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
knowledge of subject subject matter and the relationship between
matter, related academic academic language to essential subject matter
3.1 Demonstrating
language, and academic identify connections concepts, academic
knowledge of subject
content standards. between academic language, and academic
matter academic
content standards and content standards.12-12-
content standards
instruction. 18 and 5-11-18
In my teaching, I often use
personal and real life
connections when
delivering lessons. One
example is when we
introduce a new set of
terms from our
Vocabulary Unit, I will ask
the students first what
words have they heard of
before from the unit and
in what context. Then, as
we read through the set
of 20 words, I try to give
5-8 personal or real life
examples. I have noticed
that many students often
remember and associate
the words with the
connections we made at
the beginning of the unit.
9-6-17
Uses broad knowledge of Uses extensive knowledge
inter-relationships of of subject matter
concepts, academic concepts, current issues,
content standards, and academic language, and
academic language in research to make relevant
ways that ensure clear connections to standards
connections and during instruction and
relevance to students extend student learning.
5-1-19.
In my teaching, I will
make curricular
connections by sharing
examples of personal
experiences or past topics
that have similar
concepts. I will use
reflective class
discussions and create
anchor charts with these
ideas that will hang in the
classroom throughout a
unit. 5-1-19

I feel I used similar

strategies in my
approaches to my lesson
delivery throughout the
year. 5-10-18
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 student curriculum guidelines. 9-25-17
development and
proficiencies to Provides explicit teaching
ensure student of essential content
understanding of vocabulary and
subject matter 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.
Ancient Civilizations is a
fun curriculum, but the
information can be very
hard to grasp at times.
Students have been
struggling with the
vocabulary in our first
Social Studies unit. So, I
realized we would
frontload the vocab
before reading the lesson.
The students would
research and discuss the
meanings prior to reading
and I noticed that there
was more connections
made to the content, and
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 5-1-19. Engages student at all
5-8-18 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.
12-12-18
What I have learned Throughout a unit, I will
about my students this assess students both
year is that they need formally and informally
visual support and using various
physical interaction with assessments using exit
new terms. I re-designed tickets, Google Forms,
certain activities and class discussions, etc.
assignments to tap their This allows me to pace
needs. I was able to use the information based on
these strategies across students understanding
subjects. 5-8-18 and allows me to re-teach
when necessary. 5-1-19
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

less confused looks as we
read. I will continue to
find other ways to expose
the students to ideas
prior to delivering the
information. 9-25-17

Follows organization of Examines organization of Uses knowledge of Integrates knowledge of Uses extensive knowledge
curriculum as provided curriculum and considers curriculum and student curriculum and resources of curriculum and related
by site and district to adjustments in single readiness to organize and to organize and adjust resources to flexibly and
support student lessons or sequence of adjust the curriculum to instruction within and effectively organize and
3.3 Organizing
understanding of the lessons to support ensure student across subject matter to adjust instruction.
curriculum to
subject matter. understanding of subject understanding.12-12-18 extend student
facilitate student
matter. 9-6-17 and 5-10- understanding.5-1-19 Ensures student
understanding of the
18 comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

This year, we got a new During lessons, I often
math textbook series. will informally poll
Before the school year students for their
started, my partner and I understanding using a 3
sat down and evaluated or 5 finger rating. This
the order of the chapters. allows me to do a quick
We decided to teach check of understanding
decimals and fractions before –during – after a
first as a review from the lesson. 5-1-19
previous grade. This
made more sense to us as
the students tend to
struggle in these areas
and we wanted to make
sure they have a firm
grasp of these concepts so
they may use them as we
build in pre-algebra
concepts this year. 9-6-17

I would have like to have

planned more
strategically in math and
Social Studies this year.
However, the curriculum
was new for me this year
and we received new
textbooks. So, that will be
my goal for next year. 5-
10-18
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 instructional
provided in the strategies in single strategies to ensure subject matter to meet strategies to develop
curriculum. lessons or sequence of student understanding of students’ diverse enthusiasm, meta-
3.4 Utilizing
lessons to increase academic language learning, to ensure cognitive abilities, and
instructional
student understanding of appropriate to subject student understanding of support and challenge the
strategies that are
academic language matter and that addresses academic language, and full range of student
appropriate to the
appropriate to subject students’ diverse learning guide student in towards a deep
subject matter
matter. needs. 10-2-17 understanding knowledge of subject
connections within and matter.
across subject matter.
12-12-18 and 5-1-19
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
I try to utilize a variety of
instructional strategies
when planning my
lessons. Our 1:1
technology classroom has
made it very convenient
to design technical
activities connected to
our content, such as
WebQuests, BrainPop,
Discovery Ed, etc. Since I
am very visual and hands
on, I will often create
projects and assignments
that include these
elements. However, I try
to also incorporate
dramatic and musical
lessons or activities that
appeal to my theatrical
students, such as creating
Grammar skits in English
or telling a story of our
novel Call It Courage
through a Polynesian
drum song. 10-2-17
3.5 Using and Uses available Explores additional Selects, adapts, and
adapting resources, instructional materials, instructional materials, utilizes appropriate
technologies, and resources, and resources, and instructional materials,
standards-aligned technologies for specific technologies to make resources, and
instructional lessons to make subject subject matter accessible technologies for concept
materials including matter accessible to to students. and skill development in
adopted materials, to students. subject matter. Resources
make subject matter Explores how to make reflect the diversity of the
accessible to all Identifies technological technological resources classroom and support
students resource needs. available to all students. differentiated learning of
subject matter. 9-5-17
Guides students to use
available print, electronic,
Integrating Innovating
When planning a unit, I
will integrate various
modes of instructional
strategies throughout the
lessons. Some examples
are visual (drawing
symbols for vocab words
or designing a model of a
ancient relic), critical
thinking (making
comparisons between
two characters),
organizing data (using
Thinking Maps to sort
information), or
technology-driven (Brain
Pop, Kahoot, FlipGrid).
5-1-19
Integrates a wide range of Engages students in
adapted resources, identifying and adapting
technologies, and resources, technologies,
instructional materials to and standards-aligned
meet identified student instructional materials to
needs and make subject extend student
matter accessible to understanding and
students. critical thinking about
subject matter.
Assists student with
equitable access to Ensures that student are
materials, resources, and able to obtain equitable
technologies. Seeks access to a wide range of
outside resources and technologies through
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

and online subject matter support.12-12-18 ongoing links to outside
resources based on resources and support.
individual needs. 5-1-19

The students use Google New technology tools and Using my classroom
Chromebooks daily in our strategies allowed me to webpage or Google
classroom. At the utilize differentiation and Classroom posts, I
beginning of the year, we assessment for a variety provide students with
created folders in Google of learners in my previewed website links
Docs for each subject to classroom. My favorite is to current curricular
help sort work Google Classroom and topics, interactive games
throughout the year. We being able to manage and activities, and
use Google Docs, Slides, assignments using this textbook links. I will often
Drawing, Sheets often to portal. Students refer to these sites and
design, create, share, appreciated the students know they have
collaborate, and assess immediate feedback and access to them when
work. One example is digital assignments. 5-11- needed. 5-1-19
taking and sorting notes 18
for Science or working on
a writing assignment in
LA. or creating a
slideshow on the Types of
Sentences. 9-5-17

3.6 Addressing the Is aware of students’ Seeks additional information Identifies language Integrates knowledge of Engages English learners in
needs of English primary language and describing elements of proficiencies and English English language assessment of their progress
learners and student English language culture and language learner strengths in the development, English in English language
with special needs to 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
provide equitable writing. Uses multiple instruction using one or language and content students to establish and
access to the content measures for assessing more components of English instruction. monitor language and
English learners’ language development to content goals.
performance to identify gaps support English learners.
in English language
Provides adapted materials development. Creates and implements Develops and adapts Is resourceful and flexible in
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

to help English learners
access content. Attempts to scaffold content
using visuals, models, and
graphic organizers. 10-15-17
and 5-11-18
scaffolds to support instruction to provide a wide the design, adjustment, and
standards-based instruction range of scaffolded support elimination of scaffolds
using literacy strategies, for language and content for based on English learners’
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.
12-12-18 and 5-1-19

Recently, I provided my I feel that I am able to

students with a Thinking
Map to use to sort
information on mood and
suspenseful elements
from “The Raven.” I had
the students sort
examples from the poem
as they worked with a
partner. They provided
info in the Tree Map, then
drew a symbol next to
each example. Thinking
Maps are a great way for
the students to visually
interact with the content.
10-15-17
create supportive
instruction for all my
students. Students with
ILPs or 504 plans are able
to reach the same content
objectives through
modified assessments
and activities, as well as
personalized teacher
support. 5-1-19

This year, I did not have

any identified EL
students. So, I continued
to use many visual
resources for students to
interact with. However, I
do not feel I changed
significantly based on the
above descriptions. 5-10-
18
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. 9-
16-17
Seeks additional information
on struggling learners and
advanced learners to
determine appropriateness
for referral.
I met with our Learning
Support team and Center
for Learning to review
students with ILPs in my
class. We sat down as a
team to review students
in my class who are in
Learning Support with
documentation for their
resources. Then, the
Center for Learning
professionals gave
information on students
with accommodations in
regards to behavioral and
organizational needs that
have been identified and
assessed. The next step is
to set up individual
meetings with families at
Applying Integrating Innovating
Utilizes information on the Integrates accommodations, Guides and support the full
full range of students adaptations, and extensions range of student with special
identified with special needs to instruction for the full needs to actively engage in
to assess strengths and range of students with the assessment and monitor
competencies to provide special needs to ensure their own strengths, learning
appropriate challenge and adequate support and needs, and achievement in
accommodations in challenge. accessing content.
instruction.
Communicates and Communicates and
Communicates regularly collaborates with colleagues, collaborates with resource
with resource personnel, support staff, and families to personnel, para-educators,
para-educators, and families ensure consistent families, leadership, and
to ensure that student instruction. Supports students in creating a
services are provided and families in positive coordinated program to
progress is made in engagement with school. optimize success of the full
accessing appropriate 12-12-18 range of students with
content. special needs.
Initiates and monitors
Refers students as needed in referral processes and Takes leadership at the
a timely and appropriate follow-up meeting to ensure site/district and collaborates
manner supported with that students receive with resource personnel to
documented data over time, support and/or extended ensure the smooth and
including interventions tried learning that is integrated effective implementations of
previous to referral. 5-1-19 into the core curriculum. referral processes.
This year, I communicated
more with our Center for
Learning team and
Learning Support staff.
This year, I had more
students that needed
services or had ILPs. It
was helpful to have the
support and feedback
from these professionals.
5-10-18
I continue to utilize our
Learning Support Team
and Center for Learning
staff in referring students
for modification plans or
ask for additional support
to help reach student
needs. 5-1-19
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

the beginning of the
school year to set goals
and team actions. 9-16-17