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.
5/7/2021
Students are given a wide
array of lessons and
activities that focus on
literary analysis, drawing
evidence from
conclusions, and Catholic
formation. 6/1/20

Students continue to be
given a wide array of
lessons and activities that
focus on literary analysis,
drawing evidence from
conclusions, and Catholic
formation. 12/13/2020

Students continue to be
given a wide array of
lessons and activities that
focus on literary analysis,
drawing evidence from
conclusions, and Catholic
formation. 5/7/2021
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
5/7/2021 levels of vocabulary,
Provides explicit teaching academic language, and
Provides explicit teaching of specific academic proficiencies in self-
of essential vocabulary, language, text structures, directed goal setting,
idioms, key words with grammatical, and stylistic monitoring, and
multiple meanings, and language features to improvement. Guides all
academic language in ensure equitable access students in using analysis
ways that engage to subject matter strategies that provides
students in accessing understanding for the equitable access and deep
subject matter text or range of student language understanding of subject
learning activities. levels and abilities. matter.
5/7/2021
Students are given exit
tickets that focus on the
student’s development
and comfortability with a
lesson. This allows me to
tinker with future lessons
to address student
progress. 6/1/20
Students are given
literary devices for the
semester and
continuously build on
those literary devices,
developing them
throughout the year.
6/1/20
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Teacher continues to
moderate student
development through exit
tickets. The teacher
continues to tinker lesson
plans to address student
progress. 12/13/2020

Students develop upon

literary devices in the
classroom in both formal
and informal methods.
12/13/2020

Teacher continues to
moderate student
development through exit
tickets. The teacher
continues to tinker lesson
plans to address student
progress. 5/7/2021

Students develop upon

literary devices in the
classroom in both formal
and informal methods.
5/7/2021
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. 7/18/20 12/13/2020 understanding. 5/7/2021 Ensures student
understanding of the
comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Students are given The teacher prepares The teacher ensures that
flexibility in terms of students for assignments students are supported
extending certain lessons and assessments through through classroom
or sequences. 7/18/20 scaffolding and experiences and utilizes
pretesting. 12/13/2020 academic language to
promote the idea of
classroom standards.
5/7/2021

Uses instructional Gathers and uses Selects and adapts a Integrates instructional Uses an extensive
strategies that are additional instructional variety of instructional strategies appropriate to repertoire of instructional
provided in the strategies in single strategies to ensure subject matter to meet strategies to develop
3.4 Utilizing curriculum. lessons or sequence of student understanding of students’ diverse enthusiasm, meta-
instructional lessons to increase academic language learning, to ensure cognitive abilities, and
strategies that are student understanding of appropriate to subject student understanding of support and challenge the
appropriate to the academic language matter and that academic language, and full range of student
subject matter appropriate to subject addresses students’ guide student in towards a deep
matter. diverse learning needs. understanding knowledge of subject
5/7/2021 connections within and matter.
across subject matter.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

A wide variety of lesson
plans are used in the
classroom as to address
different learning types
and give students access
to new ways of looking at
ELA. Assignments and
projects include skits for
vocabulary, creating a
movie for Greek heroes,
and writing and
discussing in structured
groups. 7/18/20

The teacher has

attempted to structure
this for the online
environment, focusing on
conversations and
writing and skill based
learning through digital
mediums. 12/13/2020

Teacher scans through

material to ensure that
material is age
appropriate for the
classroom time allotted
for school activities. The
teacher changes what is
necessary for the class
and to benefit student
learning. 5/7/2021
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. 5/7/2021 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
resource needs. available to all students.
6/1/20
students
Knowing my students’
capability with
technology is constantly a
factor in my lesson
planning. I am sure to
give students options in
what technology they use
for assignments. 6/1/20
3.6 Addressing the Is aware of students’ Seeks additional information
needs of English primary language and describing elements of
learners and student English language culture and language
proficiencies based on proficiencies in listening,
with special needs to
available assessment data. speaking, reading, and
provide equitable writing. Uses multiple
access to the content measures for assessing
English learners’
performance to identify gaps
in English language
Provides adapted materials development.
Applying
differentiated learning of
subject matter. 6/1/20
Guides students to use
available print, electronic,
and online subject matter
resources based on
individual needs.
Students can turn in
assignments and projects
in a wide variety of ways
depending on the project
and the student
skill/flexible thinking
with technology. 6/1/20
Students continue to be
able to submit
assignment in a variety of
ways that can allow
students to be flexible
with their relationship to
technologies.
12/13/2020
Students are guided by
the teacher in terms of
print, electronic, and
online subject matter so
that they can succeed for
research assignments.
12/13/2020
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.
Creates and implements
Integrating Innovating
Assists student with
equitable access to Ensures that student are
materials, resources, and able to obtain equitable
technologies. Seeks access to a wide range of
outside resources and technologies through
support. 5/7/2021 ongoing links to outside
resources and support.
My classroom utilizes
many forms of media and
levels of assessment so
students can express
their ideas in a variety of
ways both through
writing and
technologically.
5/7/2021
I provide electronic
versions of text for my
students in order to make
learning more equitable
throughout the
classroom. 5/7/2021
Integrates knowledge of Engages English learners in
English language assessment of their progress
development, English in English language
learners’ strengths and development and in meeting
assessed needs into English content standards. Supports
language and content students to establish and
instruction. 5/7/2021 monitor language and
content goals.
Develops and adapts
instruction to provide a wide Is resourceful and flexible in
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

to help English learners
access content. Attempts to scaffold content
using visuals, models, and
graphic organizers.
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. 6/1/20
My directions are
adequately thorough in
terms of addressing ELL
language acquisition. I
try to make my lessons
scalable to student ability,
creating reasonable work
for a struggling student or
a proficient student.
6/1/20
range of scaffolded support the design, adjustment, and
for language and content for elimination of scaffolds
the range of English based on English learners’
learners. 5/7/2021 proficiencies, knowledge,
and skills in the content.
A variety of lessons are
used for understanding
English language
development from seeing
vocabulary definitions
through skits, looking up
new words found in a
text, and finding
etymology and meaning
in words. 6/1/20

I continue to provide a
variety of lesson for ELL
students to understand
English through context
and understand a variety
of English skills in the
classroom. 12/13/2020

I attempt to scaffold
materials in a way that
students will be able to
succeed in the classroom
for students of all
abilities. 12/13/2020

I continue to provide a
variety of lesson for ELL
students to understand
English through context
and understand a variety
of English skills in the
classroom. 5/7/2021
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
3.6 Addressing the with resource personnel and
families.
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. 6/1/20
Seeks additional information
on struggling learners and
advanced learners to
determine appropriateness
for referral. 6/1/20
I contact parents, other
teachers, and para-
educators in terms of a
student’s struggle in my
classroom in hopes of
working with those
individuals to improve
student grades or
behaviors. 6/1/20
I keep information of my
struggling learnings and
my advanced learners. I
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. 12/13/2020
Communicates regularly
with resource personnel,
para-educators, and families
to ensure that student
services are provided and
progress is made in
accessing appropriate
content. 12/13/2020
Refers students as needed in
a timely and appropriate
manner supported with
documented data over time,
including interventions tried
previous to referral.
12/13/2020
I try to use every tool
available to me including
IEPs, teachers that have
had the student, and
communication with the
parents to provide the
appropriate challenge
and accommodations.
6/1/20
I establish a connection
with ELL students and
their parents in order to
Integrating Innovating
I attempt to scaffold
materials in a way that
students will be able to
succeed in the classroom
for students of all
abilities. 5/7/2021
Integrates accommodations, Guides and support the full
adaptations, and extensions range of student with special
to instruction for the full needs to actively engage in
range of students with the assessment and monitor
special needs to ensure their own strengths, learning
adequate support and needs, and achievement in
challenge. 5/7/2021 accessing content.
Communicates and Communicates and
collaborates with colleagues, collaborates with resource
support staff, and families to personnel, para-educators,
families, leadership, and
ensure consistent
instruction. Supports students in creating a
families in positive coordinated program to
engagement with school. optimize success of the full
5/7/2021 range of students with
special needs.
Initiates and monitors
referral processes and Takes leadership at the
follow-up meeting to ensure site/district and collaborates
that students receive with resource personnel to
support and/or extended ensure the smooth and
learning that is integrated effective implementations of
into the core curriculum. referral processes.
5/7/2021
Students can rely on
adaptations and
extensions for students
with special needs and
accommodate classroom
practices to their needs.
5/7/2021
The teacher works with
colleagues and engages
them in lessons. The
teacher leadership
project has been helpful
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

lesson plan around their structure a way for them in communicating with
capability, making my to contact me and have fellow teachers.
lessons scalable to them understand the 5/7/2021
student ability. 6/1/20 policies of the classroom.
12/13/2020 Teacher performs check-
ins with students to
I communicate regularly ensure that they are
with all staff centered being accommodated for
around helping ELL extra support or
students and students extended learning.
with special needs. 5/7/2021
12/13/2020

Students as needed are

given the support if they
struggle in the classroom.
12/13/2020