teachers in order to
discuss our new incoming
students and how we can
best serve them
according to their 504/
IEP. I have attended some
IEP meetings throughout
the year and saw what
strategies were suggested
and where we should
implement them in the
student’s IEP 12/3/2022

I notify parents as well as

the education specialists
at my school if I notice a
trend among a student
such as a sudden change
in their quality of work or
if they are not submitting
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

their homework. If
necessary, I’ll arrange a
meeting with the parents
or guardians and discuss
how we can better serve
the student. After school
during office hours, I
work with those students
privately to discuss what
we can do to ensure they
will be successful in my
class. I also talk with the
resource specialists at the
school and discuss which
strategies I should use
and what else I could do
in class to help better
accommodate students
with IEPs and 504s.
12/3/2022

For struggling learners, I

talk to their previous
teacher to determine if
they were struggling the
previous year. I’ll also
talk to the student
privately to determine
what is causing the
change in their quality of
work or lack thereof.
Generally, I’m told its due
to lack of sleep cause of
social media or video
games. Sometimes they’ll
tell me they’re stressed or
overburdened with
extracurricular activities.
Depending on the
circumstance I can
accommodate them by
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

allowing them an extra
day to complete an
assignment or discussing
the importance of going
to bed early. If they are
continuing to struggle, I’ll
arrange a meeting with
the parents or guardians
to determine how we can
best serve them and
ensure their success.
After school during office
hours, I work with those
students privately to
discuss what we can do to
ensure they will be
successful in my class.
When necessary, the
middle school team will
meet with the parents or
guardians in order to
create an academic
contract with various
stipulations such as loss
of privileges and more
dedicated time toward
academics. 12/3/2022