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. connections and connections to standards
relevance to students. during instruction and
7/22/2018 5/6/2019 extend student learning.

I strive to connect what

the students have learned
to what they know; I also
bring in as many outside
sources as I can to aid
with these connections.
As part of my daily
routine, students get an
“AP Gov Term of the Day”
to aid in the development
of their academic
vocabulary. I also leave
time each class for
students to ask for any
needed clarification.
7/22/2018 NBPTS Prop
2 4/12/2019
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.
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. 7/22/2018 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
learning activities. range of student language deep understanding of
levels and abilities. subject matter.
7/22/2018 5/6/2019
Key terms and language
are a primary focus in my
class. Without the proper
use of academic language,
students will likely not
pass the AP exam,
regardless of the overall
knowledge level of the
student. I use academic
language in all learning,
while providing the
necessary scaffolding for
students not yet up to
that standard. 7/22/2018
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. understanding.
understanding of the 7/22/2018 5/6/2019 Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand.
I plan my year-long
lesson plan around key
real-world events. For
example, this year
elections will be early in
the curriculum so my
students have the
necessary tools to
understand the upcoming
midterm elections in
November. 7/22/2018
NBPTS Prop 4
4/12/2019
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
curriculum. lessons or sequence of student understanding of students’ diverse develop enthusiasm,
3.4 Utilizing
lessons to increase academic language learning, to ensure meta-cognitive abilities,
instructional
student understanding of appropriate to subject student understanding of and support and
strategies that are
academic language matter and that academic language, and challenge the full range of
appropriate to the
appropriate to subject addresses students’ guide student in student towards a deep
subject matter
matter. diverse learning needs. understanding knowledge of subject
7/22/2018 connections within and matter.
across subject matter.
4/12/2019 5/6/2019
Students are able to get TLMS Domain IV, NBPTS
instruction in a variety of Prop 3 4/12/2019
ways: weekly podcast
and video assignments
support in- class
instruction, and provide
real world exposure to
academic language in use.
7/22/2018
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 Engages students in
instructional materials, instructional materials, utilizes appropriate of 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
lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
3.5 Using and
matter accessible to to students. and skill development in needs and make subject extend student
adapting resources,
students. subject matter. Resources matter accessible to understanding and
technologies, and
Explores how to make reflect the diversity of the students. critical thinking about
standards-aligned
Identifies technological technological resources classroom and support subject matter.
instructional
resource needs. available to all students. differentiated learning of Assists student with
materials including
subject matter. equitable access to Ensures that student are
adopted materials, to
7/22/2018 materials, resources, and able to obtain equitable
make subject matter
technologies. Seeks access to a wide range of
accessible to all
Guides students to use outside resources and technologies through
students
available print, support. 7/22/2018 ongoing links to outside
electronic, and online 5/6/2019 resources and support.
subject matter resources
based on individual
needs.
Students are provided I want my students to
multiple resources from learn and any
which the necessary (academically viable)
learning can be achieved- source is fine if it helps a
podcasts, videos, news student achieve the goal
sources, both online and of learning. 7/22/2018
in print. Students are also TLMS Domain V
encouraged to bring their 4/12/2019
own resources to bear.
7/22/2018
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Is aware of students’ Seeks additional
primary language and information describing
English language elements of culture and
proficiencies based on language proficiencies in
available assessment data. listening, speaking, reading,
and writing. Uses multiple
measures for assessing
3.6 Addressing the English learners’
needs of English performance to identify
gaps in English language
learners and student
Provides adapted materials development. 7/22/2018
with special needs to to help English learners
provide equitable access content. Attempts to scaffold content
access to the content using visuals, models, and
graphic organizers.
This is an area I have only
rarely had to use. Very
few of my AP students fall
in to the category of
either English learner or
special needs student.
7/22/2018
Applying Integrating Innovating
Identifies language Integrates knowledge of Engages English learners in
proficiencies and English English language assessment of their progress
learner strengths in the development, English in English language
study of language and learners’ strengths and development and in meeting
content. Differentiates assessed needs into English content standards. Supports
instruction using one or language and content students to establish and
more components of English instruction. monitor language and
language development to content goals.
support English learners.
Creates and implements Develops and adapts Is resourceful and flexible in
scaffolds to support instruction to provide a the design, adjustment, and
standards-based instruction wide range of scaffolded elimination of scaffolds
using literacy strategies, support for language and based on English learners’
SDAIE, and content level content for the range of proficiencies, knowledge,
English language English learners. and skills in the content.
development in order for
students to improve
language proficiencies and
understand content.
4/12/2019 5/6/2019
Multiple means of access
to information provided-
podcasts, videos,
textbook, primary source
documents; most also
have translations
available if needed.
4/12/2019
TLMS Doman VI
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
with resource personnel and
3.6 Addressing the families.
needs of English
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. 7/22/2018
5/6/2019
Seeks additional
information on struggling
learners and advanced
learners to determine
appropriateness for referral.
The few students I have
with special needs also
receive help from the on-
campus learning center.
When needed, I work
with them directly.
7/22/2018
4/12/2019: NBPTS Prop
2
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.