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.

Exploring-Examines Applying-Understands Integrating-Uses broad

concepts in subject and explains the knowledge of inter-
matter and academic relationship between relationships of concepts,
language to identify essential subject matter academic content
connections between concepts, academic standards, and academic
academic content language, and academic language in ways that
standards and content standards. ensure clear connections
instruction. Date: October 2023 and relevance to
Date: September 2022 Evidence: Each lesson students.
Evidence: Students take within a unit has several Date: April 2024
formative and summative types of activities and Evidence: Every lesson in
assessments to assessments which the unit has a specific
demonstrate the students have to be able goal that will be
necessary knowledge to analyze to comprehend evaluated in the
learned using academic the subject (such as what summative assessment
language(LINK). led to the growth of (an essay) to conclude the
Judaism even when facing unit. Students will need to
Exploring-Examines opposition). Different use a specific historical
concepts in subject types of formative skill (such as
matter and academic assessments are contextualization) that
language to identify embedded within a can help answer the unit
connections between lesson(LINK) to check for question, such as: “Were
academic content understanding at the different rulers and
standards and different points, with the ideas of ancient China
instruction. content learned being effective or ineffective to
Date: March 2023 applied to the summative control a difficult
Evidence: Lesson plans assessment (5 paragraph region?”. With several
provide several activities essay) at the end of the different formative
for students to learn the unit (LINK). This goes assessments embedded
main content needed to with ISTE Standard 2.2a: within the unit, this
master a particular Shape, advance and allows one to see how
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

subject (such as accelerate a shared vision many students are
understanding the for empowered learning mastering the content
agricultural revolution). with technology by leading into the essay,
Students take formative engaging with education and the essay serving as
and summative stakeholders. This unit the final draft of all the
assessments(LINK) to has me using technology work done within a unit
demonstrate the such as Google to show overall mastery
necessary knowledge Classroom, Google Docs of the historical thinking
learned using academic and videos created on skills and other content
language. Zoom to help students standards that are
understand the essential applied within the
theme of the unit: How summative assessment.
did Judaism grow even This is a copy of an essay
when facing opposition? (LINK) that shows a
By the time the class gets student who mastered
to the end of the unit, the content standards
students will have shown and historical thinking
their personal stake with skills, while this copy
answering and explaining (LINK) demonstrates that
the theme of the unit by not every single student
writing their 5 paragraph reached that goal,
essay using technology showing room for growth.
(Google Docs) and skills This goes with NBPTS
that go with this (such as standard Standard III
time management) that Content
helps students know they Accomplished social
all have their own work, studies–history teachers
but all will share in the ground their teaching
same vision. practice in a sound
foundation of content
knowledge, as using
lessons with a UDL
format allows all diverse
learners the opportunity
to access the content, and
while not all may success,
lessening the barriers is
one of the effective
leadership moves
expected from all
educators.
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.
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.
Provides explicit teaching
of essential content
vocabulary and
associated academic
language in single lessons
or sequence of lessons.
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.
Applying-Adapts Integrating- Integrates
instruction in response to knowledge of range of
knowledge of student students’ development
development and into instructional
proficiencies to meet decisions to ensure
students’ diverse learning student understanding of
needs. Ensures the subject matter
understanding of subject including related
matter including related academic language.
academic language. Provides explicit teaching
Provides explicit teaching of specific academic
of essential vocabulary, language, text structures,
idioms, key words with grammatical, and stylistic
multiple meanings, and language features to
academic language in ensure equitable access
ways that engage to subject matter
students in accessing understanding for the
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Explains academic subject matter text or range of student language
language, formats, and learning activities. levels and abilities.
vocabulary to support Date: October 2023 Date: April 2024
student access to subject Evidence: Lesson plans Evidence: Each lesson
matter when confusions are made that focus on plan has specific
are identified. analyzing a specific formative assessments
Date: September 2022 subject for the day (such (such as Think Pair-
Evidence: Lesson plans as a lesson focusing on Shares that focus on a key
are made that the beliefs of Judaism) portion of a reading) that
incorporate the learning with several activities to provides important
of a specific subject for allow all students the details on the number of
the day (such as a lesson opportunity to students who can master
focusing on the understand what is being the content. This allows
agricultural revolution) taught using academic all students to acquire the
with several language. The content necessary skills and
activities(LINK) to allow within a lesson contains knowledge with the
all students the modifications such as implementation of UDL
opportunity to certain vocabulary words within each day’s delivery
understand what is being being defined within the of the content, as seen in
taught using academic text and annotations of these PowerPoint slides
language. the text(LINK) that can (LINK).
include the breakdown of
Exploring-Expands unfamiliar words within a
knowledge of student reading as a class.
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.
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
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
student access to subject
matter when confusions
are identified.
Date: March 2023
Evidence: Each lesson in a
unit has a particular focus
that helps with answering
the central theme of the
unit. Lesson plans are
designed using a template
provided by our school,
with an example of a
recent lesson provided
here(LINK)
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.
understanding of the
subject matter
Exploring-Examines
organization of
curriculum and considers
adjustments in single
lessons or sequence of
lessons to support
understanding of subject
matter.
Date: September 2022
Evidence: The lesson
plans designed are used
to cover a central theme
of a unit(LINK), with
adjustments made
depending on the
Applying Integrating Innovating
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.
understanding.
Ensures student
comprehension and
facilitates student
articulation about what
they do and do not
understand.
Applying-Uses knowledge Integrating-Integrates
of curriculum and student knowledge of curriculum
readiness to organize and and resources to organize
adjust the curriculum to and adjust instruction
ensure student within and across subject
understanding. matter to extend student
Date: October 2023 understanding.
The unit to start the year Date: April 2024
focuses on students Evidence: Each lesson
analyzing information on plan is backwards
early humans not simply planned with an essential
to know facts and dates, question, such as “How
but to understand how did the Roman
certain items (such as government change over
the) helped early humans time?” By finding the
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

progress made for in their survival, with right documents to suit
students to understand students being able to the lexile levels of our
the content. Grading identify how these factors diverse learners, I am
formative and summative all came together before able to help students
assessments (such as C-E- the first civilizations comprehend the changes
Rs) allows for began. This can be seen in of Rome’s government
adjustments to be made the slide deck that was from a kingdom, republic,
in lessons to support the used for one of the weeks and empire, along with
understanding of subject in the early humans unit, the effect’s of
matter within each unit. which had the essential Christianity’s growth
question of: How did within Rome’s territories.
Exploring-Examines early humans survive? By making sure each of
organization of (LINK) the 107 minutes are
curriculum and considers accounted for, as seen in
adjustments in single this PowerPoint (LINK), I
lessons or sequence of am able to provide
lessons to support students with the right
understanding of subject amount of time to expand
matter. on these ideas without
Date: March 2023 making it too rigorous for
Evidence: Each lesson some of our sub-
within a unit has several populations, such as
types of activities and English Learners.
assessments(LINK) which
students have to be able
to analyze to comprehend
the subject (such as the
essential beliefs within
the societies of Ancient
India)
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
Exploring-Gathers and
uses additional
instructional strategies in
single lessons or
sequence of lessons to
increase student
understanding of
academic language
appropriate to subject
matter.
Date: September 2022
Evidence: The use of
Boystown allows
students to practice
certain skills (such as
how to work with a
partner) that leads to an
increase of the use of
academic language.
Students are cold-called
to check for
understanding with the
expectation they use
academic language in
their verbal response.
(LINK)
Exploring-Gathers and
uses additional
instructional strategies in
single lessons or
sequence of lessons to
increase student
understanding of
academic language
appropriate to subject
matter.
Date: March 2023
Evidence: Using
Boystown allows
students to practice
certain skills (such as
Applying
Applying-Selects and
adapts a variety of
instructional strategies to
ensure student
understanding of
academic language
appropriate to subject
matter and that
addresses students’
diverse learning needs.
Date: October 2023
Evidence: Students are
able to practice how to
pronounce and use key
vocabulary words and
other academic terms out
loud by implementing
partner readings after
reading part of the
document as a class. This
can be seen on this slide
deck, for slide 9(LINK), so
students can learn how to
read at an appropriate
pace using academic
language. In addition, our
school is still emphasizing
Boystown for students to
learn social skills such as
how to ask for help. This
allows students to
practice certain skills
(such as how to work
with a partner) that leads
to an increase of the use
of academic language.
Integrating Innovating
Integrating-Integrates
instructional strategies
appropriate to subject
matter to meet students’
diverse learning, to
ensure student
understanding of
academic language, and
guide student in
understanding
connections within and
across subject matter.
Date: April 2024
Evidence: Students not
only apply their historical
thinking skills, but also
apply skills necessary in
classes such as ELA,
where students would
write things such as
contradicting sentences
or inferential notes, as
seen on slides ____ and ___
of this PowerPoint
(LINK). Students can then
build upon these skills
further, both in English
and other content areas,
to help show their ability
to master key concepts
and skills (such as
determining the meaning
of any text without an
explicit objective) that
leads to stronger
academic progress from
all diverse learners.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

how to work with a
partner) that leads to an
increase of the use of
academic
language(LINK).
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
3.5 Using and
lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
adapting resources,
matter accessible to to students. and skill development in needs and make subject extend student
technologies, and
students. subject matter. Resources matter accessible to understanding and
standards-aligned
Explores how to make reflect the diversity of the students. critical thinking about
instructional
Identifies technological technological resources classroom and support subject matter.
materials including
resource needs. available to all students. differentiated learning of Assists student with
adopted materials, to
subject matter. equitable access to Ensures that student are
make subject matter
materials, resources, and able to obtain equitable
accessible to all
Guides students to use technologies. Seeks access to a wide range of
students
available print, electronic, outside resources and technologies through
and online subject matter support. ongoing links to outside
resources based on resources and support.
individual needs.
Exploring-Explores Applying-Selects, adapts, Integrating-Integrates a
additional instructional and utilizes appropriate wide range of adapted
materials, resources, and instructional materials, resources, technologies,
technologies to make resources, and and instructional
subject matter accessible technologies for concept materials to meet
to students. Explores how and skill development in identified student needs
to make technological subject matter. Resources and make subject matter
resources available to all reflect the diversity of the accessible to students.
students. classroom and support Assists student with
Date: September 2022 differentiated learning of equitable access to
Evidence: Each lesson is subject matter. Guides materials, resources, and
designed to allow students to use available technologies. Seeks
students’ equal access to print, electronic, and outside resources and
the content, especially online subject matter support.
since much of our student resources based on Date: April 2024
population comes from a individual needs. Evidence: Students are
lower socio-economic Date: October 2023 given paper copies of
background. By ensuring Evidence: Students are most activities and
that most content can be given most of the worksheets, as there’s a
done on paper in terms of assignments to do on subpopulation of
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

a history packet for each paper, as not all students students who do not have
unit(LINK), all students have access to technology internet access or a
can get the necessary such as computer or computer at home. By
content needed. For internet at home. This providing the
assignments that require allows all students to assignments on paper, I
technology, such as the work on any incomplete am able to ensure all
Do Nows, students are assignments without students can work on the
encouraged to come after worrying about activities at any time. In
school but are excused if technology. The addition, newer lessons
they are unable to. resources used within have students building
newer units have new skills, such as
Exploring-Explores included a reflection of contradicting sentences,
additional instructional the student diversity in as seen in their newest
materials, resources, and my class, with exemplars packet (LINK). I check in
technologies to make of students of color and with my coach to discuss
subject matter accessible talking about culture finding enough time for
to students. Explores how when learning of a key lessons that do require
to make technological term called kosher technology (such as
resources available to all food(LINK). I ensure to essays) so that all
students. talk to my coach about students can equitably
Date: September 2022 allocating enough time complete these
Evidence: Students are for assignments that do assignments without
given a certain block of require the use of anxiety of how to
time during an activity technology within my complete these
that does require the use unit, and find ways for assignments from home.
of technology to be students to use online
sufficient to complete an subject matter within the
assignment. Since not all class and outside of the
students have access to class as well. This goes
technology at home, the with ISTE Standard2.3a:
central components of the Create Positive
lesson are done by paper, Experiences- Create
to allow equal access to experiences for learners
the materials needed for to make positive, socially
every student. Here is a responsible contributions
copy(LINK) to a packet and exhibit empathetic
for a unit, allowing behavior online that build
students to have access to relationships and
the content on days they community. The way this
are absent so they can connects is that with the
remain current when use of videos that explain
they return to school. what kosher food is and
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

visuals embedded within
the PowerPoint software,
students will not only
know what kosher food is
but be able to compare
and contrast this with the
food of their household or
culture. This allows
students to expand their
knowledge of other
cultures, and can relate
on why some cultures
such as those who follow
the Mosaic Code for
dietary restrictions can or
cannot eat certain foods.
They also know their
culture is equally
important, as not all
people are expected to
follow these dietary
restrictions.
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
learners and student Provides adapted materials development. Creates and implements Develops and adapts Is resourceful and flexible in
with special needs to to help English learners scaffolds to support instruction to provide a wide the design, adjustment, and
provide equitable access content. Attempts to scaffold content standards-based instruction range of scaffolded support elimination of scaffolds
access to the content 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,
English language learners. and skills in the content.
development in order for
students to improve
language proficiencies and
understand content.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Exploring-Seeks
additional information
describing elements of
culture and language
proficiencies in listening,
speaking, reading, and
writing. Uses multiple
measures for assessing
English learners’
performance to identify
gaps in English language
development. Attempts to
scaffold content using
visuals, models, and
graphic organizers.
Date: September 2022
Evidence: Using i-Ready
data, I can see which
students need additional
support in terms of their
English language
development in terms of
phonetics, vocabulary or
other supports in English.
Lessons include visuals
on the expectations on
the assignment.
Exploring-Seeks
additional information
describing elements of
culture and language
proficiencies in listening,
speaking, reading, and
writing. Uses multiple
measures for assessing
English learners’
performance to identify
gaps in English language
development. Attempts to
scaffold content using
visuals, models, and
Applying Integrating Innovating
Integrating-Integrates
knowledge of English
language development,
English learners’
strengths and assessed
needs into English
language and content
instruction. Develops and
adapts instruction to
provide a wide range of
scaffolded support for
language and content for
the range of English
learners.
Date: October 2023
Evidence: Working with
the ELD coordinator,
specific feedback was left
on how my teaching
benefits English learners:
CATCH is used with
fidelity. Students are
familiar with "Talk To
Text" which contributes
to their engagement with
the text. Each step of
CATCH is used
seamlessly, even to the
degree that students
know that if they are an
early finisher for a task,
they are supposed to "add
to your CATCH". Mr.
Benitez does a wonderful
job of guiding students
through their reading by
using our school-wide
annotations; very
effective for helping all
students access complex
text. CHUNKING(LINK)
is another powerful
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
graphic organizers.
Date: March 2023
Evidence: I have used the
new i-Ready data results
in English for the
students who are
classified as English
learners to accommodate
the lessons in areas
where deficiencies are
the highest. I provide
additional modifications
(such as translated copies
of assignments)(LINK) to
those who are dominant
in another language other
than English, such as
Spanish.
Integrating Innovating
strategy that helps
students digest what they
are reading before
moving forward. Mr.
Benitez uses Text
Dependent Questions
(TDQs), along with
paraphrasing skills to
help students process
new information. This is a
great way to check for
understanding, and he
even blends in academic
discourse (with think
time) to carry these
responses into their
whole class discussion
that follows. Students
highlight important
details (the H in CATCH).
This helps them achieve
their objective, which was
to "Capture the main
idea" (one of the C's in
CATCH). They think of
how these details could
contribute to the main
idea. Then, they use turn
and talks to discuss with
a partner. Then, they
share out whole group,
as Mr. Benitez guides the
learning and provides
clarity as needed. He has
a masterful way of
blending multiple
strategies, so they do not
feel like isolated tasks.
 This strategy allows
students to:
 First, identify their
thoughts
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

 Next, organize their
thoughts; low stakes with
a peer
 Finally, share out a
well developed response
that they have practiced
with the whole group,
feeling more confident.

Integrating-Integrates
knowledge of English
language development,
English learners’
strengths and assessed
needs into English
language and content
instruction. Develops and
adapts instruction to
provide a wide range of
scaffolded support for
language and content for
the range of English
learners.
Date: April 2024
Evidence: With
collaboration with the
English Language
Development teacher, I
have included vocabulary
decoding as one of the
skills students develop
within the class. This is
practiced within guided
readings or as a stand-
alone as part of the
lesson, as seen with this
lesson slide deck (LINK).
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
3.6 Addressing the with resource personnel and
needs of English families.
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.
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
Applying
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.
Applying-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
Integrating
Integrates accommodations,
adaptations, and extensions
to instruction for the full
range of students with
special needs to ensure
adequate support and
challenge.
Communicates and
collaborates with colleagues,
support staff, and families to
ensure consistent
instruction. Supports
families in positive
engagement with school.
Initiates and monitors
referral processes and
follow-up meeting to ensure
that students receive
support and/or extended
learning that is integrated
into the core curriculum.
T
Innovating
Guides and support the full
range of student with special
needs to actively engage in
the assessment and monitor
their own strengths,
learning needs, and
achievement in accessing
content.
Communicates and
collaborates with resource
personnel, para-educators,
families, leadership, and
students in creating a
coordinated program to
optimize success of the full
range of students with
special needs.
Takes leadership at the
site/district and collaborates
with resource personnel to
ensure the smooth and
effective implementations of
referral processes.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

referral. in a timely and
Date: September 2022 appropriate manner
Evidence: When planning supported with
lessons, I look at the documented data over
student passports and time, including
other data(LINK) interventions tried
collected by our school to previous to referral.
ensure all Date: October 2023
accommodations and The passports have been
modifications can be used to find the best way
provided to students with to address students’
different needs. different needs within
each of my lessons. I have
Exploring-Seeks worked with the RST
additional information on teacher to provide other
the full range of students specific accommodations,
identified with special such as pull-outs, for
needs to address specific occasions such as
challenges or supports in the summative essay
single lessons or assessment. Lastly, I
sequence of lessons. provide new
Cooperates with resource accommodations such as
personnel, para- graphic organizers(LINK)
educators, and families to support with
during meetings and assignments and
activities in support of assessments for the
learning plans and goals. students with special
Seeks additional needs.
information on struggling
learners and advanced Applying-Utilizes
learners to determine information on the full
appropriateness for range of students
referral. identified with special
Date: March 2023 needs to assess strengths
Evidence: Passports for and competencies to
students with IEP/504s provide appropriate
are used to outline the challenge and
best strategies to support accommodations in
students with special instruction.
needs in the classroom. Communicates regularly
Discussions with the RST with resource personnel,
teacher allows for para-educators, and
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

collaboration with families to ensure that
meeting the learning student services are
goals of students with provided and progress is
special needs. 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.
Date: April 2024
To ensure I provide all
necessary supports to our
students with disabilities,
I check the IEP Passports
created for all of our
students whom qualify
for one. These passports
provide me with the most
detailed information I
need to help students
with their specific needs
for their learning. I also
work with the Resource
Specialist Teacher to
provide additional
accommodations, such as
a private environment to
work on assessments
such as essays in addition
to using a graphic
organizer (LINK) for the
latest essay on Ancient
China.