CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

3.1 Demonstrating Has a foundational Examines concepts Understands and Uses broad knowledge Uses extensive
knowledge of knowledge of subject in subject matter explains the of inter-relationships knowledge of subject
subject matter matter, related and relationship between of concepts, academic matter concepts,
academic academic language, academic language essential subject matter content standards, current issues,
content standards and academic content to identify concepts, academic and academic academic
standards. connections language, and language in ways language, and research
between academic academic content that ensure clear to make relevant
content standards standards. connections and connections to
and instruction. 09.19.20 04.30.21 relevance to students. standards during
11.03.21 instruction and extend
student learning.

09.19.20 11.30.21
I believe that I do well Since I teach English,
at tying together history, and novel studies,
historical, ELA and it's so easy to make
real life
connections! For my 8th
information in my
lesson plans for my graders, I had them make
students to explore. connections between
political cartoons and "The
04.30.21 Crucible".
I have a good deal of
knowledge under my
belt, but nowhere near
the
amount I need to feel
comfortable with all
the content standards
I teach for 6th, 7th and
8th.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
3.2 Applying Has basic knowledge Expands knowledge of Adapts instruction in Integrates knowledge Utilizes comprehensive
knowledge of of student stages of student development response to knowledge of range of students knowledge of students
student development while and implements of student development into to guide all students to
development and becoming aware of learning development and instructional decisions develop
proficiencies to differences in activities in single proficiencies to meet to ensure student proficiencies,
ensure student students’ lessons or sequence of students’ diverse understanding of the understand subject
understanding of understanding of lessons that addresses learning needs. subject matter matter including
subject matter subject matter. students’ proficiencies Ensures including related related academic
and support understanding of academic language.
Teaches understanding of subject matter language.
subject-specific subject matter including related Engages student at
vocabulary following including related academic language. Provides explicit all levels of
curriculum academic language. teaching of specific vocabulary,
guidelines. 04.30.21 Provides explicit academic academic language,
teaching of essential language, text and proficiencies in
vocabulary, idioms, key structures, self
Provides explicit words with multiple grammatical, and directed goal setting,
teaching of essential meanings, and stylistic language monitoring, and
content academic language in features to improvement. Guides
vocabulary and ways that engage ensure equitable all students in using
associated academic students in access to subject analysis strategies that
language in single accessing subject matter provides equitable
lessons or sequence of matter text or understanding for the access and
lessons. Explains learning activities. range of student deep understanding
academic 11.04.21 language levels and of subject matter.
language, formats, and abilities.
vocabulary to support
student access to
subject matter when
confusions are
identified. 04.30.21
 09.19.20 04.30.21 11.30.21
I feel like vocabulary I have been working Students are currently
is something that I much more working on their entries
skip when I’m explicitly with into the Membean
crunched for time. I vocabulary this
Pseudo-word Contest,
use academic second semester. We
language and explain it have a new program where they make their
to them, but don’t that is individualized own words out of
often teach explicit per prefixes, roots, and
vocabulary student which has suffixes.
instruction. 09.19.20 helped me see where
each
student is in regards
to their vocabulary
knowledge.

CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
3.3 Organizing Follows organization Examines organization Uses knowledge of Integrates knowledge Uses extensive
curriculum to of curriculum as of curriculum and curriculum and student of curriculum and knowledge of
facilitate student provided by site and considers adjustments readiness to organize resources to organize curriculum and
understanding of district to support in single lessons or and adjust the and adjust instruction related resources to
the subject matter student sequence of lessons to curriculum to ensure within and across flexibly and effectively
understanding of support student subject matter to organize and adjust
the subject matter. understanding of understanding. extend student instruction.
subject matter. understanding.
09.19.20 04.30.21 Ensures student
comprehension and
facilitates student
articulation about
what they do and do
not
Understand. 11.04.21
 09.19.20 11.30.21
I think one of my With how I organize my
strengths is my daily agendas online, I'm
knowledge of the able to be flexible and have
curriculum and
materials ready easily.
organizing it into
student accessible
lessons.

04.30.21
For next year, I’d like to
organize my English
and History units to
meld with each other
to answer
essential questions or
be based on a specific
topic.

CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
3.4 Utilizing Uses instructional Gathers and uses Selects and adapts a Integrates Uses an extensive
instructional strategies that are additional variety of instructional repertoire of
strategies that provided in the instructional instructional strategies appropriate instructional strategies
are appropriate curriculum. strategies in single strategies to ensure to subject matter to to develop enthusiasm,
to the subject lessons or sequence student understanding meet students’ meta-cognitive
matter of lessons to of academic language diverse abilities, and support
increase appropriate to learning, to ensure and
student understanding subject matter and student understanding challenge the full range
of academic language that of academic language, of student towards a
appropriate to addresses students’ and guide student in deep knowledge of
subject matter. diverse learning understanding subject matter.
needs. 09.19.20 connections within
04.30.21 and across subject
matter. 11.04.21
 09.19.20 11.30.21
I use a variety of I often have choices or
instructional strategies creative license with my
to enhance students’ activities, like for their
understanding of the
summer reading project.
subject matter and
diversify instructions
to meet different
learning needs.

04.30.21
Sometimes I feel like I
have too many
strategies to choose
from! I believe that I
have a variety of
strategies that I use
consistently over time,
but varied throughout
the unit.

CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
3.5 Using and Uses available Explores additional Selects, adapts, and Integrates a wide Engages students in
adapting instructional instructional utilizes appropriate range of adapted identifying and
resources, materials, resources, materials, instructional resources, adapting resources,
technologies, and and resources, and materials, resources, technologies, and technologies, and
standards-aligne technologies for technologies to make and instructional materials standards-aligned
d instructional specific lessons to subject matter technologies for to meet identified instructional materials
materials make subject matter accessible to students. concept and skill student needs and to extend student
including adopted accessible to development in subject make subject matter understanding and
materials, to make students. Explores how to matter. Resources accessible to critical thinking
subject matter make technological reflect the diversity of students. 04.30.21 about subject
accessible to all Identifies resources available the classroom and 11.04.21 matter.
students technological to all students. support differentiated
resource needs. learning of subject Ensures that student
matter. 09.19.20 Assists student with are able to obtain
equitable access to equitable access to a
Guides students to materials, resources, wide range of
use available print, and technologies. technologies through
electronic, and online Seeks ongoing links to
subject matter outside resources outside resources and
resources based on and support. support.
individual 04.30.2111.04.21
needs. 09.19.20

09.19.20 04.30.21
Many of my resources I’ve been using
are differentiated to more resources
reflect the diversity of with read
the classroom and gives aloud or dyslexic font
students the ability to for my student with
print or type as they
dyslexia. For other
individually need.
students, I’ve added in
definitions and other
types of
adaptations to help
these students access
the
material.

I also help find

audiobooks, online
resources and work
with my school for
additional tutoring.
 11.30.21
Membean has been a
successful
individualized
vocabulary program
which has helped
increase everyone's
vocabulary abilities,
not just those at the
lower or upper ends of
the spectrum.

CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
3.6 Addressing Is aware of students’ Seeks additional Identifies language Integrates knowledge Engages English learners
the needs of primary language and information describing proficiencies and of English language in assessment of their
English English language elements of culture and English learner development, English progress in English
proficiencies based on language proficiencies in strengths in the study learners’ strengths and language
learners and of language and development and in
available assessment data. listening, speaking, assessed needs into
student with reading, and writing. content. Differentiates English language and meeting content
special needs to Uses multiple measures instruction using one or content standards. Supports
provide equitable for assessing more components of instruction. students to establish and
access to the English learners’ English language monitor language and
content performance to development to support content goals.
Provides adapted identify gaps in English learners.
materials to help English language Develops and adapts
English learners access development. Creates and instruction to provide Is resourceful and flexible
content. 09.19.20 04.30.21 implements scaffolds a wide range of in the design, adjustment,
to support scaffolded support for and elimination of
Attempts to scaffold standards-based language and content scaffolds
content using visuals, instruction using literacy for the range of based on English
models, and graphic strategies, SDAIE, and English learners. learners’ proficiencies,
organizers. content level English knowledge, and skills in
09.19.20 04.30.21 language the content.
development in order
for students to
improve
language proficiencies
and understand
content. 11.04.21
 09.19.20 11.30.21
I seek additional For reading assignments, I
information on my have been working on
students’ proficiencies, finding Spanish language
but would like more
versions of the materials
resources on how to
better assess gaps in we are using for my
English language students.
development.

04.30.21
This is something I
would like to look into
as my POP cycle for next
year. I have a few
English learners, but I
don’t feel that I scaffold
enough or know enough
about how to best
support them.

CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
3.6 Addressing Has an awareness of the Seeks additional Utilizes information on Integrates Guides and support the
the needs of full range of students information on the full the full range of accommodations, full range of student
English identified with special range of students students adaptations, and with
needs through data identified with special identified with special extensions to instruction special needs to
learners and provided by the school. for the full range of
needs to needs to assess strengths actively engage in the
student with address challenges or and students with assessment and
special needs to supports in single lessons competencies to special needs to monitor their own
provide equitable or sequence of lessons. provide appropriate ensure adequate strengths, learning
access to the 09.19.20 04.30.21 challenge and support and needs, and
content Attends required meeting accommodations in challenge. achievement in
with resource personnel instruction. accessing content.
and families. Cooperates with Communicates and
resource personnel, Communicates regularly collaborates with Communicates and
para-educators, and with resource personnel, colleagues, support staff, collaborates with
families during para-educators, and and families to ensure resource personnel,
meetings and activities families to ensure that consistent para-educators,
in support of learning student instruction. Supports families, leadership, and
plans and goals. services are provided families in positive students in creating a
Learns about referral 04.30.21 and progress is made engagement with school. coordinated program to
processes for students in optimize success of the
with special needs. accessing appropriate Initiates and monitors full range of students
content. 09.19.20 referral processes and with
follow-up meeting to special needs.
Seeks additional Refers students as needed ensure that students
information on in a timely and receive Takes leadership at the
struggling learners appropriate manner support and/or site/district and
and advanced supported with extended learning that collaborates with
learners to determine documented data over is integrated into the resource personnel to
appropriateness for time, including core curriculum. ensure the smooth and
referral. 09.19.20 interventions tried effective
04.30.21 previous to referral. implementations of
11.04.21 referral processes.
 09.19.20
I seek out additional
information about my
students, but would
like more resources
on how best to
support different
issues in the
classroom that my
students face.
09.19.20
I personally feel like I
am good at working
with
support personnel and
families at keeping them
in the loop for their
students’ academic
progress.

04.30.21
Due to being online and
in the classroom in
much different ways
this year, I actually
think I
backtracked with this
CSTP. I haven’t
communicate as much
as I should be,
especially
because we lost a lot of our

CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
support for these 11.30.21
students this year due For reading assignments, I
to cohorting. have been working on
finding Spanish language
versions of the materials
we are using for my
students.