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.

I develop language goals Using Google Docs, I

for English Language collaborate with students
Learners based on results to help them set up their
on the Renaissance Star essay format, prewrite
Learning Reading test and brainstorm, or create
that fall within California a model quickly.
ELD Standards. 4/11/2020
7/20/2019

Using Pearson's iLit

program allows me to see
how ELD standards and
ELA standards interact as
I'm writing lesson plans.
11/8/2019
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 curriculum guidelines. Provides explicit teaching Provides explicit teaching academic language, and
student development Provides explicit teaching of essential vocabulary, of specific academic proficiencies in self-
and proficiencies to 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.

I provide mini lessons on I provide mini lessons on the After almost a full year of
nuances of the English language to
the nuances of the English English Language Learners of all instruction for a third of
language to English levels, ranging from grammar my remaining students, I
lessons to literary elements such as
Language Learners of all poetic terms, dramatic terms, and have a library of student
levels, ranging from writing skills. 7/20/2019 samples, assignments,
grammar lessons to and assessments to guide
literary elements such as One of my Jevovah Witness's my understanding of
poetic terms, dramatic students cannot read The student proficiencies.
Odyssey, a story that we
terms, and writing skills. 4/11/2020
read for 9th grade English. I
7/20/2019 developed alternative
curriculum for him in this
Alternative English 9B Unit 9
packet so he's practicing the
same standards and skills
his peers are practicing.
11/8/2019
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.
curriculum to
subject matter. understanding of subject understanding. extend student
facilitate student
matter. understanding. Ensures student
understanding of the
comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand.
I make connections One of my Jevovah During this distance
between previously Witness's students learning period, I’ve made
completed assignments to cannot read The Odyssey, some assignments
other content areas. For a story that we read for directly instructed
example, if a student is 9th grade English. I digitally such as reading
working on an essay in developed alternative the Declaration of
History, the writing skills curriculum for him in this Independence together
for writing an expository Alternative English 9B for a Government class so
essay transfer and will be Unit 9 packet so he's students can have more
built upon in an practicing the same guidance. 4/11/2020
expository essay in standards and skills his
English. 7/20/2019 peers are practicing.
11/8/2019

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

Element Emerging Exploring Applying Integrating Innovating

academic language matter and that academic language, and full range of student
appropriate to subject addresses students’ guide student in towards a deep
matter. diverse learning needs. understanding knowledge of subject
connections within and matter.
across subject matter.
I use the SIOP model to I use Pearson's iLit Using Google Docs, I
engage students in hands program for Level 1 and collaborate with students
on activities and use Level 2 EL students. iLit is to help them set up their
comprehensible input in delivered concurrently essay format, prewrite
order to more effectively with their English class, and brainstorm, or create
coordinate scaffolding so they receive support in a model quickly. Often,
strategies with more language develop and this is encouraging for a
context. 7/20/2019 language arts. 11/8/2019 student since they can see
the steps needed to
complete a task.
4/11/2020

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
accessible to all Identifies technological technological resources classroom and support subject matter.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

resource needs. available to all students. differentiated learning of Assists student with
subject matter. equitable access to Ensures that student are
materials, resources, and able to obtain equitable
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 create writing graphic During this time period,
organizers for the students need support
different performance with accessing our
tasks for other classes to various vendors
help scaffold assignments (StudentTrac, Edmentum,
or directions so students Edulastic, G Suite) along
can practice identifying with other supplementary
the tasks necessary to resources (Quizlet,
complete that type of Youtube, Jamboard,
assignment. 7/20/2019 Audiobooks). In addition,
some students need
I use this Test Essay hardware support and
Graphic organizer for in guidance on who to
class, timed essays so contact for that support.
students can practice 4/11/2020
preparedness. On the
second page, there is an
option for me to put
sentence frames so I can
adjust learning for
students who struggle
with writing. 11/8/2019
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
access content. Attempts to scaffold content standards-based instruction range of scaffolded support elimination of scaffolds
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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 administer ELPAC and go over
score results with students and
parents. I also maintain progress for
students towards Reclassification
using the Renaissance Star Learning
Reading test as the internal criteria
and their progress towards reaching
language goals written from StarRen
data. 7/20/2019

I use Pearson's iLit program for Level

1 and Level 2 EL students. iLit is
delivered concurrently with their
English class, so they receive support
in language develop and language
arts. 11/8/2019

Before COVID-19, I analyzed StarRen

data more closely for our EL students
and found some evidence informing
the idea that the more time spent on
the test, the better the scaled score.
Those times peaked around 40
minutes where scores decreased, so I
plan to inform my students and make
an action plan of how best use your
time on a test to implement for next
year’s testing. 4/11/2020

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, learning
provide equitable sequence of lessons. appropriate challenge and adequate support and needs, and achievement in
access to the content accommodations in challenge. accessing content.
instruction.
Attends required meeting Cooperates with resource Communicates and Communicates and
with resource personnel and personnel, para-educators, Communicates regularly collaborates with colleagues, collaborates with resource
families. and families during with resource personnel, support staff, and families to personnel, para-educators,
meetings and activities in para-educators, and families ensure consistent families, leadership, and
support of learning plans to ensure that student instruction. Supports students in creating a
and goals. services are provided and families in positive coordinated program to
progress is made in engagement with school. optimize success of the full
accessing appropriate range of students with
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

content. Initiates and monitors special needs.
Learns about referral referral processes and
processes for students with Seeks additional information Refers students as needed in follow-up meeting to ensure Takes leadership at the
special needs. on struggling learners and a timely and appropriate that students receive site/district and collaborates
advanced learners to manner supported with support and/or extended with resource personnel to
determine appropriateness documented data over time, learning that is integrated ensure the smooth and
for referral. including interventions tried into the core curriculum. effective implementations of
previous to referral. referral processes.
Participate in IEP meetings for I have a student that
ELs with special needs and I am
integral in the planning process often overestimates
for ELD, Reading, and Writing how many tasks are
goals. I use the IEP at a Glance to need in order to
remind myself of
accommodations, adaptations, complete and show
and modifications for students mastery of an
when planning lessons.
7/20/2019
independent study unit.
After her triannual, we
I'm currently working with are practicing more
my Special Education team realistic pacing, where
regarding ELPAC 2019-2020 she proposes a goal and
accommodations and
modifications. ELPAC 2019- I add an extension
2020 Summative based off her current
Assessment will be a completion. 4/11/2020
computer-based test and the
current team's IEP writing
program supports a pen and
paper test. 11/8/2019