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
9/20/22 relevance to students. during instruction and
extend student learning.
5/1/24
The content matter is well Throughout the units,
explained and students have been
relationships and built developing their
between prior knowledge understanding of
to help build connections mathematical language
to current content when translating
material. sentences into math
expressions and
Academic vocabulary equations. We build on
connects to academic these words each unit and
standards by the State add to the list of words
and additional resources when we read different
are used to align with the real-world problems.
concepts, standards, and Each chapter unit builds
language. on the next and therefore
reviews the previously
9/20/22 learned material while
learning new material in
With a new unit this year, the new lessons. The
I was learning the reviewed material is
different units as I was brought up in warm-ups,
building the lessons practice problems,
through the year. The homework’s and on
material was new, but I assessments.
was able to understand
and explaining the 10/30/23
relationships of the
subject matter. With this Teaching a new subject
year closer to the end, I this year that has me go
have become more more in-depth into the
confident with pacing the relationships and
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.
9/20/22
Applying
lesson plans and knowing
my students better.
Knowing students past
knowledge understanding
has been a great resource
at building my lessons. I
am using additional
resources that support
different student learning.
4/26/23
Adapts instruction in
response to knowledge of
student development and
proficiencies to meet
students’ diverse learning
needs. Ensures
understanding of subject
matter including related
academic language.
Provides explicit teaching
of essential vocabulary,
idioms, key words with
multiple meanings, and
academic language in
ways that engage
students in accessing
subject matter text or
learning activities.
Integrating Innovating
connections with the
language and the material
has brought myself to
research more about the
math concepts to help
better explain them to my
students.
5/1/24
Integrates knowledge of Utilizes comprehensive
range of students knowledge of students to
development into guide all students to
instructional decisions to develop proficiencies,
ensure student understand subject
understanding of the matter including related
subject matter including academic language.
related academic
language. Engages student at all
levels of vocabulary,
Provides explicit teaching academic language, and
of specific academic proficiencies in self-
language, text structures, directed goal setting,
grammatical, and stylistic monitoring, and
language features to improvement. Guides all
ensure equitable access to students in using analysis
subject matter strategies that provides
understanding for the equitable access and deep
range of student language understanding of subject
levels and abilities. matter.
5/1/24
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Through student Developing the new When building the
proficiencies, lessons and content for students class set of notes
instructional strategies the curriculum for this year, the other
are developed and freshman has led me to teachers and I collaborate
implemented to advance adapt my instruction to to build the notes to
students development better incorporate spiral incorporate many
and understanding of the review for my students. I example problems along
content. am also able to build in with definitions,
Within group work and academic language for my conceptual understanding
individual work, students students. I adapt the examples and explained
are able to explore the detail specifics to each formulas. The notes have
content and make class to better assist the to incorporate student
connections to past students. prior knowledge and
knowledge and build on that material to
knowledge outside the In guided notes students relate to their academic
classroom. get definitions, examples language.
9/20/22 and meanings of academic
language specific to the To assist language
content. Students are learners the material is
able to access this also translated for some
material at any time and students so that they can
review the academic read the material in class
language throughout and at home with their
multiple lessons and parents. Our online
units. platform can be
translated to Spanish as
4/26/23 well for Spanish speaking
students.

If new words are

presented to students,
definition with guided
notes are presented to
students so that they can
have specific details when
reviewing outside the
classroom.

10/30/23

Through the development

of the lesson planning and
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

guided notes, I have been
able to integrate students
development into the
instructional decisions.
Here the academic
language is presented in
each lesson and repeated
over the course of the unit
in improve familiarity in
the content.
5/1/24

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 9/20/22 matter. understanding.
understanding of the 5/1/24 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
The platform provided by
the district is ALEKS and
it is used to facilitate the
curriculum used in the
lessons to support
student understanding.
The platform supports
students understanding
individually and through
teacher support. The
materials provided for the
curriculum supports the
standards.
9/20/22
Uses instructional
strategies that are
provided in the
curriculum.
3.4 Utilizing
instructional
strategies that are
appropriate to the
subject matter
Exploring
The curriculum that is
provided by the school
gives the teachers a lot of
flexibility in lesson
planning. We create all
lesson plans and
assessments from scratch.
From this I am able to
create content for my
students and adjust it as
needed.
When looking ahead to
future chapters, I am able
to emphasize different
knowledge to help with
students understanding
and making connections.
4/26/23
Gathers and uses
additional instructional
strategies in single
lessons or sequence of
lessons to increase
student understanding of
academic language
appropriate to subject
matter.
9/20/22
Applying Integrating Innovating
The curriculum was With knowledge of where
reviewed by the Algebra 1 the students are coming
teachers at the beginning from in past units to
of the year to best where they will be
support the students advancing to in Algebra 2,
understanding of the I organize instruction to
material and to ensure help students best
that the material did not understand the need of
go over what the students their current content plus
would go over in the guidance on where they
previous year. will be moving onto in the
coming years.
During this year, the 5/1/24
teachers meet every two
week to prepare for
quizzes and tests to make
sure we all taught the
same material.
We are observing that the
curriculum that changed
this year, may not be the
best order for our
students and we may be
changing it for next year.
10/30/23
Selects and adapts a Integrates instructional Uses an extensive
variety of instructional strategies appropriate to repertoire of
strategies to ensure subject matter to meet instructional strategies to
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 addresses academic language, and challenge the full range of
students’ diverse learning guide student in student towards a deep
needs. understanding knowledge of subject
connections within and matter.
across subject matter.
5/1/24
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Through use of online The students have the This year with the
platforms, different Aleks curriculum to inclusion of the new
instructional strategies practice the material but I online platform called
are used and provided to also research and select Reveal, we are able to
the students to help different instructional integrate new
students master the strategies to help all instructional strategies
content presented in the student learning. for our students through
lesson. Through creating new different examples and
content for the lesson different real-world
Students can access these plans or incorporating problems for the students
instructional strategies activities that improve to analyze and interpret.
inside and outside the academic language and
classroom to help with content understanding. These different types of
conceptual learning and translation problems and
the school is one-to-one Providing spiral review in word problems help to
on iPads. They are online the units has helped to build students academic
through iPads but in improve students’ language and help to
person for class. recollections of past make connections in the
9/20/22 material. This allows for subject matter to build
students to make their mathematical
connections of past and understanding.
present material.
10/30/23
4/26/23 Throughout the unit,
different resources are
integrated into the lesson
planning and subject
matter to help build
connections and
engagement in the unit.
5/1/24
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
9/20/22 subject matter. equitable access to Ensures that student are
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
Guides students to use
available print, electronic,
and online subject matter
resources based on
individual needs.
Through use of the iPad When creating the lessons
and internet provided to for the unit, I first review
the students by the and create material to
school, students are help different student
provided with different learners in the classroom.
apps and online platforms I am also able to utilizes
such as ALEKS, Derivita, different instructional
and REVEAL to better technology resources to
connect and master the help more students.
content.
9/202/22 The student main
curriculum also adapts to
the students’ learning
needs. Through answers
different questions, the
platform is able to change
the material based on
what the student knows.
The platform is also able
to explain the problems to
the students prior to the
problems practice as well.
Students are able to pace
their own learning and
teachers are able to create
assignments to guide
students through the
units.
4/26/23
3.6 Addressing the Is aware of students’ Seeks additional Identifies language
needs of English primary language and information describing proficiencies and English
learners and student English language elements of culture and learner strengths in the
with special needs to proficiencies based on language proficiencies in study of language and
Integrating Innovating
materials, resources, and able to obtain equitable
technologies. Seeks access to a wide range of
outside resources and technologies through
support. ongoing links to outside
resources and support.
5/1/24
During the unit this year, I
included an additional
“extra help” tool. The
students know that they
can go to this tool during
the unit to find extra
worksheets for practice
with answer keys or find
different websites where
they can practice prior to
a test of a quiz.
These outside tools are
found by me during the
unit and help students
build and practice their
understanding of the
material.
10/30/23
With the alotted time in
class and at school, I
integrate different
resoucres and
technologies into the
students subject matter to
help build understanding
for all students.
5/1/24
Integrates knowledge of Engages English learners
English language in assessment of their
development, English progress in English
learners’ strengths and language development
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

available assessment listening, speaking, content. Differentiates assessed needs into and in meeting content
data. reading, and writing. Uses instruction using one or English language and standards. Supports
multiple measures for more components of content instruction. students to establish and
assessing English English language monitor language and
learners’ performance to development to support content goals.
identify gaps in English English learners.
language development. Develops and adapts
Provides adapted Creates and implements instruction to provide a Is resourceful and flexible
provide equitable materials to help English Attempts to scaffold scaffolds to support wide range of scaffolded in the design, adjustment,
access to the content learners access content. content using visuals, standards-based support for language and and elimination of
9/20/22 models, and graphic instruction using literacy content for the range of scaffolds based on
organizers. strategies, SDAIE, and English learners. English learners’
content level English proficiencies, knowledge,
language development in 5/1/24 and skills in the content.
order for students to
improve language
proficiencies and
understand content.
With different diagrams This year I have reached When building the guided Through guided notes,
in different lessons, I am out to the English notes for my students I English Language
able to address students’ department, social incorporate the language learners are about to use
language needs studies, and religion proficiencies and English resources on their iPads
throughout the lessons. departments to help Language Learner needs and paper guided notes
connect on student to help build guided notes tohelp build their
Providing different language development. I that support them. I understanding of the
language vocabulary was able to incorporate include videos into the vocabulary presented in
connections with description and online Canvas platform to class. I also ask them to
examples, students can interpreting word help instruct my students do their best to explain
make connections within problems into the through different ways. their understanding to
their own language and students curriculum to This way students that students around them to
with the content in the help improve language may not understand the help build their language
lesson. proficiencies. I am lesson how I explained it skills with others.
9/20/22 working on seeking in class are able to review
strategies to use in the the online videos and 5/1/24
classroom. have a different person
explain the material
4/26/23 again.

The scaffolds built into

the guided notes, help
students know where to
write on their notes and
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

help students build a
better way to create their
own notes for future
lessons.

10/30/23

Has an awareness of the Seeks additional Utilizes information on Integrates Guides and support the
full range of students information on the full the full range of students accommodations, full range of student with
identified with special range of students identified with special adaptations, and special needs to actively
needs through data identified with special needs to assess strengths extensions to instruction engage in the assessment
provided by the school. needs to address and competencies to for the full range of and monitor their own
challenges or supports in provide appropriate students with special strengths, learning needs,
Attends required meeting single lessons or challenge and needs to ensure adequate and achievement in
with resource personnel sequence of lessons. accommodations in support and challenge. accessing content.
and families. instruction.
Cooperates with resource Communicates and Communicates and
personnel, para- Communicates regularly collaborates with collaborates with
3.6 Addressing the Learns about referral educators, and families with resource personnel, colleagues, support staff, resource personnel, para-
needs of English processes for students during meetings and para-educators, and and families to ensure educators, families,
learners and student with special needs. activities in support of families to ensure that consistent instruction. leadership, and students
with special needs to 9/20/22 learning plans and goals. student services are Supports families in in creating a coordinated
provide equitable provided and progress is positive engagement with program to optimize
access to the content Seeks additional made in accessing school. success of the full range
information on struggling appropriate content. of students with special
learners and advanced 5/1/24 needs.
learners to determine Refers students as needed
appropriateness for in a timely and Initiates and monitors Takes leadership at the
referral. appropriate manner referral processes and site/district and
supported with follow-up meeting to collaborates with
documented data over ensure that students resource personnel to
time, including receive support and/or ensure the smooth and
interventions tried extended learning that is effective implementations
previous to referral. integrated into the core of referral processes.
curriculum.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Students are grouped in My constant
the classroom by communication with the
language proficiency and Learning Center helps me
by assessment level to to better understand the
help them work with learning needs of my
other to better students. I am able to
understand the lesson. check in with them more
one on one during the
By grouping them year to help assist them.
together I can focus my
attention of the lesson on Reaching out to these
specific learning needs. students’ parents has also
Prior to the lesson been informative to help
starting, the learning guide their students’
objects will be clearly academics. I can help
stated for students to develop more structure
read and listen. for the students in their
9/20/22 math and academic path.
I am continuing to reach
out to the Learning Center
to learn different learning
needs of the students.
4/26/23
Applying Integrating Innovating
I would closely with our I integrate
Learning Center staff to accommodations and
help create learning extensions to students
material for all my with learning needs such
students including those as more time on
with accommodations. I assignments and more
also work with these staff structured instructions as
members to help tutor to what the assignment is
low students in an after looking for. I also
school program known as collaborate weekly with
AAP. colleagues to help support
these struggling students
After every assessment, I with what resources we
send emails home to are provided with.
parents to inform them of
updated grades and to let 5/1/24
them know that office
hour are held after school
in addition to the new
after school tutoring
called AAP on
Wednesdays. Due to
grades, some students to
highly requested to
attend AAP to help with
math. The past year
showed great
improvement for the
students.
10/30/23