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 ways that ensure clear connections to standards
content standards instruction. standards.10/1/17 connections and during instruction and
relevance to extend student learning.
students.5/18 12/18 5/19

All my lessons are Additionally, I try and sew Now that I have been
common core standards a common thread through working with
based. Throughout the all of the subjects now. I Benchmark Advance
lessons, I emphasize the add writing to math, I add since November, I do feel
academic language and math when I’m taking more comfortable with
students are asked to use roll, and I try to connect the curriculum. I know
it in everyday situations. previous skills we’ve the first grade standards
learned through multiple pretty much by heart
lessons. I try to
now and always mix
thoughtfully make
different subjects into
connections so the
students are more
my lessons in order to
engaged. 5/18 cover it “all.” 5/19
I did not move myself
over because we just
started a new Language
Arts curriculum mid-year
and I didn’t feel
comfortable talking about
my “extensive
knowledge” when I am
just learning and
processing how to teach
the new, more rigorous
curriculum. 12/18
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
Adapts instruction in
response to knowledge of
student development and
proficiencies to meet
students’ diverse learning
needs. Ensures
understanding of subject
matter including related
academic language.
Provides explicit teaching
of essential vocabulary,
idioms, key words with
multiple meanings, and
academic language in
ways that engage
students in accessing
subject matter text or
learning
activities.10/01/17 &
5/18
At my school, we have to
do this. This is part of the
standards based learning
that students must
receive. I also have a
word wall and use
vocabulary cards with
pictures to ensure
understanding by all
students.
I often show pictures or
videos to further student’
understanding using my
laptop and document
camera. 5/18
Integrating Innovating
Integrates knowledge of Utilizes comprehensive
range of students’ knowledge of students to
development into guide all students to
instructional decisions to develop proficiencies,
ensure student understand subject
understanding of the matter including related
subject matter including academic language.
related academic
language. Engages student at all
levels of vocabulary,
Provides explicit teaching academic language, and
of specific academic proficiencies in self-
language, text structures, directed goal setting,
grammatical, and stylistic monitoring, and
language features to improvement. Guides all
ensure equitable access students in using analysis
to subject matter strategies that provides
understanding for the equitable access and deep
range of student language understanding of subject
levels and abilities.12/18 matter.5/19
I now use vocabulary I now use vocabulary
cards with pictures to cards with pictures to
display the math display the math
vocabulary and academic vocabulary and academic
language. I also now language. I also now
rotate between 5small rotate between 5small
groups every week so groups every week so that
that when we read when we read leveled
leveled readers, I can readers, I can discuss the
discuss the academic academic language
language thoroughly and thoroughly and at varying
at varying levels so that levels so that students of
students of all academic all academic levels can
levels can understand and understand and use the
use the academic academic language. 5/19
language. 12/18
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 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. 10/1/17 extend student
facilitate student
matter. & 5/18 12/18 understanding. 5/19 Ensures student
understanding of the
comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand.
If I am understanding Now that I am much more
this… My knowledge of comfortable with our new
the curriculum and my Language Arts
students dictates how curriculum, I feel much
much time I plan for each more comfortable
lesson. If it is a skill like engaging the students in
subtracting from 5, I’ll cross curricular activities.
allow 35 ish minutes. But 5/19
if it’s a more difficult skill
like breaking down
numbers to add or
subtract I know I need to
adjust the lesson time and
allow for more time.
Perhaps a two day lesson.
I had a hard time
understanding this but I
feel I am still at this level.
5/18
Since we just started a
brand new
Language
Arts curriculum
(Benchmark), I don’t feel
comfortable saying I’m an
expert at the curriculum
yet. It is very different
than Wonders so I am
definitely still learning!
12/18
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
Uses instructional Gathers and uses Selects and adapts a
strategies that are additional instructional variety of instructional
provided in the strategies in single strategies to ensure
curriculum. lessons or sequence of student understanding of
3.4 Utilizing
lessons to increase academic language
instructional
student understanding of appropriate to subject
strategies that are
academic language matter and that addresses
appropriate to the
appropriate to subject students’ diverse learning
subject matter
matter. needs.10/1/17
As stated above, yes, I
incorporate different
strategies to ensure
students learn and use
the academic language. I
go over all vocab, I have a
word wall and vocab wall
with cards that have the
definition, a sentence, and
a picture. We practice
using the academic
language in our class
discussions.
Integrating
Integrates instructional
strategies appropriate to
subject matter to meet
students’ diverse
learning, to ensure
student understanding of
academic language, and
guide student in
understanding
connections within and
across subject matter.
5/18 12/18
Due to this most recent
Pop Cycle and ILP, I was
forced to think about
what I wanted the
students to improve
upon, and how I was
going to facilitate that
improvement. Small
group instruction really
helped me differentiate
the activities and focus on
different skills with
different students. 5/18
I would say I have
improved but not quite in
the Innovating stage.
With Benchmark, I have
started to teach more
rigorous reading skills to
increase the level of
complexity. I am using
TPR, technology, small
groups, whole group,
pictures, models, etc. to
reach all academic levels
and learning styles and
am confident I will move
up to the next level by the
end of the year. 12/18
Innovating
Uses an extensive
repertoire of instructional
strategies to develop
enthusiasm, meta-
cognitive abilities, and
support and challenge the
full range of student
towards a deep
knowledge of subject
matter 5/19.
I would say I have
improved enough to label
myself in the innovating
stage. With Benchmark, I
have started to teach
more rigorous reading
skills to increase the level
of complexity. I am using
TPR, technology, small
groups, whole group,
pictures, models, etc. to
reach all academic levels
and learning styles and
am confident I will move
up to the next level by the
end of the year. 5/19
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Uses available Explores additional Selects, adapts, and
instructional materials, instructional materials, utilizes appropriate
resources, and resources, and instructional materials,
technologies for specific technologies to make resources, and
3.5 Using and lessons to make subject subject matter accessible technologies for concept
adapting resources, matter accessible to to students.10/1/17 and skill development in
technologies, and students. subject matter. Resources
standards-aligned Explores how to make reflect the diversity of the
instructional Identifies technological technological resources classroom and support
materials including resource needs. available to all students. differentiated learning of
adopted materials, to subject matter.5/18
make subject matter
accessible to all Guides students to use
students available print, electronic,
and online subject matter
resources based on
individual needs.10/1/17
&5/18
I am constantly looking I have 8 computers in my
for materials and classroom. My students
resources on line that I are taught how to access
can use in my classroom. iStation, Star Fall, Nick Jr,
I then adapt them Reading A-Z, and other
depending on the level of fun educational sites. In a
my current students. I short amount of time, the
either create a writing kids know exactly how to
space on the handout or get to these resources and
may make other changes. are able to help struggling
students.10/17 &5/18
Since I am doing more
small groups, I am better
able to differentiate
activities based on the
group’s level of skill. I
also am starting to create
my own handouts instead
of relying heavily on
Teachers Pay Teachers,
which is still a great
resource. 5/18
Integrates a wide range of Engages students in
adapted resources, identifying and adapting
technologies, and resources, technologies,
instructional materials to and standards-aligned
meet identified student instructional materials to
needs and make subject extend student
matter accessible to understanding and
students. critical thinking about
subject matter.
Assists student with
equitable access to Ensures that student are
materials, resources, and able to obtain equitable
technologies. Seeks access to a wide range of
outside resources and technologies through
support. 12/18 5/19 ongoing links to outside
resources and support.
After completing the
latest POP Cycle, I have
researched and
incorporated more
technology into my
everyday teaching. I use a
lot more on line resources
that seem to engage
student who are
otherwise not engaged by
paper and pencil
activities. I have seen
improvement in students’
math fluency as a result.
12/18 I continue to try
and use different
materials like the ipad
and computers to engage
students and to make
sure the materials is
accessible to all. 5/19
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Is aware of students’ Seeks additional information
primary language and describing elements of
English language culture and language
proficiencies based on proficiencies in listening,
available assessment data. speaking, reading, and
writing. Uses multiple
measures for assessing
English learners’
3.6 Addressing the performance to identify gaps
needs of English in English language
learners and student Provides adapted materials development.10/1/17
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.
The majority of my
students are English
Learners and therefore
we use the CELDT to
group them for English
Language Development.
Applying
Identifies language
proficiencies and English
learner strengths in the
study of language and
content. Differentiates
instruction using one or
more components of English
language development to
support English
learners.5/18
Creates and implements
scaffolds to support
standards-based instruction
using literacy strategies,
SDAIE, and content level
English language
development in order for
students to improve
language proficiencies and
understand content.10/1/17
& 5/18
In my ELD instruction, we
practice vocabulary, lots
of sentence starters using
the academic language,
vocab cards with
definitions, sentences and
pictures, we use color
coding, role playing, and
other strategies… My
classroom has a word
wall and is very print rich.
& 5/18
I feel I am better able to
identify what area of need
a student has and group
them based on that need.
I completed several
differentiated lessons
recently that were geared
towards students’
language and fluency
Integrating
Integrates knowledge of
English language
development, English
learners’ strengths and
assessed needs into English
language and content
instruction.
Develops and adapts
instruction to provide a wide
range of scaffolded support
for language and content for
the range of English
learners.
I have attended a lot of
PDs related to ELs and
with experience, have
become confident in my
lessons and strategies
teaching. I recently
attended a PD on how to
include ELD into Math
instruction. I facilitate
more partner talk and
provide sentence frames
so that everyone knows
how to begin their
conversation. I include
pictures and videos in
lessons to support ELs.
12/18 5/19
Innovating
Engages English learners in
assessment of their progress
in English language
development and in meeting
content standards. Supports
students to establish and
monitor language and
content goals.
Is resourceful and flexible in
the design, adjustment, and
elimination of scaffolds
based on English learners’
proficiencies, knowledge,
and skills in the
content5/19.
I give a lot of support in
the beginning of the year
but I adjust and pull back
as I see necessary. 5/19
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.
10/1/17
Seeks additional information
on struggling learners and
advanced learners to
determine appropriateness
for referral.
Applying
levels.5/18
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. 5/18
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.10/1/17
& 5/18
Integrating
Integrates accommodations,
adaptations, and extensions
to instruction for the full
range of students with
special needs to ensure
adequate support and
challenge.12/18 5/19
Communicates and
collaborates with colleagues,
support staff, and families to
ensure consistent
instruction. Supports
families in positive
engagement with
school.12/18
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.12/18 5/19
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.5/19
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
I always seek more When I see a student who
information but I would is clearly struggling, I
like to finally be always consult our
experienced enough reading specialist or my
where I can contribute lead teachers to discuss if
more to the goals of my an SST is needed.
students with special
needs. After a PD on
I also do English Foundational Skills, I
Language Development in went back and assessed
my class three days a my lower group on an
week in which my grade assessment of sounds,
level groups the kids both beginning and
based on their CELDT middle, rhyming words,
levels. etc, and it definitely
helped me widen my
vision on those students.
5/18
I think next year I will be
better able to initiate and
monitor the referral
processes. 5/18
Integrating Innovating
I now feel much more I communicate with the
comfortable and speech pathologist,
proactive communicating counselor and our
and collaborating with resource specialist on a
the SPED Staff on how to regular basis to make
best serve my students sure we are all on the
with special needs. I same page regarding our
initiate parent students with special
discussions and colleague needs. 5/19
meetings. I of course
implement any and all
accommodations and
modifications in my
classroom. I recently gave
one of my students with
special needs an award
for most improved and
his foster mom came to
support him. I have
overlooked such students
in the past but now am
able to see that even
though the student may
not be on grade level, he
or she is still working
hard and to the best of
their ability, which should
be recognized. 12/18
5/19