CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Has a foundational Examines concepts in subject
3.1 knowledge of subject matter and academic
Demonstrating matter, related language to identify
knowledge of academic language, connections between
subject matter and academic content academic content standards
academic standards. and instruction. 9/25/19
content
standards
Content connections are
explained from topic to topic
however I am still having
trouble making the content
relevant without specific
contexts. A specific example is
when I am using quadratic
functions. Parabolas can be
used to show the
relationships between
variables but I have trouble
relating it to other contexts
than the path of a ball or a
business profit model for
students to find useful.
9/25/19
Applying
Understands and explains the
relationship between
essential subject matter
concepts, academic language,
and academic content
standards.
Integrating Innovating
Uses broad knowledge of Uses extensive knowledge of
inter-relationships of subject matter concepts,
concepts, academic current issues, academic
content standards, and language, and research to
academic language in make relevant connections
ways that ensure clear to standards during
connections and instruction and extend
relevance to students. student learning. 10/27/20
5/3/20
Contextual questions are Contextual questions are
given in a variety of given in a variety of subjects
different subjects including school disciplines
including but not limited and current issues to make
to other school subjects. relevant connections.
Used exponential decay 10/27/20
to model the price of a
car after it leaves a lot.
5/3/20
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 of Utilizes comprehensive
of student stages of student development and response to knowledge of range of students knowledge of students to
development while implements learning student development and development into guide all students to develop
becoming aware of activities in single lessons or proficiencies to meet instructional decisions to proficiencies, understand
differences in sequence of lessons that students’ diverse learning ensure student subject matter including
students’ addresses students’ needs. Ensures understanding of the related academic language.
understanding of proficiencies and support understanding of subject subject matter including 4/9/21
3.2 Applying subject matter. understanding of subject matter including related related academic
knowledge of 9/25/19 matter including related academic language. language. 5/3/20 Engages student at all levels
student academic language. of vocabulary, academic
development Teaches subject- Provides explicit teaching of Provides explicit teaching language, and proficiencies
and specific vocabulary Provides explicit teaching of essential vocabulary, idioms, of specific academic in self-directed goal setting,
proficiencies following curriculum essential content vocabulary key words with multiple language, text structures, monitoring, and
to ensure guidelines. and associated academic meanings, and academic grammatical, and stylistic improvement. Guides all
student language in single lessons or language in ways that engage language features to students in using analysis
understanding sequence of lessons. Explains students in accessing subject ensure equitable access strategies that provides
of subject academic language, formats, matter text or learning to subject matter equitable access and deep
matter and vocabulary to support activities. understanding for the understanding of subject
student access to subject range of student language matter. 4/9/21
matter when confusions are levels and abilities.
identified. 5/3/20

Differentiated Vocabulary and content are Reviewed topics and Using Pear Deck, I am able to
instruction based on taught in sequence of lesson vocabulary that students see student understanding
various student and explained in both their were expected to but may and misconceptions and
understanding is still world terms and in the world not have had a grasp of as make adjustments to ensure
being developed. of math. 9/25/19 well as necessary. Each subject learning. 4/9/21
9/25/19 lesson prior to exposure
to new ideas. 5/3/20 I have students read
mathematics vocabulary and
Made a vocabulary wall then decipher their
that included other meanings together. Both
mathematical ideas and these evidence are most
concepts that were often related to domain 4 of the
forgotten 5/3/20 TLMS because I am trying
new strategies to teach
mathematics. 4/9/21
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Follows organization Examines organization of Uses knowledge of Integrates knowledge of Uses extensive knowledge of
of curriculum as curriculum and considers curriculum and student curriculum and resources curriculum and related
provided by site and adjustments in single lessons readiness to organize and to organize and adjust resources to flexibly and
3.3 Organizing
district to support or sequence of lessons to adjust the curriculum to instruction within and effectively organize and
curriculum to
student support understanding of ensure student across subject matter to adjust instruction. 10/27/20
facilitate
understanding of the subject matter. 9/25/19 understanding. extend student
student
subject matter. understanding. 5/3/20 Ensures student
understanding
comprehension and
of the subject
facilitates student
matter
articulation about what they
do and do not understand.
10/27/20
Lessons are moved around to Replanned the Adjusted instruction mid-
support building a foundation curriculum with my lesson when students
as appropriate. Flex days are algebra 2 team to address showed original lesson was
used for appropriate the lack of knowledge of ineffective 10/27/20
scaffolding. 9/25/19 specific content to ensure
student success 5/3/20 Stopped lesson to articulate
importance of student voice
and articulation about
learning 10/27/20
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Uses instructional Gathers and uses additional
strategies that are instructional strategies in
provided in the single lessons or sequence of
3.4 Utilizing
curriculum. lessons to increase student
instructional
understanding of academic
strategies that
language appropriate to
are
subject matter. 9/25/19
appropriate to
the subject
matter
Additional practice
worksheets and online
modules are gathered and
given as needed to support
students understanding.
9/25/19
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.
Integrating Innovating
Integrates instructional Uses an extensive repertoire
strategies appropriate to of instructional strategies to
subject matter to meet develop enthusiasm, meta-
students’ diverse cognitive abilities, and
learning, to ensure support and challenge the
student understanding of full range of student towards
academic language, and a deep knowledge of subject
guide student in matter. 10/27/20
understanding
connections within and
across subject matter.
5/3/20
Multiple instructional Created multiple
strategies are used in assessments where the
each lesson ranging from contexts are humorous,
pictures, guided notes, to engaging, and challenge
video examples to ensure students to translate it
students have a chance to mathematically. 10/27/20
succeed. 5/3/20
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Uses available Explores additional Selects, adapts, and utilizes Integrates a wide range Engages students in
3.5 Using and instructional instructional materials, appropriate instructional of adapted resources, identifying and adapting
adapting materials, resources, resources, and technologies materials, resources, and technologies, and resources, technologies, and
resources, and technologies for to make subject matter technologies for concept and instructional materials to standards-aligned
technologies, specific lessons to accessible to students. skill development in subject meet identified student instructional materials to
and standards- make subject matter 9/25/19 matter. Resources reflect the needs and make subject extend student
aligned accessible to diversity of the classroom and matter accessible to understanding and critical
instructional students. Explores how to make support differentiated students. thinking about subject
materials technological resources learning of subject matter. matter. 5/3/20
including Identifies available to all students. Assists student with
adopted technological 9/25/19 Guides students to use equitable access to Ensures that student are
materials, to resource needs. available print, electronic, materials, resources, and able to obtain equitable
make subject and online subject matter technologies. Seeks access to a wide range of
matter resources based on individual outside resources and technologies through
accessible to needs. support. ongoing links to outside
all students resources and support.
5/3/20
Video examples and other Used a variety of resources
supplemental materials are that students showed they
sometimes given to students enjoyed. I poll students on
to support their how the material is
understanding. 9/25/19 presented and whether they
felt it was as productive as it
Chromebooks and online could be. 5/3/20
resources have been used in
lieu of other less available Made sure students had
resources. 9/25/19 access to a chromebook and
wifi during the distance
learning platform. Reached
out to administration, IT,
and district resources to
ensure that all student needs
were met. 5/3/20
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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 proficiencies in listening, of language and content. learners’ strengths and development and in meeting
on available speaking, reading, and Differentiates instruction assessed needs into content standards. Supports
3.6 Addressing assessment data. writing. Uses multiple using one or more English language and students to establish and
the needs of 9/25/19 measures for assessing components of English content instruction. monitor language and
English English learners’ language development to content goals.
learners and performance to identify gaps support English learners.
student with in English language
special needs development. 5/3/20 Creates and implements Develops and adapts Is resourceful and flexible in
to provide scaffolds to support instruction to provide a the design, adjustment, and
equitable Provides adapted Attempts to scaffold content standards-based instruction wide range of scaffolded elimination of scaffolds
access to the materials to help using visuals, models, and using literacy strategies, support for language and based on English learners’
content English learners graphic organizers. 9/25/19 SDAIE, and content level content for the range of proficiencies, knowledge,
access content. 5/3/20 English language English learners. and skills in the content.
9/25/19 development in order for
students to improve language
proficiencies and understand
content.
I am given a Visuals/graphs are always
comprehensive list of used with solutions. 9/25/19
my English Learners
and their previous Efforts to identify language
scores. 9/25/19 proficiencies were done
throughout the year. 5/3/20
Students are given
translated materials . Visuals and graphic
organizers have been used
consistently. 5/3/20
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has an awareness of Seeks additional information Utilizes information on the Integrates Guides and support the full
the full range of on the full range of students full range of students accommodations, range of student with special
students identified identified with special needs identified with special needs adaptations, and needs to actively engage in
with special needs to address challenges or to assess strengths and extensions to instruction the assessment and monitor
through data supports in single lessons or competencies to provide for the full range of their own strengths, learning
provided by the sequence of lessons. appropriate challenge and students with special needs, and achievement in
school. 9/25/19 accommodations in needs to ensure adequate accessing content.
instruction. 5/3/20 support and challenge.
3.6 Addressing Cooperates with resource Communicates and
the needs of Attends required personnel, para-educators, Communicates regularly with Communicates and collaborates with resource
English meeting with and families during meetings resource personnel, para- collaborates with personnel, para-educators,
learners and resource personnel and activities in support of educators, and families to colleagues, support staff, families, leadership, and
student with and families. learning plans and goals. ensure that student services and families to ensure students in creating a
special needs 9/25/19 are provided and progress is consistent instruction. coordinated program to
to provide made in accessing Supports families in optimize success of the full
equitable appropriate content. 5/3/20 positive engagement with range of students with
access to the Learns about referral Seeks additional information Refers students as needed in school. special needs.
content processes for on struggling learners and a timely and appropriate
students with special advanced learners to manner supported with Initiates and monitors Takes leadership at the
needs. 9/25/19 determine appropriateness documented data over time, referral processes and site/district and collaborates
for referral. including interventions tried follow-up meeting to with resource personnel to
previous to referral. 5/3/20 ensure that students ensure the smooth and
receive support and/or effective implementations of
extended learning that is referral processes.
integrated into the core
curriculum.
Comprehensive data I attend as many IEP, 504, Used information to place
is given by the school other accommodation students in specific spots in
and thoroughly meetings as possible to class, assign specific
examined. 9/25/19 ensure student learning goals assignments 5/3/20
are met. 9/25/19 Communicated with
I talked with personnel to ensure progress
counselors about the is made 5/3/20
referral process.
9/25/19 Counselors and other
personnel are contacted
whenever services might be
helpful or required.
Documented as necessary
5/3/20