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. 9/26/17 connections and connections to standards
relevance to students. during instruction and
extend student learning.

Math is a subject rich in

vocabulary terms. Some
might even say
mathematics is a
language itself. I place
emphasis on how my
students communicate in
class by telling them the
importance of talking
math. I connect the
previous lessons with the
current one to show how
it all is related. The
vocabulary terms are the
building blocks and the
way we use them shape
our understanding of
each lesson so we can
continue to make
connections in class.
9/26/17
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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. 9/26/17
Adapts instruction in Integrates knowledge of
response to knowledge of range of students
student development and development into
proficiencies to meet instructional decisions to
students diverse learning ensure student understand subject
needs. Ensures understanding of the
understanding of subject subject matter including
matter including related related academic
academic language. language.
Provides explicit teaching Provides explicit teaching
of essential vocabulary, of specific academic
idioms, key words with language, text structures,
multiple meanings, and grammatical, and stylistic
academic language in language features to
ways that engage ensure equitable access
students in accessing to subject matter
subject matter text or understanding for the
learning activities. range of student language
levels and abilities.
Utilizes comprehensive
knowledge of students to
guide all students to
develop proficiencies,
matter including related
academic language.
Engages student at all
levels of vocabulary,
academic language, and
proficiencies in self-
directed goal setting,
monitoring, and
improvement. Guides all
students in using analysis
strategies that provides
equitable access and deep
understanding of subject
matter.

After I teach a lesson, I

like to have an activity
where students get to
practice the concept
taught. An activity where
their knowledge can
expand and they can
make connections to
previous lessons. These
activities can be
individual or small-group
based. I then monitor and
document their progress.
9/26/17
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. 9/26/17 understanding.
understanding of the Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand.
I work alongside the
other Algebra 1 teacher at
my school site to create a
fluid sequence of lessons
to support understanding
of subject matter. We
know which lessons will
require multiple days to
teach and which lessons
are important for the
cohesiveness of the unit.
We also plan when we
should assign
group/partner activities
or when we should give
an assessment to see how
well our students are
understanding the
material. 9/26/17
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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. 9/26/17 diverse learning needs. understanding knowledge of subject
connections within and matter.
across subject matter.
K-W-L (know/want to
know/learned) charts
work well with my
Algebra Foundations
students. This activity is a
form of self-monitoring
which allows them to see
how well they
understand a topic. This
also allows me to see if
we need additional time
before an assessment is
given. 9/26/17
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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
9/26/17 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.
The textbooks we are
piloting come equipped
with an online textbook.
Students now have access
to the homework
problems without having
to carry around a heavy
book. I also set up my
Google Classroom where
students can find
previous homework
assignments or notes in
case they were absent.
This technological
resource allows students
to keep up with the
material. Handouts are
always accessible to
students 9/26/17
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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
3.6 Addressing the English learners language development to content goals.
needs of English performance to identify gaps support English learners.
learners and student in English language
with special needs to Provides adapted materials development. Creates and implements Develops and adapts Is resourceful and flexible in
provide equitable to help English learners scaffolds to support instruction to provide a wide the design, adjustment, and
access to the content access content. 9/26/17 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,
English language learners. and skills in the content.
development in order for
students to improve
language proficiencies and
understand content.
I work alongside the case
carriers of my students
with IEP or 504 plans.
They have mentioned
what type of
accommodations each of
these students require. I
have implemented these
accommodations in the
lessons to the best of my
ability. I provide clear
and concise definitions to
vocabulary terms for my
EL students as well. This
way, they understand
what a word means and
can use it while
collaborating with other
students. 9/26/17
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. 9/26/17
As mentioned above, I
have sat down with case
carriers of my students
with IEP and 504 plans.
We have discussed what
accommodations they
need in the classroom. I
had a meeting with the
parents of one of my
special needs students as
well as the school
psychologist and his case
carrier. We discussed his
progress and how to
continue meeting his
needs for the future.
9/26/17
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.
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.
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.