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 (9/25/18) 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.

All of my lessons include

a learning goal for
students which is written
on the board and in the
notes as well as being
discussed at the start of
the lesson. Most of these
goals were established by
previous content matter
teachers and/or the
textbook. However, we do
not currently use math
common core books
(piloting candidates
books right now). I have
not gone back and
explicitly tied to the new
standards and need to
work on this. (9/25/18)
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. (9/25/18)
student 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. (9/25/18)
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.

I always include essential

vocabulary in my lessons. I
query the students on what
their understanding of the
words are and then tie their
responses to the academic
language. Throughout the
lessons, when students
provide the layman's
answer, I encourage them to
reword it using our "mathy"
words. Students seem to
respond well to this
approach and begin using
the academic language on
their own. (9/25/18)
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. (9/25/18) understanding of subject understanding. extend student instruction.
facilitate student matter. (9/25/18) understanding.
understanding of the Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand.
In one of my content In my other 2 content
areas, this is the second areas, I am the only
year I have taught it. The teacher at my site who
first year, I mostly used teaches these courses.
materials provided by my One of them I also taught
department. This year, I last year and had to
was planning to make develop all my own
some changes but have materials utilizing the
been told not to as we are district textbook. After I
in the processing of taught each, I reflected on
choosing new curriculum strengths and
to begin using next year. weaknesses of the lesson
However, within any and am incorporating
given lesson, based on my improvements this year
past experience, I am to enhance student
modifying portions that I learning. My other
feel students have content area is new to me
struggled with in order to this year but I have many
improve student materials from past
understanding. teachers. This allows me
(9/25/18) to organize and pace the
lessons in a manner that
best matches the needs of
my students. (9/25/18)
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. (9/25/18) diverse learning needs. understanding knowledge of subject
connections within and matter.
across subject matter.
Our district provided
curriculum is fairly old
and consists of textbooks
and workbooks. Previous
teachers of this content
have supplemented with
other materials and I
have also continued to do
so. I try to utilize a variety
of strategies to help all
my students. Many have
self-reported that they
are visual learners so I
use graphic organizers
and some hands-on
activities. The math
common core standards
emphasis collaboration
and reasoning skills so I
try to include some group
activities that have
students problem solving
together while I facilitate
when they struggle.
(9/25/18)
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. (9/25/18) 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
(9/25/18) 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.
I am just beginning to
include technology in my
classes. I provide many
materials in digital form
through our Google
Classrooms. This also
allows students to go
back and review material
at their own pace. I also
employ asynchronous
learning by encouraging
students to contact me
via digial resources if
they have questions
outside of school hours.
With students in my
lowest level math class, I
have just begun to use a
district provided
software program
designed to tailor the
learning to the students'
current skill levels.
(9/25/18)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Is aware of students’
primary language and
English language
proficiencies based on
available assessment data.
(9/25/18)
3.6 Addressing the
needs of English
learners and student
with special needs to
provide equitable Provides adapted materials
access to the content to help English learners
access content. (9/25/18)
Most of my students are
English fluent. However,
due to the ethnic and
cultural diversity of our
student body, many are
also fluent in other
languages and influenced
by their family's culture. I
try to offer translations
when needed but need to
work on my support of
my English learners.
(9/25/18)
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.
Applying
Identifies language
proficiencies and English
learner strengths in the
study of language and
content. Differentiates
instruction using one or
more components of English
language development to
support English learners.
Creates and implements
scaffolds to support
standards-based instruction
using literacy strategies,
SDAIE, and content level
English language
development in order for
students to improve
language proficiencies and
understand content.
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.
Innovating
Engages English learners in
assessment of their progress
in English language
development and in meeting
content standards. Supports
students to establish and
monitor language and
content goals.
Is resourceful and flexible in
the design, adjustment, and
elimination of scaffolds
based on English learners’
proficiencies, knowledge,
and skills in the content.
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 Applying Integrating Innovating
Seeks additional information Utilizes information on the Integrates accommodations, Guides and support the full
on the full range of students full range of students adaptations, and extensions range of student with special
identified with special needs identified with special needs to instruction for the full needs to actively engage in
to address challenges or to assess strengths and range of students with the assessment and monitor
supports in single lessons or competencies to provide special needs to ensure their own strengths,
sequence of lessons. appropriate challenge and adequate support and learning needs, and
(9/25/18) accommodations in challenge. achievement in accessing
instruction. content.
Communicates and
Cooperates with resource Communicates regularly collaborates with colleagues, Communicates and
personnel, para-educators, with resource personnel, support staff, and families to collaborates with resource
and families during para-educators, and families ensure consistent personnel, para-educators,
meetings and activities in to ensure that student instruction. Supports families, leadership, and
support of learning plans services are provided and families in positive students in creating a
and goals. (9/25/18) progress is made in engagement with school. coordinated program to
accessing appropriate optimize success of the full
content. Initiates and monitors range of students with
referral processes and special needs.
Refers students as needed in follow-up meeting to ensure
Seeks additional information a timely and appropriate that students receive Takes leadership at the
on struggling learners and manner supported with support and/or extended site/district and collaborates
advanced learners to documented data over time, learning that is integrated with resource personnel to
determine appropriateness including interventions tried into the core curriculum. ensure the smooth and
for referral. (9/25/18) previous to referral. effective implementations of
referral processes.
Many of my students,
especially in my lowest
level math class, have an
Individual Education Plan
(IEP). I am very diligent
to always provide the
specified
accommodations (and
more). I work closely
with their IEP team (staff,
administrators, support
personnel and families)
to ensure that students
receive all needed
support. I support
evaluation meetings,
often on my own time.
(9/25/18)