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.

When working on units I As this is my third year, I

make sure to reference am constantly reflecting.
back to previous Every lesson
knowledge so students implemented I am making
continue to utilize the sure that I understand
vocabulary they have and I’m making the right
previously learned. Since changes to it. I am also
the content builds up, I making sure the lessons
make sure that the continue to be relevant to
academic language is also the students. I think of
building. Students are stories that can relate and
able to use the previous how students can bring
unit to help them their own knowledge to
understand the unit they the conversations.
are working on and they 12/12/19
also in a way have a sense
of the next unit. In
addition, because my Through the constant
class includes history, I PD’s we have devoted and
am also able to the mentorship of my
interconnect some of the colleagues I have been
same things they are able to better work with
working on their history the content. Considering
class. that I am teaching AP
7/15/19 classes I have had to
adjust and make sure the
rigor to my class is
present in the units and
the overall class.
5/5/20
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. 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.
When we go over Since the content is By having a small
readings, I make sure to culturally relevant to department I have been
go over key words and students, a lot of the able to collaborate and
use the main key words vocabulary is building on get some data from
in their formative the knowledge that they teachers to help me see
assessment. I make sure com in with. Through where my students are.
students not only know reading and finding ways However the exit slips
the vocabulary but are to work with and learn and the relationships I
able to use it through new vocabulary students develop with them allow
conversation and in their are able to then use the me to build their
formative writing vocabulary outside of the knowledge and be more
assessment. classroom. supportive while they are
7/15/19 7/15/19 learning the language.
Since students are taking 5/5/20
US history, a lot of the
times students are
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

encouraged to make
connections between
subjects. For example,
students are learning
about the Latin American
revolutions and they are
receiving two
perspectives on the issue.
In addition, I am making
sure students are
grasping key vocabulary
to help them understand
the content and to serve
them in their proving
behavior. They then get
to practice more the
vocabulary by writing.
12/12/19

As an AP vocabulary is
one of the key
components as it helps
my students build their
knowledge which is hten
implanted in their
assemnts and thinking
more long term their AP
test. However the
difficulty in doing so is
that my students are at
various levels so picking
up certain words for
some students is more
diccult for some than
others.

5/5/20
3.3 Organizing Follows organization of Examines organization of Uses knowledge of Integrates knowledge of Uses extensive knowledge
curriculum to curriculum as provided curriculum and considers curriculum and student curriculum and resources of curriculum and related
facilitate student by site and district to adjustments in single readiness to organize and to organize and adjust resources to flexibly and
understanding of the support student lessons or sequence of adjust the curriculum to instruction within and effectively organize and
subject matter understanding of the lessons to support ensure student across subject matter to adjust instruction.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

subject matter. understanding of subject understanding. extend student
matter. understanding. Ensures student
comprehension and
facilitates student
articulation about what
they do and do not
understand.
It is crucial for me to This third year I have
understand the been able to backwards
curriculum and then plan, which seemed
readjust it to my students impossible last year and
learning. Since students even at the beginning of
have a diverse way of the school year. However,
learning I make sure to through small steps and
offer options and by the right guidance it has
following the “we do you become easier to
do” model I make sure for backwards plan and think
students to be ready of skills and content that I
before moving on. I am would like my students to
also constantly reminding gain by the end of the
students of the resources school year. My mentors
they have. For example in and colleagues have been
their “Indigenous able to show me what it
Community Research” I looks like when being
find myself constantly implemented which
reminding students of the makes the process so
list of recommended much more tangible and
websites I provided them easier.
with along with the
examples I created and 5/5/20
the rubric.
7/15/19

When planning it is
crucial to make sure all
my students are able to
understand the content.
By doing so the example
portion becomes very
important in correlation
with the pair sharing. In
my class we call it TWDR
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

in which they think then
discuss and then write
and finally report to the
class.
12/12/19
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
3.4 Utilizing curriculum. lessons or sequence of student understanding of students’ diverse enthusiasm, meta-
instructional lessons to increase academic language learning, to ensure cognitive abilities, and
strategies that are student understanding of appropriate to subject student understanding of support and challenge the
appropriate to the academic language matter and that academic language, and full range of student
subject matter 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 make sure to allow By engaging in a summer
students to demonstrate institute I have been able
mastery in the way that to break down my class
best fits the students and think of activities that
need. In the summative are rigorous while also
assessment of our helps them understand
“Conquista” unit students the subject matter. They
are offered three options are able to enhance their
to demonstrate mastery. skills and learn about
The first option is for relevant information in
those students that work their community all while
best with test and text they prepare for an AP
analysis. The second one test. By knowing the
is more for students who subject matter and
are visual learners as understanding it at a
they get to present to personal level I am able to
their class a creation of better prep and make my
on of the topics along lessons more meaningful.
with an explanation. The
final options is an essay 5/5/20
in which students are
expected to answer a
question using evidence
from text we have used
throughout the unit. All
three options require
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

students to work with
academic language but
offers diverse supports
depending on their
choice. Since the world
language standards are so
broad, working with them
is harder than expected
but it allows more
flexibility.
7/15/19

This year since I have

various levels in my
classes it becomes crucial
to have them in different
groups and provide the
appropriate resources.
For example, in the
medium group students
receive very detailed
sentence frames. While in
the mild they receive very
broad sentence frames. In
the spicy students are
given no resources. The
purposes of this is to
support and show
students how to grow
their skills so that they
can reach the spicy level.
12/12/19
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.
students resource needs. available to all students. differentiated learning of Assists student with
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
subject matter.
Guides students to use
available print, electronic,
and online subject matter
resources based on
individual needs.
Integrating
equitable access to
materials, resources, and
technologies. Seeks
outside resources and
support.
I make sure to take into
account students need.
When I lesson plan I
include visuals and key
words. I provide students
with cloze notes, their
readings have supports
when working with
higher levels. For
example, some of the text
might be shorter, others
will be annotated with
vocabulary defined. When
writing students have
different levels of support
based on their level.
Through collaboration
with various peoples I
have been able to obtain
new ways to support my
students. My department
chair will share projects
and strategies that allow
for different students to
produce different
products. My SPED lead
will provide suggestions
to making better
accommodations to a
project.
7/15/19
Even though resources
are very limited in my
Innovating
Ensures that student are
able to obtain equitable
access to a wide range of
technologies through
ongoing links to outside
resources and support.
The distance learning has
pushed both teachers and
student to work with
technology. In terms of
my AP students they are
often working with
websites that will help
them better their skills in
relation to the AP. From
YouTube videos to online
assignments through
google classroom that I
upload they are being
challenged and
maintaining our
technology rules of
producing their own
work.
At our school site they are
working hard to provide
technology for those that
need the support.
Therefore, they try to get
every student a computer
and wifi connection.
5/5/20
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

school site I make sure to
try and implement them
in every activity I can.
Since most of my student
have cellphones I try to
have them use them in an
educational way. For
example, when I need a
quick review I will have
them engage in a kahoot
game to see where they
are at. When it comes to
writing activities I also
have my students turn in
assignment online so I
can see them and provide
instant feedback.
12/12/19
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. 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. 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.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating
Through constant
supports with our EL
lead, we have been able
to receive information on
our EL students in order
to better support them. In
addition, we also get to sit
with out grade level and
share some of the things
that have worked for
those students in our
classes.
From one of our EL PD’s
we received multiple
resources and ways to
help scaffold for our
students based on their
level. I have been able to
support my EL’s
throughout annotative
and vocabulary words on
the margins. I also
provide different level of
sentence starters.
7/15/19
Some of the current
scaffolds I am doing for
my EL’s include
differentiated summative
and options. SO for
example some of my EL’s
are presenting while
other are wring Essays.
These options help my
EL’s work on various
skills while also proving
options. Most of them
struggle writing so if they
choose writing they are
also given a graphic
Innovating
Through various PD Ive
been able to better
support my EL’s in my
class the EL’s are often
time the language
learners. These
workshops have helped
me see some of the
mistakes I am doing when
scaffolding. They have
also made sure I am
implementing the EL
standards within my
objective to make sure
they are meeting the
criteria’s for success and
are growing overall.
Students are also
constantly being exposed
and practicing
vocabulary.
12/12/19
The resources implanted
to my EL’s are very
similar to the resources I
provide my language
learnings. Although my
El’s have difficulty with
skills they also do lack a
strong foundation in the
language. When they
work in my class they are
often given extended
time, options, and
sentence frames in order
to better grasp and
produce work that
represents their gained
knowledge.
As for the goals, they
much like other students
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.
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
organizer with set goals
and sentence frames to
help them outline and
write their essay.
12/12/19
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
have similar goals with
more steps. By doing
smaller goals we are able
to better assessment. In
my class the writing
foundation is often the
one they most struggle
with which makes it
harder when they do not
continue practicing the
structure outside of the
classroom.
5/5/20
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.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I have requested support I make sure to read When lesson planning, I
from the EL and SPED students IEP/ EL make sure to implement
lead when it comes to a passport and do check ins various checks for
change in environment or with leads to make sure understanding
additional time. Students students are receiving all throughout the lesson
will then go to the necessary resources. I that helps me monitor
accommodated location. I am able to get feedback progress. Through the
have also reached out for on assignments and UDL I also allow and work
feedback on the student work from with students in order to
summative assignments. educators who are more have them demonstrate
7/15/19 skilled to work with EL they master the content
and SPED students. and skill.
7/15/19 7/15/19

This year communication I make my SPED and EL

with families has been students a priority they
more critical. I have are constantly being
engaged with more supported by check-ins
parents in order to keep during and after class.
students more Just last week students
accountable for their met with me and went
work. In the process I over their grade. With
have also maintained appropriate guideless
better communication they were able to plan out
with the other teachers what their next steps are
and the Case carriers to going to be in order to
make sure the students pass my class.
are getting the 12/12/19
appropriate supports.
12/12/19 My collaboration with our
resources teacher has
When I notice my been more. As I have
students needs are not SPED and EL’s in my AP
being met I work with my class it is important for
colleagues to make sure me to continue pushing
its not just happening my my students to work hard
class. Through a log we without forgetting their
are able to track and needs. In my class we
make sure the student is make sure that their
receiving the proper resources teachers
accommodations in order receive the proper
for them to be successful awareness of the
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

and meet their goals. assignments. When
needed we also have
5/5/20 meetings to ensure
student needs are being
met. The communication
allows me to readjust my
expectations and make
sure my student is
progress even if its
through smaller steps.

5/5/20