CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has a foundational Examines concepts in Understands and explains Uses broad knowledge of Uses extensive knowledge
knowledge of subject subject matter and the relationship between inter-relationships of of subject matter
matter, related academic academic language to essential subject matter concepts, academic concepts, current issues,
3.1 Demonstrating
language, and academic identify connections concepts, academic content standards, and academic language, and
knowledge of subject
content standards. between academic language, and academic academic language in research to make relevant
matter academic
content standards and content standards. ways that ensure clear connections to standards
content standards
instruction. connections and during instruction and
relevance to students. extend student learning.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Has basic knowledge of Expands knowledge of
student stages of student development and
development while implements learning
becoming aware of activities in single lessons
differences in students’ or sequence of lessons
understanding of subject that addresses students’
matter. proficiencies and support
understanding of subject
Teaches subject-specific matter including related
3.2 Applying vocabulary following academic language.
knowledge of curriculum guidelines.
student development Provides explicit teaching
and proficiencies to of essential content
ensure student vocabulary and
understanding of associated academic
subject matter language in single lessons
or sequence of lessons.
Explains academic
language, formats, and
vocabulary to support
student access to subject
matter when confusions
are identified.
Applying Integrating Innovating
Adapts instruction in Integrates knowledge of Utilizes comprehensive
response to knowledge of range of students knowledge of students to
student development and development into guide all students to
proficiencies to meet instructional decisions to develop proficiencies,
students’ diverse learning ensure student understand subject
needs. Ensures understanding of the matter including related
understanding of subject subject matter including academic language.
matter including related related academic
academic language. language. Engages student at all
levels of vocabulary,
Provides explicit teaching Provides explicit teaching academic language, and
of essential vocabulary, of specific academic proficiencies in self-
idioms, key words with language, text structures, directed goal setting,
multiple meanings, and grammatical, and stylistic monitoring, and
academic language in language features to improvement. Guides all
ways that engage ensure equitable access students in using analysis
students in accessing to subject matter strategies that provides
subject matter text or understanding for the equitable access and deep
learning activities. range of student language understanding of subject
levels and abilities. matter.
Students participate in
“Peardeck,” a platform
that helps deliver quality
instruction and allows for
an immediate response
from students so
instruction can be guided
immediately based on
answer selection.
7/19/20
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Follows organization of Examines organization of Uses knowledge of Integrates knowledge of Uses extensive 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
3.3 Organizing
understanding of the lessons to support ensure student across subject matter to adjust instruction.
curriculum to
subject matter. understanding of subject understanding. extend student
facilitate student
matter. understanding. Ensures student
understanding of the
comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand.
Our 4th grade novel
worked in conjuction
with our Social Studies
unit and offered an
extension of what the
class was learning during
that unit. Students were
given the choice to
complete a choice board
assignment to share with
the class. 7/19/20

Uses instructional Gathers and uses Selects and adapts a Integrates instructional Uses an extensive
3.4 Utilizing strategies that are additional instructional variety of instructional strategies appropriate to repertoire of instructional
instructional provided in the strategies in single strategies to ensure subject matter to meet strategies to develop
strategies that are curriculum. lessons or sequence of student understanding of students’ diverse enthusiasm, meta-
appropriate to the lessons to increase academic language learning, to ensure cognitive abilities, and
subject matter student understanding of appropriate to subject student understanding of support and challenge the
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

academic language matter and that academic language, and full range of student
appropriate to subject addresses students’ guide student in towards a deep
matter. diverse learning needs. understanding knowledge of subject
connections within and matter.
across subject matter.
Applying real-world math
problem to current
lessons helps students
make connections and
show what they know
from previous material
taught. For example,
students perform skits in
small groups to show a
complex math word
problem of their choice.
7/19/20

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 adapting
technologies, and resources, and resources, and instructional materials, technologies, and resources, technologies,
standards-aligned technologies for specific technologies to make resources, and instructional materials to and standards-aligned
instructional lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
materials including matter accessible to to students. and skill development in needs and make subject extend student
adopted materials, to students. subject matter. Resources matter accessible to understanding and
make subject matter Explores how to make reflect the diversity of the students. critical thinking about
accessible to all Identifies technological technological resources classroom and support subject matter.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

resource needs. available to all students. differentiated learning of Assists student with
subject matter. equitable access to Ensures that student are
materials, resources, and able to obtain equitable
Guides students to use technologies. Seeks access to a wide range of
students
available print, electronic, outside resources and technologies through
and online subject matter support. ongoing links to outside
resources based on resources and support.
individual needs.
Students have multiple
means of representation
of material being
presented to them. With
resources available on
BrainPop, and BrainPop
Jr. lessons in math, social
studies, and science could
be presented in video and
quiz form. Also,
extensions can be made
for students by making
games, concept maps and
more. In addition,
comprehension
strategies, and grammar
rules are also included
here. 7/19/20

3.6 Addressing the Is aware of students’ Seeks additional information Identifies language Integrates knowledge of Engages English learners in
needs of English primary language and describing elements of proficiencies and English English language assessment of their progress
learners and student English language culture and language learner strengths in the development, English in English language
proficiencies based on proficiencies in listening, study of language and learners’ strengths and development and in meeting
with special needs to
available assessment data. speaking, reading, and content. Differentiates assessed needs into English content standards. Supports
provide equitable writing. Uses multiple instruction using one or language and content students to establish and
access to the content measures for assessing more components of English instruction. monitor language and
English learners’ language development to content goals.
performance to identify gaps support English learners.
in English language
Provides adapted materials development. Creates and implements Develops and adapts Is resourceful and flexible in
to help English learners scaffolds to support instruction to provide a wide the design, adjustment, and
access content. Attempts to scaffold content standards-based instruction range of scaffolded support elimination of scaffolds
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
3.6 Addressing the Has an awareness of the full
needs of English range of students identified
learners and student with special needs through
data provided by the school.
with special needs to
provide equitable
access to the content
Attends required meeting
with resource personnel and
families.
Exploring
using visuals, models, and
graphic organizers.
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.
Applying
using literacy strategies,
SDAIE, and content level
English language
development in order for
students to improve
language proficiencies and
understand content.
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
to ensure that student
services are provided and
progress is made in
accessing appropriate
Integrating
for language and content for
the range of English
learners.
Students needing
scaffolding due to English
Learning are provided an
alternate assignment
allowing for print of
reading materials as well
as the help from our
instructional aide during
core reading instructional
time. 7/19/20
Integrates accommodations,
adaptations, and extensions
to instruction for the full
range of students with
special needs to ensure
adequate support and
challenge.
Communicates and
collaborates with colleagues,
support staff, and families to
ensure consistent
instruction. Supports
families in positive
engagement with school.
Innovating
based on English learners’
proficiencies, knowledge,
and skills in the content.
Guides and support the full
range of student with special
needs to actively engage in
the assessment and monitor
their own strengths, learning
needs, and achievement in
accessing content.
Communicates and
collaborates with resource
personnel, para-educators,
families, leadership, and
students in creating a
coordinated program to
optimize success of the full
range of students with
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Learns about referral
processes for students with
special needs.
Seeks additional information
on struggling learners and
advanced learners to
determine appropriateness
for referral.
content.
Refers students as needed in
a timely and appropriate
manner supported with
documented data over time,
including interventions tried
previous to referral.
Initiates and monitors special needs.
referral processes and
follow-up meeting to ensure Takes leadership at the
that students receive site/district and collaborates
support and/or extended with resource personnel to
learning that is integrated ensure the smooth and
into the core curriculum. effective implementations of
referral processes.
Regular meeting with our
resource teacher help to
enforce consistent
support and extensions
with specific curriculum
content. Informal
assessments during class-
time help to assist and
guide resource
instructional time.
7/19/20