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Element Emerging Exploring Applying Integrating Innovating
Has a foundational Examines concepts in Understands and Uses broad knowledge of inter- Uses extensive
knowledge of subject subject matter and explains the relationship relationships of concepts, knowledge of subject
matter, related academic language to between essential academic content standards, and matter concepts, current
3.1 Demonstrating academic language, and identify connections subject matter concepts, academic language in ways that issues, academic
knowledge of academic content between academic academic language, and ensure clear connections and language, and research
subject matter standards. content standards and academic content relevance to students. 5.10.18 to make relevant
academic content instruction. 9.22.17 standards. 10.29.18 connections to
standards 3.15.19 standards during
instruction and extend
student learning.
3.5 Using and Uses available Explores additional Selects, adapts, and Integrates a wide range of adapted Engages students in
adapting resources, instructional materials, instructional materials, utilizes appropriate resources, technologies, and identifying and adapting
technologies, and resources, and resources, and instructional materials, instructional materials to meet resources, technologies,
standards-aligned technologies for technologies to make resources, and identified student needs and make and standards-aligned
instructional specific lessons to make subject matter technologies for concept subject matter accessible to instructional materials
materials including subject matter accessible to students. and skill development in students. 9.22.17 to extend student
adopted materials, accessible to students. subject matter. Resources 5.10.18 understanding and
to make subject Explores how to make reflect the diversity of 10.29.18 critical thinking about
matter accessible to technological resources the classroom and 3.15.19 subject matter.
all students available to all students. support differentiated
learning of subject Assists student with equitable Ensures that student are
matter. access to materials, resources, and able to obtain equitable
technologies. Seeks outside access to a wide range of
Guides students to use resources and support. 9.22.17 technologies through
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
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
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 integrate knowledge of EL
development, ELL strengths’ and
assessed needs into EL and
content instruction. We had 3
newcomers this year in 8th grade
and I worked very actively to
integrate my knowledge of EL
development, their strengths’ and
assessed needs to tailor my
content instruction to help meet
their needs and grow their
learning. I utilized strategies such
as “language buddy’s” as
translators, front-loading
vocabulary, a word wall and more
to support these learners. In order
to move to the “innovating”
category, I am going to have to
engage my ELL’s in assessing their
own progress. I am certainly not
there yet. 3.15.19
3.6 Addressing the Has an awareness of the Seeks additional Utilizes information on Integrates accommodations, Guides and support the
needs of English full range of students information on the full the full range of students adaptations, and extensions to full range of student
learners and identified with special range of students identified with special instruction for the full range of with special needs to
student with special needs through data identified with special needs to assess strengths students with special needs to actively engage in the
needs to provide provided by the school. needs to address and competencies to ensure adequate support and assessment and monitor
equitable access to challenges or supports provide appropriate challenge. 9.22.17 their own strengths,
the content Attends required in single lessons or challenge and 5.10.18 learning needs, and
meeting with resource sequence of lessons. accommodations in 10.29.18 achievement in
personnel and families. instruction. accessing content.
Cooperates with Communicates and collaborates 3.15.19
Learns about referral resource personnel, Communicates regularly with colleagues, support staff, and
CSTP 3: Understanding and Organizing Subject Matter for Student Learning