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 ways that ensure clear connections to standards
content standards
instruction. standards.7/28/2021 connections and during instruction and
relevance to students. extend student learning.

I research standards and

learning goals. Utilizing
the Backward Design
Model, I create a plan for
the lesson based on the
learning goals including
academic language,
subject matter concepts,
and academic content. I
make the goals, language,
and content clear to
students and available via
multiple resources
(verbally, handouts,
digital documents, anchor
charts, and on the board).
I preview language before
the lesson, tying it into
the content and concepts
we are learning and use
that language frequently
throughout the lesson.
7/28/2021
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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.
Adapts instruction in
response to knowledge of
student development and
proficiencies to meet
students’ diverse learning
needs. Ensures
understanding of subject
matter including related
academic language.
Provides explicit teaching
of essential vocabulary,
idioms, key words with
multiple meanings, and
academic language in
ways that engage
students in accessing
subject matter text or
learning activities.
7/28/2021
Integrates knowledge of Utilizes comprehensive
range of students knowledge of students to
development into guide all students to
instructional decisions to develop proficiencies,
ensure student understand subject
understanding of the matter including related
subject matter including academic language.
related academic
language. Engages student at all
levels of vocabulary,
Provides explicit teaching academic language, and
of specific academic proficiencies in self-
language, text structures, directed goal setting,
grammatical, and stylistic monitoring, and
language features to improvement. Guides all
ensure equitable access students in using analysis
to subject matter strategies that provides
understanding for the equitable access and deep
range of student language understanding of subject
levels and abilities. matter.

I pull information from

multiple sources (student
file, speak to previous and
current
teachers/therapists, KWL
Charts, etc.) on students
to gain knowledge of level
of development and
proficiency and I build
instruction on that data. I
use Word Walls, Frayer
Mind Map, Roll-A-Word,
Vocab Bingo, and other
vocabulary strategies to
engage students in
accessing subject matter
and content. 7/28/2021
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. 7/28/2021 understanding. Ensures student
understanding of the
comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand.
I am currently creating a
math curriculum for my
math students this year.
They are 6th graders who
struggle with 3rd grade
math. I am building their
curriculum based on their
subject matter
proficiency and their
grade level standards so
that they can access the
grade level content. I am
doing this by observing
CCSS, using the student
file, and conversations
with previous teachers
(myself included) to
create an Interactive
Notebook for their
specific needs and
abilities. 7/28/2021

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 understanding knowledge of subject
needs.7/28/2021 connections within and matter.
across subject matter.
I present students with
multiple modes of
instruction so that they
can tap into what speaks
to them as learners. Some
examples of these modes
are verbal, hands-on,
opportunities for them to
teach what they know,
think-pair-share,
technology, and art.

I use a Choice Board so

that students can choose
the activity they’re most
confident in and create a
universal rubric so that
students know how they
will be assessed.

I am constantly
monitoring for progress
throughout the lesson so
that I can address any
issues as they arise.
7/28/2021

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. 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
subject matter.
Guides students to use
students
available print, electronic,
and online subject matter
resources based on
individual needs.
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. 7/28/2021 ongoing links to outside
resources and support.
Students regularly use ST
Math in class and in their
Intervention. We also use
hands-on manipulatives
in math as well as
language arts. Other
strategies include verbal
communication, Kahoot,
Interactive Notebooks,
talk-to-type,
Narrator/Screenreader,
and more to ensure
students have equitable
access to information. In
addition, our weekly staff
meetings include in-
depth discussions about
each student including
their needs and their
successes. 7/28/2021

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 Exploring Applying Integrating Innovating

using visuals, models, and
graphic organizers.
using literacy strategies, for language and content for based on English learners’
SDAIE, and content level the range of English proficiencies, knowledge,
English language learners. and skills in the content.
development in order for
students to improve
language proficiencies and
understand content.
7/28/2021
I support my EL students
by addressing phonemic
awareness which is also
taught in their daily
reading intervention. We
build vocabulary with
multiple vocabulary
“games”. We practice
reading fluency by
building oral reading
skills, and tap into many
reading comprehension
strategies including
scaffolding, scanning,
skimming, using context
clues, and summarize.
7/28/2021

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.
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.
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
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.
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
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.
accessing appropriate range of students with
content. Initiates and monitors special needs.
referral processes and
Refers students as needed in follow-up meeting to ensure Takes leadership at the
a timely and appropriate that students receive site/district and collaborates
manner supported with support and/or extended with resource personnel to
documented data over time, learning that is integrated ensure the smooth and
including interventions tried into the core curriculum. effective implementations of
previous to referral. referral processes.
7/28/2021
I pull information from students’
file, speak to previous teachers
and therapists to gain knowledge
of students’ level od
developments, strengths, and
struggles. Weekly staff meetings
address this as well. In class, we
use a wide range of strategies to
help my students with their
dyslexia/dysgraphia/dyscalculia
intervention. Phonemic awareness
is key and we utilize our Sound
Wall all day, every day. We
practice reading fluency with oral
reading and comprehension
checks. We develop vocabulary by
examining words thoroughly, and
we constantly use context clues
and summarize any and all
content we read. Our weekly staff
meetings dive deep into each
student, addressing any strengths,
struggles, adjustments, etc. they
may need in class as well as their
daily reading intervention.
7/28/2021