CSTP 3: Understanding and Organizing Subject Matter for Student Learning

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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. 9.22.17 connections and during instruction and
relevance to students. extend student learning.
5.10.18
10.29.18
As a first year teacher, I I have to credit
am in the “exploring” experience, my mentor,
stage of understanding and my collaborative
and organizing subject colleagues for the growth
matter learning for I have seen in this area of
students. I examine CSTP 3. When I began the
concepts in subject year, I had a decent
matter and language and I understanding of 8th
am good at identifying grade science concepts,
connections between however this was my first
content standards and year teaching 7th grade
instruction, however I math so overall I rated
know there is a lot of myself as “exploring”.
room for my own Now, I have a much
personal growth and deeper knowledge of the
development. I would like inter-relationships of
to more deeply concepts, academic
understand these content standards, and
connections so I can more academic language in
accurately teach these both subject areas. I have
connections to my become really good at
students and be an ensuring clear
excellent teacher for connections and
them. I think that including relevance in
experience and both subject matters for
persistence will be the my students. My students
two best teachers to help are also responding well
develop my skills here. to the additional focus on
relevance. They are more
focused and engaged
during lessons and they
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

are able to articulate why
we are learning what we
are learning. 5.10.18

I continue to grow in this

area of CSTP 3. I better
understand the inter-
relationships of concepts
in science among other
science topics (IE: the
relationship of force,
motion, magnets and
other topics we study).
And I more clearly
understand the inter-
relationship of science
topics as they relate to
math, ELA, and other
subject areas. Experience
and learning alongside
my students is a huge
contributor to my growth
in this area. I also have a
clearer understanding of
academic standards and
language and I am able to
use this understanding to
better ensure clear
connections for my
students and relevance
for them. 10.29.18
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 student curriculum guidelines.
development and Provides explicit teaching
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
9.22.17 10.29.18 levels of vocabulary,
5.10.18 academic language, and
Provides explicit teaching proficiencies in self-
Provides explicit teaching of specific academic directed goal setting,
of essential vocabulary, language, text structures, monitoring, and
idioms, key words with grammatical, and stylistic improvement. Guides all
multiple meanings, and language features to students in using analysis
academic language in ensure equitable access strategies that provides
ways that engage to subject matter equitable access and deep
students in accessing understanding for the understanding of subject
subject matter text or range of student language matter.
learning activities. levels and abilities.
9.22.17
5.10.18
I am strong in my ability I am proud of my growth
to adapt instruction in in this area of CSTP 3. I
response to my student’s am now confidently able
development and to say that I integrate the
proficiencies. I design broad knowledge of the
lessons that will support range of my students and
the broad range of their
learners in my classroom. development/learning
I also ensure that the needs to ensure student
students and I have an understanding of the
understanding of the subject matter and
subject matter, including related academic
related academic language. This is reflected
language. I support my through their
students academic achievement on
language with a word assessments and state
wall in the classroom, tests. 10.29.18
quizlet practice and daily
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
uses of academic content
vocabulary.
I do my utmost to ensure
the students have access
to the academic language,
idioms, key words, and
other phrases so they are
able to successfully access
the content. I also
frontload vocabulary
when needed so students
will be able to more
successfully access
learning activities.
I continue to feel strong
in my ability to adapt
instruction in response to
my students’
development and
proficiency. I design
lessons that support the
diversity of learners in
my classroom and these
lessons ensure covering
academic language. I do
think, however, that I
have more room to grow
when it comes to
consistently ensuring my
students deeply
understand academic
language. 5.10.18
I provide explicit teaching
of essential vocabulary,
idioms, key words with
multiple meanings, and
academic ways that
engage students in
accessing subject matter
Integrating Innovating
I provide explicit teaching
of specific academic
language in both math
and science classes,
because if I did not do
this, my students would
not understand the
content as well. I also
make sure to teach text
structures, grammatical
and stylistic language
features to ensure
equitable access to
subject matter content
and to support my
students abilities. If I did
not teach these things, the
students would not be as
successful in the
classroom and this would
not make learning
enjoyable. I want to make
learning enjoyable for my
students, so I explicitly
teach these features.
10.29.18
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

or activities. I also ensure
academic language is
posted on my word wall,
practiced on Quizlet, and
frontloaded before new
chapters. However, I am
not seeing my students
grow as much as I would
like. Upon reflection, I
think I can improve on my
students’ academic
language acquisition by
incorporating more
activities where the
students are required to
use the academic
language they have
learned and apply what
they have learned.
5.10.18

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. 9.22.17 extend student
facilitate student
matter. understanding. 5.10.18 Ensures student
understanding of the
10.29.18 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 use information My focus area for my ILP
gathered from ongoing was in this CSTP category.
monitoring of learning, The results I observed
informal assessments, from my pre and post
formal assessments, assessment show me that
authentic assessments, intentionally organizing
and more to adjust the curriculum and resources
curriculum in a way that not only extends my
will ensure my student’s students understanding,
learning and but it also builds their
understanding of the confidence in the
content. I would like to classroom. When I adjust
improve my content instruction to meet my
knowledge so I can students needs, they
continue to improve my achieve my learning
adjustments to meet my objectives and their
student’s needs. confidence in their
knowledge grows which
is equally important.
5.10.18

After my first ILP focused

on this area of CSTP 3. I
know feel much more
confident when it comes
to organizing and
adjusting instruction
within and across subject
matter to extend my
students learning. When
the data I collected and
the behaviors I observed
told me that the students
had successfully grasped
the concepts of force, I
was able to organize and
adjust my instruction to
begin my unit on magnets
early to better extend my
students understanding
and meet their needs.
This happens on a regular
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

basis now, which shows
my growth. 10.29.18

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
curriculum. lessons or sequence of student understanding of students’ diverse enthusiasm, meta-
3.4 Utilizing
lessons to increase academic language learning, to ensure cognitive abilities, and
instructional
student understanding of appropriate to subject student understanding of support and challenge the
strategies that are
academic language matter and that addresses academic language, and full range of student
appropriate to the
appropriate to subject students’ diverse learning guide student in towards a deep
subject matter
matter. needs. 9.22.17 understanding knowledge of subject
5.10.18 connections within and matter.
across subject matter.
10.29.18
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I select and adapt a I select and integrate
variety of instructional instructional strategies
strategies to ensure appropriate to subject
student understanding of matter to meet my
academic language and to students’ diverse learning
support my student’s needs. I choose strategies
diverse needs. To do this, that are appropriate for
I browse a variety of math in my math class
websites, lesson plans, (like using Kagan Rally
technologies, techniques, Coach, modeling, step-by-
and strategies I find step instruction, etc.).
online and in educational Similarly I use strategies
books and adapt the that are appropriate for
strategies to meet my science in science class
students needs. My (like modeling,
students enjoy having a experimenting with
posted word wall, so I phenomena, etc.). This
have posted one with ensures that my students
easy to read font to help are able to grasp and
support their learning understand academic
and accessibility when language and guide their
learning academic understanding
content language. connections within and
across subject matter.
I continuously select and 10.29.18
adapt a variety of
instructional strategies to
ensure student
understanding of
academic language. I also
select and adapt a variety
of instructional strategies
that address my students’
diverse learning needs. To
do this, I am constantly
collaborating with
colleagues, asking my
mentor for
feedback/suggestions,
asking my principal for
suggestions, and
browsing the internet for
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

the best ways to instruct
to meet my students’
needs. I think experience
in the classroom and
continuing to be
innovative and reflective
will help me grow in this
category. 5.10.18

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. 9.22.17 critical thinking about
accessible to all technological resources classroom and support 5.10.18 subject matter.
students available to all students. differentiated learning of 10.29.18
subject matter. Ensures that student are
Assists student with able to obtain equitable
Guides students to use equitable access to access to a wide range of
available print, electronic, materials, resources, and technologies through
and online subject matter technologies. Seeks ongoing links to outside
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

resources based on outside resources and resources and support.
individual needs. support. 9.22.17
5.10.18
10.29.18

When I first started

teaching at my current
school as a long-term sub,
we did not have a science
curriculum. I was
responsible to follow a
pacing guide adapted
from another local
district and create my
own material and lessons.
This challenging task
made me highly skilled in
finding resources,
technologies, and
materials to meet the
diverse learning needs in
my classroom. We have
an official sciene
curriculum now, but I still
select and adapt
strategies and
technologies to support
my students needs.

Identifies technological
resource needs.
We are a 1-to-1
Chromebook school. This
means that I am able to
integrate a wide range of
resources and
technologies I adapt to
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

meet my student learning
needs and make subject
matter accessible to
students. I often suggest
different resources and
tech to use for each
individual student to
ensure they have
equitable access to the
curriculum. I would like
to work on integrating
deeper learning/ critical
thinking now as I look
ahead to another
semester and trying to
grow in this category.
5.10.18

I am strong assisting
students with equitable
access to materials,
resources, and tech.
Providing an equitable
access to education is a
passion of mine and it
drives me as a teacher. I
would, however, like to
continue to grow in
seeking outside resources
and support to ensure
equitable access for my
students. My equitable
access focus is limited to
my classroom currently,
which is why I see room
for growth when it comes
to seeking outside
support and resources.
5.10.18

I integrate a wide range of

CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

adapted resources,
technologies, and
instructional materials to
meet identified student
needs and make subject
matter accessible to
students. Examples of
technologies that double
as instructional materials
that meet student needs
are: Amplify Science
curriculum, Engage NY
math curriculum and
Pearson Digits math
curriculum. Examples of
technologies and adapted
resources that meet my
students’ needs are;
Chromebooks (that
translate and increase
font sizes and read to
students or write for
students if needed),
Google apps (docs, slides,
forms, sheets,), Nearpod,
and so much more. All of
these adapted resources
and technologies ensure
that I am meeting my
students’ needs. 10.29.18

I assist student with

equitable access to
materials by making sure
that all students have
equitable access to
Chromebooks, chargers,
and printed materials. I
assist students to access
resources and
technologies by making
sure all students have
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

equitable access. No
student is left behind or
left out in my classroom. I
seek outside resources
and support from our
Resource teacher, TAs,
hall staff, and more when
needed to ensure my
students have equitable
access. 10.29.18

3.6 Addressing the Is aware of students’ Seeks additional Identifies language Integrates knowledge of Engages English learners
needs of English primary language and information describing proficiencies and English English language in assessment of their
learners and student English language elements of culture and learner strengths in the development, English progress in English
with special needs to proficiencies based on language proficiencies in study of language and learners’ strengths and language development
provide equitable available assessment listening, speaking, content. Differentiates assessed needs into and in meeting content
access to the content data. reading, and writing. Uses instruction using one or English language and standards. Supports
multiple measures for more components of content instruction. students to establish and
Provides adapted assessing English English language 9.22.17 monitor language and
materials to help English learners’ performance to development to support 5.10.18 content goals.
learners access content. identify gaps in English English learners. 10.29.18
language development. Is resourceful and flexible
Creates and implements Develops and adapts in the design, adjustment,
Attempts to scaffold scaffolds to support instruction to provide a and elimination of
content using visuals, standards-based wide range of scaffolded scaffolds based on English
models, and graphic instruction using literacy support for language and learners’ proficiencies,
organizers. strategies, SDAIE, and content for the range of knowledge, and skills in
content level English English learners. 9.22.17 the content.
language development in 5.10.18
order for students to 10.29.18
improve language
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

proficiencies and
understand content.

My university highly
prepared me to support
and teach English
language learners. I am
able to integrate this
knowledge into my
lessons and instruction to
build on my ELLs
strengths to support their
needs and learning. My
students also have 1-to-1
Chrome books which
makes it easier for me to
adapt content without
making them feel like
they are being singled
out.

I adapt and develop ELL

support for the range of
ELLs in my classroom,
however this I would like
to work on my scaffolding
in other areas. I would
also like to continue to
improve my ELL
scaffolding to make sure
it is the best it can be to
support my learners.

I integrate my knowledge
of English language
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

development and my
ELLs strengths and
assessed needs into my
content instruction daily.
The students have access
to materials in English,
they have access to
translation apps,
dictionaries in any
language and so much
more with their
Chromebooks.
Chromebooks are
powerful when it comes
to supporting ELLs in the
classroom. I also update
my classroom word wall
to support my ELLs, I
frontload vocabulary and
have my students practice
academic language to
support their learning
needs. To grow I this
category, I would like to
empower my ELLs to
become more active in
their own education. I
want them to establish
and monitor language
and content goals. 5.10.18

I am intentional, in my
lesson designs and
delivery, to provide a
wide range of scaffolded
support for language and
content for the range of
ELLs in my classroom. I
do this because I teach in
a population with a high
percentage of ELLs. If I
did not provide a wide
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

range of scaffolds and
support I would be a poor
teacher. I have room to
grow in providing a wider
variety of supports for my
ELL student population. I
will be doing lots of
reading and research this
summer on new ways to
support my ELLs in the
classroom. 5.10.18

I integrate my knowledge
of English language
development, English
learners’ strengths and
assessed needs into
English language and
content instruction. I
make sure to emphasize
content language
development by utilizing
a word wall in class,
asking my students to
define vocabulary when
needed, and assisting my
students to continue to
develop their English
language skills and
knowledge development.
10.29.18

I develop and adapt

instruction to provide a
wide range of scaffolded
support for language and
content for the range of
English learners. Another
key strategy I use to
scaffold for my ELL
students’ is “chunking”
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

assignments, using lots of
progress monitoring
checks, and utilizing my
in-class, bilingual TA to
make sure my ELL
students are properly
supported to learn and
develop. 10.29.18

3.6 Addressing the Has an awareness of the Seeks additional Utilizes information on Integrates Guides and support the
needs of English full range of students information on the full the full range of students accommodations, full range of student with
learners and student identified with special range of students identified with special adaptations, and special needs to actively
with special needs to needs through data identified with special needs to assess strengths extensions to instruction engage in the assessment
provide equitable provided by the school. needs to address and competencies to for the full range of and monitor their own
access to the content challenges or supports in provide appropriate students with special strengths, learning needs,
Attends required meeting single lessons or challenge and needs to ensure adequate and achievement in
with resource personnel sequence of lessons. accommodations in support and challenge. accessing content.
and families. instruction. 9.22.17
Cooperates with resource 5.10.18 Communicates and
Learns about referral personnel, para- Communicates regularly 10.29.18 collaborates with
processes for students educators, and families with resource personnel, resource personnel, para-
with special needs. during meetings and para-educators, and Communicates and educators, families,
activities in support of families to ensure that collaborates with leadership, and students
learning plans and goals. student services are colleagues, support staff, in creating a coordinated
provided and progress is and families to ensure program to optimize
Seeks additional made in accessing consistent instruction. success of the full range of
information on struggling appropriate content. Supports families in students with special
learners and advanced positive engagement with needs. 9.22.17
learners to determine Refers students as needed school. 5.10.18
appropriateness for in a timely and 10.29.18 Takes leadership at the
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

referral. appropriate manner site/district and
supported with Initiates and monitors collaborates with
documented data over referral processes and resource personnel to
time, including follow-up meeting to ensure the smooth and
interventions tried ensure that students effective implementations
previous to referral. receive support and/or of referral processes.
9.22.17 extended learning that is
5.10.18 integrated into the core
curriculum.

I work with a very I strongly believe that the

proactive Education integration of 1-to1
Specialist, set of para- Chromebooks has
educators, and school significantly improved my
Psychologist at my school. ability to integrate
I refer students as needed accommodations in the
in a timely and classroom without
appropriate manner with making my students feel
documented data when singled out or different.
needed. This does not We have a full inclusion
happen very often though special education
because of the proactive program at our site, too,
nature of the Ed so I believe the
Specialist, Psychologist, Chromebooks are key.
and para-educators in the With the Chromebooks I
classroom. My referrals am able to adapt my
are rarely necessary digital curriculum to
because of the small class support special needs
sizes, and proactive students, and extend
natures of the staff. I do content and lessons for
keep documented data students who need the
the minute that I start to extra challenge. The
think it will be necessary students have extensions
so I can continue to and apps on the
support the other staff in Chromebook that help
their roles as they refer them access content in
and test students. the ways that will best
support their needs.
I refer students in a
timely manner with I am lucky to work at a
documented data when school site with a strong,
needed, including integrated SPED program.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
interventions tried
previous to referral. I left
myself in this category,
though, because I have
not had that many
opportunities to refer
students. I think I will be
able to move up when I
have more opportunities
to refer students and
actually track their
referral process. 5.10.18
Integrating Innovating
This program I stepped
into is very collaborative
and I communicate with
support staff, colleagues
daily to ensure consistent
instruction for SPED
students. I also
communicate with
families consistently and
support families in
positive engagement with
the school.
Communication is the
best tool, I have realized,
to ensure consistent and
equitable access for SPED
students. 5.10.18
I integrate
accommodations,
adaptations, and
extensions for the full
rang of SPED students in
my classroom daily.
Chromebooks are
awesome because they
allow me to provide
accommodations and
support without non-
SPED students noticing
(we are in middle school
after all, and fitting in is a
major consideration for
all students). I can easily
adapt a lesson and send it
to my SPED students to
ensure equitable and
consistent access without
making them feel like
they are sticking out and
not fitting in with their
non-SPED peers. I provide
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

adequate support for
these students because
they all have very strong
grades in my classes and
they consistently achieve
well on formative and
summative assessments.
5.10.18

I integrate
accommodations,
adaptations, and
extensions to instruction
for the full range of
students with special
needs. I do this by reading
all the “IEP” snapshots I
am given at the beginning
of the year. I then am sure
to integrate all of the
accommodations my
students have to make
sure all students are able
to learn in my classroom.
I continue to refine and
adjust how I support
them based on the data I
gather and the evidence I
collect by watching my
student’s in the
classroom. I also ensure
adequate support and
challenge in the
classroom by consistently
working with my SPED
student’s TA and their
Resource teacher.
10.29.18

I communicate and
collaborate with
colleagues, support staff,
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

and families to ensure
consistent instruction. I
email my Resource
teacher whenever I need
to communicate about
our SPED students. My
student have a TA in the
classroom with them all
day, so I am actively
communicating with
them to ensure my
student’s are successful. I
also support my students’
families in positive
engagement with the
school by providing the
best possible
communication with
them that is consistent,
supportive, and positive.
10.29.18

Because I am primarily
and 8th grade teacher, I do
not need to necessarily
refer students this “late”
in school. However, I do
monitor referrals (if a
student receives one) and
I am actively following-up
after all IEPs/504/SST
meetings I am invited to
to ensure that students
receive support and/or
extended learning that is
integrated into the core
curriculum. 10.29.18