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 7/16/23 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.

I struggle with the 4/24/24

academic language used Specifically, with
in content standards, mathematics, I’ve began
thus, I struggle to connect examining the academic
the subject matter to the language used and
content standards. finding ways to connect
7/16/23 this language to student
learning. For example, a
student was confused as
12/5/23 to what the difference
I chose to keep my rating between an expression
the same, because this is and an equation was. I
something I still struggle broke down the word
with. I want to find a equation into the root
better way to content word, equate. I asked the
standards to the lessons I student, which
teach. mathematical symbol
represents equate. They
responded with, “the
equal sign”. I went on to
explain that equations
will have equal signs,
expressions do not. I also
told him that sometimes
they are used
interchangeably, but in
class we should try our
best to use the correct
term.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has basic knowledge of Expands knowledge of Adapts instruction in Integrates knowledge of Utilizes comprehensive
student stages of student development and response to knowledge of range of students knowledge of students to
development while implements learning student development and development into guide all students to
becoming aware of activities in single lessons proficiencies to meet instructional decisions to develop proficiencies,
differences in students’ or sequence of lessons students’ diverse learning ensure student understand subject
understanding of subject that addresses students’ needs. Ensures understanding of the matter including related
matter. proficiencies and support understanding of subject subject matter including academic language.
understanding of subject matter including related related academic
Teaches subject-specific matter including related academic language. language. Engages student at all
3.2 Applying vocabulary following academic language. levels of vocabulary,
knowledge of Provides explicit teaching Provides explicit teaching academic language, and
curriculum guidelines.
student development Provides explicit teaching of essential vocabulary, of specific academic proficiencies in self-
and proficiencies to 7/16/23
of essential content idioms, key words with language, text structures, directed goal setting,
ensure student vocabulary and multiple meanings, and grammatical, and stylistic monitoring, and
understanding of associated academic academic language in language features to improvement. Guides all
subject matter language in single lessons ways that engage ensure equitable access students in using analysis
or sequence of lessons. students in accessing to subject matter strategies that provides
Explains academic subject matter text or understanding for the equitable access and deep
language, formats, and learning activities. range of student language understanding of subject
vocabulary to support levels and abilities. matter.
student access to subject
matter when confusions
are identified.

This is something that I 12/5/23 4/24/24

want to improve. I am This is something I This semester I have
aware of student achieve through our become much more
differences and online intervention tool, proficient in Exact Path.
proficiency levels; Exact Path. Exact path Exact Path provides
however, I don’t provides teaching of students with customized
completely feel confident essential vocabulary and math lessons catered to
in how to address them. academic language in a addressing each students’
7/16/23 sequence of lessons. academic needs.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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 matter. 7/16/23 understanding.
understanding of the Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand.
I am willing to adjust 12/5/23 4/24/24
curriculum if I feel it is This semester, I’ve tried I am comfortable
appropriate. 7/16/23 to adjust and reorganize reorganizing and
curriculum in a manner accommodating
that I feel best supports curriculum to best
student learning and facilitate student
engagement. For understanding. For
example, when teaching a example, in our English
lesson on finding roots of packets, there’s a portion
quadratic equations, I where students have to
first incorporate a write an essay about a
Desmos activity that piece of Gothic poetry. I
allows students to tailored the lesson to be
virtually explore more appropriate for my
quadratic graphs, and students, and said they
how the roots may look in could write about any
the quadratic equation. form of Gothic
expression. This includes
movies, paintings, songs,
etc. I have found that I
have received much more
thoughtful and thorough
essays from my students.

3.4 Utilizing Uses instructional Gathers and uses Selects and adapts a Integrates instructional Uses an extensive
instructional strategies that are additional instructional variety of instructional strategies appropriate to repertoire of
strategies that are provided in the strategies in single strategies to ensure subject matter to meet instructional strategies to
appropriate to the curriculum. lessons or sequence of student understanding of students’ diverse develop enthusiasm,
subject matter lessons to increase academic language learning, to ensure meta-cognitive abilities,
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

student understanding of appropriate to subject student understanding of and support and
academic language matter and that academic language, and challenge the full range of
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.
I seek out outside 12/5/23 4/24/24
instructional strategies I seek out instructional I utilize instructional
from various websites strategies on blogs such strategies such as graphic
and blogs. I try new as, math equals love, and organizers, sentence
things in my classroom, adapt them as needed to starters, and scaffolded
make note of what works meet students’ diverse notes to promote student
and what doesn’t, and learning needs. understanding.
adjust. 7/16/23

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
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Identifies technological technological resources classroom and support subject matter.
resource needs. available to all students. differentiated learning of Assists student with
7/16/23 subject matter. equitable access to Ensures that student are
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.
My school utilizes an 12/5/23 4/24/24
online program that This past semester, I have I utilize a wide range of
provides imbedded become more confident in technologies, such as
modifications. For utilizing my school’s Edmentum, Exact Path,
example, there is a read online program, and Desmos to meet
text feature that students Edmentum. I have student needs. I assist
can use; there is a built in familiarized myself with students in utilizing
highlighter, and other Edmentum’s features, online features, such as
various tools available for and, as a result, have text-to-speech, t o meet
students. 7/16/23 taught my students how identified student needs.
to utilize the resources
offered.

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
proficiencies based on proficiencies in listening, study of language and learners’ strengths and development and in meeting
with special needs to
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
to help English learners scaffolds to support instruction to provide a wide the design, adjustment, and
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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,
7/16/23 English language learners. and skills in the content.
development in order for
students to improve
language proficiencies and
understand content.
I am aware of which 12/5/23 4/24/24
students are English Most of my students who I work closely with our
learners, and which are English Learners are ELD teacher to discuss
students have special enrolled in an online English learners’
needs. I accommodate for English course called iLit. strengths and needs.
these students in various iLit allows students to Recently, I collaborated
ways, such chunking their complete grade level with her to discuss SBAC
work into smaller, more English classes, while testing accommodations
manageable pieces. emphasizing vocabulary, for our EL students.
7/16/23 visual models, and
English language
development.

3.6 Addressing the Has an awareness of the full Seeks additional information Utilizes information on the Integrates accommodations, Guides and support the full
needs of English range of students identified on the full range of students full range of students adaptations, and extensions range of student with special
learners and student with special needs through identified with special needs identified with special needs to instruction for the full needs to actively engage in
data provided by the school. to address challenges or to assess strengths and range of students with the assessment and monitor
with special needs to
supports in single lessons or competencies to provide special needs to ensure their own strengths,
provide equitable sequence of lessons. appropriate challenge and adequate support and learning needs, and
access to the content accommodations in challenge. achievement in accessing
instruction. content.
Attends required meeting Cooperates with resource Communicates and
with resource personnel and personnel, para-educators, Communicates regularly collaborates with colleagues, Communicates and
families. and families during with resource personnel, support staff, and families to collaborates with resource
meetings and activities in para-educators, and families ensure consistent personnel, para-educators,
support of learning plans to ensure that student instruction. Supports families, leadership, and
and goals. services are provided and families in positive students in creating a
progress is made in engagement with school. coordinated program to
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

accessing appropriate optimize success of the full
content. Initiates and monitors range of students with
Learns about referral referral processes and special needs.
processes for students with Seeks additional information Refers students as needed in follow-up meeting to ensure
special needs. on struggling learners and a timely and appropriate that students receive Takes leadership at the
advanced learners to manner supported with support and/or extended site/district and collaborates
determine appropriateness documented data over time, learning that is integrated with resource personnel to
for referral. including interventions tried into the core curriculum. ensure the smooth and
previous to referral. effective implementations of
7/16/23 referral processes.
I communicate with our 12/5/23
special education This past semester, I’ve
department, and we strengthened the
always collaborate on relationship and
students and try to come communication between
up with the best game myself and our Sped
plan to facilitate learning. department. I’m always
Additionally, I communicating and
communicate with our collaborating on ways we
English Language can best support our
Learners team, and we students, and areas of
review ELPAC scores, support they may need
discuss reclassification,
and student progress. 4/24/24
7/16/23 I kept my rating the same
this semester because I
continue to work with the
SPED team to discuss
students’ IEP goals and
accommodations. As well
as teaching strategies that
we feel would benefit the
student. I recently
worked with our SES to
determine appropriate
accommodations to
include on one of my
student’s 504 plan.