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 content language, and academic academic language in research to make relevant
matter academic
standards and content standards. ways that ensure clear connections to standards
content standards
instruction.7/21/2019 12/6/19 connections and during instruction and
relevance to students. extend student learning.

All lesson plans Lessons include

include the standard standards that are
that is being being taught and how
addressed and how the standard is being
the standard is met met. I have also
through the started combining
instruction and content standards
activities being across curricular
assigned. 7/21/2019 areas.
12/6/19
 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 associated
understanding of
academic language in
subject matter
single lessons or sequence
of lessons. Explains
academic language,
formats, and vocabulary to
support student access to
subject matter when
confusions are identified.
7/21/2019
At the beginning of
each lesson concepts
and vocabulary are
introduced to the
students in warm-up
activities. Students
know and explore the
vocabulary and
concepts that are
going to be taught
before the guided
instruction begins.
7/21/2019
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
idioms, key words with language, text structures, self-directed goal setting,
multiple meanings, and grammatical, and stylistic monitoring, and
academic language in language features to improvement. Guides all
ways that engage students ensure equitable access to students in using analysis
in accessing subject subject matter strategies that provides
matter text or learning understanding for the equitable access and deep
activities. range of student language understanding of subject
12/6/19 levels and abilities. matter.
Vocabulary words and
key concepts are
taught using multiple
strategies. They use
context clues to
determine the
meaning, look up the
definition, draw
pictures and using
words in a sentence.
With partners they
also act out skits.
12/6/19
 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. extend student
facilitate student
matter. 7/21/2019 understanding. Ensures student
understanding of the
12/6/19 comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand.
Modifications are I make modifications
made to the lesson to to curriculum to
ensure that all either enrich for
students understand students or simplify
the content for students needing
presented. I work support. Enrichment
with some students to projects are designed
offer extra support. to integrate multiple
Students that need subjects. Social
enrichment are given Studies is often
additional tasks to connected to
complete. 7/21/19 Language Arts and
writing.
12/6/19
 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 lessons strategies to ensure subject matter to meet strategies to develop
curriculum. or sequence of lessons to student understanding of students’ diverse learning, enthusiasm,
3.4 Utilizing
increase student academic language to ensure student meta-cognitive abilities,
instructional
understanding of appropriate to subject understanding of and support and
strategies that are
academic language matter and that addresses academic language, and challenge the full range of
appropriate to the
appropriate to subject students’ diverse learning guide student in student towards a deep
subject matter
matter. needs.7/21/19 understanding knowledge of subject
connections within and matter.
across subject matter.
12/6/19
I introduce lessons using I try to open every
stories that the students lesson with a story or
can relate to. During the
idea that the students
lesson all types of learning
styled are addressed. can relate to and
7/21/19 make connections.
Subjects often over
lap and connections
are made across
subject areas.
12/6/19
 Uses available 12/6/19 Selects, adapts, and Integrates a wide range of Engages students in
instructional materials, Explores additional utilizes appropriate adapted resources, identifying and adapting
resources, and instructional materials, instructional materials, technologies, and resources, technologies,
technologies for specific resources, and resources, and instructional materials to and standards-aligned
3.5 Using and
lessons to make subject technologies to make technologies for concept meet identified student instructional materials to
adapting resources,
matter accessible to subject matter accessible and skill development in needs and make subject extend student
technologies, and
students. to students. subject matter. Resources matter accessible to understanding and
standards-aligned
reflect the diversity of the students. critical thinking about
instructional
Identifies technological Explores how to make classroom and support subject matter.
materials including
resource needs. technological resources differentiated learning of Assists student with
adopted materials,
available to all students. subject matter. equitable access to Ensures that student are
to make subject
7/21/19 materials, resources, and able to obtain equitable
matter accessible to
Guides students to use technologies. Seeks access to a wide range of
all students
available print, electronic, outside resources and technologies through
and online subject matter support. ongoing links to outside
resources based on resources and support.
individual needs.

I try to enrich lessons

with the use of
meaningful
technology.
7/21/19
I make every effort to
include technology
that enriches the
curriculum and
ennenenhances
etudents learning.
curriculum and
enhances student
learning. 12/6/19
 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 study development, English in English language
proficiencies based on proficiencies in listening, of language and content. learners’ strengths and development and in meeting
available assessment data. speaking, reading, and Differentiates instruction assessed needs into English content standards. Supports
writing. Uses multiple using one or more language and content students to establish and
measures for assessing 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. 7/21/19 SDAIE, and content level the range of English learners. proficiencies, knowledge,
English language and skills in the content.
development in order for
12/6/19 students to improve language
proficiencies and understand
content.
I use a variety of
assessments to
determine the needs
of my students.
Visuals aids, hands on
manipulatives and
graphic organizers are
available during
lessons. 7/21/19
I continue to use a
variety of
assessments to
monitor students
needs. A variety of
teaching strategies
are used and visual
aids are posted in the
classroom.
12/6/19
 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.
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.
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.
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.
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.