Evidence Standard 3

3.1   Demonstrate knowledge of subject matter, academic content standards,

and curriculum frameworks
 Level of Development: Innovating

 I identify school and national standards and performance

indications and skills. I include the lesson content and add a
success criterion for lesson objectives. Target lesson plan to
meet standards. I use academic language and have good
classroom control and a positive classroom atmosphere. As a
graduate of San Francisco State University, I am qualified to be a
teacher and use formal and informal assessments to drive goals
and lessons plans.
 Students engage is class lessons and express their educational
needs.
 Date: July 2023

 Evidence: pre=braille skills This is an article I use for

reference teaching pre-Braille skills.

3.2   Apply knowledge of student development and proficiencies to ensure

student understanding of subject matter.
 Level of Development: Exploring

 My caseload is diverse and often has students with multiple

disabilities. I often review medical reports, assessments and IEPs
to gain knowledge about my student’s learning needs.
 I test for learning with verbal questions, quizzes and activities to
ensure that the student understands the subject matter. When
teaching Braille, I ask students to write words with letters they
know and then I transcribe them and check for mastery.
 Students participate in lessons and quizzes to check for
understanding.
 Date: July 2023

 Evidence:  Evidence: https://www.pathstoliteracy.org/dots-
families-braille-lessons/ This link shows the progression of
 Braille that I follow and is recommended by the California
School for the Blind. The alphabet is taught first and then
short contractions and the scaffolding continues until the
student is proficient reading Braille.

3.3   Organize curriculum to facilitate student understanding of the subject

matter

 Level of Development: Exploring

 I am constantly planning, adjusting, and pacing my instruction
according to meet student needs and development. Then I adjust
my instruction to make learning more effective.
 Date: July 2023

 Evidence: https://www.pathstoliteracy.org/dots-families-
braille-lessons/ This link shows the progression of Braille
that I follow and is recommended by the California School
for the Blind. The alphabet is taught first, and then short
contractions and the scaffolding continues until the student
is proficient reading Braille.

3.4   Utilize instructional strategies that are appropriate to the subject

matter.
 Level of Development: Exploring

 I use a different activities, and manipulatives to teach content.

Some of the manipulatives I use are attached in evidence.
 Students engage in lessons and enjoy working with the
manipulatives.
 Date: July 2023

 Evidence: https://www.shopbecker.com/Braille-Alphabet-
and-Numbers-Set-PT5671K/ I use this site to order Braille
manipulatives and other Braille materials. I have the Braille
blocks that I use with small children.
3.5   Use and adapt resources, technologies, and standards aligned
instructional materials, including adopted materials, to make subject matter
accessible to all students.

 Level of Development:  Integrating

 Students are taught by teacher and other staff to use a variety of
learning resources and technologies to access lesson plans.
Sometimes transcribing is necessary.
 As a virtual teacher of the visually impaired, there are not as many
resources available as I would like to see. Braille is often not
available in the materials I want to teach.
 Date:  July 2022

 Evidence: http://www.braillebookstore.com/Braille-
Bookstore This is the link I use to order books in Braille for
some of my students.


3.6   Address the needs of English learners and students with special needs
to provide equitable access to the content
 Level of Development: Applying

 I request materials in the student’s primary language, when

necessary. I use assessment data to drive instruction.
 I request the service of paraprofessionals who are trained in the
same language that is the primary language of my student.
 Date: July 2022

 Evidence: https://www.deepl.com/en/translator I was
unable to find worksheets for English to Spanish but one
resource that could be used as a strategy for teaching
English Learners is a website for translating.