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 Uses extensive
knowledge of subject subject matter and explains the knowledge of inter- knowledge of subject
matter, related academic language to relationship between relationships of matter concepts,
3.1 academic language, identify connections essential subject concepts, academic current issues,
Demonstrating and academic between academic matter concepts, content standards, academic language,
knowledge of content standards. content standards and academic language, and academic and research to make
subject matter instruction. 9/20/18 and academic language in ways that relevant connections
academic content content standards. ensure clear to standards during
standards 5/5/19 connections and instruction and
relevance to extend student
students. 10/2019 learning.
3/2020
9/20/18 5/5/19 The lesson 10/2019 I connect
I use instructional vocabulary is of focus each subject to a life
materials provided by and review story or event and
the school to know throughout the support students
academic language learning activities. doing the same. We
and utilize the Students are guided watch Brainpop Jr.
language with in utilizing academic videos to connect to
students. language during informational text.
groups. Those who We review
need scaffolding are vocabulary and act it
supported with out, use it in
Evidence
sentence stems. sentences, or apply it
to relevant context.

3/2020 I engage
student’s prior
knowledge to engage
them in new lessons.
We review lesson
vocabulary. Students
watch educational
videos to enhance
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

learning and help
them make
connections to their
lives.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has basic knowledge Expands knowledge of Adapts instruction in Integrates knowledge Utilizes
of student stages of student development response to of range of students comprehensive
development while and implements knowledge of student development into knowledge of
becoming aware of learning activities in development and instructional students to guide all
differences in single lessons or proficiencies to meet decisions to ensure students to develop
students’ sequence of lessons students’ diverse student proficiencies,
understanding of that addresses learning needs. understanding of the understand subject
subject matter. students’ proficiencies Ensures subject matter matter including
9/20/18 and support understanding of including related related academic
understanding of subject matter academic language. language.
subject matter including related 3/2020
3.2 Applying Teaches subject- including related academic Engages student at
knowledge of specific vocabulary academic language. language.10/2019 Provides explicit all levels of
student following curriculum 5/5/19 teaching of specific vocabulary, academic
development and guidelines. 9/20/18 Provides explicit academic language, language, and
proficiencies to Provides explicit teaching of essential text structures, proficiencies in self-
ensure student teaching of essential vocabulary, idioms, grammatical, and directed goal setting,
understanding of content vocabulary key words with stylistic language monitoring, and
subject matter and associated multiple meanings, features to ensure improvement.
academic language in and academic equitable access to Guides all students in
single lessons or language in ways that subject matter using analysis
sequence of lessons. engage students in understanding for strategies that
Explains academic accessing subject the range of student provides equitable
language, formats, and matter text or language levels and access and deep
vocabulary to support learning abilities. 3/2020 understanding of
student access to activities.10/2019 subject matter.
subject matter when
confusions are
identified. 5/5/19
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

9/20/18 5/5/19 Constantly 10/2019 for math, 3/2020 I guide my
I am aware of referring to academic we use MyMath that lessons on student
developmental levels language and utilizing has an online prior knowledge. I
for students. Based it across content component where we consider student
on initial areas. review the essential learning plans, GATE
assessments, I question and students, and on level
understand the 5/5/19 When there is essential vocabulary. student abilities.
differences of student confusion, I will In language arts, Students often work
knowledge of subject explicitly explain the there is also an in groups. Academic
matter. vocabulary, typically online component language is explicitly
Evidence I’ll give real world that includes taught.
9/20/18 examples or try to vocabulary review
I follow curriculum relate it to something and essential
guidelines for else I know they are questions.
vocabulary familiar with. Also,
instruction. The when applicable, I
vocabulary is also look up pictures or
visual in the examples online and
classroom and show the whole class.
incorporated into The visual really
lessons helps.
Follows organization Examines Uses knowledge of Integrates knowledge Uses extensive
of curriculum as organization of curriculum and of curriculum and knowledge of
provided by site and curriculum and student readiness to resources to organize curriculum and
district to support considers adjustments organize and adjust and adjust related resources to
3.3 Organizing student in single lessons or the curriculum to instruction within flexibly and
curriculum to understanding of the sequence of lessons to ensure student and across subject effectively organize
facilitate student subject matter. support understanding. matter to extend and adjust
understanding of understanding of 9/20/18 student instruction. 3/2020
the subject subject matter. understanding.
matter 5/5/19 10/2019 Ensures student
comprehension and
facilitates student
articulation about
what they do and do
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

not understand.
3/2020
9/20/18 5/5/19
Based on initial I’ve gained 3/2020 Student
assessments, experience over the STAR testing,
students are year in connecting formative
organized into science to language assessments, and
learning groups and arts. This bridge has understanding of the
adjustments to greatly helped to range of student
curriculum are made close gaps in learning guides
for each group to language instruction.
ensure development and
understanding. vocab usage. 3/2020 students
reflect on their goals
10/2019 In language and growth through
arts, the stories in the the use of trimeter
Evidence
anthologies in goals. They
trimester 1 are about conference with
Plant Cycles. In teacher to create
Science we learn goals then reflect on
about plant their growth
structures and needs. throughout the
These topics over lap trimester.
and is a wonderful
tool for discussing
vocabulary and
student make
connections across
the curriculum.

3.4 Utilizing Uses instructional Gathers and uses Selects and adapts a Integrates Uses an extensive
instructional strategies that are additional variety of instructional repertoire of
strategies that provided in the instructional instructional strategies instructional
are appropriate curriculum. strategies in single strategies to ensure appropriate to strategies to develop
to the subject lessons or sequence of student subject matter to enthusiasm, meta-
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

matter lessons to increase understanding of meet students’ cognitive abilities,
student academic language diverse learning, to and support and
understanding of appropriate to ensure student challenge the full
academic language subject matter and understanding of range of student
appropriate to subject that addresses academic language, towards a deep
matter. students’ diverse and guide student in knowledge of subject
learning needs. understanding matter. 3/2020
5/5/19 connections within
and across subject
matter.10/2019
9/20/18 5/5/19 Students 10/2019 appropriate 3/2020
I try to utilize engage in academic instructional Instructional
instructional discourse in both strategies include strategies that are
strategies that are language arts and whole group appropriate are
engaging to the science. We try to instruction, small instructional videos,
students and effective work in some role group rotation, ENO whole group
in retention of the playing to act out board technology, instruction, small
material for students. vocabulary. We also iPad technology group work, partner
i.e. think-pair-share, draw and use the applications, and work, choice boards.
Evidence
utilizing graphic language in various independent work. We’ve had themed
organizers, scaffolding learning activities. We utilize Brainpop days where
writing, using Jr. to connect across engagement is high
manipulatives. the curriculum. and students pace
through the learning
during the day to
complete lessons
based on one theme
for the day.
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 Engages students in
instructional instructional utilizes appropriate range of adapted identifying and
materials, resources, materials, resources, instructional resources, adapting resources,
and technologies for and technologies to materials, resources, technologies, and technologies, and
specific lessons to make subject matter and technologies for instructional standards-aligned
3.5 Using and
make subject matter accessible to students. concept and skill materials to meet instructional
adapting
accessible to 9/20/18 5/5/19 development in identified student materials to extend
resources,
students. subject matter. needs and make student
technologies, and
Resources reflect the subject matter understanding and
standards-
Identifies Explores how to make diversity of the accessible to critical thinking
aligned
technological technological classroom and students. 3/2020 about subject matter.
instructional
resource needs. resources available to support
materials
all students. 9/20/18 differentiated Assists student with Ensures that student
including
5/5/19 learning of subject equitable access to are able to obtain
adopted
matter. 10/2019 materials, resources, equitable access to a
materials, to
and technologies. wide range of
make subject
Guides students to Seeks outside technologies through
matter accessible
use available print, resources and ongoing links to
to all students
electronic, and online support. 3/2020 outside resources
subject matter and support.
resources based on
individual
needs.10/2019
9/20/18 10/2019 We 3/2020 students
I try to make the differentiate reading differentiated groups
material more into 4 leveled groups work on iPads or in
engaging by based on collaborative work.
incorporating iPads or assessments and We often work on
group work or benchmark testing. academic vocabulary
Evidence
partner work or We use iPad apps IXL as a whole group so
instructional videos to and Splash Math to that it is done though
help increase interest differentiate for explicit instruction.
and engage students math. Student get Manipulation of
in material and differentiated vocabulary is done
academic language. spelling lists based with classmates
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

on their score on a through grouping.
5/5/19 Students pre-test. Students The ENO board is
minimally utilize share about utilized for student
technology to further themselves via STAR engagement.
develop vocabulary. student presentation.
There are online index
cards and virtual
textbook vocab cards
but students don’t
individually utilize the
technology.

The technology most

accessible to students
are the iPads and
SMARTboard. 5/5/19
Is aware of students’ Seeks additional Identifies language Integrates knowledge Engages English
primary language information proficiencies and of English language learners in
and English language describing elements English learner development, English assessment of their
proficiencies based of culture and strengths in the learners’ strengths progress in English
on available language proficiencies study of language and assessed needs language
assessment data. in listening, speaking, and content. into English language development and in
3.6 Addressing
9/20/18 reading, and writing. Differentiates and content meeting content
the needs of
Uses multiple instruction using one instruction. standards. Supports
English learners
measures for or more components students to establish
and student with
assessing English of English language and monitor
special needs to
learners’ performance development to language and content
provide equitable
to identify gaps in support English Develops and adapts goals.
access to the
Provides adapted English language learners. 3/2020 instruction to
content
materials to help development.10/2019 provide a wide range
English learners Creates and of scaffolded support Is resourceful and
access content. Attempts to scaffold implements scaffolds for language and flexible in the design,
content using visuals, to support standards- content for the range adjustment, and
models, and graphic based instruction of English learners. elimination of
organizers. 9/20/18 using literacy scaffolds based on
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

5/5/19 10/2019 strategies, SDAIE, English learners’
and content level proficiencies,
English language knowledge, and skills
development in order in the content.
for students to
improve language
proficiencies and
understand content.
3/2020
9/20/18 9/20/18 3/2020 Our class this
I know the primary Based on my year has 1 English
language for students knowledge of student learner. But all
in my class based on language, I scaffold students are working
information given to lessons and provide to build academic
the school by graphic organizers, language.
parents. labels and Differntiated
pictures/visuals when instruction includes
modeling lessons. working together to
utilize academic
5/5/19 We utilize language when
multiple measures to working in their
assess students. There small groups.
Evidence
are written
assessments that are Lessons are
most often read aloud, scaffolded and
there are oral language use is
assessments, and I try explicitly modeled.
to balance formative
and summative
assessments
throughout each
trimester.

5/5/19 All lessons are

structured to have
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

visuals, models and
graphic organizers to
support all learners.

10/2019 Test
questions are read
aloud to students.
Differentiated iPad
lessons can be heard
via head phones.
Lessons have visual
aids. Vocabulary is
addressed via song,
movement and
students putting
vocab into context.

Has an awareness of Seeks additional Utilizes information Integrates Guides and support
the full range of information on the on the full range of accommodations, the full range of
students identified full range of students students identified adaptations, and student with special
with special needs identified with special with special needs to extensions to needs to actively
through data needs to address assess strengths and instruction for the engage in the
3.6 Addressing
provided by the challenges or competencies to full range of students assessment and
the needs of
school. supports in single provide appropriate with special needs to monitor their own
English learners
lessons or sequence of challenge and ensure adequate strengths, learning
and student with
lessons. 9/20/18 accommodations in support and needs, and
special needs to
instruction. 5/5/19 challenge. 3/2020 achievement in
provide equitable
Cooperates with 10/2019 accessing content.
access to the
Attends required resource personnel, Communicates and
content
meeting with para-educators, and Communicates collaborates with Communicates and
resource personnel families during regularly with colleagues, support collaborates with
and families. meetings and resource personnel, staff, and families to resource personnel,
activities in support of para-educators, and ensure consistent para-educators,
learning plans and families to ensure instruction. Supports families, leadership,
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

goals. 9/20/18 that student services families in positive and students in
are provided and engagement with creating a
progress is made in school. coordinated program
Seeks additional accessing to optimize success
Learns about referral information on appropriate content. Initiates and of the full range of
processes for struggling learners 5/5/19 10/2019 monitors referral students with special
students with special and advanced processes and follow- needs.
needs. learners to determine Refers students as up meeting to ensure
appropriateness for needed in a timely that students receive Takes leadership at
referral. 9/20/18 and appropriate support and/or the site/district and
manner supported extended learning collaborates with
with documented that is integrated into resource personnel
data over time, the core to ensure the smooth
including curriculum.3/2020 and effective
interventions tried implementations of
previous to referral. referral processes.
10/2019
9/20/18 5/5/19 Students will 3/2020 I integrate
I have information Learning Plans have accommodations
from students with accommodations English language
special learning needs within the classroom learners and provide
from their file as well throughout the day. extension for those
as from the resource Work can be who need challenge
team. modified and through scaffolding
assessment type is and small group
I communicate with also considered per work or partner
Evidence
the resource team case. work.
daily and have one of
the teachers in my I am lucky to have 2 I communicate with
classroom 4 of 5 days support teachers in families weekly
each week. the classroom 4 days through a class
a week. These website and updated
I follow student teachers, as well as newsletter.
learning goals and the resource support
objectives based on staff and learning Refer students to the
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

their individual support and Center for Learning, a
learning plan. assessment team resource on campus
meet regularly to that helps teachers
discuss current and students in
student needs and getting the resources
discuss any other they need in order to
students of concern. access the curriculum
equally.
5/5/19 there are
daily documentation
notes for students.
Each trimester, there
are learning support
meetings to review
interventions and the
student progress
with those
interventions.

10/2019 Students
with ILPs get
accommodations
such as seating near
teacher, multi-steps
broken down into
simpler steps, visual
aids- signs or
movement patterns
to help with
remembering and
executive function,
students are grouped
with others who can
support their
learning and placed
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

in a flexible
environment.

Appropriate
communication with
ILP team. Periodic
assessment
benchmarking.

I refer students to
learning support as
needed.