CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Has a foundational Examines concepts in
knowledge of subject subject matter and
matter, related academic academic language to
3.1 Demonstrating
language, and academic identify connections
knowledge of subject
content standards. between academic content
matter academic
standards and instruction.
content standards
9/20/20
I utilize strategies that are
tested and shown to
support a range of
learners. I sometimes use
current research to
support my instructional
planning. I am working on
making connections
between lessons to the
anchor standards and
discipline as a whole-
9/20/20
Applying Integrating Innovating
Understands and explains Uses broad knowledge of Uses extensive knowledge
the relationship between inter-relationships of of subject matter
essential subject matter concepts, academic concepts, current issues,
concepts, academic content standards, and academic language, and
language, and academic academic language in research to make relevant
content standards. ways that ensure clear connections to standards
5/2021 connections and relevance during instruction and
11/2021 to students. extend student learning.
I am using more scope and
sequence of lesson
planning to identify which
skills are needed to be
taught first. I am using
backwards planning to
create units that are
purposeful and are set up
to support the success of
needed skills. Using grade
level standards to anchor
lessons. 5/2021
I am still working on
applying. I am working
with my new grade level
team to deepen my own
background knowledge of
content standards. They
are supporting me in
trying new strategies to
support all learners.
11/2021
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
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 that
understanding of subject addresses students’
matter. proficiencies and support
understanding of subject
Teaches subject-specific matter including related
3.2 Applying
vocabulary following academic language.
knowledge of student
curriculum guidelines.
development and
Provides explicit teaching
proficiencies to
of essential content
ensure student
vocabulary and associated
understanding of
academic language in
subject matter
single lessons or sequence
of lessons. Explains
academic language,
formats, and vocabulary to
support student access to
subject matter when
confusions are identified.
9/20/20
Currently working on
eliciting background
knowledge through
preview/introductory
lessons. I utilize an activity
like 10 important words to
enhance vocabulary
instruction and
differentiating for
students’ levels. Making
the content more
personalized and
authentic. 9/20/20
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.
5/2021
Using lessons
goals/objectives to
explicitly help students see
the thread between
lessons and content to
deepen understanding.
Eliciting background
knowledge can be an
ejoyoabke way to share
knowledge, hobbies, and
other connections to
learning goals. We practice
both academic and social
skills in classes. Also using
more entry level,
pre-assessment to
determine previous
knowledge or skills.
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 matter
understanding of the 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
language, text structures, self-directed goal setting,
grammatical, and stylistic monitoring, and
language features to improvement. Guides all
ensure equitable access to students in using analysis
subject matter strategies that provides
understanding for the equitable access and deep
range of student language understanding of subject
levels and abilities. matter.
11/2021
Continuing to use goals
and explicit objectives in
teachings. Using more
strategies to pre teach
academic and content
specific language to help
make more connections in
lessons. Bridging more
explicit language
instruction across
disciplines.
11/2021
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

5/2021
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. 9/20/20 5/2021 understanding. Ensures student
understanding of the
11/2021 comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand.
Working on merging Makes needed Working on helping
content areas more adjustments to help students make
support my unique connections across
seamlessly. Lessons learners. I use the multidisciplinary content-
that are provided curriculum and We’ve had great success
cross-curricular tend resources to spring board by merging language and
to be more dynamic or objectives and learning grammar lessons into
and engaging. Our ELA goals. I’ve had great math learning. Also, we
success with merging continually reference past
curriculum is set up
multidisciplinary units content or skills as it
nicely to tie in SS and together. Biography pertains to current
Science standard project and ISTE learning and objectives.
throughout the year. standards. ELA with Earth 11/2021
I plan to leverage this Science and Life Science. I
and shape lessons that help make connections
between units/lessons and
hit more than one remind students of work
content area. they’re already completed.
9/20/20 5/2021
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Uses instructional Gathers and uses
strategies that are additional instructional
provided in the strategies in single lessons
curriculum. or sequence of lessons to
3.4 Utilizing
increase student
instructional
understanding of academic
strategies that are
language appropriate to
appropriate to the
subject matter.
subject matter
I am working on ways on
including a greater variety
of instructional strategies
for my students. We do
utilize several now. But I
want to bring in more ways
to enhance our current
ELA model – I do so much
talking. My biggest
struggle is closing lessons
on zoom. There seems to
be a rush and I don’t
always provide a wrap up
and closing for students.
9/20/20
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.
5/2021
This year I have utilized a
variety of instructional
strategies to support my
learners. I use essential
questions/lessons
objectives for students.
They are able to answer
the question at the end of
the class. I also try and use
an activation strategy
through a pop-culture
reference, video, or
mentor text to draw
students and allow for
connections to begin. We
used graphic organizers,
too! For ELA, social
studies, and science. Lastly,
I try to incorporate
kinesthetic movement into
our lessons. Hand signals
or gestures to help connect
the objectives.
5/2021
Integrates instructional Uses an extensive
strategies appropriate to repertoire of instructional
subject matter to meet strategies to develop
students’ diverse learning, enthusiasm,
to ensure student meta-cognitive abilities,
understanding of and support and challenge
academic language, and the full range of student
guide student in towards a deep
understanding knowledge of subject
connections within and matter.
across subject matter.
11/2021
So far this year I am
working on using more
strategies to support
learners like peer to peer
teaching and by providing
choice in learning options
through choice menus. We
are using graphic
organizers, sketch notes,
and whole brain teaching
strategies.
11/2021
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Uses available
instructional materials,
resources, and
technologies for specific
3.5 Using and
lessons to make subject
adapting resources,
matter accessible to
technologies, and
students.
standards-aligned
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instructional
materials including
Identifies technological
adopted materials, to
resource needs.
make subject matter
accessible to all
students
Definitely still learning all
of the resources available
to me to help drive my
instruction and being
trained in best leveraging
them.
9/20/20
Explores additional Selects, adapts, and
instructional materials, utilizes appropriate
resources, and instructional materials,
technologies to make resources, and
subject matter accessible technologies for concept
to students. and skill development in
9/20/20 subject matter. Resources
Explores how to make reflect the diversity of the
technological resources classroom and support
available to all students. differentiated learning of
subject matter.
Guides students to use
available print, electronic,
and online subject matter
resources based on
individual needs.
I do tie in mentor texts Try an offer options for
when I can. Still fighting accessing materials and
with the time guardian assignments. Will be
closing down on me as I creating printables for
try and get through the students for pick up.
curriculum objectives. There are some
We are expanding our assignments that are
digital tools to enhance better completed with
learning objectives, like paper/pencil and graphic
using Peardeck for both organizer. I’ve been
synchronous and supplying digital graphic
asynchronous learning. organizers. Also, students
9/20/20 may take a photo of the
work completed in the ELA
notebook.
We utilize videos, online
read aloud, and virtual
games to explore and
practice content
objectives.
9/20/20
Integrates a wide range of Engages students in
adapted resources, identifying and adapting
technologies, and resources, technologies,
instructional materials to and standards-aligned
meet identified student instructional materials to
needs and make subject extend student
matter accessible to understanding and critical
students. thinking about subject
matter.
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. ongoing links to outside
5/2021 resources and support.
11/2021
I adapt resources like
texts, videos, project
requirements, and other
things to help make the
content accessible to all of
my students. I provide
both digital and paper
copies of most work to
accommodate my
students. Students use
technology as a resource
for research and building
background knowledge.
5/2021
Utilizing technology to
enhance learning. For
example, students
learning about
informational text
structure and animal
adaptations. They used
Padlet to create
infographic posters,
applying their
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Is aware of students’ Seeks additional information
primary language and describing elements of culture
English language and language proficiencies in
proficiencies based on listening, speaking, reading,
available assessment data. and writing. Uses multiple
measures for assessing
English learners’ performance
3.6 Addressing the to identify gaps in English
needs of English language development.
learners and student
with special needs to Provides adapted materials Attempts to scaffold content
provide equitable to help English learners using visuals, models, and
access to the content access content. graphic organizers.
9/20/20
5/2021
I have three designated
ELD students. My district
is not one that caters to the
needs of EL students. I will
be providing more tailored
instruction to my two
bridging and one
expanding student in small
groups.. 9/20/20
Still looking to grow in
this standard. I use
sentence stems for
speaking and listening
standards. I also use
them for most writing
assignments. I also
allow students to
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
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.
understanding of info.
writing text structure and
research together.
11/2021
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. monitor language and
content goals.
Develops and adapts Is resourceful and flexible in
instruction to provide a wide the design, adjustment, and
range of scaffolded support elimination of scaffolds
for language and content for based on English learners’
the range of English learners. proficiencies, knowledge,
11/2021 and skills in the content.
I am working on
integrating the needs of
EL students into the whole
of my teaching. I believe
that using an approach of
Tier 1 of support that
benefits all students is an
effective tool to support all
learners. The use of
sentence and paragraph
frames, small groups,
partner share, both
written and verbal
practice. As well as
explicitly teaching
language across all
curriculum. As well as
using color coding,
vocabulary instruction,
and graphic organizers.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
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
needs of English families.
learners and student
with special needs to
provide equitable
access to the content
Learns about referral
processes for students with
special needs. 9/20/20
draw their
understanding.
5/20/21
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.
Cooperates with resource
personnel, para-educators,
and families during meetings
and activities in support of
learning plans and goals.
9/20/20
Seeks additional information
on struggling learners and
advanced learners to
determine appropriateness
for referral.
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. 9/20/20
Refers students as needed in
a timely and appropriate
manner supported with
documented data over time,
including interventions tried
previous to referral.
11/2021
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 support
and/or extended learning
that is integrated into the
core curriculum.
5/2021
11/2021
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
with resource personnel to
ensure the smooth and
effective implementations of
referral processes.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Haven’t gone through a Working with special day Check-in with families to I integrate
referral process teachers to support make sure needs are being accommodations,
Have a student that may students. I have two met. We have weekly adaptations, and
need intervention and students who receive check-ins that are optional. extensions to support all
services. I am now going speech and I have reached I also use Dojo for all learners. I make sure all
through the proper to both the teacher and communication. students have a platform
channel to support this families to better 9/20/20 to speak and feel
student. understand and provide comfortable sharing or
9/20/20 support. asking for help. I have
9/20/20 worked with colleagues to
assess the possibility of
testing for one student. I
review notes and follow
up with specialists to
make sure students are
being take care of and
needs are being met.

5/2021

I am continuing this
process by using data to
support all learners,
especially my students
who are two levels below
grade level. I created
at-home kits to help
parents and students
work on skills to help fill
in gaps knowledge.