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 content standards and content standards. ways that ensure clear make relevant
content standards instruction. 5/2021 connections and connections to standards
10/2021 relevance to students. during instruction and
4/2022 extend student learning.

I am able to do this when

creating lesson plans, but
it still takes a lot of effort.
I need to improve in
connecting subject matter
to content standards, by
becoming more familiar
with the grade level
standards and EL
standards. 9/22/20
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
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.
student development Provides explicit teaching
and proficiencies to of essential content
ensure student vocabulary and
understanding of associated academic
subject matter 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 Integrating Innovating
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. 4/2022 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.
5/2021
10/2021
Keeping my students
development and
proficiencies in mind, I
try to be careful in
teaching essential
vocabulary and key
words and pointing out
words with multiple
meanings, using realia
and the document camera
at times to help with
meaning. I use academic
language and emphasize
meanings. 9/22/20
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. understanding.
understanding of the 5/2021 Ensures student
10/2021
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand. 4/2022
I am able to adjust the
curriculum as needed in
my lessons and am
learning to differentiate.
I need to begin adjusting
as needed the online
curriculum for my RTI
students in the i-Ready
program. 9/22/20
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. diverse learning needs. understanding knowledge of subject
5/2021 connections within and matter. 4/2022
across subject matter. 10/2021
I am improving in using
additional strategies to I employed several
increase student strategies to ensure
understanding by finding students' diverse
or creating some learning needs were
supplementary materials met. these included
as well as using new sending the students a
strategies. But I can use Flowchart which was
much improvement here, scaffolded to help
especially in adapting prompt student answers.
strategies in the virtual 10/2021
environment. 9/22/20
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. 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. 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 10/2021 resources and support.
individual needs. 5/2021 4/2022
I have begun to explore I created a Padlet
additional instructional Message Board where
materials and my students and their
technologies but need to learning coaches can
become more easily find 3rd Grade
comfortable with resources to help them in
technologies such as the school, in the
break-out rooms. I need classroom, and with their
to become more curriculum. For example,
knowledgeable at finding the board contains links
then using a variety of to instructions for how to
materials. 9/22/20 submit portfolios, sample
work, and test
corrections. It also
contains portfolio
worksheets to help
students understand
project requirements. I
have added many How
To's to help students be
successful. 10/2021
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Is aware of students’ Seeks additional information
primary language and describing elements of
English language culture and language
proficiencies based on proficiencies in listening,
available assessment data. speaking, reading, and
writing. Uses multiple
measures for assessing
3.6 Addressing the English learners’
needs of English performance to identify gaps
learners and student in English language
with special needs to Provides adapted materials development.
provide equitable to help English learners
access to the content access content. Attempts to scaffold content
using visuals, models, and
graphic organizers.
I haven’t yet had an EL
student in great need;
however, I have made a
few lesson plans which
include attempts to
include scaffolding
content for EL students.
The challenge is to adapt
useful strategies to the
online environment.
9/22/20
Applying Integrating Innovating
Identifies language Integrates knowledge of Engages English learners in
proficiencies and English English language assessment of their progress
learner strengths in the development, English in English language
study of language and learners’ strengths and development and in meeting
content. Differentiates assessed needs into English content standards. Supports
instruction using one or language and content students to establish and
more components of English instruction. monitor language and
language development to content goals.
support English learners.
5/2021
Creates and implements Develops and adapts Is resourceful and flexible in
scaffolds to support instruction to provide a wide the design, adjustment, and
standards-based instruction range of scaffolded support elimination of scaffolds
using literacy strategies, for language and content for based on English learners’
SDAIE, and content level the range of English proficiencies, knowledge,
English language learners. 4/2022 and skills in the content.
development in order for
students to improve
language proficiencies and
understand content. 10/2021
I was instrumental in
identifying a SPED student
in my class for extra
services through the
Adaptive Curriculum
Program. For reading and
Math now, he will have an
Adptive Teacher working
with him and will receive
instruction directly on his
level. Since he can't read,
this will be a large help to
him. While waiting for his
IEP meeting to make the
changes, I accepted a
modification of his Social
Studies project. I accepted
a slide of something he
could create using a
medium he enjoyed and
was comfortable with.
10/2021
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
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.
Exploring
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.
Seeks additional information
on struggling learners and
advanced learners to
determine appropriateness
for referral.
I am aware of my
students identified with
special need through the
data and through
speaking with their
parents, but I have had
only a small amount of
experience in assessing
students to determine the
appropriateness for
referral. I do participate
in IEP meetings and add
my observations.
9/22/20
Applying
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
manner supported with
documented data over time,
including interventions tried
previous to referral.
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
support and/or extended
learning that is integrated
into the core curriculum.
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
with resource personnel to
ensure the smooth and
effective implementations of
referral processes. 4/2022