CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Has a foundational
knowledge of subject
matter, related academic
3.1 Demonstrating language, and academic
knowledge of subject content
matter academic standards.9/23/17
content standards
When it comes to
connecting my academic
material to academic
standards (Ex-common
core) I would rate myself
as emerging. I have an
extensive knowledge of
our subject matter,
current issue, academic
language, and research.
However, I connect all of
that to the subject matter
to peak my students’
interest and engagement
without always checking
to make sure that I am
hitting all of the California
3​rd​ grade standards. As an
independent school, we
have not fully aligned
with Common Core
Standards yet, however
we are moving in that
direction this year. I’d like
to work on aligning my
instruction more with
Common Core to help
challenge my students as
well to shape my own
Exploring
Examines concepts in
subject matter and
academic language to
identify connections
between academic content
standards and
instruction.4/30/18
This year as part of a
school-wide initiative, we
have been working on
aligning our curriculum
with Common Core
Standards. (We are a
smaller independent
school so the shift has
been more gradual.) I am
very well versed in my set
curriculum and have
become more familiar with
the standards and how my
curriculum fits into it, as
well as the gaps that may
be showing between the
two. This has allowed me
to work towards filling in
those gaps, but I would
still say that I have a while
to go towards making the
connection complete.
4/30/18
Applying Integrating
Understands and explains Uses broad knowledge of
the relationship between inter-relationships of
essential subject matter concepts, academic
concepts, academic content standards, and
language, and academic academic language in
content standards. ways that ensure clear
connections and relevance
to students.10/30/18
This year, teaching
religious studies, I have
found myself naturally
making connections
between our content
standards, academic
language, and real-life
experiences for my kids. I
have a broad knowledge
of the concepts that we
are covering and really
draw upon individual
experiences that my kids
have had in order to
ensure clear connections
and relevance for my
students. For example,
when it comes to a
foundational element of
our religion such as
prayer, I tie the idea of
prayer back to our daily
schedule for school and
make a connection
between the reward for
this action and the novel
Charlie and the Chocolate
Factory, in which Charlie
finds the golden ticket. We
read this novel together
Innovating
Uses extensive knowledge
of subject matter
concepts, current issues,
academic language, and
research to make relevant
connections to standards
during instruction and
extend student learning.
3/29/19
This year I have had a lot
of freedom in designing a
new curriculum plan and
daily lessons for my
students. Because I am so
passionate about the
subject matter, I find
natural connections
between our content,
current issues, and
research to make
instruction engaging for
my kids and relevant. I
want to teach them from
an early age to find the
subject fascinating so that
they not only retain the
knowledge, but seek to
extend it themselves as
they get older. By
integrating fun and
innovative styles of
teaching and
project-based learning, I
have worked to make my
extensive knowledge of
our subject matter
accessible for my
students. 3/29/19
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
teaching practice.
9/23/17
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 that
understanding of subject addresses students’
matter. proficiencies and support
understanding of subject
Teaches subject-specific matter including related
vocabulary following academic language.
3.2 Applying
curriculum guidelines.
knowledge of student
Provides explicit teaching
development and
of essential content
proficiencies to
vocabulary and associated
ensure student
academic language in
understanding of
single lessons or sequence
subject matter
of lessons. Explains
academic language,
formats, and vocabulary to
support student access to
subject matter when
confusions are identified.
Adapts instruction in
response to knowledge of
student development and
proficiencies to meet
students’ diverse learning
needs. Ensures
understanding of subject
matter including related
academic language.
Provides explicit teaching
of essential vocabulary,
idioms, key words with
multiple meanings, and
academic language in ways
that engage students in
accessing subject matter
text or learning activities.
9/23/17
and so it really allows my
kids to make deeper and
lasting connections with
our content. 10/30/18
Integrates knowledge of Utilizes comprehensive
range of students knowledge of students to
development into guide all students to
instructional decisions to develop proficiencies,
ensure student understand subject
understanding of the matter including related
subject matter including academic language.
related academic
language. 9/23/17 Engages student at all
4/30/18 levels of vocabulary,
10/30/18 academic language, and
3/29/19 proficiencies in
self-directed goal setting,
Provides explicit teaching monitoring, and
of specific academic improvement. Guides all
language, text structures, students in using analysis
grammatical, and stylistic strategies that provides
language features to equitable access and deep
ensure equitable access to understanding of subject
subject matter matter.
understanding for the
range of student language
levels and
abilities.4/30/18
10/30/18
3/29/19
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
I am a huge fan of
widening my vocabulary
and I bring that
enthusiasm to the class
each day. We spend a lot of
time, whether in social
studies, novel studies,
Islamic studies, math, etc.,
going over vocab to ensure
my students’
understanding of key
vocabulary and phrases. I
also have explicit
vocabulary instruction as
part of our core
curriculum. I would rate
myself at “applying”
because I would like to
enhance my explicit
instruction of text
structures and grammar
rules. 9/23/17
Each year before meeting
my new class, I talk to the
teachers who have had my
students before to get a
grasp of the academic and
social range of my
incoming class. Because
we are a smaller school,
the classes travel together
and teachers are more
aware of their individual
need, and how best to
address them. I am really
fortunate to have a great
2​nd​ grade team who
inform me of the needs
(both identified and
observed) of teaching
techniques that work for
specific students. I have
also been in 3​rd​ grade for 3
years so I am becoming
more familiar with
developmental stages
(academic and social) for
this age group. This has
allowed me to pinpoint
any students that exceed
developmental norms or
those who need extra
support. I am then able to
use this knowledge to
inform my instruction.
9/23/27
This year I have worked
very diligently to make my
academic content
accessible for all of my
students, especially my
struggling students. I have
taken into account their
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

preferences for styles of

lessons, as well as their
academic needs as
students, when designing
my lessons and our
activities. I have done
direct lessons about
academic language but
also taught them methods
of how to search for the
meaning of key
vocabulary on their own.
We have also discussed
text structures and
language features to
broaden their
understanding of our
academic material. As the
year has progressed, I
have gotten to know my
students styles much
better and can tailor my
lessons more adeptly. In
the future, I would like to
expand my repertoire of
teaching maneuvers to fit
all students, and be sure
to adequately challenge
my high learners as well
as supporting my
struggling learners.
4/30/18

With our academic

vocabulary, I take time to
introduce and review
academic language and
text structure. This is
particularly beneficial for
my ELLs, but also for my
other students who are a
little less familiar with
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

concepts that are

sometimes introduced
using their arabic names.
While many of my
students are familiar with
the terms, it is always a
priority to go over the
vocabulary and have the
kids use the words
frequently to ensure
fluency and
understanding. New
vocabulary will also
normally be introduced
with visuals/graphics to
help all students access
their meaning. 10/30/18

As my teaching practice
has grown and continues
to evolve, I have observed
that one of my strengths is
being able to connect with
my students and use my
knowledge of their
personalities/interests to
drive the way that I
present material. I have
explored the use of many
teaching strategies and I
think that my willingness
to try new strategies has
allowed me to enhance the
knowledge for a wide
range of students. I think
one area that I can
continue to work is in
making lessons easier to
digest for all levels of ELLs
although traditionally that
has been really integral in
my teaching practice. One
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

new challenge that I have

come across as a specialty
teacher is that my time
with my students each
week is limited. Therefore
being able to structure
classes to meet the needs
of all of my students can
be hairy sometimes but I
continue to try new
strategies that can work to
reach all students.
3/29/19
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
understanding of the lessons to support ensure student across subject matter to adjust instruction.
subject matter. understanding of subject understanding. extend student 10/30/18
3.3 Organizing
matter. understanding. 9/23/17 3/29/19
curriculum to
facilitate student
Ensures student
understanding of the
comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand.4/30/18
10/30/18
3/29/19
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
As my 3​rd​ year in 3​rd​ grade,
I am becoming very
familiar with curriculum
and extending my ability
to structure my
instruction around my
students’ understanding.
Using pretests/posttests, I
can gather data to
critically analyze their
understanding of content
material and bolster any
instruction with areas of
support as I see a need for
it. I also find it fun to
connect concepts across
academic subjects to help
my students experience a
concept in more than one
way (Ex- connecting
subjects from social
studies to values in
Islamic Studies.) Each
year, I adjust my
instruction approach
based on best practices I
have learned combined
with my unique classroom
of the year. 9/23/17.
This year I have really
pushed myself to take our
academic content and
organize it to make my
instruction more
meaningful. Because this
is my third year teaching
the material, I have
become more familiar
with the content and can
connect items across
subject matter. I have
made sure to not “over
plan” any day of
instruction, but rather go
deeper into our practice
to make sure that my
students understand the
material. If they do not,
then my planning is
flexible and I schedule in
more time to work on a
skill. I have also begun
using more “exit tickets”
to get a clear snapshot of
what my students
understand and what
needs to be explained
further.
This year I have also
definitely been more
diligent with encouraging
my students to pinpoint
their area of confusion
rather than allowing them
to just say “it doesn’t
make sense” or “I don’t
get it.” I allow them the
opportunity to explore
exactly what doesn’t make
sense rather than jumping
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

in and trying to fix it

myself. When they can
pinpoint a problem area,
they become more
invested in finding a
solution and I encourage
them to become confident
problem solvers (with
some support). 4/30/18

At the beginning of the

school year, I took a lot of
time to re-draw our
curriculum maps to be
more topic based, rather
than following the book
chapter by chapter. I did
this to ensure that related
topics would be taught in
tandem, rather than
individually. It ensured a
much deeper
understanding and a
much richer educational
experience for my kids.
Because I drew the map, I
also have flexibility with
following it. If need be,
our instruction can be
accelerated or slowed
down based on my kids’
understanding of the
content. My kids are very
welcome to check in about
what they clearly
understand and what
needs further explanation.
Our class discussions are
a good opportunity for
clarification, as well as
through our Google
Classroom where the kids
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

can ask questions online if

we did not have a chance
in class or if they were too
shy. 10/30/18

In the beginning of the

year, I spent a great deal
of time organizing a new
curriculum map for each
of the 5 grade levels that I
am working with that I
felt would better organize
the topics under umbrella
units. As the year has
progressed, I have
continued to spend a lot of
time designing our
lessons and integrating a
wide range of resources to
help enhance my
instruction. Additionally,
because my classes are
established around
discussion, my students
are very open and
welcome with asking
questions about what they
do not understand. There
is a great amount of prior
knowledge that they each
come into the classroom
with so our discussions
are very rich and most
importantly, open for
student exploration.
3/29/19
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

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,
increase student academic language to ensure student meta-cognitive abilities,
3.4 Utilizing understanding of academic appropriate to subject understanding of and support and challenge
instructional language appropriate to matter and that addresses academic language, and the full range of student
strategies that are subject matter. students’ diverse learning guide student in towards a deep
appropriate to the needs. understanding knowledge of subject
subject matter connections within and matter.
across subject matter.
9/23/17
4/30/18
10/30/18
3/29/19
As my teaching practice
continues to grow, I love
to experiment with new
ways to make our
curriculum more
accessible. In my 1​st​ year, I
stayed very close to the
text to ensure that my kids
covered the material
according to the
curriculum map. However,
a smaller school affords
more autonomy in terms
of instruction design and I
have taken that to
increase the number of
real world projects that
we do to teach (rather
than directly from the
text). Project-based
learning and true life
experiences are so
valuable and I am
becoming more
comfortable turning over
the project to my students,
to have them take on a
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

project, make it their own,

and drive their education.
It does not mean that
every subject is right for
this type of learning, but I
am finding ways to
incorporate effective
instructional strategies
into my curriculum.
9/23/17

This year, my approach to

instruction has really been
to utilize a wide-range of
strategies to keep my kids
engaged and excited about
learning! I would have
rated myself as innovating
except for the fact that
although I am doing a lot
to support my struggling
learners, I still feel that I
can do more to
simultaneously challenge
my higher-learners. I have
worked really diligently to
make the content
accessible and engaging
for my learners and used a
wide variety of strategies
to support their
understanding. I would
like to do more to
challenge their
higher-level of thinking
and this is a definite goal
of mine for the future!
4/30/18

As my teaching practice
continues, I have gained a
lot of valuable experience
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

about how to design a

lesson to engage my
students, no matter what
their learning style or
achievement level so far.
By incorporating graphics,
relevant pop culture
references, videos, and
coupling those with an
enthusiastic delivery, my
lessons are accessible and
supportive of all learning
styles. I would like to
continue working on my
strategies to include more
extensive strategies to
challenge higher-level
thinkers in my classes.
10/30/18

I was very close to rating

myself as “Innovating” in
this category because I do
feel that I have used an
extensive repertoire of
strategies to foster
enthusiasm for our
subject and
meta-cognitive skills for a
wide range of students.
However, I am very
conscious of the fact that I
have room to grow in
terms of reaching my ELLs
and students with
higher/lower
achievement.
Implementing strategies
such as choice boards
have allowed me to
challenge my higher
achievers, as well as
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

support my struggling
students in a way that I
have been working on for
the past few years (thank
you BTSA!). However, I
know that I can continue
to grow and explore more
strategies for each of
these groups, as well as
for my ELLs as I stated
earlier. 3/29/19
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
lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
3.5 Using and
matter accessible to to students. and skill development in needs and make subject extend student
adapting resources,
students. subject matter. Resources matter accessible to understanding and critical
technologies, and
Explores how to make reflect the diversity of the students. 4/30/18 thinking about subject
standards-aligned
Identifies technological technological resources classroom and support 10/30/18 matter.
instructional
resource needs. available to all differentiated learning of 3/29/19
materials including
students.9/23/17 subject matter.9/23/17 Ensures that student are
adopted materials, to
Assists student with able to obtain equitable
make subject matter
Guides students to use equitable access to access to a wide range of
accessible to all
available print, electronic, materials, resources, and technologies through
students
and online subject matter technologies. Seeks ongoing links to outside
resources based on outside resources and resources and support.
individual needs. support. 4/30/18
10/30/18
3/29/19
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
This year with technology,
I would like to expand my
use of technology for
students. We have limited
access to technology (it is
used more readily in the
upper grades) but that
does not mean my kids
should not use it at all.
Technology proficiency is a
real-world skill and I’d like
to prepare my kids for
using technology. I have
built up our use of
technology a little more
but there is so much room
to grow in this area!
9/23/17
As my years have
continued with my 3​rd
grade curriculum, I have
been more confident to
disregard/adapt the
material that I inherited
from the previous teacher
if it does not work for the
needs of my students. I
take time to research
effective
methods/techniques for
certain subjects. However,
student access to
technology in our class is a
little limited. 9/23/17
This year I have worked
really hard to enhance the
number of different
resources, instructional
materials, and technology
that we use throughout
our curriculum. I have
searched through
materials available at
school, sought outside
materials, and quite often
made my own to fit our
needs. Although the
students do not have a lot
of access to individual
technology for my classes,
I have utilized technology
in different ways to make
our curriculum more
engaging. Videos,
powerpoints,
cartoons/memes,
audiobooks, and picture
slideshows have all been
used throughout our year
to make our content more
accessible and engaging. I
also tried something new
this year by sending home
more project-based
learning assignments,
which included
technological options as
modes of presentation
(GoogleSlides). (I sought
the help of our parents to
support our kids in their
projects.) I wanted to see
how many of my kids
would take the
opportunity and to my
surprise the majority of
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

the kids did! It made me

more confident to start
offering opportunities to
use technology at home to
communicate our
learning. 4/30/18

Traditionally, religious
studies has either been
taught very tightly aligned
with our textbook, or gone
very far away from the
book to the point that the
kids did not have any
accountability towards
showing their
understanding of the
topics being discussed.
This year, my goal was to
utilize the book as a
resource, but also to draw
upon the variety of
relevant and engaging
resources that showcase
our academic content in a
way that the kids can
connect with. Early in the
year, I assessed the needs
of my students and have
been able to tailor my
lessons to suit their
individual learning needs.
Our academic content has
become much more
accessible to the kids and
engaging, while still
adhering to the content
standards and producing
quality results in terms of
the kids showcasing their
understanding of the
topics at hand. Technology
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

has become a really

integral part of my
teaching practice as many
of our assignments are
done online, and I utilize
technology every day in
class during discussions.
10/30/18

I have really worked to

explore a wide range of
strategies that can be
beneficial to my students’
understanding of our
subject matter. (And I
continue to explore and
evolve in this area.) With a
few years of experience
now, I find myself being
able to identify the needs
of my students when I get
to know them and I work
to integrate strategies that
will help them. This
includes making resources
available with equal
access to my students and
establishing routines for
students to find necessary
information. For example,
this year my middle
schoolers are starting to
use Google Classroom to
access/turn in
assignments and this has
been a great benefit to me
as a specialty teacher,
because I do only see my
kids for a limited number
of days each week. This
platform has allowed me
to post
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

resources/information
that my students have
equal access to and they
can communicate
questions easily with me
even when we do not have
class that day. It has really
allowed our lines of
communication to remain
open to help my students
achieve their best in our
class! 3/29/19
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
English learners’ performance language development to content goals.
to identify gaps in English support English
language learners.​4/30/18
3.6 Addressing the Provides adapted materials development.9/23/17 Develops and adapts Is resourceful and flexible in
10/30/18
needs of ​English to help English learners instruction to provide a wide the design, adjustment, and
3/29/19
learners​ and student access content. Attempts to scaffold content range of scaffolded support elimination of scaffolds
with special needs to using visuals, models, and Creates and implements for language and content for based on English learners’
provide equitable graphic organizers.9/23/17 scaffolds to support the range of English learners. proficiencies, knowledge,
access to the content standards-based instruction and skills in the content.
using literacy strategies,
SDAIE, and content level
English language
development in order for
students to improve language
proficiencies and understand
content.​4/30/18
10/30/18
3/29/19
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
I have not had English
Language Learners at this
school. However, in my
student teaching
experience, I worked in a
class of 35 ELLs and that
experience has shaped my
classroom approach, even
with an all English
speaking class. When I
have a student who
struggles with reading, I
am able to employ some of
the strategies I used with
my ELLs in the past.
However, because I do not
have ELLs in my class, it
does not call for
differentiated instruction
to support ELLs
specifically. I do attempt to
scaffold my content with
visuals, graphic organizers,
and demonstrations but
could do a better job or
incorporating more of this
into my teaching practice.
We do utilize a wider
variety of assessment
measures to gauge our
students’ English
proficiency in listening,
speaking, reading and
writing (MAP, STAR, DRA,
CTP4, ERB, etc.). This is
used in the classroom but
also helps inform my
school-wide goals in
reading. 9/23/17
This year, I had a few
English Language Learners
who taught me a lot about
truly differentiating
instruction to meet their
needs. While I worked on
our style of notes to make
the material more
accessible for them (more
“fill in the blanks” than
prodigious copying from
the board, and direct
instruction of new
vocabulary), I also took a
step back during our
lectures to examine any
idioms, similes,
metaphors, etc that I was
using to explain our
concepts. I noticed that I
use a lot of these types of
phrases in our lectures to
explain certain concepts
without realizing it and so
I have become more aware
during our discussions so
as to not alienate any of
my ELLs. I think that while
I have improved in my
ability to scaffold
instruction to meet the
needs of my ELLs, I can do
more to develop a wide
range of strategies to meet
their needs more fully and
continue to make our
content accessible.
4/30/18
In the past few years of
teaching, I have come to
discover a few ways to
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

help support my ELLs in

our class content. This
year, it is especially helpful
to have those strategies
under my belt because I
have quite a few ELLs in
my classes and so I am
grateful to have an idea of
how to help them
understand our content. I
think the biggest
realization for me was the
difference in development
of BICS and CALP. It can
sometimes be deceiving to
think that an ELL has a
broader knowledge of
English usage because of
their spoken English skills.
In our curriculum, I
incorporate a great deal of
reading, writing, speaking
and listening to ensure
that my ELLs can keep up
with the pace of our work,
while building up their
language skills. I also take
a great deal of time to
introduce new vocabulary
(using visuals/graphics)
which is also beneficial for
my native English
speaking students when
we introduce terms that
they may not be familiar
with. 10/30/18

While I do have strategies

in place to scaffold
learning for my ELLs, I
think that this is an area in
which I can continue to
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
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.9/23/17
grow. I have structured
my classes around
discussion and so my ELLs
are hearing subject-matter
vocabulary consistently in
context and usually with
definitions. Many are also
eager and confident
enough to ask questions if
something needs
clarification. However, in
terms of systematically
explaining vocabulary and
encouraging the consistent
use of it on behalf of my
ELLs, I will continue to
consciously implement
strategies to help their
grasp of both BICS and
CALP. 3/29/19
Utilizes information on the Integrates accommodations, Guides and support the full
full range of students adaptations, and extensions range of student with special
identified with special needs to instruction for the full needs to actively engage in
to assess strengths and range of students with the assessment and monitor
competencies to provide special needs to ensure their own strengths, learning
appropriate challenge and adequate support and needs, and achievement in
accommodations in challenge.​4/30/18 accessing content.
instruction.9/23/17 10/30/18
3/29/19 Communicates and
Communicates regularly with collaborates with resource
resource personnel, Communicates and personnel, para-educators,
para-educators, and families collaborates with colleagues, families, leadership, and
to ensure that student students in creating a
support staff, and families to
services are provided and ensure consistent coordinated program to
progress is made in accessing optimize success of the full
instruction. Supports families
appropriate content.9/23/17 in positive engagement with range of students with
special needs.
school.​4/30/18
Refers students as needed in
a timely and appropriate 10/30/18 Takes leadership at the
manner supported with 3/29/19 site/district and collaborates
documented data over time, with resource personnel to
including interventions tried Initiates and monitors ensure the smooth and
previous to referral. referral processes and effective implementations of
follow-up meeting to ensure referral processes.
that students receive support
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
In this, my third year of
teaching, I am learning to
pinpoint when certain
students need to be
assessed for learning
abilities. In my first years, I
tried to handle everything
“in house”. I have begun
strengthening the line of
communication with our
administration and also
our families. Some families
are in our community are
very resistant to hearing
that their child needs to be
assessed, while others are
totally on board! I take it
on a case by case basis.
9/23/17
When students with
special needs (identified
or suspected) are in my
class, I talk with the family
and their previous
teachers (if available on
our campus). From them, I
have a list of
accommodations that
work, and also try some of
my own. I integrate them
into the curriculum or
make accommodations for
the student in instruction
to ensure accessibility.
Because we have a smaller
school, there is not much
availability of extra
support for students with
needs. Families provide
some support outside of
school but we stay in
contact with one another
to track their student’s
progress and
development. Some
parents are very involved
and will stay on top of
their student’s progress;
others are more laid back
or refuse to take steps to
have their child assessed.
Then, it is my
responsibility to research
and draw from the
knowledge/experience of
my colleagues and
and/or extended learning
that is integrated into the
core curriculum.​4/30/18
10/30/18
3/29/19
This was a really
interesting year in the fact
that I had the opportunity
to work extensively with
students who have special
needs. I sought counsel
from their former
teachers, my
administration, and really
kept the lines of
communication open with
families throughout the
year. I purposely kept our
dialogue very positive and
more “solution based”
than just identifying
problems and I believe
that parents really
responded to that.
In class, I integrated
accommodations to
instruction ​for my
students with special
needs, although I believe
that in the future I can
tailor some of our
activities/output t​ o better
suit specific needs now
that I am more familiar
with techniques that will
help.
I also had the opportunity
to be a part of my first IEP
process and studied the
whole process in-depth. It
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

administrators to make was very interesting to

proper accommodations. see the way that the case
9/23/17 was handled and I fully
advocated for my student
the entire time. Although
she did not qualify, I took
the opportunity to ask for
tips/strategies to help her
as best I can in the class
and began implementing
those techniques almost
immediately afterwards.
4/30/18

This year, because I am

working with a wide
number of students, it has
taken some time to get a
clear picture of the
learning styles and
specific academic needs of
my students (unless they
were sent to me
specifically through an IEP
or admin/parent email).
At this point in the year
however, it’s more of a
clear picture and I am able
to adjust and
accommodate learner
differences to ensure that
the content is accessible to
all of my students. I think
one aspect that I would
still like to improve upon
is providing more
challenge for my
higher-level students. I
have learned so many
strategies to scaffold
learning for my slower
learners, but am
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

constantly on the lookout

for strategies to challenge
my higher achievers.

I am in constant contact
with colleagues, families,
and the students
themselves to keep them
on the same page with
their achievement and
performance, while
encouraging them with
positive reinforcement
and celebrating their
successes. It is especially
important to follow-up
with families and
homeroom teachers this
year because I am
working with so many
students and I make it a
priority to check in after a
given amount of time to
ensure that progress has
been made on any issues
that arise. 10/30/18

My teaching style has

always been flexible and
open to accommodations
or modifications that
needs to be made on
behalf of different types of
learners. I have been
especially proud of my
growth this semester as I
have been able to engage
my higher-achievers,
which has been a goal of
mine from the start. I had
built up a great deal of
scaffolding for my
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

struggling students, but

was not satisfied with the
challenge that I was
providing to my advanced
students. However, I have
been able to implement
more strategies this term
to do so and will continue
to grow in this arena!

I have also worked to keep

open lines of
communication with my
colleagues and families
about student
achievement. This has
been especially important
this year as a specialty
teacher as I am
encountering a wider
number of parents who
respond well to different
styles of communication.
It’s also been important as
my middle schoolers work
to take on more
accountability of their
work and rely less on their
parents to intervene,
whereas my elementary
parents are still heavily
involved. Either way, I
have worked to keep
parents in the loop, as well
as my colleagues, about
improvements or
observations about
student
behavior/performance.
This communication is
consistent and I follow up
regularly to ensure the
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

best outcomes for my kids.

3/29/19