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CSTP 3 Nguyen 9
CSTP 3 Nguyen 9
CSTP 3 Nguyen 9
I align instructional
strategies with NGSS
guidelines, making
adaptations for students. I
make efforts to connect
NGSS mastery across the
3 dimensions (SEP, DCI,
CCC), utilizing the
dimensions to scaffold
Evidence
understanding of concept
before formal
introduction of specific
content vocabulary
(“healing” as a process vs
cellular replication, etc.).
During classroom
observations, I support
student learning by
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
connecting content to
prior experiences, using
NGSS-appropriate
instructional materials,
and employing
NGSS-aligned entry-level
assessments (further
revisions and growth .
Follows organization of Examines organization of Uses knowledge of Integrates knowledge of Uses extensive knowledge
curriculum as provided by curriculum and considers curriculum and student curriculum and resources of curriculum and related
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. 9/15/23 understanding. Ensures student
understanding of the
comprehension and
subject matter
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 organize the curriculum
to promote student
understanding of subject
matter, aligning with the
Next Generation Science
Standards (NGSS). The
curriculum is sequenced
to build upon prior
instruction and ensure
logical progression of
related concepts
Evidence (storylining).
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 learning, enthusiasm,
instructional lessons to increase academic language to ensure student meta-cognitive abilities,
strategies that are student understanding of appropriate to subject understanding of and support and
appropriate to the academic language matter and that addresses academic language, and challenge the full range of
subject matter appropriate to subject students’ diverse learning guide student in student towards a deep
matter. 9/15/23 needs. understanding knowledge of subject
connections within and matter.
across subject matter.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
Effective strategies
engage students and cater
to their varied levels of
engagement and
understanding within the
NGSS framework. I
prioritize both depth and
breadth of understanding,
allowing students to
explore NGSS-related
content through the lens
of an overarching
phenomena. During
Evidence classroom explorations,
students participate in
instructional/scaffolded
activities, and I
incorporate strategies
that enable me to
routinely assess their
understanding (formative
assessments).
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,
3.5 Using and
technologies for specific technologies to make resources, and instructional materials to and standards-aligned
adapting resources,
lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
technologies, and
matter accessible to to students. and skill development in needs and make subject extend student
standards-aligned
students. subject matter. Resources matter accessible to understanding and
instructional
Explores how to make reflect the diversity of the students. critical thinking about
materials including
Identifies technological technological resources classroom and support subject matter.
adopted materials, to
resource needs. available to all students. differentiated learning of Assists student with
make subject matter
9/15/23 subject matter. equitable access to Ensures that student are
accessible to all
materials, resources, and able to obtain equitable
students
Guides students to use technologies. Seeks access to a wide range of
available print, electronic, outside resources and technologies through
and online subject matter support.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
resources based on ongoing links to outside
individual needs. resources and support.
I incorporate relevant
pages of the text to
support the current
lesson over allowing it to
guide the pace and
direction of the course.
Furthermore, I plan ways
to extend and deepen the
learning experience for
students who have
already grasped the
Evidence concept, aligning with
NGSS standards. I provide
graphic organizers to help
students access and
comprehend textbook
passages, alternative
online resources (articles)
and various multimedia
(documentary clips,
Youtube videos, etc.).
Is aware of students’ Seeks additional Identifies language Integrates knowledge of Engages English learners
primary language and information describing proficiencies and English English language in assessment of their
English language elements of culture and learner strengths in the development, English progress in English
proficiencies based on language proficiencies in study of language and learners’ strengths and language development
available assessment data. listening, speaking, content. Differentiates assessed needs into and in meeting content
reading, and writing. Uses instruction using one or English language and standards. Supports
3.6 Addressing the multiple measures for more components of content instruction. students to establish and
needs of English assessing English English language monitor language and
learners and student learners’ performance to development to support content goals.
with special needs to identify gaps in English English learners.
provide equitable Provides adapted language development. Develops and adapts
access to the content materials to help English Creates and implements instruction to provide a Is resourceful and flexible
learners access content. Attempts to scaffold scaffolds to support wide range of scaffolded in the design, adjustment,
content using visuals, standards-based support for language and and elimination of
models, and graphic instruction using literacy content for the range of scaffolds based on English
organizers. 9/15/23 strategies, SDAIE, and English learners. learners’ proficiencies,
content level English knowledge, and skills in
language development in the content.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
order for students to
improve language
proficiencies and
understand content.
I use various instructional
strategies to meet the
needs of English learners
and students with special
needs. The aim is to allow
equitable access to
content. I provide
language support with
sentence prompts for
English learners and
Evidence arrange seating to
accommodate various
learning opportunities
(pair/group discussion).
Additionally, I integrate
ELD, SDAIE, and academic
language components into
lessons, embedding
language development
within content
instruction.
Has an awareness of the Seeks additional Utilizes information on Integrates Guides and support the
full range of students information on the full the full range of students accommodations, full range of student with
identified with special range of students identified with special adaptations, and special needs to actively
needs through data identified with special needs to assess strengths extensions to instruction engage in the assessment
provided by the school. needs to address and competencies to for the full range of and monitor their own
challenges or supports in provide appropriate students with special strengths, learning needs,
3.6 Addressing the
single lessons or sequence challenge and needs to ensure adequate and achievement in
needs of English
of lessons. accommodations in support and challenge. accessing content.
learners and student
instruction.
with special needs to
Attends required meeting Communicates and Communicates and
provide equitable
with resource personnel Cooperates with resource Communicates regularly collaborates with collaborates with
access to the content
and families. personnel, with resource personnel, colleagues, support staff, resource personnel,
para-educators, and para-educators, and and families to ensure para-educators, families,
families during meetings families to ensure that consistent instruction. leadership, and students
and activities in support student services are Supports families in in creating a coordinated
of learning plans and provided and progress is positive engagement with program to optimize
goals. school. success of the full range
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
made in accessing of students with special
Learns about referral appropriate content. Initiates and monitors needs.
processes for students referral processes and
with special needs. Refers students as needed follow-up meeting to Takes leadership at the
9/15/23 Seeks additional in a timely and ensure that students site/district and
information on struggling appropriate manner receive support and/or collaborates with
learners and advanced supported with extended learning that is resource personnel to
learners to determine documented data over integrated into the core ensure the smooth and
appropriateness for time, including curriculum. effective implementations
referral. interventions tried of referral processes.
previous to referral.
I plan accommodations
tailored to students with
special needs (social,
emotional,
developmental, etc.).
Some examples include
alternative
communication options,
Evidence extended time, and
supporting materials and
equipment in the
classroom.