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
language, and academic identify connections concepts, academic content standards, and issues, academic
3.1 Demonstrating
content between academic language, and academic academic language in language, and research to
knowledge of subject
standards.09/23/2020 content standards and content standards. ways that ensure clear make relevant
matter academic
instruction. (04/28/2021). connections and connections to standards
content standards
relevance to students. during instruction and
(11/04/2021) extend student learning.
(4/6/2022)

I use our SAP to review When planning a lesson, I
the standards for each break apart the standards
unit. I then apply those and work on each until
standards to my lessons. I mastery. I am clear with
take time to go over each the students what our
unit and lesson. lesson objective is for that
09/23/2020 day and ask them if they
feel they have met the
objective by the end of
class. This helps students
stay involved in their
learning process.
(04/28/2021)
During class I always I let students know the
display the standard on standards and objectives
the board, I review what for each lesson. I then use
part of the standard we google forms at the end of
are working on and the lesson for my
elaborate, this helps my students to fill out to
students understand assess if they met our
what we are learning and lessons goals.
helps me narrow down (4/6/2022).
my lessons learning goals.
(11/04/2021).
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Has basic knowledge of
student stages of
development while
becoming aware of
differences in students’
understanding of subject
matter.
Teaches subject-specific
3.2 Applying vocabulary following
knowledge of curriculum guidelines.
student development 09/23/2020
and proficiencies to
ensure student
understanding of
subject matter
I use vocabulary specific
to the subject guidelines, I
then clarify words the
student may not be
familiar with.
09/23/2020
Exploring
Expands knowledge of
student development and
implements learning
activities in single lessons
or sequence of lessons
that addresses students’
proficiencies and support
understanding of subject
matter including related
academic language.
Provides explicit teaching
of essential content
vocabulary and
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.
Applying
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.
09/23/2020
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.
I do whole group and
small group sessions. My
students who need extra
help I invite to extra help
sessions where I slow
down and go over
concepts they may be
struggling with.
09/23/2020
Integrating
Integrates knowledge of
range of students
development into
instructional decisions to
ensure student
understanding of the
subject matter including
related academic
language. (04/28/2021)
Provides explicit teaching
of specific academic
language, text structures,
grammatical, and stylistic
language features to
ensure equitable access
to subject matter
understanding for the
range of student language
levels and abilities.
When we begin a lesson,
we go over the lesson
objectives. At the end of
our session, I ask for
them to complete an exit
ticket. While doing this
they are asked if they feel
they have mastered the
objectives. I review this
information; I am better
able to meet my students
learning needs if I am also
able to see how they feel
their progress is going.
(04/28/2021).
Innovating
Utilizes comprehensive
knowledge of students to
guide all students to
develop proficiencies,
understand subject
matter including related
academic language.
(11/04/2021)
Engages student at all
levels of vocabulary,
academic language, and
proficiencies in self-
directed goal setting,
monitoring, and
improvement. Guides all
students in using analysis
strategies that provides
equitable access and deep
understanding of subject
matter. (4/6/2022).
In addition to reviewing
the lesson objectives we
break down the objective
and I use informal
assessment throughout
my lesson and at the end
of the lesson to review if
my students have
mastered the objective.
(11/04/21).
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. extend student instruction.
facilitate student matter. 09/23/2020 (04/28/2021) understanding.
understanding of the (11/04/21) Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand.
I review the curriculum This year I have been I have been doing a lot Using language that is
and adjust based on my using the standards to more interactive learning understandable for my
students needs. If I need create my lesson and using different students. When letting
to add in or take on using part of the technology tools. In them know the lesson
certain parts of a curriculum but also more addition to projects we do objectives I use language
unit/lesson I do so. project-based learning. I a lot of in class they can understand.
09/23/2020 have seen a lot of success assignments working (4/6/2022).
offering different together. (11/04/2021).
methods of learning,
especially since we are all
virtual learning, my
students enjoy doing
projects and using their
creativity. (04/28/2021).

3.4 Utilizing Uses instructional Gathers and uses Selects and adapts a Integrates instructional Uses an extensive
instructional strategies that are additional instructional variety of instructional strategies appropriate to repertoire of
strategies that are provided in the strategies in single strategies to ensure subject matter to meet instructional strategies to
appropriate to the curriculum. lessons or sequence of student understanding of students’ diverse develop enthusiasm,
subject matter lessons to increase academic language learning, to ensure meta-cognitive abilities,
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

student understanding of appropriate to subject
academic language matter and that
appropriate to subject addresses students’
matter. diverse learning needs.
09/23/2020
I use a variety of teaching
strategies to meet all my
students needs. I use
discussions, white board
work, whole group, and
small group work, in
addition to short lectures.
I try to use different
strategies to engage the
students. 09/23/2020
student understanding of
academic language, and
guide student in
understanding
connections within and
across subject matter.
(04/28/2021)
In addition to newrow
tools, I have been using
many other outside apps
to assess my students
knowledge and keep
things more interesting in
class. My students seem
to get more involved
when we are using other
sources. I will provide the
link in class and can
monitor their progress as
they go. (04/28/2021.)
and support and
challenge the full range of
student towards a deep
knowledge of subject
matter. (11/04/21)
Using new technology
tools in the classroom to
aid in my lesson
objectives have been very
helpful in achieve my
lesson goals. Students are
also more engaged using
new technology in the
classroom.
(11/04/2021).

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. 09/23/2020 and skill development in needs and make subject extend student
adopted materials, to students. subject matter. Resources matter accessible to understanding and
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Explores how to make
Identifies technological technological resources
resource needs. available to all students.
09/23/2020
make subject matter
accessible to all
students
I have been using I-ready
and quizlette in addition
to STRIDE, which is
games and activities for
extra practice. I try to use
a variety of resources to
engage students.
09/23/2020
Each student is given a
computer, if they have
any tech issues, I contact
the school and have it
fixed or a new devise
sent. 09/23/2020
3.6 Addressing the Is aware of students’ Seeks additional information
needs of English primary language and describing elements of
learners and student English language culture and language
proficiencies based on proficiencies in listening,
with special needs to
available assessment data. speaking, reading, and
provide equitable 09/23/2020 writing. Uses multiple
access to the content measures for assessing
English learners’
performance to identify gaps
in English language
Applying
reflect the diversity of the
classroom and support
differentiated learning of
subject matter.
(04/28/2021)
Guides students to use
available print, electronic,
and online subject matter
resources based on
individual needs.
In addition to games and
activities I have been
assigning project passed
learning assignment.
They have been able to
collaborate with their
peer doing these are it is
a break from a standard
test or quiz.
(04/28/2021)
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.
(04/28/2021)
Integrating
students.
Assists student with
equitable access to
materials, resources, and
technologies. Seeks
outside resources and
support. (11/04/21)
Being virtual gives
students access to many
tools at their finger tips. I
have also been using new
tools and practicing using
them in live sessions, so
my students become
more familiar and
comfortable.
(11/04/2021)
Integrates knowledge of
English language
development, English
learners’ strengths and
assessed needs into English
language and content
instruction. (11/04/21)
Innovating
critical thinking about
subject matter.
Ensures that student are
able to obtain equitable
access to a wide range of
technologies through
ongoing links to outside
resources and support.
(4/6/2022).
I have been setting up
small group sessions
twice a week for my
students who need extra
support and extended
teaching on content
areas. (4/6/2022)
Engages English learners in
assessment of their progress
in English language
development and in meeting
content standards. Supports
students to establish and
monitor language and
content goals.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Provides adapted materials
to help English learners
access content. 09/23/2020
When making my initial
connection calls I make
sure to ask the students
LC what their primary
language is. Once they tell
me I make not and make
sure to give them the
proper resources they
need to succeed.
09/23/2020
For my ELA students I
can offer a translator and
material translated to
assist them in completing
assignments.
09/23/2020
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.
Exploring
development.
Attempts to scaffold content
using visuals, models, and
graphic organizers.
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.
09/23/2020
Cooperates with resource
personnel, para-educators,
and families during
Applying
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.
We have been reading
novels in ELA and for my
ELL students I have seen
a lot of success having
them listen to the audio
version of books. I also
spend a lot of time
breaking down the test in
class to help them better
understand the content.
(04/28/2021).
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
Integrating
Develops and adapts
instruction to provide a wide
range of scaffolded support
for language and content for
the range of English
learners.
I provide my ELL
students with a wide
verity of tools and
resources to help aid
them in achieving our
lesson objectives in
addition to outside
support. (11/04/21).
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
Innovating
Is resourceful and flexible in
the design, adjustment, and
elimination of scaffolds
based on English learners’
proficiencies, knowledge,
and skills in the content.
(4/6/2022)
When we did our The
Secret Garden reading, I
provided my students
with the audio version as
an option. I am always
trying to provide my ELL
students with additional
support. (4/6/2022).
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,
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
meetings and activities in
support of learning plans
and goals. 09/23/2020
Learns about referral
processes for students with
special needs. Seeks additional information
on struggling learners and
advanced learners to
determine appropriateness
for referral.
In addition to IEP and
504 meetings I
communicated with the
SPED teachers and keep
them on the same page
and update them on the
student’s progress. I also
invite them into my
classroom to observe the
students so we can work
together to assist the
student with their needs.
09/23/2020
We have periodic mails in
addition to frequent
emails to address any
concerns and work
together. 09/23/2020
Applying
to ensure that student
services are provided and
progress is made in
accessing appropriate
content. (04/28/2021).
Refers students as needed in
a timely and appropriate
manner supported with
documented data over time,
including interventions tried
previous to referral.
In addition to meeting, I
have small group sessions
and 1:1 sessions to help
my students who need
extra support. If I feel the
content is difficult for
them, I will modify, but
my goal is always to
achieve the same learning
objective for all my
students. (04/28/2021).
Integrating
instruction. Supports
families in positive
engagement with school.
(11/04/21)
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.
We have many PLC, and
staff grade level meeting
where we are able to
collaboratively work
together. We are able to
work together and give
each other ideas and tools
to help support our
teaching. (11/04/21)
Innovating
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.
(4/6/2022)
During our PLC meeting
and team meetings with
discuss what we are
doing in our classroom
and how we can use ideas
from one another.
(4/6/2022).