CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Has a foundational Examines concepts in
knowledge of subject subject matter and
3.1 Demonstrating matter, related academic academic language to
knowledge of subject language, and academic identify connections
matter academic content standards. between academic content
content standards standards and instruction.
7/9/18
When lesson planning, I
look at the academic
language and look for
ways to connect to
previous lessons for better
understanding. 7/9/18
I always make sure to go
over any vocabulary
terms and frontload so
students may understand
the concepts better. 7/9/18
Applying Integrating Innovating
Understands and explains Uses broad knowledge of Uses extensive knowledge of
the relationship between inter-relationships of subject matter concepts,
essential subject matter concepts, academic content current issues, academic
concepts, academic standards, and academic language, and research to
language, and academic language in ways that make relevant connections to
content standards. 11/5/18 ensure clear connections standards during instruction
and relevance to students. and extend student learning.
5/3/19
Teacher provides Teacher uses Scholastic
connections between News to talk and teach about
concepts by beginning each current issues and research.
lesson with “Remember Teacher also leads class
from last lesson…”. discussion about current
Teacher tries to build issues in the news that are
concepts on each other or appropriate for grade level.
make connections from one 5/3/19
to another. 11/5/18
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
vocabulary following academic language.
3.2 Applying curriculum guidelines.
knowledge of student Provides explicit teaching
development and of essential content
proficiencies to ensure vocabulary and associated
student understanding academic language in
of subject matter single lessons or sequence
of lessons. Explains
academic language,
formats, and vocabulary
to support student access
to subject matter when
confusions are identified.
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. 7/9/18
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.
7/9/18
I regularly frontload
vocabulary before starting a
lesson and have vocabulary
cards displayed on the walls
for my ELL students. 7/9/18
Integrating
Integrates knowledge of
range of students
development into
instructional decisions to
ensure student
understanding of the subject
matter including related
academic language.
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. 7/9/18
I frequently use graphic
organizers to go over
vocabulary words to ensure
that my students understand
the language in the lesson.
7/9/18
Innovating
Utilizes comprehensive
knowledge of students to
guide all students to develop
proficiencies, understand
subject matter including
related academic language.
11/5/18
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. 11/5/18
Teacher provides students
with various study tools for
vocabulary and academic
language, including
flashcards and practice tests
using Google Classroom.
Students are involved in goal
setting, monitoring, and
improvement - they use their
academic portfolios to
analyze their growth in each
subject. 11/5/18
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Follows organization of
curriculum as provided by
site and district to support
student understanding of the
3.3 Organizing subject matter.
curriculum to facilitate
student understanding
of the subject matter
Examines organization of Uses knowledge of Integrates knowledge of Uses extensive knowledge of
curriculum and considers curriculum and student curriculum and resources to curriculum and related
adjustments in single readiness to organize and organize and adjust resources to flexibly and
lessons or sequence of adjust the curriculum to instruction within and effectively organize and
lessons to support ensure student across subject matter to adjust instruction. 7/9/18
understanding of subject understanding. extend student
matter. understanding. 7/9/18 Ensures student
comprehension and
facilitates student
articulation about what they
do and do not understand.

I frequently teach across Many of my class projects

curricula and create my
own resources when
needed. 7/9/19
are from student interests
that are related to the
curriculum. Our school's
standards are flexible and we
are able to adjust them based
on student interest. 7/9/18

Teacher plans units in an

order that relates previous
unit to the next or in relation
to school events. Teacher
teaches the curriculum
flexibly and makes many
adjustments in accordance
with school trips, season,
etc. 11/5/18
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Uses instructional strategies Gathers and uses
that are provided in the additional instructional
curriculum. strategies in single
lessons or sequence of
3.4 Utilizing lessons to increase
instructional strategies student understanding of
that are appropriate to academic language
the subject matter appropriate to subject
matter. 7/9/18
I use various teaching
methods, especially if the
lesson is more difficult. I
frequently break out into
small groups if I see that
students are struggling
with the material. In
addition, I re-teach the
same lesson in different
ways if necessary. 7/9/18
Applying
Selects and adapts a variety
of instructional strategies to
ensure student
understanding of academic
language appropriate to
subject matter and that
addresses students’ diverse
learning needs. 7/9/18
I usually use direct
instruction, but often break
up into strategic small
groups to address my
students' diverse learning
needs. 7/9/18
Integrating Innovating
Integrates instructional Uses an extensive repertoire
strategies appropriate to of instructional strategies to
subject matter to meet develop enthusiasm, meta-
students’ diverse learning, cognitive abilities, and
to ensure student support and challenge the
understanding of academic full range of student towards
language, and guide student a deep knowledge of subject
in understanding matter.
connections within and
across subject matter.
11/5/18
Teacher frequently groups
students together so that
they can learn and teach
each other. Teacher uses
different group settings to
ensure student
understanding of academic
language and connection
with the subject matter.
11/5/18
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Uses available instructional Explores additional Selects, adapts, and utilizes Integrates a wide range of Engages students in
materials, resources, and instructional materials, appropriate instructional adapted resources, identifying and adapting
technologies for specific resources, and materials, resources, and technologies, and resources, technologies, and
lessons to make subject technologies to make technologies for concept instructional materials to standards-aligned
3.5 Using and adapting matter accessible to subject matter accessible and skill development in meet identified student instructional materials to
resources, technologies, students. to students. subject matter. Resources needs and make subject extend student understanding
and standards-aligned reflect the diversity of the matter accessible to and critical thinking about
instructional materials Identifies technological Explores how to make classroom and support students. 7/9/18 subject matter. 7/9/18
including adopted resource needs. technological resources differentiated learning of
materials, to make available to all students. subject matter. Assists student with Ensures that student are able
subject matter equitable access to to obtain equitable access to
accessible to all Guides students to use materials, resources, and a wide range of technologies
students available print, electronic, technologies. Seeks outside through ongoing links to
and online subject matter resources and support. outside resources and
resources based on 7/9/18 support. 7/9/18
individual needs.
My school uses the online I teach my students how to
tools for our textbooks. use different resources,
These tools help assist including their iPads and
students when they are Chromebooks to extend their
struggling with the material. understanding about a
In addition to the online subject matter. 7/9/18
tools, I seek out different
resources for extra practice My students know how to
for my students. 7/9/18 access the class website to
obtain access to the different
online resources that are
available to them. They also
know how to contact me via
Class Dojo if they have any
questions about their
assignments or topics. 7/9/18

Teacher posts all related

online resources on Google
Classroom page so that all
students are able to access
the information when
needed. 11/5/18
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of students’ Seeks additional Identifies language Integrates knowledge of Engages English learners in
primary language and information describing proficiencies and English English language assessment of their progress
English language elements of culture and learner strengths in the development, English in English language
proficiencies based on language proficiencies in study of language and learners’ strengths and development and in meeting
available assessment data. listening, speaking, content. Differentiates assessed needs into English content standards. Supports
reading, and writing. Uses instruction using one or language and content students to establish and
multiple measures for more components of instruction. monitor language and
assessing English English language content goals.
3.6 Addressing the learners’ performance to development to support
needs of English identify gaps in English English learners. 11/5/18
learners and student Provides adapted materials language development. Develops and adapts Is resourceful and flexible in
with special needs to to help English learners Creates and implements instruction to provide a the design, adjustment, and
provide equitable access content. Attempts to scaffold scaffolds to support wide range of scaffolded elimination of scaffolds
access to the content content using visuals, standards-based instruction support for language and based on English learners’
models, and graphic using literacy strategies, content for the range of proficiencies, knowledge,
organizers. 7/9/18 SDAIE, and content level English learners. and skills in the content.
English language
development in order for
students to improve
language proficiencies and
understand content. 11/5/18
I frequently use visuals, Teacher differentiates
models, and graphic instruction for English
organizers to help my language learners. Teacher
ELL students with uses SDAIE strategies
vocabulary. I use a lot of during every day lessons
frontloading to help them and provides ample
understand the vocabulary opportunity for students to
prior to lessons. 7/9/18 practice language skill.
11/5/18
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Has an awareness of the full Seeks additional
range of students identified information on the full
with special needs through range of students
data provided by the school. identified with special
needs to address
challenges or supports in
single lessons or sequence
of lessons.
Attends required meeting
with resource personnel and
3.6 Addressing the families. Cooperates with resource
needs of English personnel, para-educators,
learners and student and families during
with special needs to meetings and activities in
provide equitable support of learning plans
access to the content and goals.
Learns about referral Seeks additional
processes for students with information on struggling
special needs. learners and advanced
learners to determine
appropriateness for
referral.
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.
Communicates regularly
with resource personnel,
para-educators, and families consistent instruction.
to ensure that student
services are provided and
progress is made in
accessing appropriate
content.
Refers students as needed in follow-up meeting to ensure
a timely and appropriate
manner supported with
documented data over time, learning that is integrated
including interventions tried into the core curriculum.
previous to referral.
Integrating
Integrates accommodations,
adaptations, and extensions
to instruction for the full
range of students with
special needs to ensure
adequate support and
challenge. 7/9/18
Communicates and
collaborates with
colleagues, support staff,
and families to ensure
Supports families in
positive engagement with
school. 7/9/18
Initiates and monitors
referral processes and
that students receive
support and/or extended
I use scaffolding to help my
students with special needs.
My gifted students
frequently receive
challenging work to
complete after they are
finished with regular
assignments. 7/9/18
I keep in close contact with
parents and the
administration team to
provide support to students
who have special needs. We
meet occasionally to discuss
how to better meet the
needs of the students.
7/9/18
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. 11/5/18
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. 11/5/18
Takes leadership at the site/
district and collaborates with
resource personnel to ensure
the smooth and effective
implementations of referral
processes. 11/5/18
Teacher provides students
and families with outside
resources to help students
(ex: tutor, after-school
programs, free meals, special
testing for learning
disability, etc.). Teacher
communities with school
personnel and families to
guide and support the full
range of students in the
class. 11/5/18
CSTP 3: Understanding and Organizing Subject Matter for Student Learning