CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has a foundational
knowledge of subject
matter, related academic
3.1 Demonstrating
language, and academic
knowledge of subject
content standards.
matter academic
9/18/21
content standards
Examines concepts in Understands and explains Uses broad knowledge of Uses extensive knowledge
subject matter and the relationship between inter-relationships of of subject matter
academic language to essential subject matter concepts, academic concepts, current issues,
identify connections concepts, academic content standards, and academic language, and
between academic language, and academic academic language in research to make relevant
content standards and content standards. ways that ensure clear connections to standards
instruction. connections and during instruction and
relevance to students. extend student learning.

I study the subject matter

for the content before I
teach it, but still have a
foundational knowledge
in most of the subjects. I
do not know all of the
best strategies for each of
the lessons and try
different ways to see
what is most effective. I
am still learning the
standards as well, and I
am developing actionable
learning goals to be
achieved by my students.
I am not completely
familiar with the
academic language
associated with each
content area and what
students know and do not
know from previous
years. I am still assessing
what they know and what
language I need to
explicitly teach for
students to effectively
engage in the learning
goals. 9/18/21
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. 9/18/21
student development
and proficiencies to Provides explicit teaching
ensure student of essential content
understanding of vocabulary and
subject matter associated academic
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. 9/18/21
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.

I have done research and

talked with colleagues
about students’
developmental stage. I
attempt to be conscious
of this stage of
development as well as
individual learner needs
to plan lessons
accordingly. I explicitly
teach vocabulary for
different content areas
and incorporate academic
language into discussions,
lectures and partner
sharing time. When I
realize students are
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

unfamiliar with a word or
concept as it relates to
vocabulary, I take time to
teach it and give students
an opportunity to apply
the word, phrase, or
concept. 9/18/21
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.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I explore the curriculum
to find connections across
disciplines to integrate
lessons. I have not had
many experiences with
integration, but I am
currently examining ways
to make connections for
students. The curriculum
builds on previous
instruction. I make
adjustments based on
student understanding of
the previous lesson. I also
make adjustments during
lessons if I realize
students are missing an
essential component that
will prevent them from
deepening their learning
of the concept. 9/18/21

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. 9/18/21 diverse learning needs. understanding knowledge of subject
connections within and matter.
across subject matter.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I use strategies described
in the curriculum, but
also use colleagues’
suggestions and research
to find strategies that will
work for this group of
learners. I use strategies
such as sentence framing,
displays in the classroom,
and discussions to
promote engagement
with and use of academic
language. 9/18/21

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. 9/18/21 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.
students resource needs. 9/18/21 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
available print, electronic, outside resources and technologies through
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

and online subject matter support. ongoing links to outside
resources based on resources and support.
individual needs.
I am currently using
much of the available
materials and additional
resources used by
colleagues to make
subject matter accessible.
I have been relying on the
guidance of mentors to
find how to better
support learners. I am
learning what could work
for different students and
how to facilitate learning
with specific students
using different
instructional materials.
I recently gained
knowledge of the
technological resources
available for student use.
I am working on
exploring ways students
can use these resources
as supports. 9/18/21
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
9/18/21
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
development. Creates and implements Develops and adapts Is resourceful and flexible in
Provides adapted materials scaffolds to support instruction to provide a wide the design, adjustment, and
to help English learners Attempts to scaffold content standards-based instruction range of scaffolded support elimination of scaffolds
access content. using visuals, models, and using literacy strategies, for language and content for based on English learners’
graphic organizers. SDAIE, and content level the range of English proficiencies, knowledge,
9/18/21 English language learners. and skills in the content.
development in order for
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
I am aware of students’
primary language and
proficiency with the
English language based
on observations,
assessments, discussions,
consultations with
previous teachers, and
parent surveys. I make
informal assessments of
students’ listening,
reading, writing, and
speaking skills, but am
still establishing a system
for using this information
to make instructional
decisions. 9/18/21
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.
Learns about referral
processes for students with
special needs.
Exploring
I use many visuals
throughout my lessons
with pictures, slides,
projections using a
document camera, and
displays around the
room. Students use
manipulatives to model
concepts. I use graphic
organizers like frames for
writing, thinking maps,
and outlines to break
down content into
meaningful chunks.
9/18/21
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.
9/18/21
Cooperates with resource
personnel, para-educators,
and families during
meetings and activities in
support of learning plans
and goals. 9/18/21
Seeks additional information
Applying
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
content.
Refers students as needed in
a timely and appropriate
Integrating
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.
Initiates and monitors
referral processes and
follow-up meeting to ensure
that students receive
Innovating
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
special needs.
Takes leadership at the
site/district and collaborates
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

on struggling learners and manner supported with support and/or extended with resource personnel to
advanced learners to documented data over time, learning that is integrated ensure the smooth and
determine appropriateness including interventions tried into the core curriculum. effective implementations of
for referral. 9/18/21 previous to referral. referral processes.
I seek out additional
information on students
identified with special
needs to determine how
best to meet their needs
and provide instruction. I
provide supports such as
manipulatives, reference
sheets, and one-on-one
support to address
challenges. I also
cooperate with our
resource teacher to share
our observations and
decide on actionable
goals for each student. I
communicate with
families to learn about
what they experience at
home and how we can
work as a team in and out
of the classroom.
I use our resource
teacher, colleagues, and
other research to help
me determine when a
referral should take place.
I am still learning and
sharing information to
receive help with the
needs of individual
students. 9/18/21