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
knowledge of subject subject matter and the relationship between inter-relationships of of subject matter
matter, related academic academic language to essential subject matter concepts, academic concepts, current issues,
3.1 Demonstrating language, and academic identify connections concepts, academic content standards, and academic language, and
knowledge of subject content standards. between academic language, and academic academic language in research to make relevant
matter academic content standards and content standards. ways that ensure clear connections to standards
content standards instruction. connections and during instruction and
relevance to students. extend student learning.
6/11/18 12/13/18

I am well versed in the 3rd I use cross curricular

grade content standards. connections including
The current standards teaching reading
that I am focusing on are informational text
posted on the white thought science and social
board in the classroom studies standards.
and around the work I use technology
displayed in my based learning by
classroom. Student’s integrating visual
notes and assessments
also have the standards
representations
written on them. which
6/11/18 are connected
to content
Students use the GATE standards. 12/13/18
icons in all academic
areas and understand the
big idea, academic
language and details
throughout the standards.
6/11/18
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 or proficiencies to meet instructional decisions to develop proficiencies,
differences in students’ sequence of lessons that students’ diverse learning ensure student
understand subject
understanding of subject addresses students’ needs. Ensures understanding of the subject
matter. proficiencies and support understanding of subject matter including related matter including related
understanding of subject matter including related academic language. academic language.
Teaches subject-specific matter including related academic language. 6/11/18
vocabulary following academic language. Provides explicit teaching of
curriculum guidelines. Provides explicit teaching of specific academic language, Engages student at all
3.2 Applying knowledge Provides explicit teaching of essential vocabulary, idioms, text structures, grammatical,
of student development levels of vocabulary,
essential content vocabulary key words with multiple and stylistic language academic language, and
and proficiencies to and associated academic meanings, and academic features to ensure equitable
ensure student proficiencies in self-
language in single lessons or language in ways that access to subject matter
understanding of directed goal setting,
sequence of lessons. engage students in accessing understanding for the range
subject matter Explains academic language, subject matter text or of student language levels monitoring, and
formats, and vocabulary to learning activities. and abilities. improvement. Guides all
support student access to students in using analysis
subject matter when strategies that provides
confusions are identified. equitable access and deep
understanding of subject
matter. 6/11/18

Academic vocabulary is
explicitly taught during
vocabulary lessons. GATE
notes are taken with
academic vocabulary
written in closed note
style. Students are taught
how to research words
that they do not
understand. Reading Logs
include researching
words with unknown
meanings. Interactive
Notebooks are utilized to
teach and keep new
information for ongoing
reference. 6/11/18
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 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.5/7/19
curriculum to subject matter. understanding of subject understanding. extend student
facilitate student matter. understanding. 6/11/18 Ensures student
understanding of the comprehension and
subject matter facilitates student
articulation about what
they do and do not
understand.

I have a year- long plan Curriculum is structured

written out for all content and based around science
areas. The year-long plan and social studies
adjusts depending on content, with reading and
how students writing connected to the
demonstrate mastery of content. The structure of
subject areas. Literature, teaching is very strategic
social studies and science to the learning process.
lessons plans are 5/7/19
intertwined so students
obtain cross-curricular
exposure to material.

The year- long plan is

written so material builds
upon prior knowledge
and understanding.

Science and social studies

units are utilized to
include language arts and
math standards. 6/11/18
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 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. understanding knowledge of subject
connections within and matter. 12/13/18
across subject matter.
6/11/18
Instructional strategies
I present material is are used based on student
several different ways and Multiple Intelligences and
teach to the 8 different GATE icons are used to
multiple intelligences. For enhance student learning
example, math including mind maps,
multiplication facts are individualized learning
presented though songs, plans and specialized
flash cards, math sprint instruction, through
sheets and are practiced
outside using chalk. 12/13/18
Students are encouraged
to use strategies that help
them learn the best,
based on their own
preference. 6/11/18
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. 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.5/7/19
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.
I utilize several different Students are provided
types of instructional with several
material to engage opportunities throughout
student learning. Math the year to engage in
curriculum is pieced explorative learning,
together from several while I provide them with
different resources. I also several different sources
make math packets based and materials they are
on the standards for the able to choose from to
week. 6/11/18 develop their
understanding. 5/7/19
All students have access
to materials in the
classroom, including one
on one Chromebook
access. Students who do
not own their own
Chromebook are allowed
to check them out and
take them home at the
end of the day for
homework. 6/11/18
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.12/12/18 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 6/11/18
Provides adapted materials development. Develops and adapts Is resourceful and flexible in
learners and student
to help English learners Creates and implements instruction to provide a wide the design, adjustment, and
with special needs to access content. Attempts to scaffold content scaffolds to support range of scaffolded support elimination of scaffolds
provide equitable using visuals, models, and standards-based instruction for language and content for based on English learners’
access to the content graphic organizers. using literacy strategies, the range of English proficiencies, knowledge,
SDAIE, and content level learners. 12/12/18 and skills in the
English language content.5/7/19
development in order for
students to improve
language proficiencies and
understand content.
6/11/18

I utilize SDAIE strategies EL students are supposed EL students are provided

with all of my students through one on one with daily small group
including closed notes, instruction, while instruction based on their
graphic organizers and vocabulary support is proficiency level. 5/7/19
frontloading academic incorporated through out
vocabulary. Vocabulary lessons, including
words are incorporated in vocabulary words and
to weekly spelling lists. notes within subject
EL learners are content areas. Reading
strategically placed and writing strategies are
within the classroom to reviewed in order to
provide support when support EL students.
needed. One-on-one Vocabulary words are
assistance is given used through Read
throughout lessons. Theory and IXL.com
Students are regularly 12/12/18
paired up to have low
stress peer-to-peer
conversations. 6/11/18
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has an awareness of the full Seeks additional information Utilizes information on the Integrates accommodations, Guides and support the full
range of students identified on the full range of students full range of students adaptations, and extensions range of student with special
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
supports in single lessons or competencies to provide special needs to ensure their own strengths, learning
sequence of lessons. appropriate challenge and adequate support and needs, and achievement in
accommodations in challenge. accessing content. 6/11/18
instruction.
Attends required meeting Cooperates with resource Communicates and Communicates and
3.6 Addressing the with resource personnel and personnel, para-educators, Communicates regularly collaborates with colleagues, collaborates with resource
needs of English families. and families during meetings with resource personnel, support staff, and families to personnel, para-educators,
learners and student and activities in support of para-educators, and families ensure consistent families, leadership, and
with special needs to learning plans and goals. to ensure that student instruction. Supports students in creating a
provide equitable services are provided and families in positive coordinated program to
progress is made in engagement with school. optimize success of the full
access to the content
accessing appropriate range of students with
content. Initiates and monitors special needs. 6/11/18
Learns about referral Seeks additional information referral processes and
processes for students with on struggling learners and Refers students as needed in follow-up meeting to ensure Takes leadership at the
special needs. advanced learners to a timely and appropriate that students receive site/district and collaborates
determine appropriateness manner supported with support and/or extended with resource personnel to
for referral. documented data over time, learning that is integrated ensure the smooth and
including interventions tried into the core curriculum. effective implementations of
previous to referral. referral processes. 6/11/18
I pride myself on being very
knowledgeable about all of
my students with special
needs and their IEPs. I
provide one on one
classroom support,
communicate the needs of
students that are not being
addressed, and am an
advocate for my students
with special needs in my
classroom. I have open lines
of communication with
parents, admin and resource
personnel. I meet regularly
with our special needs
coordinator to check the
progress of my students and
address any needs that
might need to be addressed.
6/11/18