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 of subject subject matter and the relationship between inter-relationships of knowledge of subject
matter, related academic academic language to essential subject matter concepts, academic matter concepts, current
3.1 Demonstrating language, and academic identify connections concepts, academic content standards, and issues, academic
knowledge of subject content standards. between academic language, and academic academic language in language, and research to
matter academic (9/22/20) content standards and content standards. ways that ensure clear make relevant
content standards instruction. (5/6/21) connections and connections to standards
relevance to students. during instruction and
extend student learning.

I know the subject matter In math, I have been
that I have to teach, but I having my students work
am also relearning the on open-ended math
content to be able to questions. These
teach it to my students. I questions do not always
use the academic have all the numbers
language and vocabulary need for students to work
that is in the TE’s. with. This helps students
(9/22/20) figure out what types of
numbers are appropriate
in certain "real-world"
situations, as well as
develop the math skill at
hand. Every open-ended
math task has the
standard on it, which we
discuss as a class or via
google classroom. This
way, the students know
what it is they should be
learning when
accomplishing the task.
(5/6/21)

CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
Has basic knowledge of Expands knowledge of Adapts instruction in Integrates knowledge of Utilizes comprehensive
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
becoming aware of activities in single lessons proficiencies to meet instructional decisions to develop proficiencies,
differences in students’ or sequence of lessons students’ diverse learning ensure student understand subject
understanding of subject that addresses students’ needs. Ensures understanding of the matter including related
matter. proficiencies and support understanding of subject subject matter including academic language.
understanding of subject matter including related related academic
Teaches subject-specific matter including related academic language. language. Engages student at all
3.2 Applying vocabulary following academic language. levels of vocabulary,
knowledge of curriculum guidelines. (5/6/21) Provides explicit teaching Provides explicit teaching academic language, and
student development of essential vocabulary, of specific academic proficiencies in self-
and proficiencies to Provides explicit teaching idioms, key words with language, text structures, directed goal setting,
ensure student of essential content multiple meanings, and grammatical, and stylistic monitoring, and
understanding of vocabulary and academic language in language features to improvement. Guides all
subject matter associated academic ways that engage ensure equitable access students in using analysis
language in single lessons students in accessing to subject matter strategies that provides
or sequence of lessons. subject matter text or understanding for the equitable access and deep
Explains academic learning activities. range of student language understanding of subject
language, formats, and levels and abilities. matter.
vocabulary to support
student access to subject
matter when confusions
are identified. (9/22/20)

We review vocabulary
and academic language
whenever we can. I
consistently check for
understanding with
vocabulary throughout
my lessons. I explain how
the vocabulary and
academic language helps
use understand what we
are reading and how it
can it help us in math as
well. (9/22/20)

In math, each lesson
builds on top of the
previous lessons. During
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
one of our lessons, we
were using an addition
math strategy that my
students had learned in
second grade. I mention
that at the beginning of
math lesson so that my
students are aware of the
concept. I also try to use
the same "math language"
that my students may
have heard from the
previous year to help
them recall the
information. (5/6/21)
















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
curriculum as provided curriculum and considers curriculum and student curriculum and resources knowledge of curriculum
by site and district to adjustments in single readiness to organize and to organize and adjust and related resources to
support student lessons or sequence of adjust the curriculum to instruction within and flexibly and effectively
3.3 Organizing understanding of the lessons to support ensure student across subject matter to organize and adjust
curriculum to subject matter. understanding of subject understanding. (5/6/21) extend student instruction.
facilitate student matter. (9/22/20) understanding.
understanding of the Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand.
I am working on how my Our government unit in
lessons build on each ELA was about learning
other and offer more how different groups of
rigorous learning from people got the rights they
lesson to lesson. I try to deserved. We discussed
connect current events people like Rosa Parks
and real world and Martin Luther King Jr.
applications to what we who helped get rights for
are learning so that there African Americans. My
is more understanding of students had many
the content. (9/22/20) questions about why
people were treated
differently because of
their skin color. Having
these discussions helps
all my students better
understand certain
subject matters. (5/6/21)

CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
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
provided in the strategies in single strategies to ensure subject matter to meet instructional strategies to
3.4 Utilizing curriculum. lessons or sequence of student understanding of students’ diverse develop enthusiasm,
instructional lessons to increase academic language learning, to ensure meta-cognitive abilities,
strategies that are student understanding of appropriate to subject student understanding of and support and
appropriate to the academic language matter and that academic language, and challenge the full range of
subject matter appropriate to subject addresses students’ guide student in student towards a deep
matter. (9/22/20) diverse learning needs. understanding knowledge of subject
(5/6/21) connections within and matter.
across subject matter.
I use the instructional At the end of our
strategies that are government in ELA, my
provided in the students wrote an
curriculum, but also talk opinion paragraph about
with colleagues and why different groups of
explore online to find people deserved the right
new ways of explaining to vote. Students were
something to increase working on their opinion
student understanding. writing and using text
(9/22/20) evidence to back up their
reasons. They were also
working on improving
their academic language
and using language from
the text to help them in
their writing. (5/6/21)

CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
Uses available Explores additional Selects, adapts, and Integrates a wide range of Engages students in
instructional materials, instructional materials, utilizes appropriate adapted resources, identifying and adapting
resources, and resources, and instructional materials, technologies, and resources, technologies,
technologies for specific technologies to make resources, and instructional materials to and standards-aligned
3.5 Using and
lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
adapting resources,
matter accessible to to students. (9/22/20) and skill development in needs and make subject extend student
technologies, and
students. subject matter. Resources matter accessible to understanding and
standards-aligned
Explores how to make reflect the diversity of the students. critical thinking about
instructional
Identifies technological technological resources classroom and support subject matter.
materials including
resource needs. available to all students. differentiated learning of Assists student with
adopted materials, to
subject matter. (5/6/21) equitable access to Ensures that student are
make subject matter
materials, resources, and able to obtain equitable
accessible to all
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.
I make all subject matter Most weeks, my students
accessible to all my read a story on
students. I have a few Benchmark (our ELA
students that need curriculum platform) and
different write a writing response
accommodations when it that they turn in on our
comes to certain material. google classroom. I have
I utilize Google adapted the "distance
classroom, Benchmark, learning materials" that
Think Central, and Benchmark has created
Discovery Ed. to get for this school year. I
content out to my make a copy of the google
students. Each student is slide they provide and
different with what they push that out to my
can handle, and I help students. The slide
make accommodations provides the writing
along the way as I see fit. prompt they must
(9/22/20) answer. (5/6/21)

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 development, English in English language
proficiencies based on proficiencies in listening, study of language and learners’ strengths and development and in meeting
available assessment data. speaking, reading, and content. Differentiates assessed needs into English content standards. Supports
writing. Uses multiple instruction using one or language and content students to establish and
measures for assessing more components of English instruction. monitor language and
3.6 Addressing the English learners’ language development to content goals.
needs of English performance to identify gaps support English learners.
learners and student in English language
with special needs to Provides adapted materials development. Creates and implements Develops and adapts Is resourceful and flexible in
provide equitable to help English learners scaffolds to support instruction to provide a wide the design, adjustment, and
access to the content access content. (9/22/20) Attempts to scaffold content standards-based instruction range of scaffolded support elimination of scaffolds
using visuals, models, and using literacy strategies, for language and content for based on English learners’
graphic organizers. (5/6/21) 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.
I don’t have any English I try to consistently use
Learners in my class this academic vocabulary
year, however, I have one throughout my lessons.
student with an IEP that I In my class, I only have
make accommodations one student with the label
for based on his IEP and of an English Learner.
with working with his She is very advanced, and
case manager. We have I believe will be
set up a plan to better reclassified soon. With
help his learning through that being said, I do have
different materials than some students that are
the rest of the class. I do low readers, and using EL
offer all my students strategies has been
differentiated options helpful for them. Using
with most of my academic language is very
assignments. (9/22/20) helpful for them.
(5/6/21)

CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
Has an awareness of the full Seeks additional information Utilizes information on the Integrates accommodations, Guides and support the full
range of students identified on the full range of students full range of students adaptations, and extensions range of student with special
with special needs through identified with special needs identified with special needs to instruction for the full needs to actively engage in
data provided by the school. to address challenges or to assess strengths and range of students with the assessment and monitor
supports in single lessons or competencies to provide special needs to ensure their own strengths,
sequence of lessons. appropriate challenge and adequate support and learning needs, and
accommodations in challenge. achievement in accessing
instruction. (9/22/20) content.
Attends required meeting Cooperates with resource Communicates and
3.6 Addressing the with resource personnel and personnel, para-educators, Communicates regularly collaborates with colleagues, Communicates and
needs of English families. and families during with resource personnel, support staff, and families to collaborates with resource
meetings and activities in para-educators, and families ensure consistent personnel, para-educators,
learners and student
support of learning plans to ensure that student instruction. Supports families, leadership, and
with special needs to and goals. families in positive students in creating a
services are provided, and
provide equitable progress is made in engagement with school. coordinated program to
access to the content accessing appropriate optimize success of the full
content. (5/6/21) Initiates and monitors range of students with
Learns about referral referral processes and special needs.
processes for students with Seeks additional information Refers students as needed in follow-up meeting to ensure
special needs. on struggling learners and a timely and appropriate that students receive Takes leadership at the
advanced learners to manner supported with support and/or extended site/district and collaborates
determine appropriateness documented data over time, learning that is integrated with resource personnel to
for referral. including interventions tried into the core curriculum. ensure the smooth and
previous to referral. effective implementations of
referral processes.
I have viewed my
students C.U.M and have
looked at their profile on
Aeries to help me identify
what their special need is
and how to assess for
strengths and provide
appropriate challenges
and make
accommodations during
instruction. (9/22/20)

Unfortunately, my one
student with special
needs left my class in the
middle of the school year
to start homeschooling.
However, before that, I
communicated regularly
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
his special education
teacher and went to IEP
meetings. I also sent out a
progress report to his
parents every two weeks
so that we could monitor
him together. (5/6/21)