CSTP

3: Understanding and Organizing Subject Matter for Student Learning

4-9-22
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. 7/16/21 ways that ensure clear make relevant
content standards instruction. connections and connections to standards
relevance to students. during instruction and
4/9/22 extend student learning.

My school requires all In addition to using our
lesson plans to be posted on standard curriculum
Planbook and thorough lessons, the past few
pacing guides using the months I have tried to be
content standards are used. more intentional in
I also ensure the curriculum integrating my lessons
we used it either aligned to with one another. For
the standards or example: we spend
supplemented with the significant amount of
necessary materials. I time working on math
ensure the students also academic vocabulary,
understand the standards by students practice writing
reviewing the objective at in science, and we discuss
the start of each lesson and how each subject is not
using formative assessment. its own objective but
7/16/21 rather, they are all
connected. 4/9/22
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. 7/16/21 Provides explicit teaching of Provides explicit teaching academic language, and
student development essential vocabulary, idioms, of specific academic proficiencies in self-
and proficiencies to Provides explicit teaching key words with multiple language, text structures, directed goal setting,
ensure student of essential content meanings, and academic grammatical, and stylistic monitoring, and
understanding of vocabulary and language in ways that language features to improvement. Guides all
subject matter associated academic engage students in accessing ensure equitable access students in using analysis
language in single lessons subject matter text or to subject matter strategies that provides
or sequence of lessons. learning activities. 11/1/21 understanding for the equitable access and
Explains academic range of student language deep understanding of
language, formats, and levels and abilities. subject matter.
vocabulary to support
student access to subject
matter when confusions
are identified. 7/16/21

I always have a variety of Due to the pandemic, it was
student development and clear that student's spelling
skill levels in my skills were in dire need of
classroom. I do my best intervention. My partner
to teach them where they and I researched different
are at by using small spelling curriculums and felt
groups. Students are that Words Their Way
grouped based on STAR offered the differentiation
data, teacher that our students needed
observations, and other (some students were
assessments. I hope to spelling above grade level,
continue to refine my some at grade level, and
small group work. many below grade level.)
7/16/21 We gave them
the Elementary Spelling
Relevant content is Inventory to place them in
posted either on the their groups, and then have
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
whiteboard or on anchor three different spelling
charts around the room. groups (Letter Name,
This upcoming year, I am Syllables and Affixes, and
hoping to use a word Within Word
while for students to be patterns) based on ability.
able to problem solve We have seen GREAT
when they are confused progress in using this
about academic language resource and like that each
and vocabulary. 7/16/21 student has the opportunity
to make growth, it is not just
a "one size fits all" spelling
list. 11/1/21

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.4/9/22 extend student instruction.
facilitate student matter. 7/16/21 understanding.
understanding of the Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
I do my best to adapt the My partner teacher and I
curriculum to best meet decided that our students
my student’s needs. For needed more opportunities
example, if the to APPLY the active reading
curriculum is not skills we have been learning
completely in line with about (compare and
the standard (some of it contrast, sequence, recount,
is outdated), I will seek cause and effect, etc.) We
out reinforcement on adjusted our reading
Teachers Pay Teachers, curriculum a bit to include
Super Teacher reading groups. We put
Worksheets, BrainPOP, students into “book clubs”
etc. I will also make and chose a grade level
adjustments to pacing appropriate book for the
according to formative students to read. Students
assessment data. If it is meet in book clubs every
clear the class needs day and they are responsible
another day studying for reading a chapter and
elapsed time, I will make working on their job for the
shifts so they walk away day. Jobs include:
with a better Questioner, Word Wizard,
understanding. 7/16/21 Summarizer, Character
Sketcher, and Connector.
Students are doing a great
job not only practicing their
fluency but applying what
we have learned. 4/9/22
Uses instructional Gathers and uses Selects and adapts a variety Integrates instructional Uses an extensive
strategies that are additional instructional of instructional strategies to strategies appropriate to repertoire of
provided in the strategies in single ensure student subject matter to meet instructional strategies to
3.4 Utilizing curriculum. lessons or sequence of understanding of academic students’ diverse develop enthusiasm,
instructional lessons to increase language appropriate to learning, to ensure meta-cognitive abilities,
strategies that are student understanding of subject matter and that student understanding of and support and
appropriate to the academic language addresses students’ diverse academic language, and challenge the full range of
subject matter appropriate to subject learning needs. 7/16/21 guide student in student towards a deep
matter. understanding knowledge of subject
connections within and matter.
across subject matter.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
In teaching elementary, I am
always using engagement
strategies to keep my
students attentive. This can
include things like: stand up
if you think…, go to the left
side if you believe…, if your
birthday is in December
read the problem, call and
repeats, etc. I try to use
different prompts each day
so my lesson isn’t
predictable. We also use
different apps to teach
academic language, like
Kahoot, Blooket, Flipgrid,
etc. 7/16/21

Uses available Explores additional Selects, adapts, and utilizes Integrates a wide range Engages students in
instructional materials, instructional materials, appropriate instructional of adapted resources, identifying and adapting
3.5 Using and resources, and resources, and materials, resources, and technologies, and resources, technologies,
adapting resources, technologies for specific technologies to make technologies for concept and instructional materials to and standards-aligned
technologies, and lessons to make subject subject matter accessible skill development in subject meet identified student instructional materials to
standards-aligned matter accessible to to students. matter. Resources reflect the needs and make subject extend student
instructional students. diversity of the classroom matter accessible to understanding and
materials including Explores how to make and support differentiated students. 4/9/22 critical thinking about
adopted materials, to Identifies technological technological resources learning of subject matter. subject matter.
make subject matter resource needs. available to all students. 7/16/21 Assists student with
accessible to all equitable access to Ensures that student are
students Guides students to use materials, resources, and able to obtain equitable
available print, electronic, technologies. Seeks access to a wide range of
and online subject matter outside resources and technologies through
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
resources based on support. 4/9/22 ongoing links to outside
individual needs. 7/16/21 resources and support.

All students in the I continue to make

elementary school have a technology an integral
personal iPad. For students part of my classroom. I
without internet at home, have been utilizing the
the school has provided a “Diagnostic Arena” of IXL
hotspot. I try to not assign more, as it is able to ask
homework but in the case students various
that the student cannot get questions for different
their work done, I will math standards and then
simply have them do it for provides me with a
morning work the next day breakdown of what the
or excuse them. All students students are doing well
have access to class and on, and what skills
school library books which students need extra
gives all students the chance practice with. I print and
to read. I do not require use these reports to guide
students to take textbooks parent conversations on
home. 7/16/21 how they can better
support OR challenge
their students and what
IXL codes they can work
on in order to do so.
4/9/22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
Is aware of students’ Seeks additional Identifies language Integrates knowledge of Engages English learners in
primary language and information describing proficiencies and English English language assessment of their progress
English language elements of culture and learner strengths in the study development, English in English language
proficiencies based on language proficiencies in of language and content. learners’ strengths and development and in meeting
available assessment data. listening, speaking, reading, Differentiates instruction using assessed needs into English content standards. Supports
and writing. Uses multiple one or more components of language and content students to establish and
3.6 Addressing the measures for assessing English language development instruction. monitor language and
needs of English English learners’ to support English learners. content goals.
learners and student performance to identify
with special needs to gaps in English language Creates and implements
provide equitable Provides adapted materials development. 7/16/21 scaffolds to support standards- Develops and adapts Is resourceful and flexible in
access to the content to help English learners based instruction using literacy instruction to provide a the design, adjustment, and
access content. Attempts to scaffold content strategies, SDAIE, and content wide range of scaffolded elimination of scaffolds
using visuals, models, and level English language support for language and based on English learners’
graphic organizers. 7/16/21 development in order for content for the range of proficiencies, knowledge,
students to improve language English learners. and skills in the content.
proficiencies and understand
content. 11/1/21
Addressing the needs of The International Children's
English language learners Digital Library is a great
is an area I would like to resource for English
improve on. At the learners to read and study in
beginning of the year, I both English and their
communicate with primary language. It
parents of my English includes a variety of picture
learners about their books from all cultures, and
culture, the language will help English learners to
spoken at home, etc. This improve their reading skills
helps me to try to make in a familiar and anxiety-
my classroom learning free manner. 11/1/21
environment similar to

their home learning
environment. English
language learners are
tested before coming to
the school and
throughout the year.
7/16/21

I use graphic organizers,
anchor charts, modeling,
and repetition to support
all students but
particularly English
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
language learners. I also
attempt to sit them by a
trustworthy student who
they can ask questions as
needed. 7/16/21

Has an awareness of the full Seeks additional Utilizes information on the full Integrates accommodations, Guides and support the full
range of students identified information on the full range of students identified adaptations, and extensions range of student with
with special needs through range of students identified with special needs to assess to instruction for the full special needs to actively
data provided by the school. with special needs to strengths and competencies to range of students with engage in the assessment
address challenges or provide appropriate challenge special needs to ensure and monitor their own
supports in single lessons or and accommodations in adequate support and strengths, learning needs,
sequence of lessons. instruction. 7/16/21 challenge. 11/1/21 and achievement in
accessing content.
3.6 Addressing the Attends required meeting Communicates regularly with Communicates and
needs of English with resource personnel Cooperates with resource resource personnel, para- collaborates with colleagues, Communicates and
and families. personnel, para-educators, educators, and families to support staff, and families to collaborates with resource
learners and student
and families during ensure that student services are ensure consistent personnel, para-educators,
with special needs to meetings and activities in provided and progress is made instruction. Supports families, leadership, and
provide equitable support of learning plans in accessing appropriate families in positive students in creating a
access to the content and goals. content. 7/16/21 engagement with school. coordinated program to
11/1/21 optimize success of the full
Refers students as needed in a range of students with
Learns about referral timely and appropriate manner Initiates and monitors special needs.
processes for students with supported with documented referral processes and
special needs. Seeks additional data over time, including follow-up meeting to ensure Takes leadership at the
information on struggling interventions tried previous to that students receive site/district and
learners and advanced referral. 7/16/21 support and/or extended collaborates with resource
learners to determine learning that is integrated personnel to ensure the
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
appropriateness for referral. into the core curriculum. smooth and effective
11/1/21 implementations of referral
processes.

I collaborate with my K-3 The app Classkick is a

PLC often and utilize any staple in our classroom. I
information they give me on regularly post
incoming or current assignments and early
students with special needs. finisher tasks on this app
I also review what has been because it includes a
documented on STAR, STEP variety of tools that I can
data, and information from use to accommodate my
parents. If an IEP is present, students with special
I start the school year with needs. One of the main
any listed accommodations, ways I regularly support
and continue to these students in their
add/subtract any based on assignments is by
student performance and recording the
parent input. 7/16/21 passages/directions for
them. As a result, they

Using the STEP program, all can listen AND follow
personnel are kept up to along, targeting two
date on how students with learning styles at once. It
special needs are doing. I also allows them to go
document their back and listen to the
accommodations here as instructions as many
well as communication with times as they need to in
parents. 7/16/21 order to be successful.
I've included a screenshot
As a private school, we have of what this looks like on
to send out referrals to the Classkick. 11/1/21
public school system.
However, if this is deemed
necessary after multiple
parent conferences
(including the principal) and
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
failed
interventions/modifications,
we will set up a plan for
referral or testing. 7/16/21