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 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.

As a first year teacher, I I have to credit experience, my

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

Element Emerging Exploring Applying Integrating Innovating

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

I continue to grow in this element

of CSTP 3. Experience, my mentor,
administrative support and
collaborative colleagues have
helped me grow in this element as
an educator. I feel as though I am
on the verge of moving to the
“innovating” category for 8th grade
science. Because of my long-term
sub experience, this is my third
year teaching the topics we cover
in the 4th quarter of 8th grade
science and my second year
teaching the rest of the topics. I
understand the inter-relationships
of concepts, NGSS content
standards, and the academic
language students must know in
order to be successful. In order to
move to the “innovating” category
I am setting a professional goal to
incorporate more research into
my teaching. 3.15.19
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has basic knowledge of Expands knowledge of Adapts instruction in Integrates knowledge of range of Utilizes comprehensive
student stages of student development response to knowledge students development into knowledge of students
development while and implements of student development instructional decisions to ensure to guide all students to
becoming aware of learning activities in and proficiencies to meet student understanding of the develop proficiencies,
differences in students’ single lessons or students’ diverse subject matter including related understand subject
understanding of sequence of lessons that learning needs. Ensures academic language. matter including related
subject matter. addresses students’ understanding of subject 10.29.18 academic language.
proficiencies and matter including related
Teaches subject-specific support understanding academic language. Provides explicit teaching of Engages student at all
vocabulary following of subject matter 9.22.17 specific academic language, text levels of vocabulary,
3.2 Applying
curriculum guidelines. including related 5.10.18 structures, grammatical, and academic language, and
knowledge of
academic language. stylistic language features to proficiencies in self-
student
Provides explicit ensure equitable access to subject directed goal setting,
development and
Provides explicit teaching of essential matter understanding for the monitoring, and
proficiencies to
teaching of essential vocabulary, idioms, key range of student language levels improvement. Guides all
ensure student
content vocabulary and words with multiple and abilities. students in using
understanding of
associated academic meanings, and academic 3.15.19 analysis strategies that
subject matter
language in single language in ways that provides equitable
lessons or sequence of engage students in access and deep
lessons. Explains accessing subject matter understanding of subject
academic language, text or learning activities. matter.
formats, and vocabulary 9.22.17
to support student 5.10.18
access to subject matter
when confusions are
identified.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
I am strong in my ability
to adapt instruction in
response to my student’s
development and
proficiencies. I design
lessons that will support
the broad range of
learners in my
classroom. I also ensure
that the students and I
have an understanding of
the subject matter,
including related
academic language. I
support my students
academic language with
a word wall in the
classroom, quizlet
practice and daily 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
Integrating Innovating
I am proud of my growth in this
area of CSTP 3. I am now
confidently able to say that I
integrate the broad knowledge of
the range of my students and their
development/learning needs to
ensure student understanding of
the subject matter and related
academic language. This is
reflected through their
achievement on assessments and
state tests. 10.29.18
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
I integrate my comprehensive
knowledge of my students
development into the
instructional decisions I make. I
gather this comprehensive
knowledge of my student’s from a
wide variety of resources like:
formative, summative, authentic,
and observational assessments,
students self-reflections, student
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

diversity of learners in feedback, progress monitoring
my classroom and these techniques, grades and more. I
lessons ensure covering then use this comprehensive
academic language. I do knowledge to make decisions on
think, however, that I how to organize the content and
have more room to grow my teaching to support my
when it comes to student’s learning. 3.15.19
consistently ensuring my
students deeply I provide explicit teaching of
understand academic specific academic language, text
language. 5.10.18 structures, grammatical and
stylistic language features to
I provide explicit ensure equitable access and
teaching of essential subject matter understanding. To
vocabulary, idioms, key do this we will often spend a
words with multiple whole class period practicing our
meanings, and academic academic vocabulary and applying
ways that engage it in the context of a scientific
students in accessing article we are reading. We read as
subject matter or a class, in partners, and then
activities. I also ensure individually. The student’s
academic language is understand that successful people
posted on my word wall, practice reading materials more
practiced on Quizlet, and than one time to build fluency and
frontloaded before new to ensure understanding. I
chapters. However, I am scaffold tasks and offer supports
not seeing my students for my ELL , SPED, and struggling
grow as much as I would learners to support the range of
like. Upon reflection, I abilities in my classroom. 3.15.19
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
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Follows organization of Examines organization Uses knowledge of Integrates knowledge of Uses extensive
curriculum as provided of curriculum and curriculum and student curriculum and resources to knowledge of
by site and district to considers adjustments readiness to organize organize and adjust instruction curriculum and related
support student in single lessons or and adjust the within and across subject matter resources to flexibly and
understanding of the sequence of lessons to curriculum to ensure to extend student understanding. effectively organize and
3.3 Organizing
subject matter. support understanding student understanding. 5.10.18 adjust instruction.
curriculum to
of subject matter. 9.22.17 10.29.18 3.15.19
facilitate student
understanding of
Ensures student
the subject matter
comprehension and
facilitates student
articulation about what
they do and do not
understand. 3.15.19
I use information My focus area for my ILP was in Through experience, my
gathered from ongoing this CSTP category. The results I ILP practice, coaching
monitoring of learning, observed from my pre and post from admin and
informal assessments, assessment show me that mentoring I have moved
formal assessments, intentionally organizing to the “innovating”
authentic assessments, curriculum and resources not only category of this element.
and more to adjust the extends my students All of these experiences
curriculum in a way that understanding, but it also builds have developed my
will ensure my student’s their confidence in the classroom. extensive knowledge of
learning and When I adjust instruction to meet curriculum and the
understanding of the my students needs, they achieve related resources I have
content. I would like to my learning objectives and their to pull from. I
improve my content confidence in their knowledge understand how to
knowledge so I can grows which is equally important. flexibly and effectively
continue to improve my 5.10.18 organize and adjust
adjustments to meet my instruction to facilitate
student’s needs. After my first ILP focused on this my student’s
area of CSTP 3. I know feel much understanding of the
more confident when it comes to subject matter. I know
organizing and adjusting that I still have room to
instruction within and across grow, so I will continue
subject matter to extend my to actively grow my
students learning. When the data I knowledge, resources,
collected and the behaviors I and reflection to
observed told me that the continue to improve in
students had successfully grasped this area. 3.15.19
the concepts of force, I was able
to organize and adjust my I ensure student
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

instruction to begin my unit on comprehension by
magnets early to better extend my assessing my students
students understanding and meet learning. I assess my
their needs. This happens on a student’s learning in a
regular basis now, which shows variety of ways and then
my growth. 10.29.18 I use the ensuing data I
collect to inform my
teaching. If I notice that
student’s do not
comprehend a topic or a
concept, I don’t blame
the student’s when this
happens. I immediately
reflect on how I could
re-engage my students
with the material in a
new way that will help
clarify whatever they do
not understand. I also
encourage my student to
articulate their level of
understanding through
communicating with
peers, myself, and
through presentations
that require them to
articulate how much
they understand and
have learned. 3.15.19
Uses instructional Gathers and uses Selects and adapts a Integrates instructional strategies Uses an extensive
strategies that are additional instructional variety of instructional appropriate to subject matter to repertoire of
provided in the strategies in single strategies to ensure meet students’ diverse learning, to instructional strategies
3.4 Utilizing curriculum. lessons or sequence of student understanding of ensure student understanding of to develop enthusiasm,
instructional lessons to increase academic language academic language, and guide meta-cognitive abilities,
strategies that are student understanding appropriate to subject student in understanding and support and
appropriate to the of academic language matter and that connections within and across challenge the full range
subject matter appropriate to subject addresses students’ subject matter. of student towards a
matter. diverse learning needs. 10.29.18 deep knowledge of
9.22.17 subject matter. 3.15.19
5.10.18
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 instructional My favorite response to
variety of instructional strategies appropriate to subject my students’ question of
strategies to ensure matter to meet my students’ “what are we doing
student understanding of diverse learning needs. I choose today?” is “surprise!”. I
academic language and strategies that are appropriate for actively plan days that
to support my student’s math in my math class (like using have variety in
diverse needs. To do this, Kagan Rally Coach, modeling, instructional strategies
I browse a variety of step-by-step instruction, etc.). to develop enthusiasm,
websites, lesson plans, Similarly I use strategies that are keep student’s engaged,
technologies, techniques, appropriate for science in science develop meta-cognitive
and strategies I find class (like modeling, abilities and
online and in educational experimenting with phenomena, support/challenge the
books and adapt the etc.). This ensures that my range of students in my
strategies to meet my students are able to grasp and classroom. I am very
students needs. My understand academic language intentional in my
students enjoy having a and guide their understanding planning and use of
posted word wall, so I connections within and across instructional strategies
have posted one with subject matter. 10.29.18 to help develop my
easy to read font to help students, challenge
support their learning them, and support them
and accessibility when when necessary so they
learning academic have a deep
content language. understanding of our
science subject matter. I
I continuously select and also am intentional in
adapt a variety of using these strategies to
instructional strategies make connections to
to ensure student other subject-matter
understanding of and to global issues as
academic language. I also we transition to a global
select and adapt a variety academy. 3.15.19
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
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

browsing the internet for
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 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

Element Emerging Exploring Applying Integrating Innovating

available print, 5.10.18 ongoing links to outside
electronic, and online 10.29.18 resources and support.
subject matter resources 3.15.19
based on individual
needs.
When I first started teaching at my I ensure that my
current school as a long-term sub, students are able to
we did not have a science obtain equitable access
curriculum. I was responsible to to a wide range of
follow a pacing guide adapted technologies through
from another local district and ongoing links to
create my own material and resources and support. I
lessons. This challenging task am constantly updating
made me highly skilled in finding my resources by doing
resources, technologies, and personal research to on
materials to meet the diverse resources that support
learning needs in my classroom. equity. I actively
We have an official sciene collaborate with
curriculum now, but I still select colleagues to grow my
and adapt strategies and resources, I search
technologies to support my online PLC communities
students needs. for resources and more –
all to support my
Identifies technological resource students and ensure
needs. equitable access. 3.15.19
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 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
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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

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
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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 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

I integrate a wide range of

adapted resources, technologies
and instructional materials to
meet identified student needs and
to make subject matter accessible
to students. I have been building
these resources, technologies, and
instructional materials since my
first day teaching. In my 2 years at
my current school we have
transitioned from no science
curriculum to a NGSS aligned
curriculum, which has given me
access to an even wider range of
resources, technologies, and
instructional strategies to support
the diversity of learners in my
classroom. I would like to be in the
“innovating” category of this
element, but upon some serious
reflection I realize I am not quite
there yet. In order to move to the
“innovating” category I need to
work on engaging my student’s in
identifying
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

resources/technologies/strategies
to meet their needs. Right now, I
am the person who does the most
identifying. 3.15.19
Is aware of students’ Seeks additional Identifies language Integrates knowledge of English Engages English
primary language and information describing proficiencies and English language development, English learners in assessment
English language elements of culture and learner strengths in the learners’ strengths and assessed of their progress in
proficiencies based on language proficiencies study of language and needs into English language and English language
available assessment in listening, speaking, content. Differentiates content instruction. 9.22.17 development and in
data. reading, and writing. instruction using one or 5.10.18 meeting content
Uses multiple measures more components of 10.29.18 standards. Supports
Provides adapted for assessing English English language 3.15.19 students to establish
3.6 Addressing the
materials to help learners’ performance development to support and monitor language
needs of English
English learners access to identify gaps in English learners. Develops and adapts instruction and content goals.
learners and
content. English language to provide a wide range of
student with special
development. Creates and implements scaffolded support for language Is resourceful and
needs to provide
scaffolds to support and content for the range of flexible in the design,
equitable access to
Attempts to scaffold standards-based English learners. 9.22.17 adjustment, and
the content
content using visuals, instruction using literacy 5.10.18 elimination of scaffolds
models, and graphic strategies, SDAIE, and 10.29.18 based on English
organizers. content level English learners’ proficiencies,
language development in knowledge, and skills in
order for students to the content. 3.15.19
improve language
proficiencies and
understand content.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating
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 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
Innovating
I am resourceful and
flexible in the design,
adjustment, and
elimination of scaffolds
based on ELL
proficiencies,
knowledge, and skills in
the content. To be this
resourceful I collaborate
with my 8th grade team
on a biweekly basis to
ensure that we are
meeting the student’s EL
developmental needs.
We agree on what
scaffolds to start
eliminating as a team
and which scaffolds to
incorporate as a team.
We are allowed to adjust
as needed in our own
contents as well, but it is
nice to work with a team
of knowledgeable
teachers as we support
our ELLs. We also use
information from our
resource teachers as we
make our decisions to
best teach and support
our ELLs. 3.15.19
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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
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
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

for the range of English learners.
Another key strategy I use to
scaffold for my ELL students’ is
“chunking” 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

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
Element Emerging Exploring Applying
processes for students para-educators, and with resource personnel,
with special needs. families during para-educators, and
meetings and activities families to ensure that
in support of learning student services are
plans and goals. provided and progress is
made in accessing
Seeks additional appropriate content.
information on
struggling learners and Refers students as
advanced learners to needed in a timely and
determine appropriate manner
appropriateness for supported with
referral. documented data over
time, including
interventions tried
previous to referral.
9.22.17
5.10.18
I work with a very
proactive Education
Specialist, set of para-
educators, and school
Psychologist at my
school. I refer students as
needed in a timely and
appropriate manner with
documented data when
needed. This does not
happen very often
though because of the
proactive nature of the
Ed Specialist,
Psychologist, and para-
educators in the
classroom. My referrals
are rarely necessary
because of the small
class sizes, and proactive
natures of the staff. I do
keep documented data
the minute that I start to
Integrating
families to ensure consistent
instruction. Supports families in
positive engagement with school.
5.10.18
10.29.18
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.
3.15.19
I strongly believe that the
integration of 1-to1 Chromebooks
has significantly improved my
ability to integrate
accommodations in the classroom
without making my students feel
singled out or different. We have a
full inclusion special education
program at our site, too, so I
believe the Chromebooks are key.
With the Chromebooks I am able
to adapt my digital curriculum to
support special needs students,
and extend content and lessons
for students who need the extra
challenge. The students have
extensions and apps on the
Chromebook that help them
access content in the ways that
will best support their needs.
I am lucky to work at a school site
with a strong, integrated SPED
Innovating
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. 3.15.19
Takes leadership at the
site/district and
collaborates with
resource personnel to
ensure the smooth and
effective
implementations of
referral processes.
I guide and support the
full range of student’s
with special needs to
actively engage in self-
reflection in the
classroom. With the help
of the SPED TA I ensure
the student’s are actively
assessing and
monitoring their own
strengths, learning
needs and achievement
in accessing content.
Students in our SPED
program participate in a
full inclusion SPED
program with push-in
support. With our full
inclusion program we
encourage and guide
student’s to assess and
monitor his or her own
learning. We also
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
think it will be necessary
so I can continue to
support the other staff in
their roles as they refer
and test students.
I refer students in a
timely manner with
documented data when
needed, including
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
program. 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 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”
Innovating
encourage these
student’s to attend any
and all IEP meetings,
which means the
student’s already know
what goals they gave
feedback to help set.
They use this knowledge
and their active
inclusion in their
learning to proactively
monitor their learning
and assess their content
learning. 3.15.19
I am a proactive
communicator for all
students. I communicate
and collaborate with
resource personnel, our
SPED coordinator, para-
educators, families,
leadership and students
to create a coordinated
program that is tailored
to optimize success for
all students with special
needs. I am passionate
about equity in
education. This passion
drives me to be the
proactive, collaborative
teacher I am to create a
program that will ensure
equity and success in my
classroom for all
learners. 3.15.19
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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, 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
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

invited to to ensure that students
receive support and/or extended
learning that is integrated into the
core curriculum. 10.29.18

I initiate and monitor the referral

processes and follow-up meetings
to ensure students receive
support and/or extended learning
that is integrated into my core
curriculum. Unfortunately, I have
not had the opportunity to take
leadership at my site to
collaborate and ensure the
smooth and effective
implementation of the referral
process. I have too much on my
plate and the opportunity has not
been offered for me to take
leadership. Maybe this can be a
future focus of my own personal
ILP or professional development.
3.15.19