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
11/1/17 extend student learning.

Math is a subject rich in Math is a subject rich in

vocabulary terms. Some vocabulary terms. Some
might even say might even say
mathematics is a mathematics is a
language itself. I place language itself. I place
emphasis on how my emphasis on how my
students communicate in students communicate in
class by telling them the class by telling them the
importance of “talking importance of “talking
math”. I connect the math”. I connect the
previous lessons with the previous lessons with the
current one to show how current one to show how
it all is related. The it all is related. The
vocabulary terms are the vocabulary terms are the
building blocks and the building blocks and the
way we use them shape way we use them shape
our understanding of our understanding of
each lesson so we can each lesson so we can
continue to make continue to make
connections in class. connections in class. The
9/26/17 document shown as
evidence is the beginning
of our Quadratics unit.
Students were given
skeleton notes to pill out
with definitions and other
important information.
11/1/17 (Evidence as
seen on my portfolio)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
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
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
Applying Integrating Innovating
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
10/1/17 levels and abilities. 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.
The online activity I am
showing as evidence is
one we used in Algebra 1.
It is an activity found
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

online using Desmos
website. The online
activity deals with
systems of linear
equations and is very rich
in vocabulary terms. This
online activity will help
the students comprehend
the vocabulary terms and
practice how to solve
these types of problems.
10/1/17 (Evidence as
seen on my portfolio)

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. 11/1/17 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.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I work alongside the I work alongside the
other Algebra 1 teacher at other Algebra 1 teacher at
my school site to create a my school site to create a
fluid sequence of lessons fluid sequence of lessons
to support understanding to support understanding
of subject matter. We of subject matter. We
know which lessons will know which lessons will
require multiple days to require multiple days to
teach and which lessons teach and which lessons
are important for the are important for the
cohesiveness of the unit. cohesiveness of the unit.
We also plan when we We also plan when we
should assign should assign
group/partner activities group/partner activities
or when we should give or when we should give
an assessment to see how an assessment to see how
well our students are well our students are
understanding the understanding the
material. 9/26/17 material. The schedule
included as evidence is
our Unit 6 schedule for
Algebra 1. We had
partner work the
upcoming week and an
assessment as well.
11/1/17 (Evidence as
seen on my portfolio)
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
11/1/17 connections within and matter.
across subject matter.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
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
Uses available Explores additional
instructional materials, instructional materials,
3.5 Using and resources, and resources, and
adapting resources, technologies for specific technologies to make
technologies, and lessons to make subject subject matter accessible
standards-aligned matter accessible to to students.
instructional students.
materials including Explores how to make
adopted materials, to Identifies technological technological resources
make subject matter resource needs. available to all students.
accessible to all 9/26/17
students
Applying Integrating Innovating
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. The
evidence provided is a
sample KWL chart we
used for our exponent
lesson. 11/1/17
(Evidence as seen on my
profile)
Selects, adapts, and Integrates a wide range of Engages students in
utilizes appropriate adapted resources, identifying and adapting
instructional materials, technologies, and resources, technologies,
resources, and instructional materials to and standards-aligned
technologies for concept meet identified student instructional materials to
and skill development in needs and make subject extend student
subject matter. Resources matter accessible to understanding and
reflect the diversity of the students. critical thinking about
classroom and support subject matter.
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
available print, electronic, outside resources and technologies through
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

and online subject matter support. ongoing links to outside
resources based on resources and support.
individual needs.
9/30/17

The textbooks we are The textbooks we are

piloting come equipped piloting come equipped
with an online textbook. with an online textbook.
Students now have access Students now have access
to the homework to the homework
problems without having problems without having
to carry around a heavy to carry around a heavy
book. I also set up my book. I also set up my
Google Classroom where Google Classroom where
students can find students can find
previous homework previous homework
assignments or notes in assignments or notes in
case they were absent. case they were absent.
This technological This technological
resource allows students resource allows students
to keep up with the to keep up with the
material. Handouts are material. Handouts are
always accessible to always accessible to
students 9/26/17 students. The evidence
provided is a picture of
the two textbooks we
piloted this year. 9/30/17
(Evidence as seen on my
portfolio)
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. 9/30/17 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 I work alongside the case
carriers of my students carriers of my students
with IEP or 504 plans. with IEP or 504 plans.
They have mentioned They have mentioned
what type of what type of
accommodations each of accommodations each of
these students require. I these students require. I
have implemented these have implemented these
accommodations in the accommodations in the
lessons to the best of my lessons to the best of my
ability. I provide clear ability. I provide clear
and concise definitions to and concise definitions to
vocabulary terms for my vocabulary terms for my
EL students as well. This EL students as well. This
way, they understand way, they understand
what a word means and what a word means and
can use it while can use it while
collaborating with other collaborating with other
students. 9/26/17 students. 9/30/17
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 Integrating Innovating
Utilizes information on the Integrates accommodations, Guides and support the full
full range of students adaptations, and extensions range of student with special
identified with special needs to instruction for the full needs to actively engage in
to assess strengths and range of students with the assessment and monitor
competencies to provide special needs to ensure their own strengths,
appropriate challenge and adequate support and learning needs, and
accommodations in challenge. achievement in accessing
instruction. content.
Communicates and
Communicates regularly collaborates with colleagues, Communicates and
with resource personnel, support staff, and families to collaborates with resource
para-educators, and families ensure consistent personnel, para-educators,
to ensure that student instruction. Supports families, leadership, and
services are provided and families in positive students in creating a
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
a timely and appropriate that students receive Takes leadership at the
manner supported with support and/or extended site/district and collaborates
documented data over time, learning that is integrated with resource personnel to
including interventions tried into the core curriculum. ensure the smooth and
previous to referral. effective implementations of
9/30/17 referral processes.
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. The
evidence provided
depicts skeleton notes
accommodated for my
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

IEP/504 students and my
ESL students. In
particular, the ESL
student speaks Spanish at
home and benefits from
the accommodated lesson
so he understands the
material. 9/30/17
(Evidence as seen on my
portfolio)