CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has a foundational Examines concepts in Understands and Uses broad knowledge of Uses extensive
knowledge of subject subject matter and explains the inter-relationships of knowledge of subject
matter, related academic academic language to relationship between concepts, academic content matter concepts, current
3.1 Demonstrating language, and academic identify connections essential subject standards, and academic issues, academic
knowledge of subject content standards. between academic matter concepts, language in ways that language, and research to
matter academic content standards and academic language, ensure clear connections make relevant
content standards instruction. and academic content and relevance to students. connections to standards
standards. during instruction and
extend student learning.

I used student friendly daily Begin class with

learning objectives vocabulary terms needed
(called learning targets) to to understand the
help keep students on task concepts being taught.
and to keep them Always refereeing back to
accountable for what they the vocabulary terms, and
should be learning during having’s students
that days lesson. I use real describe terms and why.
life examples to help 5/3/19
students make specific
connections to the world
around them and create real
life projects based on the
learning target of the day.
For example, when working
on scale drawings, students
were asked to create a scale
drawing of a park that they
would want to build in our
neighborhood.
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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 Integrating
Adapts instruction in Integrates knowledge of
response to knowledge range of students
of student development into
development and instructional decisions to
proficiencies to meet ensure student
students’ diverse understanding of the subject
learning needs. matter including related
Ensures understanding academic language.
of subject matter
including related Provides explicit teaching of
academic language. specific academic language,
text structures, grammatical,
Provides explicit and stylistic language
teaching of essential features to ensure equitable
vocabulary, idioms, access to subject matter
key words with understanding for the range
multiple meanings, of student language levels
and academic language and abilities.
in ways that engage
students in accessing
subject matter text or
learning activities.
I use student friendly objectives
and begin each lesson with
need vocabulary that students
will need to know to succeed in
that days lessons. When
completing sample problems on
the board, I model thought by
“thinking out loud” to help
students learn the questions
they should be asking
themselves when solving
problems on their own. I am so
constantly making connections
to prior knowledge to help keep
past content fresh in students’
minds.
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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.
Begin class with
vocabulary terms needed
to understand the
concepts being taught.
Always refereeing back to
the vocabulary terms, and
having’s students
describe terms and why.
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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
curriculum as provided curriculum and considers curriculum and curriculum and resources to knowledge of curriculum
by site and district to adjustments in single student readiness to organize and adjust and related resources to
support student lessons or sequence of organize and adjust instruction within and flexibly and effectively
3.3 Organizing understanding of the lessons to support the curriculum to across subject matter to organize and adjust
curriculum to subject matter. understanding of subject ensure student extend student instruction.
facilitate student matter. understanding. understanding.
understanding of the Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand.
I help students recall prior
knowledge by previewing
before starting a new topic. I
also use the subject matter
being taught in other classes
to make connections and
connect to real life situations
and examples.
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CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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
provided in the strategies in single strategies to ensure subject matter to meet instructional strategies to
3.4 Utilizing
curriculum. lessons or sequence of student understanding students’ diverse learning, develop enthusiasm,
instructional
lessons to increase of academic language to ensure student meta-cognitive abilities,
strategies that are
student understanding of appropriate to subject understanding of academic and support and
appropriate to the
academic language matter and that language, and guide student challenge the full range of
subject matter
appropriate to subject addresses students’ in understanding student towards a deep
matter. diverse learning needs. connections within and knowledge of subject
across subject matter. matter.
I begin each lesson recalling
vocabulary from previous
lessons that will be needed
to understand the new
content. I also do my best to
connect the new information
to students interests to help
them appreciate and
connect to the content more.
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CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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
lessons to make subject subject matter accessible technologies for meet identified student instructional materials to
3.5 Using and matter accessible to to students. concept and skill needs and make subject extend student
adapting resources, students. development in matter accessible to understanding and
technologies, and Explores how to make subject matter. students. critical thinking about
standards-aligned Identifies technological technological resources Resources reflect the subject matter.
instructional resource needs. available to all students. diversity of the Assists student with
materials including classroom and support equitable access to Ensures that student are
adopted materials, to differentiated learning materials, resources, and able to obtain equitable
make subject matter of subject matter. technologies. Seeks outside access to a wide range of
accessible to all resources and support. technologies through
students Guides students to use ongoing links to outside
available print, resources and support.
electronic, and online
subject matter
resources based on
individual needs.

The use of self-paced online Students are asked to give

curriculum helps students detailed extended
work at their own pace to responses for math
better understand the problems so that they are
content. I can also assign not only able to find the
specific lessons to students answer but also articulate
who need extra support or HOW they found those
review of a specific topic to answers.
help them succeed with the 5/3/19
current topic being taught.
The students are also given
multiple opportunities to
work in small groups and
doing hands on activities to
help better understand the
content.
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CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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 development and in meeting
learners’ strengths and
available assessment data. speaking, reading, and content. Differentiates content standards. Supports
writing. Uses multiple instruction using one or
assessed needs into English students to establish and
measures for assessing more components of language and content monitor language and
English learners’ English language instruction. content goals.
3.6 Addressing the performance to identify gaps development to support
needs of English in English language English learners.
learners and student Provides adapted materials development. Is resourceful and flexible in
with special needs to to help English learners Creates and implements Develops and adapts the design, adjustment, and
provide equitable access content. Attempts to scaffold content scaffolds to support instruction to provide a elimination of scaffolds
access to the content using visuals, models, and standards-based based on English learners’
wide range of scaffolded
graphic organizers. instruction using literacy proficiencies, knowledge,
strategies, SDAIE, and
support for language and and skills in the content.
content level English content for the range of
language development in English learners.
order for students to
improve language
proficiencies and
understand content.
Collaborate one on one with
LAUSD consultant to help
support ELL and special
needs students. Scaffold
examples and constantly
refer back to vocabulary to
help students make
connections.
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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
with resource personnel and
3.6 Addressing the families.
needs of English
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.
Seeks additional information
on struggling learners and
advanced learners to
determine appropriateness
for referral.
Applying Integrating
Utilizes information on Integrates accommodations,
the full range of students adaptations, and extensions
identified with special to instruction for the full
needs to assess strengths
range of students with
and competencies to
provide appropriate
special needs to ensure
challenge and adequate support and
accommodations in challenge.
instruction.
Communicates and
Communicates regularly collaborates with colleagues,
with resource personnel, support staff, and families to
para-educators, and ensure consistent
families to ensure that
instruction. Supports
student services are
provided and progress is
families in positive
made in accessing engagement with school.
appropriate content.
Initiates and monitors
Refers students as referral processes and
needed in a timely and follow-up meeting to ensure
appropriate manner that students receive
supported with support and/or extended
documented data over
learning that is integrated
time, including
interventions tried
into the core curriculum.
previous to referral.
I collaborate with grade
level teacher to help ensure
students’ success.
Collaborate with monthly
meetings with a LAUSD
consultant on how to help
students succeed. Review
IEP’s multiple times
throughout the year. Create
goals with parents and
students.
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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.
Takes leadership at the
site/district and collaborates
with resource personnel to
ensure the smooth and
effective implementations of
referral processes.
LAUSD consultant and I
work collaboratively to
find new ways to support
students. This year, we
have worked to get two
students who did not
previously have IEPs
tested and are working to
complete the IEPs at this
time.
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