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
matter, related academic academic language to
language, and academic identify connections
3.1 Demonstrating content standards. between academic
knowledge of subject content standards and
matter academic instruction. 7/10/19
content standards
I am working on creating
better instructional
strategies and learning
activities. Our school
adopted a new language
arts curriculum mid-year
that I am still researching
and getting to know. I do
try to find appropriate
supplemental resources
online that are engaging
and appeal to the
different types of learners
in the classroom.
7/10/19
Applying Integrating
Understands and explains Uses broad knowledge of
the relationship between inter-relationships of
essential subject matter concepts, academic content
concepts, academic standards, and academic
language, and academic language in ways that
content standards. ensure clear connections
and relevance to students.
12/13/19
I have worked on creating
projects that work across
the different curriculums as
a way for the students to
see the connection and
relevance among the
subjects. For example, we
connected science with our
language arts writing skills.
We studied the life cycle of
different plants and
animals. We connected
science with language arts
curriculum of sequential
order and comparing and
contrasting non-fiction with
fiction stories surrounding
this topic. 12/13/19
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
4/12/20.
I researched the Math
prodigy online program
and was using in my
classroom from the
start of the school year.
Now that we are
teaching online, I
shared with my grade
level team how the
game has improved my
students' ability to
learn the mathematics
skills. I demonstrated
how to use the game
and the grade level
team is using it to help
their students during
this time. 4/12/20
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Has basic knowledge of Expands knowledge of
student stages of student development and
development while implements learning
becoming aware of activities in single lessons
differences in students’ or sequence of lessons
understanding of subject that addresses students’
matter. proficiencies and support
understanding of subject
Teaches subject-specific matter including related
3.2 Applying vocabulary following academic language.
knowledge of curriculum guidelines. 7/10/19
student development 7/10/19
and proficiencies to Provides explicit teaching
ensure student of essential content
understanding of vocabulary and
subject matter associated academic
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.
One area I am really Depending on the type of
lacking in is teaching learning activity, I have to
subject-specific gauge and plan whether I
vocabulary. I introduce will need them to move,
vocabulary during the work in groups, or work
language arts units and independently. Since my
during science chapters students are 6-7 years
but I lack in covering old, I have to plan
vocabulary necessary for according to their ability
mathematics lessons. to remain on task or else
7/10/19 the activity loses its
impact of them retaining
information. 7/10/19
Applying Integrating
Adapts instruction in Integrates knowledge of
response to knowledge of range of students’
student development and development into
proficiencies to meet instructional decisions to
students’ diverse learning ensure student
needs. Ensures understanding of the
understanding of subject subject matter including
matter including related related academic language.
academic language. 12/13/19
Provides explicit teaching Provides explicit teaching of
of essential vocabulary, specific academic language,
idioms, key words with text structures,
multiple meanings, and grammatical, and stylistic
academic language in language features to ensure
ways that engage equitable access to subject
students in accessing matter understanding for
subject matter text or the range of student
learning activities. language levels and
abilities. 12/13/19
I created a Bingo Choice
Board to ensure student
understanding of the
language arts subject
matter. I also incorporated
use of technology as a
different mean of learning
the subject matter. The
choice board options give
the students an opportunity
to be empowered learners
where they are responsible
for setting their own goals
for learning. 12/13/19
Innovating
Utilizes comprehensive
knowledge of students
to guide all students to
develop proficiencies,
understand subject
matter including
related academic
language.4/12/20
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.
When my students are
assessed using NWEA MAP, I
look at the report and
determine how the students'
are learning and adjust
accordingly. I did this for the
Fall semester and created
small instructional groups.
Now, I can move my students
around based on my new
research findings. I also
correlated their age as being
a factor in their development.
Those groups that need to
have few students and less
distractions are the students
who are the lower age of the
first grade spectrum.
4/12/20
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Follows organization of Examines organization of
curriculum as provided curriculum and considers
by site and district to adjustments in single
support student lessons or sequence of
understanding of the lessons to support
3.3 Organizing
subject matter. understanding of subject
curriculum to
matter. 7/10/19
facilitate student
understanding of the
subject matter
When introducing a new
topic, I like to review the
previous topics. If I
realize that majority of
the class forgot what we
just learned, I have to
take the time to review or
else the next lesson will
not make sense. I try to
do this with all my
lessons in order to
properly scaffold new
academic content.
7/10/19
3.4 Utilizing Uses instructional Gathers and uses
instructional strategies that are additional instructional
strategies that are provided in the strategies in single
appropriate to the curriculum. lessons or sequence of
Applying Integrating
Uses knowledge of Integrates knowledge of
curriculum and student curriculum and resources to
readiness to organize and organize and adjust
adjust the curriculum to instruction within and
ensure student across subject matter to
understanding. extend student
understanding. 12/13/19
I created a Math Jeopardy
Game Show Review to
further students'
understanding of two math
chapters. It was also a great
way for me to check for
understanding. I was able to
adjust my instruction and
review the academic
language or problems the
students were still
struggling with. 12/13/19
Selects and adapts a Integrates instructional
variety of instructional strategies appropriate to
strategies to ensure subject matter to meet
student understanding of students’ diverse learning,
Innovating
Uses extensive
knowledge of
curriculum and related
resources to flexibly
and effectively organize
and adjust
instruction.4/12/20
Ensures student
comprehension and
facilitates student
articulation about what
they do and do not
understand.
When creating my
lesson plans, I make
sure to use a variety of
resources and I am
flexible in their
movement between
whole group and small
group instruction. It is a
great way to maintain
their attention
throughout the day.
4/12/20
Uses an extensive
repertoire of
instructional strategies
to develop enthusiasm,
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

lessons to increase academic language to ensure student meta-cognitive abilities,
student understanding of appropriate to subject understanding of academic and support and
academic language matter and that language, and guide student challenge the full range
subject matter appropriate to subject addresses students’ in understanding of student towards a
matter. 7/10/19 diverse learning needs. connections within and deep knowledge of
12/13/19 across subject matter. subject matter.
4/12/20
When teaching a lesson, I Along with incorporating Along with the strategies I
like to incorporate visuals, videos, and was using, I started
visuals, videos, powerpoints, I started incorporating videos with
powerpoints, or create focusing on using our music, movement, and
posters to increase interactive notebook. exercise. This was a great
student understanding. I Students practice the way to work with my
like to engage the academic language during students who needed the
students visually instead small groups using dry- extra support when
of just listening to me erase worksheets and learning to blend sounds.
explain a new topic. This with interactive notebook Learning this skill helped
allows me to get better type worksheets where them start to blend quickly
student understanding they cut and paste. and read the decodable
since I am covering the 12/13/19 readers. There was a huge
academic language and improvement when adding
subject matter in an additional resource.
different ways. 7/10/19 4/12/20

3.5 Using and Uses available Explores additional Selects, adapts, and Integrates a wide range of Engages students in
adapting resources, instructional materials, instructional materials, utilizes appropriate adapted resources, identifying and
technologies, and resources, and resources, and instructional materials, technologies, and adapting resources,
standards-aligned technologies for specific technologies to make resources, and instructional materials to technologies, and
instructional lessons to make subject subject matter accessible technologies for concept meet identified student standards-aligned
materials including matter accessible to to students. 7/10/19 and skill development in needs and make subject instructional materials
adopted materials, to students. subject matter. Resources matter accessible to to extend student
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Explores how to make reflect the diversity of the students. 12/13/19 understanding and
Identifies technological technological resources classroom and support critical thinking about
resource needs. available to all students. differentiated learning of Assists student with subject matter.
7/10/19 subject matter. equitable access to
materials, resources, and Ensures that student
make subject matter
Guides students to use technologies. Seeks outside are able to obtain
accessible to all
available print, electronic, resources and support. equitable access to a
students
and online subject matter 12/13/19 wide range of
resources based on technologies through
individual needs. ongoing links to outside
resources and support.
4/12/20
With the new curriculum I make my instructional I created a resource
our school adopted, I materials more accessible link for all the parents
strategically pull lessons by using the powerpoint and students to access.
and activities that will versions of the language This ensures that
support the standards as arts curriculum. I connect students have access to
well as supporting the parents to the students' a wide range of
students’ understanding. subject matter through the technologies and
All students have online use of Benchmark Advance programs outside of the
access to the curriculum Online, iStation, Xtra Math, classroom. 4/12/20
from home and they can RazKids, and Prodigy. I
use our classroom manage the use of
computers to access it. I technology and student
also look for learning strategies across
supplemental resources different digital platforms.
online that will help 12/13/19
deepen their learning.
7/10/19
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Is aware of students’ Seeks additional information
primary language and describing elements of
English language culture and language
proficiencies based on proficiencies in listening,
available assessment data. speaking, reading, and
writing. Uses multiple
measures for assessing
English learners’
3.6 Addressing the performance to identify gaps
needs of English in English language
learners and student Provides adapted materials development. 7/10/19
with special needs to to help English learners
provide equitable access content. Attempts to scaffold content
access to the content using visuals, models, and
graphic organizers. 7/10/19
At the start of the year, I
look at my students’
CELDT data. This helps
me understand how I will
group students and how I
will explain content.
When I introduce new
language arts vocabulary,
I provide the students
with a visual model or a
video that shows them an
example of the
vocabulary. Where I need
to improve is using
scaffolds during the other
academic areas. 7/10/19
Applying
Identifies language
proficiencies and English
learner strengths in the
study of language and
content. Differentiates
instruction using one or
more components of English
language development to
support English learners.
12/13/19
Creates and implements
scaffolds to support
standards-based instruction
using literacy strategies,
SDAIE, and content level
English language
development in order for
students to improve
language proficiencies and
understand content.
12/13/19
I started doing
mathematic small groups
because I have some
English learners that are
struggling with the
academic vocabulary of
that subject. I have been
able to differentiate the
math worksheets and
develop their language
skills by making
connections to their
primary language
(Spanish). Once I created
the small groups, I was
able to identify their
strengths and they are
more confident when I
am instructing whole
group in English.
12/13/19
Integrating Innovating
Integrates knowledge of Engages English learners
English language development, in assessment of their
English learners’ strengths and progress in English
assessed needs into English language development
language and content and in meeting content
instruction.4/12/20 standards. Supports
students to establish and
monitor language and
content goals.
Develops and adapts
instruction to provide a wide
range of scaffolded support for Is resourceful and flexible
language and content for the in the design, adjustment,
range of English learners. and elimination of
4/20/20 scaffolds based on English
learners’ proficiencies,
knowledge, and skills in
the content.
During this distance
learning time, I have
created math PowerPoints
to showcase the academic
vocabulary with pictures
and visual examples. This
has helped the English
learners understand the
content being taught. I also
shared this among the
grade level. 4/12/20
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Has an awareness of the full
range of students identified
with special needs through
data provided by the school.
Attends required meeting
with resource personnel and
families.
3.6 Addressing the
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
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. 7/10/19
Communicates regularly
with resource personnel,
para-educators, and families
to ensure that student
services are provided and
progress is made in
accessing appropriate
content. 7/10/19
Refers students as needed in
a timely and appropriate
manner supported with
documented data over time,
including interventions tried
previous to referral.
7/10/19
I am given a binder with
information on all my
students with special
needs. This provides me
with the proper
accommodations and
challenges that might arise
during instruction. I feel
very comfortable
communicating and getting
the support from our
special education team. I
also maintain
communication with the
special education team and
student services team
when it comes to referring
students. 7/10/19
Integrating
Integrates accommodations,
adaptations, and extensions to
instruction for the full range of
students with special needs to
ensure adequate support and
challenge. 12/13/19
Communicates and
collaborates with colleagues,
support staff, and families to
ensure consistent instruction.
Supports families in positive
engagement with school.
12/13/19
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. 12/13/19
This year, I have a student with
a one-to-one Adult Assistant.
Every day, I have to
communicate the objectives
and how we can modify or
accommodate the instruction.
The AA and resource teacher
have been very supportive in
accommodating all the
assessments. I have
communicated what the main
focus and skills are and the
team and I have come up with
alternatives that still challenge
the student and demonstrates
her understanding. 12/13/19
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.
4/12/20
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.
During this distance
learning time, I have
created math
PowerPoints to
showcase the
mathematics academic
vocabulary with
pictures and visual
examples. This has
helped the English
learners and students
with special needs
understand the content
being taught online. I
also shared this among
the grade level.
4/12/20
CSTP 3: Understanding and Organizing Subject Matter for Student Learning