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 standards. ways that ensure clear connections to standards
content standards
instruction. connections and during instruction and
relevance to students. extend student learning.
3/16/20
I have worked with other
members of my
department as well as
with individuals in other
departments to ensure
that we are using
common language for
similar concepts (for
example, claim, evidence,
and reasoning), and I also
tell students if there are
other names by which
they may come across or
have previously learned
these concepts. I use the
study of Bloom’s
taxonomy as a way to
help students develop the
metacognitive skills to
make connections with
what they have learned
previously, and I make
connections across
content areas (when
possible) and connections
with the students’ chosen
art fields as a way to
demonstrate the
relevance of what we are
learning. 3/16/20

Addition for end of year

CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

re-assessment: As
students have become
more familiar with
Bloom’s Taxonomy, I
have encouraged them to
also identify examples of
connections to outside
learning and to share
those with the class. We
then analyze those
examples for their
veracity based on content
knowledge and
connections to other
content areas. I have also
been explicit in the use of
content standards
language, particularly
with my EL learner class,
so that they can better
understand how what
they are learning is
relevant and applies to
their lives. 3/16/20
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 curriculum guidelines.
student development Provides explicit teaching
and 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.
10/28/19
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.
I provide additional levels
of nuance for my more
advanced students (those
in my honors class as well
as the more advanced
students in my college
prep classes) when
analyzing text, and
particularly in my work
with EL students, I adapt
the curriculum to develop
their linguistic and
cultural capital while
building on their existing
strengths. For example, I
use technical grammatical
terms when working with
Integrating
Integrates knowledge of
range of students
development into
instructional decisions to
ensure student
understanding of the
subject matter including
related academic
language. 3/16/20
Provides explicit teaching
of specific academic
language, text structures,
grammatical, and stylistic
language features to
ensure equitable access
to subject matter
understanding for the
range of student language
levels and abilities.
10/28/19
Many of my students
struggle with sustained
reading and/or writing. I
use text features to help
students chunk the
reading or writing into
smaller, more
manageable pieces while
also teaching skills for
focusing on the most
important details
(example: SOAPSTone,
annotation with a
particular purpose, etc.). I
also encourage reading
and writing stamina in
my classes through SSR
Innovating
Utilizes comprehensive
knowledge of students to
guide all students to
develop proficiencies,
understand subject
matter including related
academic language.
Engages student at all
levels of vocabulary,
academic language, and
proficiencies in self-
directed goal setting,
monitoring, and
improvement. Guides all
students in using analysis
strategies that provides
equitable access and deep
understanding of subject
matter. 3/16/20
I provide academic
language for each unit
with definitions and the
opportunity to apply and
use vocabulary, and I use
SMART goal planners to
help students create
appropriate goals for
their academic
achievement. These goals
are posted in the room as
a reminder to students of
what they want to
achieve. I also provide
specific guidelines and
steps for analytical
thinking that enables
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

my ELs because they have time (on a nearly-daily students to demonstrate a
learned the technical basis) and through more nuanced
terms when studying differentiated journaling understanding of text.
English as a world activities with a set time 3/16/20
language. during which students
must be writing to
Addition for end of year support students’
re-assessment: I also use advancing critical
diagnostic data from the thinking skills.
beginning of a unit to
determine what skills to Addition for end of year
focus on during my re-assessment: I have
instruction (such as in also assigned students to
our short story unit and complete more longer
students already knew writing pieces this year as
the difference between they have built up the
mood and tone, so I did stamina to write for
not need to explicitly greater lengths of time
teach that but could and with greater depth of
instead focus instruction analysis. This has
on how to create a theme included some writing
statement). 10/28/19 that must be completed
by hand (IEP and 504
accommodations
notwithstanding) as a
way of building physical
writing stamina in
preparation for testing
such as the ACT, SAT, and
AP exams. 10/28/19

By using the standards as

my focus for building
objectives, I am better
able to differentiate
learning for a broad
range of students. I have
collaborated with
members of the Special
Services team to ensure
that my presentation of
material and student
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

demonstration of
material mastery is
differentiated for student
success. 3/16/20

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. 9/22/18 extend student
facilitate student
matter. understanding. 3/16/20 Ensures student
understanding of the
comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand.
I work with my As I have worked further
department and grade ahead with my ninth
level team members to grade PLC team to create
ensure students are and adapt resources for
receiving appropriate our instruction, I have
instruction in my class become more familiar
material that also with the teaching
supports their learning in materials prior to
other classes. By using teaching the unit and thus
the same academic better able to gauge what
vocabulary across grade skills students need more
levels and across practice with and what
disciplines (where activities will facilitate
possible), students can that development as well
see the information as what assessments will
presented multiple ways show that development.
and synthesize the skills As I have become more
more quickly. For well acquainted with
instance, I have already other ninth grade
seen benefits of using teachers outside my
Socratic Seminar about a curriculum area, I have
nonfiction text with my developed relationships
freshmen (something the that allow me to
ninth grade Global reference cross-
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
Studies classes also do).
9/22/18
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
appropriate to the
appropriate to subject addresses students’
subject matter
matter. diverse learning needs.
4/29/19
Students apply the skills
they learn in class (for
example, SOAPSTone
analysis and
ethos/pathos/logos
analysis) in various ways,
such as writing a skit for a
scenario using only ethos,
pathos, or logos, or
analyzing student council
election speeches for
ethos, pathos, and logos.
9/22/18
Addition for end of year
re-assessment: I
incorporate a variety of
learning styles into my
instruction, such as with
vocabulary lessons.
Throughout the course of
the year, students learn
70 AP Language/SAT
vocabulary words (10 at a
time). After reading the
Integrating
disciplinary learning to
extend students’
understanding of
concepts in my class.
3/16/20
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.
10/28/19
I use a variety of
instructional strategies in
each lesson and aim to
include multimodal
learning every day.
PearDeck slides are one
way I have been able to
do this as part of an
interactive lecture, and
this platform allows me
to incorporate learning
for academic language
and context/content
subject matter into
lecture slides for which
students can keep their
notes through PearDeck
takeaways. 10/28/19
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. 3/16/20
I create anticipation
questions for a unit to
determine where
students’ interest and
enthusiasm lie at the
outset and then strive to
incorporate their
interests into instruction.
These anticipation
questions also help them
develop metacognition
regarding the purpose of
assignments and how the
lessons deepen their
understanding and
mastery of material. By
revisiting these questions
at the end of the unit,
students reflect upon
their growth from the
beginning of the unit to
the end and how the
information they have
learned will support them
in their further studies.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

terms in context to 3/16/20
determine appropriate
meaning, students apply
their learning by working
in groups to write and
perform a skit correctly
using the vocabulary
words in context, thus
incorporating students’
varied needs for
individual as well as
group assignments in
addition to the use of
visual, auditory, and
kinesthetic learning
styles while capitalizing
on student choice and
interest in the selection of
groups and the topics for
presentation in using the
vocabulary words.
4/29/19
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,
technologies for specific technologies to make resources, and instructional materials to and standards-aligned
3.5 Using and
lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
adapting resources,
matter accessible to to students. and skill development in needs and make subject extend student
technologies, and
students. subject matter. Resources matter accessible to understanding and
standards-aligned
Explores how to make reflect the diversity of the students. 9/22/18 critical thinking about
instructional
Identifies technological technological resources classroom and support subject matter.
materials including
resource needs. available to all students. differentiated learning of Assists student with
adopted materials, to
subject matter. equitable access to Ensures that student are
make subject matter
materials, resources, and able to obtain equitable
accessible to all
Guides students to use technologies. Seeks access to a wide range of
students
available print, electronic, outside resources and technologies through
and online subject matter support. 9/22/18 ongoing links to outside
resources based on resources and support.
individual needs. 3/16/20
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I provide recommended In addition to what I was
resources to students doing at the beginning of
through Google the year, I have identified
Classroom (including and linked many diverse
related videos and resources for students
reviews). If students pertaining to my
cannot supply required instruction, including
course materials, I have Kahoot practices, outside
extras to lend/give out. I websites and videos (such
am working with my as YouTube instructional
mentor teacher to create videos and pertinent
additional digital cross-curriculum
resources for my connections), and study
Intervention class resources available both
through CommonLit, through Office Hours with
which will help me me before school and
differentiate instruction with our counseling and
and better meet the Special Services staff
diverse needs of my members who organize
students by assigning tutoring and study groups
appropriately leveled for students to support
supplementary texts, their success. Through
guided reading questions, continued collaboration
and related media. with my colleagues as
9/22/18 well as with students and
their families about what
activities and styles of
instruction are effective, I
have been better able to
meet the instructional
needs of my students.
3/16/20

Additional evidence for

Semester 3 update:
Whenever I plan a new
unit, I first do some
background research to
ensure that I have a firm
grounding in the material
before deciding how I will
approach teaching it.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Especially when a unit
requires a lot of
background information
in a particular discipline
(such as the historical
context required to teach
Persepolis), I like to reach
out to my colleagues in
those disciplines to
ensure that I have the
resources I need to
properly prepare
students for reading and
understanding the texts
and that my students
have the resources they
need to do so. 3/16/20
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 development, English in English language
proficiencies based on proficiencies in listening, study of language and learners’ strengths and development and in meeting
available assessment data. speaking, reading, and content. Differentiates assessed needs into English content standards. Supports
writing. Uses multiple instruction using one or language and content students to establish and
measures for assessing more components of English instruction. monitor language and
3.6 Addressing the English learners’ language development to content goals. 3/16/20
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. SDAIE, and content level the range of English proficiencies, knowledge,
English language learners. 3/16/20 and skills in the content.
development in order for
students to improve
language proficiencies and
understand content.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating
I use a combination of
direct grammar and
vocabulary instruction to
support the linguistic
needs of my ELs, and I
also work on
differentiated support for
spoken English by
working with some
students individually and
using various levels of
examples for different
grammatical concepts. I
also instruct students in
word studies that support
their development of
academic and content
area language. 9/22/18
Addition for end of year
re-assessment: I have
incorporated a variety of
questioning strategies as
a form of differentiation
and scaffolding for my
students, and I have more
scaffolding available for
those students who
require it. For example, if
students are writing a
paragraph, I will provide
some students with
sentence starters and
some with cloze
statements, while others
might have just a word
bank. I have created a
culture in my class that if
students show me that
they have grappled with
the task given the
scaffolds I have made
Innovating
At the beginning of the
year, I worked with my
EL students to document
their goals across the
following English content
areas: reading, writing,
speaking/listening, and
language (spelling,
vocabulary, and
grammar). We reference
these goals frequently in
class, and I give specific
feedback regarding their
progress toward content
standards. I would like to
expand this to my RFEP
students as well.
Addition for end of year
re-assessment: I have met
monthly with each of my
EL learners to discuss
goals and document
progress toward reaching
these goals. I also have
students re-assess their
goals on a monthly basis
to make their reflection
more meaningful and give
them greater voice in
what they hope to
achieve. 3/16/20
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. 9/22/18
Seeks additional information
on struggling learners and
advanced learners to
determine appropriateness
for referral. 4/29/19
Applying
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. 4/29/19
Communicates regularly
with resource personnel,
para-educators, and families
to ensure that student
services are provided and
progress is made in
accessing appropriate
content. 4/29/19
Refers students as needed in
a timely and appropriate
manner supported with
documented data over time,
including interventions tried
previous to referral.
Integrating Innovating
available and the task is
still too hard, they can
have additional supports
like those available to
other students. However,
while I provide options
for students such as
sentence starters, they
are free to compose their
own sentences and clarify
with me as necessary if
they are at a higher level
or if they want to push
themselves. 3/16/20
Integrates accommodations, Guides and support the full
adaptations, and extensions range of student with special
to instruction for the full needs to actively engage in
range of students with the assessment and monitor
special needs to ensure their own strengths, learning
adequate support and needs, and achievement in
challenge. 3/16/20 accessing content.
Communicates and Communicates and
collaborates with colleagues, collaborates with resource
support staff, and families to personnel, para-educators,
ensure consistent families, leadership, and
instruction. Supports students in creating a
families in positive coordinated program to
engagement with school. optimize success of the full
3/16/20 range of students with
special needs.
Initiates and monitors
referral processes and Takes leadership at the
follow-up meeting to ensure site/district and collaborates
that students receive with resource personnel to
support and/or extended ensure the smooth and
learning that is integrated effective implementations of
into the core curriculum. referral processes.
3/16/20
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
I work with SST
Coordinator as well as
Special Services staff
members, administrators,
students, and their
families to identify
strategies to support
student success, which I
then implement in the
classroom and reflect
with both the student and
other teachers who teach
the student about the
success of the strategies.
I reach out to parents,
teachers, and the
student’s counselor if a
student is struggling to
inquire about successful
strategies in the past as
well as to determine if
there is additional
information of which I am
unaware that may be
hindering performance
(for example, if a student
is in the process of being
tested for a learning
disability or if the child’s
parents are divorcing).
9/22/18
Addition for end of year
re-assessment: In
reaching out to parents, I
make sure to
email/telephone all
immediate guardians (as
listed in Aeries) to get a
fuller picture of the
student, particularly if the
Applying Integrating Innovating
I frequently review the Before the start of a unit, I
IEP and 504 Plans for review all students’
students with special IEP/504 plans to remind
needs, and I keep track of myself of what
struggling learners as accommodations I will
well. When I notice an need to make, and I use
issue for a particular those to consider
student, I confer with universal design for
other teachers who teach learning. I also review my
that student and if top students’
necessary initiate an SST. performances as a way to
I also communicate ensure that students with
regularly with the 504 the need for greater
Coordinator and the depth and nuance are
Special Services staff to also being challenged in
discuss best practices for the classroom. Moreover,
particular students and I seek student and parent
their needs. 9/22/18 feedback about the level
of depth and rigor the
Addition for end of year class is providing, and I
re-assessment: In work with my colleagues
addition to what I was in my PLC to ensure that
doing at the beginning of we are providing a
the year, I have been quality and fair education
more proactive about for all of our students.
seeking the assistance Furthermore, I keep track
and support of the Special of student interventions
Services staff in meeting and document them in
the needs of students Aeries. 3/16/20
with IEPs and 504s and
asking for direct feedback
about how to meet
students’
accommodations
effectively. By meeting
with Special Services
staff, I have been better
able to target my
differentiation
specifically to the needs
of students who require
extra support in the ways
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

student goes back and that are beneficial to
forth between two them, and I also use my
different households. I prep period
also consult with my approximately once a
colleagues to see if other week to check in with
teachers have noticed students in the academic
concerns with particular support class that meets
students and/or if they at that time to see if there
are already in the process is any additional
of referring a student for clarification or support
an SST. 4/29/19 needed. 4/29/19